Holger Daun - Academia.edu (original) (raw)
Papers by Holger Daun
Springer eBooks, Nov 29, 2007
Springer eBooks, 2009
Global Values Education: Teaching Democracy and Peace , which is the seventh volume in the 12-vol... more Global Values Education: Teaching Democracy and Peace , which is the seventh volume in the 12-volume book series Globalisation, Comparative Education and Policy Research , presents scholarly research on major discourses in values education globally. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of globalisation and comparative education. Above all, the book offers the latest findings to the critical issues concerning major discourses in comparative education in values education in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in values education, multiculturalism and moral education. It offers a timely overview of current issues affecting values education, comparative education and education policy research in the global culture. It provides directions in values education, and policy research, relevant to transformational educational reforms in the twenty-first century (see also Zajda & Rust, 2009). This book critically examines the overall interplay between values education, globalisation, dominant ideologies and implications for policy research (see also Apple, 2004). It draws upon recent studies in the areas of globalisation, equity, social justice and the role of the State (Zajda, Biraimah, & Gaudelli, 2008). It explores conceptual frameworks and methodological approaches applicable in the research covering values education, globalisation, equity and multicultural education. Various book chapters critique the dominant discourses and debates pertaining to values education, multiculturalism and relevant comparative education discourses. This book explores the ambivalent and problematic relationship between the State, dominant models of values education, globalisation and social change (see also Zajda, 2005; Zajda, Davies, & Majhanovich, 2008). Using a number of diverse paradigms in comparative education research, ranging from critical theory to globalisation, the authors, by focusing on ideology, globalisation and democracy, attempt to examine critically both the reasons and outcomes of education reforms in the domain of values education, policy change and transformation and provide a more informed critique on the Western-driven models of accountability, quality and school effectiveness (Soudien & Kallaway, 1999; Zajda & Freeman, 2009).
International Review of Education, Jul 1, 2004
The Czech Republic, England, France, Germany and Sweden differ culturally and economically, but t... more The Czech Republic, England, France, Germany and Sweden differ culturally and economically, but they commonly exhibit general trends of decentralisation in the control of educational processes and outcomes. The present contribution looks at these five European countries as the venue for case studies in educational restructuring as well as evaluation, assessment and reporting. It shows that such trends have been most radical in the Czech Republic and Sweden, while England has centralised curriculum policy and France has devolved some decision-making to bodies at lower levels, but as representatives of the central state.
International handbooks of religion and education, 2018
Foreword. Preface Joseph Zajda. Acknowledgements. Contributors. Introduction. Section I: main tre... more Foreword. Preface Joseph Zajda. Acknowledgements. Contributors. Introduction. Section I: main trends and policy issues. 1. Globalisation, Social Capital and Values: The Case of the Pacific Basin, William K. Cummings. 2. Different Perspectives on Values and Citizenship Education Helene Leenders and Wiel Veugelers. 3. Globalisation, Values and Human Rights for Cultural Diversity J. J. Smolicz and Margaret Secombe. 4. Peace Education as Cosmpolitan and Deliberative Democratic Pedagogy Klas Roth. 5. Education in Values through Children's Literature, Santiego Nieto Martin. Section II: Global pedagogies. 6. A Global Imperative of Teaching Multiculturalism in Florida's Schools Anna Kochan. 7. Learning to Be in the 21st century: Its evolving meaning and implication in the classroom pedagogy Marie-Laure Mimoun-Sorel. 8. Academic Freedom in England and Germany: A Comparative Perspective Rosamunde F.J. Becker. 9. Education as a Method of Re-orienting Values Madeleine Mattarozzi Laming. 10. Cultural Diversity and its Recognition in Public Universities: Fairness, Utility and Inclusion Geoffrey Brahm Levey. Index.
International Handbooks of Religion and Education, 2018
The International Handbooks of Religion and Education series aims to provide easily accessible, p... more The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in religion and education. Each Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these religious dimensions in education. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. Its scale and scope bring a substantive contribution to our understanding of the discipline and, in so doing, provide an
Globalisation, Comparative Education and Policy Research, 2018
This chapter presents an embryo of a heuristic framework for description of ideological shifts in... more This chapter presents an embryo of a heuristic framework for description of ideological shifts in education. The chapter makes an overview of some of the most common Western ideologies and their roots and discusses them in the context of more profound societal paradigms. Some Muslim ideological orientations will also be presented. It is argued here that ideological and policy changes are conditioned by the challenges from the globalized meta-ideology, which is hegemonic, as it determines the dominant discourse surrounding education, society and ideology. The chapter demonstrates that the Western globalisation carries a new meta-ideology, with strong elements of some Western ideologies – principally individualism, the uniqueness of the individual, democracy, and freedom of choice, which are among the elements that late (neo-) liberalism and modern communitarianism share, and this common denominator may be called the global hegemonic meta-ideology.
Springer International Handbooks of Education, 2017
This introduction takes a comparative perspective, which implies that certain elements of the var... more This introduction takes a comparative perspective, which implies that certain elements of the various types of Islamic education around the world are compared. This perspective focuses mainly on the development of Islamic education in interaction with the state and state-funded education. Such perspective may be made at the cost of other similarities and differences, resulting in omission of certain aspects. The aspects studied here are the following ones: (a) whether compulsory education is allowed to take place in non-recognized private Islamic education; (b) whether the schools are regulated, monitored, or inspected; (c) whether Islamic schools are subsidized by the state; (d) whether Muslim and other private schools have to apply a national curriculum; (e) whether students in private (including Muslim) schools acquire a diploma that is valid for further education in other schools or in the labor market; and (f) whether state-run schools teach Islamic subjects. The introduction includes the countries presented in Section III but also compares these countries with some others, such as Islamic education in Australia.
In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in seve... more In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in several other countries: privatisation, decentralisation and freedom of choice. The steering of the education system was changed from highly centralised and a very limited number of students in private schools to an extremely decentalised system and with an increasing number of private providers of education. The results almost 30 years later are not very encouraging. The most apparent feature is declining results in the international tests.
International Handbooks of Religion and Education, 2018
The International Handbooks of Religion and Education series aims to provide easily accessible, p... more The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in religion and education. Each Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these religious dimensions in education. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. Its scale and scope bring a substantive contribution to our understanding of the discipline and, in so doing, provide an
Third International Handbook of Globalisation, Education and Policy Research, 2021
This chapter offers a critical analysis of the dominant paradigms and ideologies and their positi... more This chapter offers a critical analysis of the dominant paradigms and ideologies and their positions along selected dimensions. The globalised meta-ideology was assumed to define and influence changes in education and policy reforms, both locally and globally, but other reasons for or causes of the changes in education policy might be an object of future, in-depth, research. In the past years populism has come to challenge the prevailing hegemony. Despite frequent incompatibilities with local economic structures and cultural patterns, the meta-ideology and its paradigmatic features described above are taken for granted by politicians and policymakers around the world. The educational features that have been globalized are ostensibly biased towards academic achievement, standards, cognition and purposive rationality.
World Studies in Education, 2020
In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in seve... more In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in several other countries: privatisation, decentralisation and freedom of choice. The steering of the education system was changed from highly centralised and a very limited number of students in private schools to an extremely decentralised system and with an increasing number of private providers of education. The results almost 30 years later are not very encouraging. The most apparent feature is declining results in the international tests
Springer eBooks, Nov 29, 2007
Springer eBooks, 2009
Global Values Education: Teaching Democracy and Peace , which is the seventh volume in the 12-vol... more Global Values Education: Teaching Democracy and Peace , which is the seventh volume in the 12-volume book series Globalisation, Comparative Education and Policy Research , presents scholarly research on major discourses in values education globally. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of globalisation and comparative education. Above all, the book offers the latest findings to the critical issues concerning major discourses in comparative education in values education in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in values education, multiculturalism and moral education. It offers a timely overview of current issues affecting values education, comparative education and education policy research in the global culture. It provides directions in values education, and policy research, relevant to transformational educational reforms in the twenty-first century (see also Zajda & Rust, 2009). This book critically examines the overall interplay between values education, globalisation, dominant ideologies and implications for policy research (see also Apple, 2004). It draws upon recent studies in the areas of globalisation, equity, social justice and the role of the State (Zajda, Biraimah, & Gaudelli, 2008). It explores conceptual frameworks and methodological approaches applicable in the research covering values education, globalisation, equity and multicultural education. Various book chapters critique the dominant discourses and debates pertaining to values education, multiculturalism and relevant comparative education discourses. This book explores the ambivalent and problematic relationship between the State, dominant models of values education, globalisation and social change (see also Zajda, 2005; Zajda, Davies, & Majhanovich, 2008). Using a number of diverse paradigms in comparative education research, ranging from critical theory to globalisation, the authors, by focusing on ideology, globalisation and democracy, attempt to examine critically both the reasons and outcomes of education reforms in the domain of values education, policy change and transformation and provide a more informed critique on the Western-driven models of accountability, quality and school effectiveness (Soudien & Kallaway, 1999; Zajda & Freeman, 2009).
International Review of Education, Jul 1, 2004
The Czech Republic, England, France, Germany and Sweden differ culturally and economically, but t... more The Czech Republic, England, France, Germany and Sweden differ culturally and economically, but they commonly exhibit general trends of decentralisation in the control of educational processes and outcomes. The present contribution looks at these five European countries as the venue for case studies in educational restructuring as well as evaluation, assessment and reporting. It shows that such trends have been most radical in the Czech Republic and Sweden, while England has centralised curriculum policy and France has devolved some decision-making to bodies at lower levels, but as representatives of the central state.
International handbooks of religion and education, 2018
Foreword. Preface Joseph Zajda. Acknowledgements. Contributors. Introduction. Section I: main tre... more Foreword. Preface Joseph Zajda. Acknowledgements. Contributors. Introduction. Section I: main trends and policy issues. 1. Globalisation, Social Capital and Values: The Case of the Pacific Basin, William K. Cummings. 2. Different Perspectives on Values and Citizenship Education Helene Leenders and Wiel Veugelers. 3. Globalisation, Values and Human Rights for Cultural Diversity J. J. Smolicz and Margaret Secombe. 4. Peace Education as Cosmpolitan and Deliberative Democratic Pedagogy Klas Roth. 5. Education in Values through Children's Literature, Santiego Nieto Martin. Section II: Global pedagogies. 6. A Global Imperative of Teaching Multiculturalism in Florida's Schools Anna Kochan. 7. Learning to Be in the 21st century: Its evolving meaning and implication in the classroom pedagogy Marie-Laure Mimoun-Sorel. 8. Academic Freedom in England and Germany: A Comparative Perspective Rosamunde F.J. Becker. 9. Education as a Method of Re-orienting Values Madeleine Mattarozzi Laming. 10. Cultural Diversity and its Recognition in Public Universities: Fairness, Utility and Inclusion Geoffrey Brahm Levey. Index.
International Handbooks of Religion and Education, 2018
The International Handbooks of Religion and Education series aims to provide easily accessible, p... more The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in religion and education. Each Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these religious dimensions in education. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. Its scale and scope bring a substantive contribution to our understanding of the discipline and, in so doing, provide an
Globalisation, Comparative Education and Policy Research, 2018
This chapter presents an embryo of a heuristic framework for description of ideological shifts in... more This chapter presents an embryo of a heuristic framework for description of ideological shifts in education. The chapter makes an overview of some of the most common Western ideologies and their roots and discusses them in the context of more profound societal paradigms. Some Muslim ideological orientations will also be presented. It is argued here that ideological and policy changes are conditioned by the challenges from the globalized meta-ideology, which is hegemonic, as it determines the dominant discourse surrounding education, society and ideology. The chapter demonstrates that the Western globalisation carries a new meta-ideology, with strong elements of some Western ideologies – principally individualism, the uniqueness of the individual, democracy, and freedom of choice, which are among the elements that late (neo-) liberalism and modern communitarianism share, and this common denominator may be called the global hegemonic meta-ideology.
Springer International Handbooks of Education, 2017
This introduction takes a comparative perspective, which implies that certain elements of the var... more This introduction takes a comparative perspective, which implies that certain elements of the various types of Islamic education around the world are compared. This perspective focuses mainly on the development of Islamic education in interaction with the state and state-funded education. Such perspective may be made at the cost of other similarities and differences, resulting in omission of certain aspects. The aspects studied here are the following ones: (a) whether compulsory education is allowed to take place in non-recognized private Islamic education; (b) whether the schools are regulated, monitored, or inspected; (c) whether Islamic schools are subsidized by the state; (d) whether Muslim and other private schools have to apply a national curriculum; (e) whether students in private (including Muslim) schools acquire a diploma that is valid for further education in other schools or in the labor market; and (f) whether state-run schools teach Islamic subjects. The introduction includes the countries presented in Section III but also compares these countries with some others, such as Islamic education in Australia.
In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in seve... more In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in several other countries: privatisation, decentralisation and freedom of choice. The steering of the education system was changed from highly centralised and a very limited number of students in private schools to an extremely decentalised system and with an increasing number of private providers of education. The results almost 30 years later are not very encouraging. The most apparent feature is declining results in the international tests.
International Handbooks of Religion and Education, 2018
The International Handbooks of Religion and Education series aims to provide easily accessible, p... more The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in religion and education. Each Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these religious dimensions in education. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. Its scale and scope bring a substantive contribution to our understanding of the discipline and, in so doing, provide an
Third International Handbook of Globalisation, Education and Policy Research, 2021
This chapter offers a critical analysis of the dominant paradigms and ideologies and their positi... more This chapter offers a critical analysis of the dominant paradigms and ideologies and their positions along selected dimensions. The globalised meta-ideology was assumed to define and influence changes in education and policy reforms, both locally and globally, but other reasons for or causes of the changes in education policy might be an object of future, in-depth, research. In the past years populism has come to challenge the prevailing hegemony. Despite frequent incompatibilities with local economic structures and cultural patterns, the meta-ideology and its paradigmatic features described above are taken for granted by politicians and policymakers around the world. The educational features that have been globalized are ostensibly biased towards academic achievement, standards, cognition and purposive rationality.
World Studies in Education, 2020
In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in seve... more In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in several other countries: privatisation, decentralisation and freedom of choice. The steering of the education system was changed from highly centralised and a very limited number of students in private schools to an extremely decentralised system and with an increasing number of private providers of education. The results almost 30 years later are not very encouraging. The most apparent feature is declining results in the international tests
Springer, 2019
The International Handbooks of Religion and Education series aims to provide easily accessible, p... more The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in religion and education. Each Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these religious dimensions in education. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. Its scale and scope bring a substantive contribution to our understanding of the discipline and, in so doing, provide an agenda for the future.