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| Preface | |
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| Globalization of Education | |
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| Globalization of Education | |
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| Global and Comparative Education | |
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| Global Flows and Networks | |
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| World Educational Culture: The Work of World Culture Theorists | |
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| World System and Postcolonial/Critical Theories | |
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| Culturalist: Educational Borrowing and Lending | |
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| Human Capital World Model | |
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| Progressive Education World Model | |
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| Religious Education World Models | |
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| Indigenous Education World Models | |
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| Examples of the Diffusion of Global Educational Models | |
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| Examples of Educational Borrowing and Lending: The Case of South America | |
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| Conclusion: Different Lenses for Interpreting Global Education | |
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| Global Education Networks and Discourses: The World Bank and the Knowledge Economy | |
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| The World Bank | |
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| World Bank and the United Nations' Networks | |
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| Public-Private Partnership Networks and Multinational Corporations | |
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| Networking with the Discovery Channel Global Education Partnership | |
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| The World Bank Group and Public-Private Partnerships Networks | |
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| The World Bank and the Discourse About the Knowledge Economy | |
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| The World Bank and the Ideal Personality for the Knowledge Economy | |
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| Schooling for the Knowledge Economy | |
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| The World Bank's Schools of Tomorrow | |
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| The World Bank and Lifelong Learning | |
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| Criticisms of Education for the Knowledge Economy | |
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| Conclusion | |
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| The Cyberschoolbus and Sesame Street Meet the Global Knowledge Economy: OECD and the United Nations | |
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| OECD | |
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| Birth Rates, Female Workers, and Lifelong Learning | |
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| UNESCO and Lifelong Learning: A Different Vision | |
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| Competing Global Discourses | |
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| A Global Curriculum: Cyberschoolbus | |
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| Educating Global Citizens: Cyberschoolbus and Sesame Street | |
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| Sesame Street: Global Preschool for Social Justice | |
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| Conclusion: Spreading a World Education Culture: Human Capital and Progressive Educational Models | |
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| The Marketing of Knowledge: Multinational Learning Corporations, Global Assessment, and Higher Education | |
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| The WTO, GATS, and TRIPs | |
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| Global Marketing of For-Profit Education and Knowledge Industries | |
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| Global Testing Services: Standardization of Subjects and Global Intercultural English | |
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| The Apollo Group and the University of Phoenix: A New Model for a Global University? | |
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| The Globalization of Higher Education | |
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| The Global Marketing of Higher Education | |
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| Higher Education and English | |
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| Higher Education Networks | |
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| A Global University Through Higher Education Networks? | |
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| Conclusion: Name Brands and a Global University | |
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| From the Global to the Local: Global Progressive Education Models and INGOs | |
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| Global Uniformity or Diversity of Educational Practices and Policies? | |
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| Culturalists: The Anthropologists | |
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| Culturalists: Comparative Education | |
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| Culturalists: Examples of Borrowing and Policy Transformations | |
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| Global Forms of Progressive Education | |
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| International Nongovernment Organizations (INGOs) | |
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| Human Rights INGOs and the Global Progressive Education Model | |
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| Environmental INGOs and Progressive Education | |
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| Conclusion: Local Transformation of the Global Education Superstructure | |
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| Religious and Indigenous Education Models: A Clash of Civilizations? | |
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| The Existence of Knowledges | |
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| The Clash of Civilizations and the Role of Religion | |
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| Religious Educational Models: A Rejection of Secular Modernity? | |
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| Religious Content in National School Systems | |
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| Education and Religious Nationalism | |
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| Sarvodaya: The Welfare of All | |
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| Education and Liberation Theology | |
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| State Supported Islamic Education | |
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| Indigenous Models of Education | |
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| Conclusion: Rejecting the Industrial-Consumer Paradigm? | |
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| Global Migration and Language Policies | |
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| Global Migration: International and National | |
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| The Children of Global Migrants in OECD Countries | |
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| The Knowledge Economy: Brain Drain, Gain, and Circulation | |
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| Brain Waste | |
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| Remittances and Unskilled Labor | |
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| Global Migration and Multicultural Education | |
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| Educational Responses to Multicultural and Multilingual Populations | |
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| Conclusion: A World in Motion | |
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| Globalization and Complex Thought: Is There a Theory of Educational Globalization? | |
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| Notes | |
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| Index | |