In recent times, the world has experienced the shifting and realignment of political, ideological and geographic borders everywhere. The emergence of new nation states alongside the growth of multinational economic unions, mobility and displacement of populations and products has changed the face of educational systems and theories. In the context of globalisation, the concepts of bordering and re-bordering invite us to contemplate the sometimes contradictory image of the state in its responsibilities to civil society while seeking its place in the global market. The effects of bordering and re-bordering have direct impact on education and its governance with ramifications for linguistic, cultural, sociological and philosophical frames of reference.



The papers in this book reflect cutting edge research by top researchers as they grapple with the multi-faceted concerns of bordering and re-bordering in relation to education in the 21st century. The volume includes valuable contributions from key educational theorists, researchers and practitioners from Africa to the Middle East, Europe, Asia-Pacific and the Americas—educators who shared their recent investigations and practice at the triennial World Congress of the WCCES in Istanbul, Turkey. A focus of particular educational concerns in the Arab world creates a context in which to analyse recent events now termed the “Arab Spring.”



This compelling and wide-ranging volume has been facilitated by the WCCES and provides new theory on bordering and re-bordering with comprehensive comparative assessment of educational implications of power politics in the face of the re-ordering, and re-bordering of our globalized world.