Описание: World Education Patterns in the Global North surveys the educational responses and new educational landscapes being developed as a consequence of powerful global forces demanding change within the Global North`s educational contexts, including North America, Central and South-East Europe, and East Asia.
Автор: Shirley, Dennis Название: New imperatives of educational change ISBN: 1138926930 ISBN-13(EAN): 9781138926936 Издательство: Taylor&Francis Рейтинг: Цена: 3980.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The New Imperatives of Educational Change is a clarion call to move beyond the standardized testing and marketplace competition that have become pervasive in school systems to focus instead on creating the conditions that will encourage all students to become critical and independent thinkers.
Описание: Canute S. Thompson examines the nexus between the place and scope of the educational enterprise of a country and a country's developmental prospects and experience. His central claim is that the sustainable development of a country is a function of the quality of its education system and the levels to which its citizens are educated. He argues that in this calculus, the quality of post-secondary and tertiary education systems is a determinant of a country's prospects for development.
In examining the issue of underdevelopment facing the Caribbean, Thompson explains that institutions of higher learning in the region face the imperative of finding ways of becoming both more accessible and more relevant to the developmental needs of the region. Taking account of the provisions of the General Agreement on Trades in Services, he points to the disadvantages this trading arrangement poses for higher education institutions in small developing states and suggests ways in which the vulnerabilities these institutions face may be addressed.
While asserting that higher education institutions, including and especially the University of the West Indies, must find ways to remain viable in a highly competitive marketplace, Thompson argues that governments of the region have a duty to ensure the survival and success of these institutions. In this vein, he advances recommendations for the public funding of access to higher education.
Thompson also examines impediments to development – such as crime, the decline in social activism, weak institutional processes and leadership, and public mistrust – and explores their connection to education. He concludes that the path to sustainable regional development is dependent on improving the quality of, and access to, education, and that such improvements will in turn help contain crime, inspire social activism, strengthen institutional processes and leadership, and ultimately restore public trust.
Описание: World Education Patterns in the Global South surveys the educational responses and new educational landscapes being developed as a consequence of the powerful global forces that are demanding change within the Global South`s educational contexts, including Central and South-East Asia, Latin America, and the Caribbean.
Автор: Gordon Tait Название: Schooling and Society: Myths of Mass Education ISBN: 1316610543 ISBN-13(EAN): 9781316610541 Издательство: Cambridge Academ Рейтинг: Цена: 5386.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This new textbook is a wide-ranging, contemporary and accessible analysis of familiar myths about mass education in the United Kingdom. Offering knowledge from various disciplines, it is an essential resource for advanced undergraduate and postgraduate courses on the sociology of education, culture and education, and the philosophy of education.
Автор: Neville Harris Название: Education, Law and Diversity: Schooling for One and All? ISBN: 1509906703 ISBN-13(EAN): 9781509906703 Издательство: Bloomsbury Academic Рейтинг: Цена: 15840.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This new edition of Education, Law and Diversity provides extensive updated analysis, from a legal perspective, of how the education system responds to social diversity and how the relevant social and cultural rights of individuals and groups are affected. It spans wide-ranging areas of school provision, including: types of school (including faith schools), the school curriculum, choice of school, out-of-school settings, and duties towards children with special needs and disabilities. It gives extensive coverage to children’s rights in the context of education and includes considerable new material on issues including relationships and sex education, exclusion from school, home education, equal access, counter-extremism and academisation. The new edition also retains and updates areas of debate in the book, such as those concerned with multiculturalism and the position of religion in schools. It continues to focus on England but also makes reference to other jurisdictions within the UK and internationally. It is essential reading for anyone interested in the legal and related policy issues surrounding children’s education today.
Many liberal-minded Western democracies pride themselves on their commitments to egalitarianism, the fair treatment of immigrants, and the right to education. These environments would seem to provide a best-case scenario for the reception of immigrant youth. But that is not always the case. Coercive Concern explores how stereotypes of Muslim immigrants in Western liberal societies flow through public schools into everyday interactions, informing how Muslim youth are perceived by teachers and peers. Beyond simply identifying the presence of racialized speech in schools, this book uncovers how coercive assimilation is cloaked in benevolent narratives of care and concern.
Coercive Concern provides an ethnographic critique of the "concern" that animates integration policy in Danish schools. Reva Jaffe-Walter focuses on the experiences of Muslim youth at a public school where over 40% of the student body is of immigrant descent, showing how schools operate as sites of governance. These efforts are led by political leaders who promote national fears of immigrant take-over, by teachers in schools, and by everyday citizens who are concerned about "problems" of immigration. Jaffe-Walter exposes the psychic and material costs immigrant youth endure when living in the shadow of social scrutiny, but she also charts a path forward by uncovering the resources these youth need to attain social mobility and success.
Автор: Maria Lucia de Amorim Soares; Leandro Petarnella Название: Schooling for Sustainable Development in South America ISBN: 9400737386 ISBN-13(EAN): 9789400737389 Издательство: Springer Рейтинг: Цена: 18866.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book supplies data and analysis on sustainability education projects in South America. Examining the issues from the perspectives of national policy, regional planning and grassroots projects, it will foster scholarly exchange in this vital research area.
Описание: Autonomy, Accountability and Social Justice provides an account of recent developments in English state education, with a particular focus on the `academisation` of schooling.
Nestled in neighborhoods of varying degrees of affluence, suburban public schools are typically better resourced than their inner-city peers and known for their extracurricular offerings and college preparatory programs. Despite the glowing opportunities that many families associate with suburban schooling, accessing a district's resources is not always straightforward, particularly for black and poorer families. Moving beyond class- and race-based explanations, Inequality in the Promised Land focuses on the everyday interactions between parents, students, teachers, and school administrators in order to understand why resources seldom trickle down to a district's racial and economic minorities.
Rolling Acres Public Schools (RAPS) is one of the many well-appointed suburban school districts across the United States that has become increasingly racially and economically diverse over the last forty years. Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. He discovers that—due to structural factors, social and class positions, and past experiences—resources are not valued equally among families and, even when deemed valuable, financial factors and issues of opportunity hoarding often prevent certain RAPS families from accessing that resource. In addition to its fresh and incisive insights into educational inequality, this groundbreaking book also presents valuable policy-orientated solutions for administrators, teachers, activists, and politicians.
Описание: San Francisco is the endgame of gentrification, where racialized displacement means that the Black population of the city hovers at just over 3 percent. The Robeson Justice Academy opened to serve the few remaining low-income neighborhoods of the city, with the mission of offering liberatory, social justice--themed education to youth of color. While it features a progressive curriculum including Frantz Fanon and Audre Lorde, the majority Latinx school also has the district's highest suspension rates for Black students. In Progressive Dystopia Savannah Shange explores the potential for reconciling the school's marginalization of Black students with its sincere pursuit of multiracial uplift and solidarity. Drawing on ethnographic fieldwork and six years of experience teaching at the school, Shange outlines how the school fails its students and the community because it operates within a space predicated on antiblackness. Seeing San Francisco as a social laboratory for how Black communities survive the end of their worlds, Shange argues for abolition over revolution or progressive reform as the needed path toward Black freedom.
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