This text covers the range of equality issues in school level education from the perspective and needs of educators, trainee teachers and students of education. It uses a blend of issues, concepts, facts and research to open up key issues and consider policy developments in the field.

Analyzes the ideologies underlying the global, national and local neoliberalisation of schooling and education. This title explains the machinations, agenda and impacts of the privatising and 'merchandisation' of education by the World Bank, the General Agreement on Trade in Services, and the political spectrum of Neoliberal governments.

Presents a critique of neoliberalised education - privatization, marketisation, public managerialism, increasing control and surveillance of schools and colleges - in eight of the rich countries of the world: USA, Canada, England and Wales, Finland, Greece, Taiwan, Israel, and Japan.

Neoliberal education policies have privatised, marketised, decentralized, controlled and surveilled, managed according to the business and control principles of public managerialism. This book explores the mechanisms and ideologies behind neoliberal education, while evaluating and promoting resistance on a local, national and global level.

Neoliberalism has had a major impact on schooling and education in the Developing World. This collection examines aspects of neoliberal arguments focusing on low- and middle-income countries (including Chile, Mexico, Argentina, Venezuela, China, Pakistan, India, Turkey, Burkina Faso, Mozambique and South Africa), and suggest where they fall short.

Addresses the importance of going beyond equal opportunities. In this book, the contributors provide a compelling argument for promoting equality in primary schools. It covers issues such as: social class; 'race'; gender; sexual orientation; disability and special educational needs with reference to all subjects taught at primary school level.

Written by renowned British and American educational theorists, Marxism Against Postmodernism in Educational Theory--a substantially revised edition of the original 1999 work-- examines the infusion of postmodernism and theories of postmodernity into educational theory, policy, and research.