This thesis focuses on globalisation in the Key Stage 3 National Curriculum for Citizenship and Geography in England. The research is based on two premises: firstly, that there are numerous perspectives on globalisation and secondly, that globalisation is a politically tendentious topic. The research is conducted in two parts. First, the content of the curriculum is investigated to ask if any perspectives on globalisation are privileged, marginalised or silenced in the curriculum. Second, the research asks why a politically loaded subject like globalisation is now included in a curriculum which consciously seeks to avoid indoctrination. Empirical research finds that, while globalisation is welcomed as a controversial issue for its value in encouraging critical thinking and the development of liberal values and attitudes in education for democracy, the range of authentically controversial global issues raised through the curriculum is limited. Globalisation has come to be associated in the curriculum with international development. The research investigates the prevalence of this perspective and concludes that development education's distanced controversies are 'safe', compared with other global controversies that may imply a direct critique of governance. Conceptual research indicates that globalisation is included in the curriculum, not just as content, but is promoted through curriculum policy. An analysis informed by critical theory proposes that globalisation has come to be included in the curriculum as part of the Third Way political project. Globalisation is central to this project and its inclusion in the curriculum is part of the process of gaining consent for globalisation as a taken-for-granted concept in the context of globalising policies. The thesis explores the apparent contradiction that although fear of direct indoctrination through the curriculum leads to an anodyne account of globalisation, curriculum policy is nonetheless being used to legitimate a Third Way version of neo-liberal economic globalisation, and concludes that the curriculum provides evidence of wider hegemonic processes.

ABSTRACT The importance of addressing and improving the outcomes for Children Looked After (CLA) has been a long standing national priority. Stability, as a key factor in improving outcomes for CLA is recognised in the literature, however this mainly focuses on moves and transitions within care. The transition from primary school to secondary school presents challenges for all pupils. However, a recent review of the literature revealed a very limited body of research exploring the transition from primary to secondary school for CLA, particularly from the perspective of the Designated Teacher (DT). The present exploratory study employed a sequential mixed methods design to address the following questions: 'What are DTs' experiences of supporting the transition from primary school to secondary school?' and, 'to what extent are the views of DTs in phase one, supported by DTs in phase two, regarding their experiences of supporting the transition to secondary school for CLA?' The first phase of the research employed the use of semi -structured interviews to explore DTs experiences of supporting the transition to secondary school for CLA. Qualitative data was analysed using Interpretative Phenomenological Analysis (IPA); which revealed four overarching concepts: 'the supportive role of the DT in the transition for CLA'; 'making sense of CL As' needs and experiences at transition'; 'working in a complex system' and, 'the psychological impact of working with CLA'. In phase two of the research, a semantic differential scale questionnaire, using polar adjectives, grounded in the qualitative data was distributed to a wider population of DTs in the same Local Authority (LA). The findings from phase one and two were integrated. Implications of findings across both phases of the research are discussed in relation to existing research and to Psychodynamic and Systemic theories.

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Orientador : Prof. Dr. Flávio de Oliveira Gonçalves / Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciencias Sociais Aplicadas, Programa de Pós-Graduação em Desenvolvimento Ecônomico. Defesa : 20/03/2015 / Inclui referências / Resumo: O objetivo deste trabalho consistiu em estimar um modelo hierárquico relacionando as variáveis de clima escolar e métodos pedagógicos com o desempenho em língua portuguesa e matemática dos alunos da oitava/nona série do ensino fundamental das escolas brasileiras. A pesquisa à nível mundial, TALIS, fornece indicadores sobre as escolas e professores dos países pesquisados, no entanto estes indicadores mostram-se não apropriados ao contexto brasileiro. Assim, foi utilizada a análise fatorial exploratória para a construção de novas variáveis para o clima escolar e métodos pedagógicos. As informações individuais dos alunos e seus desempenhos originam-se da Prova Brasil, com algumas variáveis construídas a partir da análise fatorial confirmatória. O modelo multinível hierárquico foi escolhido para verificar a relação entre as novas variáveis construídas de clima escolar e métodos e o desempenho dos alunos a partir de três níveis: aluno, professor e escola. Verificou-se que mesmo com o controle do nível escolar e do professor, as variáveis que mais influenciam o desempenho referem-se a variáveis individuais dos alunos. No entanto, controlado o efeito escola, é possível verificar considerável redução no peso do nível econômico no desempenho dos alunos. Para o índice de infraestrutura, observa-se o aumento do coeficiente encontrado em relação a estimação do modelo de mínimos quadrados No que se refere às variáveis de métodos pedagógicos do nível de professores, somente a variável avaliação mostrou-se significativa na determinação do desempenho em língua portuguesa, mostrando efeitos negativos sobre o mesmo. Destaca-se dentre as variáveis de nível escolar que a falta de capacidade de proporcionar ensino de qualidade relaciona-se significativamente com ambos desempenhos de forma negativa. Para o desempenho de matemática, a satisfação com o trabalho mostrou-se também ser relevante. Palavras-chave: Educação, TALIS, modelo hierárquico, clima escolar, métodos pedagógicos. / Abstract: The objective of this study was to estimate a hierarchical model relating the school climate variables and pedagogical methods with the performance in Portuguese and mathematics of the eighth / ninth grade of primary education in Brazilian schools. The research on a global level, TALIS, provides indicators on schools and teachers of the countries surveyed, although indicators show is not appropriate to the Brazilian context. Thus, we used exploratory factor analysis for the construction of new variables to the school climate and teaching methods. The individual student information and their performances originate from the Test Brazil, with some variables constructed from the confirmatory factor analysis. The hierarchical multilevel model was chosen to verify the relationship between the new variables constructed for school climate and methods and the performance of students from three levels: student, teacher and school. It was found that even with the control of the school and teacher level, the variables that most influence the performance refer to individual variables of the students. However, controlled the school effect, you can check considerable reduction in the weight of the economic status on student performance. For the infrastructure index, there was an increase in the coefficient found for estimation of least squares model. As regards the varying level of education methods teachers, only the variable evaluation was extremely significant in determining the performance in English, showing a negative effect on the same. Stands out among the school-level variables that lack of ability to provide quality education relates significantly with both performance negatively. For math performance, job satisfaction proved also be relevant. Keywords: Education, TALIS , hierarchical model , school climate , teaching methods.