programme, including its Centre for Latin American Studies. The same applies to Stanford University at Palo Alto, thanks to its strong comparative education programme. Indeed the struggle to render programmes more ethnically and geographically inclusive is ongoing, and one that is central to promoting sound and transparent GCE. This exercise exemplifies the significance of the Activities sections in this publication. The book’s penultimate chapter deals with the central problem of teaching and learning methods for promoting GCE. It outlines different approaches, with their different strengths and weaknesses. To date, we are far from having GCE as a strong separate school subject in most schools. Instead schools tend to choose one of two alternatives, with some opting for GCE as a cross-curricular theme, often considered the most natural and coherent way of promoting global citizenship through a democratic school ethos, while others integrate GCE into other subjects. The last chapter of the book deals with the evaluation of the GCE project as distinct from assessment of the level of achievement of individual students. The authors highlight the central problem, vital to any successful global citizenship project, of designing a system of evaluation that is congruent with GCE. Each chapter in this publication includes a summary of the main issues, together with an annotated list of key sources and one or more exercises for students. The publication also includes a bibliography, and the recommended reading for key educational frameworks such as social justice and character education, though limited and arguably narrow in focus, do cover key GCE discourses. For social justice, the authors – owing to obvious constraints in coverage of this multifaceted theme – restrict themselves to the philosopher Nancy Fraser, who identifies three key dimensions of social justice: distributive justice, recognition justice and participatory justice. Of course, the insights imparted provide valuable reference points in any further reading, which could lead one to explore thinkers such as Jürgen Habermas and Ernst-Wolfgang Böckenförde. The Böckenförde Dilemma, very significantly, highlights obstacles in today’s secular liberal state to the creation of social capital. I anticipate that this absorbing publication will be found very useful, especially as a source of ideas for themes to be taken up in dissertations at Masters level, although the standard of proofreading is, unfortunately, less than adequate. It is to be hoped that this aspect of the book’s presentation will be improved in any future editions. Finally, whatever one’s creed or philosophical beliefs and cultural base, the exposition of the multifaceted concepts, perspectives and theoretical frameworks related to GCE expounded by the authors of this book equips one with a sufficiently wide range of sociological insights for identifying underlying discourses and possible hidden agenda militating against policies aligned with justice, diversity and inclusivity. The book enables teachers to be fully aware of the implications of whichever GCE discourse their conscience urges them to pursue. This is no small achievement.

中文翻译：

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书评：精英教育和国际化：从早年到高等教育精英教育和国际化：从早年到高等教育 MaxwellClaireDeppeUlrikeKrügerHeinz-HermannHelsperWerner (eds)Basingstoke：Palgrave Macmillan，2018 年

计划，包括其拉丁美洲研究中心。这同样适用于位于帕洛阿尔托的斯坦福大学，这要归功于其强大的比较教育课程。事实上，使计划在种族和地理上更具包容性的斗争正在进行中，这对于促进健全和透明的 GCE 至关重要。本练习举例说明了本出版物中活动部分的重要性。本书的倒数第二章涉及促进 GCE 的教学和学习方法的核心问题。它概述了不同的方法，具有不同的优点和缺点。迄今为止，在大多数学校中，我们远未将 GCE 作为一个强大的独立学科。相反，学校倾向于选择两种选择之一，有些学校选择 GCE 作为跨课程主题，通常被认为是通过民主学校精神促进全球公民的最自然和连贯的方式，而其他人则将 GCE 融入其他科目。本书的最后一章将 GCE 项目的评估与对个别学生的成就水平的评估区别开来。作者强调了设计与 GCE 一致的评估系统的核心问题，这对于任何成功的全球公民项目都至关重要。本出版物的每一章都包括主要问题的摘要，以及带注释的关键来源列表和一个或多个学生练习。该出版物还包括参考书目，以及社会正义和品格教育等关键教育框架的推荐读物，尽管内容有限，而且可以说重点狭窄，确实涵盖了关键的 GCE 话语。对于社会正义，由于对这一多方面主题的覆盖存在明显限制，作者将自己局限于哲学家南希·弗雷泽 (Nancy Fraser)，他确定了社会正义的三个关键维度：分配正义、认可正义和参与正义。当然，所传授的见解为任何进一步阅读提供了宝贵的参考点，可以引导人们探索尤尔根·哈贝马斯 (Jürgen Habermas) 和恩斯特·沃尔夫冈·伯肯福德 (Ernst-Wolfgang Böckenförde) 等思想家。Böckenförde 困境非常显着地突出了当今世俗自由国家中创造社会资本的障碍。我预计这本引人入胜的出版物会非常有用，尤其是作为硕士论文中主题的思想来源，尽管不幸的是，校对的标准是，不够充分。希望本书介绍的这方面在未来的任何版本中都能得到改进。最后，无论一个人的信条或哲学信仰和文化基础如何，本书作者阐述的与 GCE 相关的多方面概念、观点和理论框架的阐述都为人们提供了足够广泛的社会学见解，以识别潜在的话语和可能的隐藏反对符合正义、多样性和包容性的政策的议程。这本书使教师能够充分意识到他们的良心敦促他们追求的任何 GCE 话语的含义。这是一个不小的成就。无论一个人的信条或哲学信仰和文化基础如何，本书作者阐述的与 GCE 相关的多方面概念、观点和理论框架的阐述都为人们提供了足够广泛的社会学见解，以识别潜在的话语和可能的隐藏议程。反对符合正义、多样性和包容性的政策。这本书使教师能够充分意识到他们的良心敦促他们追求的任何 GCE 话语的含义。这是一个不小的成就。无论一个人的信条或哲学信仰和文化基础如何，本书作者阐述的与 GCE 相关的多方面概念、观点和理论框架的阐述都为人们提供了足够广泛的社会学见解，以识别潜在的话语和可能的隐藏议程。反对符合正义、多样性和包容性的政策。这本书使教师能够充分意识到他们的良心敦促他们追求的任何 GCE 话语的含义。这是一个不小的成就。本书作者阐述的与 GCE 相关的观点和理论框架为人们提供了足够广泛的社会学见解，以识别潜在的话语和可能的隐藏议程，以反对符合正义、多样性和包容性的政策。这本书使教师能够充分意识到他们的良心敦促他们追求的任何 GCE 话语的含义。这是一个不小的成就。本书作者阐述的与 GCE 相关的观点和理论框架为人们提供了足够广泛的社会学见解，以识别潜在的话语和可能的隐藏议程，以反对符合正义、多样性和包容性的政策。这本书使教师能够充分意识到他们的良心敦促他们追求的任何 GCE 话语的含义。这是一个不小的成就。