Suchergebnisse

Contributed articles against communalisation of education in India

Much of the work on gender equality in higher educational institutions (HEIs) has concentrated on the organizational level. The original contribution of this article lies in its focus on state policy developments and interventions. We focus on Ireland as a specific national context, highlighting multi-level state interventions and looking at their impact on HEIs. Using secondary data analysis (including documentary analysis) and focusing particularly on the period since 2014, state initiatives to tackle the problem of gender inequality from various angles are outlined. They include the introduction of Athena SWAN; the Expert Group Review; the Gender Equality Taskforce; the Senior Academic Leadership Initiative; research funding agency initiatives and those around sexual harassment. In evaluating their impact, we look at the gender pay gap, the gender profile of the professoriate and senior management as well as other indicators of cultural change in HEIs. The article concludes that the best possibility of leveraging change arises when it is driven at the state (macro); the HEI (meso) and the situational (micro) level simultaneously, by gender competent leaders willing to tackle the historically male dominated, masculinist criteria, procedures, processes and micropolitical practices that are "normalized" in HEIs.

This book is an edited collection introducing the Education Policy and Social Inequality series, and presents chapters from authors on the editorial board. It investigates relations between educational policy and social inequality, not simply in terms of policy solutions for inequalities but also how education policy frames, creates and at times exacerbates social inequalities. It adopts a critical stance, encompassing innovative and interdisciplinary theoretical and conceptual studies - drawing on e.g. sociology, cultural studies, social and cultural geography, and history - as well as original empirical work that examines a range of educational contexts, including early years education, vocational and further education, informal education, K-12 schooling and higher education. The book argues that critique and policy studies can have a transformative function, positing new dimensions for understanding the role of education policy in connection with recurrent social problems and seeking the amelioration of social inequality in ways that challenge the possibility of equity in the liberal democratic state, as well as in other forms of governance and government. ?Stephen Parker is a Research Fellow in Education Policy and Social Justice at The University of Glasgow. His research interests include equity in access to higher education, policy analysis and social justice in education, and utilizes a range of social theory and philosophical approaches.Trevor Gale is Professor of Education Policy and Social Justice, and Head of the School of Education at The University of Glasgow. He is a critical sociologist of education, drawing on Bourdieu's thinking tools to research issues of social justice in schooling and higher education. He is the founding editor of Critical Studies in Education and is widely published in journals such as Journal of Education Policy, British Journal of Sociology of Education, Cambridge Journal of Education and Studies in Higher Education. His most recent book (with Lynch, Rowlands and Skourdoumbis), published by Routledge, is Practice Theory and Education: Diffractive readings in professional practice.Kalervo N. Gulson is an Associate Professor at in the School of Education, Faculty of Arts and Social Sciences, University of New South Wales, Australia. His primary areas of scholarship are educational policy, race and ethnicity studies, as well as social and cultural geography. Recent published work includes: Education policy, space and the city: Markets and the (in)visibility of race (Routledge, 2011); Policy, geophilosophy, education (co-authored with P. Taylor Webb, Sense, 2015); and, Education policy and racial biopolitics in the multicultural city (co-authored with P. Taylor Webb, Policy Press, forthcoming).

In this article Eritrea is discussed as a developmental state based on biopolitics. Taking the example of higher education, it is shown how the biopolitical project as applied to education policies and human resource development at first succeeded in terms of reinforcing personal nationalism, while at the same time opening up spaces for the fulfilment of personal aspirations. Of late, however, the biopolitical project has turned pernicious and has become a tool of oppression. These developments, if they are to continue, will not only jeopardise the state's developmental agenda but may lead to the Eritrean polity in its present form becoming unviable. Adapted from the source document.

Educational Inequality and the Single-School Study -- Major Dimensions of Educational Inequality in Turkey -- Conceptualizing Educational Inequality: A Relational Approach -- A Typology of Student Milieus -- Common Teacher Practices -- The School Organization and its Educational Inequality Mechanisms

This paper contends that adult education reveals the peculiar constraints and limitations faced by small states. Some of which are the products of smallness itself, and others being a function of dependence, marginality, and the lack of resources. Many of the difficulties of policy formation point, not to size, but to lack of political will, the absence of inventive genius, and the preoccupation with traditional approaches by public policymakers. The paper also argues that adult education must be seen as a developmental imperative rather than a remedial necessity by small states. The failure to develop a strategic adult education policy which focuses on the "human capital" dimension of the modernizing mission is resulting not only in the failure of that modernization effort in critical core areas of the economy, but in a crisis of legitimacy of the small island state itself. Micro‐states have special opportunities to develop tightly integrated adult education programs, design innovative participatory pedagogues and maximize the creative use of educational infrastructure and resources as part of broader social development initiatives. Adult education should be closely related to the developmental needs of the micro‐state and civic society and should promote the expansion of democratic space, social justice, and local entrepreneurial creativity.

"Recognizing that institutes of higher education function simultaneously in local and global contexts, this volume explores the applications of domestic and global policies in a range of industrialized nations in North America and Australia, and developing ones of Brazil, Indonesia, Myanmar, and in Southern Africa and the Caribbean. Chapters focus on policies relating to global matters such as diversity, STEM (Science, Technology, Engineering, and Mathematics) innovation, and development amid natural disasters and conflicts. In each case, authors consider how policies were envisioned, how they compare to the realities of implementation, and how far they have been successfully supported by the communities and translated into legislations and formal or informal programs. Based upon decades of research and executive positions by senior scholars and perspectives of emerging professionals, the volume concentrates on motifs that portray relationships among policies and comparative analysis that reveals the need for global collaborations. This important book will be of great interest to researchers, scholars, postgraduates, and government and philanthropic professionals in the fields of higher education, public and educational policy, comparative education, and international affairs"--

Cover -- Contents -- Acknowledgements -- Introduction -- 1 A piecemeal development -- 2 The start of the slide 1951-8 -- 3 Acceleration into destruction 1959-64 -- 4 A proclaimed opposition 1964-70 -- 5 A minister under siege 1969-74 -- 6 Opposition from 1974-9 -- 7 Thatcherism in education 1979-90 -- 8 The Major years 1990-7 -- 9 New Labour 1997-2010 -- 10 A door half opened under Cameron and May 2010-present -- 11 A need for honesty -- Notes -- Bibliography -- Index.

Résumé Depuis les années 1960 et les réformes de Lyndon B. Johnson, les présidents ont tous tenté d'utiliser leur capital politique en modifiant les systèmes d'éducation aux États-Unis. Pourtant, aucun de ces efforts n'a atteint ses objectifs. Les ambitions de Goal 2000 ou du No Child Left Behind se sont avérées irréalistes. Au vu des contraintes budgétaires au niveau fédéral, il y a fort à parier que l'essentiel du financement va demeurer le domaine des autorités locales, elles-mêmes prises au piège d'une crise budgétaire extrêmement sévère. L'ambition réformatrice se cantonne alors largement à uniformiser les critères existants mais à coût constant. Il demeure pour l'instant difficile de savoir si Barack Obama va réussir à développer une politique fédérale de l'éducation.

"U.S. Government Printing Office: 1963-O-680347"--Colophon. ; Cover title. ; Mode of access: Internet.