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This paper will investigate the state's utilisation of higher education policy as 'compensatory legitimation' within the Cypriot context in the late 1980s. It argues that not only the establishment of the University of Cyprus in 1989 - after thirty years of strong nationalist opposition during the British colonial administration and another thirty years of state hesitation and postponement during political independence - but also the character of the established University (state-based and linked to the international community of scholarship) can be explained mainly as the result of the state's decision to utilise higher education in order to make up for its serious deficit in legitimacy. It also maintains that the state used the policy strategy of expertise and to a lesser extent the policy strategy of participation in order to legitimate the process that determined the character of both the University and the knowledge that it was expected to produce. ; peer-reviewed

"This book offers a unique analysis of the tension between the individual and society in educational contexts, and the role that citizenship and democratic education can play. It approaches the question from two different perspectives - the institutional and the interactional - and argues that any solution must answer the tension from both or it will necessarily fail. The answer is found through a political methodology that places education at the centre and concludes that a balance can be found if we embrace the federated disestablishment of education and state and internally democratic schooling that aims to realise the emancipation of the political child. The book situates itself in the tradition of political philosophy that is education focused, identifying an unresolved tension between the individual and society in the works of Rousseau, Dewey, and Freire. It discusses the concept of authority as a primary issue persisting in this tension. It does so by exploring both interactional and institutional responses based on the idea of the free individual and cooperative associations. The author advocates an education system that creates the necessary space for the cultivation of the free individual and is run by the principles of internally democratic schooling. With a strong focus on citizenship and the role of education in the development of social-justice oriented citizens, this book will be of great interest to researchers, academics, and postgraduate students in the fields of philosophy of education, political philosophy, educational theory, and citizenship education"--

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- Frontispiece -- Introduction -- Background -- Motivation -- Breaking the constellations -- Conclusion -- References -- Chapter 1: Political methodology -- Introduction -- The role and method of Jean-Jacques Rousseau -- The role and method of John Dewey -- The role and method of Paulo Freire -- Rousseau, Dewey, and Freire together -- Conclusion -- Notes -- References -- Chapter 2: The Critical Citizen -- Introduction -- The citizen as an aim of education -- Descriptively communitarian -- Normatively cosmopolitan -- An active participant in society -- Possessor of rights and responsibilities -- Conclusion -- References -- Chapter 3: The individual, society, and the problem of authority -- Introduction -- Problem of authority -- The resolution through democratic education -- The problem of authority - as it is and as it remains -- Conclusion -- Note -- References -- Chapter 4: The institutional structure of education -- Introduction -- Authority in the political sphere -- The alternative and the radical -- The institutional response of democratic education -- In opposition to democratic education -- Conclusion -- References -- Chapter 5: The interactional structure of education -- Introduction -- Authority in the educational sphere -- The alternative and the radical -- The interactional response of democratic education -- In opposition to democratic education -- Conclusion -- Note -- References -- Chapter 6: Federated disestablishment of education and state -- Introduction -- Federalism and the disestablishment of education and state -- The definition and form of federalism -- Federalism following Amy Gutmann -- Coercion from economic forces -- Conclusion -- References -- Chapter 7: Internally democratic schooling -- Introduction.

Abstract After WWII, Singapore launched decolonization and the state elites were under strong compulsion to blend the Chinese and other racial communities into a national whole. Chinese schools, equipping students with worldview and cultural‐linguistic abilities very different from those at other schools, hindered the completion of this task. The state elites sought to resolve this problem by replacing Chinese schools, but this policy antagonized the Chinese and undermined the legitimacy of the ruling regime. To pacify the Chinese, they switched to uphold Chinese schools as an integral and distinct category in the education system. This strategy, nevertheless, kept Chinese schools culturally compartmentalized and sacrificed the objective of promoting interracial integration. To rectify this situation, the ruling authorities sought to blunt the cultural distinctiveness of Chinese schools by strengthening Chinese teaching in English schools. However, this policy was not very successful, because the Malays – the adversary of the Chinese – resented it. This study demonstrates that state formation is a complicated project containing conflicting tasks, it reminds us state hegemonic strategies always bring about contradictory results and the connection between education and state formation is always dialectical.

Political methodology -- The critical citizen -- The individual, society and the problem of authority -- The institutional structure of education -- The interactional structure of education -- Federated disestablishment of education and state -- Internally democratic schooling.

This qualitative study examined the effects of a high-stakes, standardized test on teachers' instructional planning at a rural school. The research addressed this question: How do mandated curricular standards affect teachers' instructional planning and content selection? Ethnographic interviews (Creswell, 1998) examined four secondary teachers' perceptions of the effects of high-stakes standardized tests on their work. Case study methodology (Yin, 1994) guided the analysis of the data. Each participant had several years' experience teaching at Mollusk Island School, and each teacher had previously included place-based lessons (e.g. environmental studies, cultural history) in his/her repertoire. Ultimately, the study explored how a community maintenance function of small rural schools might be affected by state legislation for standardized accountability.