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Recognising the relevance of entrepreneurship, most African universities have made significant input into delivering Entrepreneurial Education in Higher Educational Institutions. However, the rising number of graduate unemployment raises concerns with regard to quality of educational content, and programmes. This study sought to investigate the impact of entrepreneurship course content on entrepreneurial intention and the mediation of individual entrepreneurial characteristics and also to investigate if graduates' exposure to extra entrepreneurship training and university programme type does account for differences in individual entrepreneurial characteristics. A context-specific framework that explains entrepreneurial intention as a function of course content, programmes type, and extra entrepreneurial training is tested based on data from 400 undergraduate students and 400 graduates from eight Ghanaian universities. Evidence from the model reveals that entrepreneurial course content did impact entrepreneur Intention, however, this impact is partially mediated by the attitudes, perceived behavioural control and subjective norms of Ghanaian students and graduates. Again, while it was found that extra entrepreneurial training did account for differences in individual entrepreneurial characteristics and entrepreneurial intention of graduates, the difference due to programme type was not significant. Theoretical, policy and practical implications findings of this study are discussed.

The centennial anniversary of John Dewey's Democracy and Education has been celebrated this year in a reconstructive and utility-based spirit. The article considers this spirit and the need to complement it with a critical-deconstructive and 'use-less' prism that will reveal shortcomings in Dewey's and our own political pedagogies. Gleanings from Dewey's book allow us to begin with what most educational theorists today treat as strong points of Dewey's politics and then to explore how such points appear or disappear when Dewey's ideas travel and how they relate to colonial and developmentalist elements in Dewey's pragmatism. The article reveals how such elements operate in one of Dewey's educational policy writings and in his related travel narratives. The main aim of the article is to indicate that we often require a 'learning by undoing' to obtain a heightened view on the stakes and challenges of old and current progressive pedagogies.

AbstractIn this study (n = 1000,Mage at K1entry = 53.4 months, SD = 3.4; 53% females), we investigated the contributions of the family socioeconomic status (SES; maternal education and an income‐related measure) and number and age of siblings to the development of children's math, reading, and working memory (WM) updating skills over the kindergarten years. Results from a multivariate multilevel growth curve model showed that children from more disadvantaged SES backgrounds already had a multifaceted developmental lag at kindergarten entry. Maternal education was the aspect of SES that more clearly affected the child's cognitive development; the mother's education predicted children's math, reading, and WM‐updating skills at kindergarten entry as well as the rate of development of reading skills over the kindergarten years. Independently of SES status, children with more siblings also showed poorer reading and math skills than those in one‐child families at kindergarten entry. We also found that both older and younger siblings affected, negatively, children's reading skills before they attended kindergarten—which suggests that the development of reading skills is more responsive to environmental factors during the first years than other aspects of the child development. The findings underscore the independent role of siblings upon entry to kindergarten, and the enduring role of maternal education even after children are exposed to formal schooling.

This book's primary focus is on racially and ethnically diverse women in educational leadership. Each chapter is written from a unique conceptual or empirical lens as shared by international female leaders, and range from a critical examination of global society and cross-cultural collaboration, to the intersection of race, law, and power

1. Introduction -- Part 1: The Challenges of Diversity and Inclusion- 2. Exploring the criminology curriculum – reflections on developing and embedding critical information literacy -- 3. Teaching Criminal Justice as Feminist Praxis -- 4. Chapter Teaching 'Race' in the Criminology Classroom: towards an anti-racist pedagogy -- Part 2: The Challenges of Creating Authentic Learning Environments - 5. Chapter Promoting success for all in Criminology: Widening Participation and recognising difference -- 6. Putting the Cyber into Cybercrime Teaching -- 7. Visualising injustice with undergraduate smartphone photography -- Part 3: The Challenges of Creating Transformative Conversations - 8. Transforming Criminology: Strategies for Embedding 'Employability' Across the Criminology Undergraduate Curricula, - 9. Balancing Sympathy and Empathy in an Emotive Discipline -- 10. Reasonably Uncomfortable: Teaching Sensitive Material Sensitively -- 11. Decolonising the Curriculum: who is in the room? - 12. Conclusion: Pedagogical Principles for Criminology and Criminal Justice.

This book examines the changing landscape of evangelical British missionary education in the British Empire of the nineteenth century. It clearly It argues that over the course of the nineteenth century many aspects of mission schools were secularised, leading missionary societies to question the ambivalent legacy of mission schools.

The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the "posthuman condition" or the "posthuman era," our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism's justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim "education is political," since humanism has shaped our very notions of "education" and "politics." After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism.

Graphic presentation on Missouri state and local government expenditures. Data representations include graphs, maps, tables and charts.

The is article discusses the relationship between community-based human rights advocacy practice and peace education to understand how their intersections can promote social work practice that addresses domestic conditions significant to the advancement of sustainable peace between societies in regions of acute political conflict. A training program for social workers engaged in community-based human rights advocacy practice in the Middle East is described.