Suchergebnisse

Introduction : the double bind of indigenismo -- Modernizing the Mixteca -- "Was it God or the Devil?" -- Mixtec land and labor -- Indigenismo in the age of three worlds -- Bilingual teachers at the front -- Anticolonialism in the classroom -- Conclusion : the entangled histories of recognition and resurgence

This article explores how the subject and practice of Yoga is emerging in American higher education as a counter-narrative, or alternative, to mainstream opinions and views. In democratic education, alternative views are important to fueling academic debate, but new views are also resisted. This article will explore the way in which Yoga is simultaneously embraced and resisted to show how counternarratives challenge a deeply pluralistic society. Examining the inclusion of Yoga in America's higher education system asks us to critically question our assumptions of homogeneity and refashion knowledge in terms of interdependency and co-construction.

At head of title, : Dept. of Public Instruction; : Government of the Philippine Islands. Dept. of Public Instruction. Bureau of Education; Commonwealth of the Philippines. Dept. of Public Instruction. Bureau of Education. ; Some numbers also in rev. editions. ; Mode of access: Internet.

PART I: Social Issues- Health and Health Care Services -- Chapter 1 - Attitude of Men Towards Contraceptive Use in India: A Case Study of the High Focus State of Bihar(Anuradha Banerjee, Vidyasagar Trigun) -- Chapter 2 - Reproductive Morbidity in Bangladesh: Patterns, Determinants and Treatment Seeking Behaviour in Dhaka District (Sadananda Mitra) -- Chapter 3 - A Comparative Study of Socio-Economic Determinants of Infant and Child Mortality in Jorhat and Dhubri Districts, Assam (Ritu Kumar Mishra) -- Chapter 4 - Pattern and Utilisation of Maternal and Child Health Services in Nepal (Bina Rai) -- Chapter 5 - Trend and Pattern of Infant Mortality in West Bengal, India: A Critical Appraisal (N.C. Jana, Syfujjaman Tarafder) -- Chapter 6 - Health Seeking Behaviour and Reproductive Rights of Antenatal Women in Delhi (Sweta Kumari Gupta) -- PART II: Socio-Economic Issues- Education and Occupation -- Chapter 7 - Educational Development in Himachal Pradesh (Suman Negi) -- Chapter 8 - Socio-Economic Deprivation among Slum Dwellers: A Case Study of Migrants in Slums of Allahabad (Vinod Kumar Mishra, Anuradha Banerjee) -- Chapter 9 - Occupational Structure of Workforce in a Peri-Urban Setting: A Case Study of NCT Delhi (Tarsem Lal) -- Chapter 10 - Educational Attainment and Occupation of Women in Haryana: A Geographical Analysis (Anita Yadav) -- Chapter 11 - Spatial Patterns of Educational Levels and Outputs in Bikaner District, Rajasthan (Vikas Saharan) -- PART III: Mobility and Migration -- Chapter 12 - Pattern, Structure and Consequences of International Migration in Nepal (Deo Kumari Gurung) -- Chapter 13 - Integrating Migrants in an Urban Industrial Environment (Nivedita Hansraj) -- Chapter 14 - A Geographical Analysis of Rural Male Out-Migration: A Case Study of Bhagalpur District (Sarvottam Kumar) -- PART IV: Quality of Life -- Chapter 15 - A Geographical Analysis of Social and Economic Well Being of Female Children in Rajasthan (Chandana Saha) -- Chapter 16 - Quality of Life: A Comparative Study of Kerala and Tamil Nadu (Raghavan Gopa Kumar) -- Chapter 17 - Quality of Life of Elderly Population in Bihar: A Case Study of Patna District (Abhay Kumar).

AbstractWe explore the effects of decentralization on education and health in Ethiopia using an original database covering all of the country's regions and woredas (local governments). Ethiopia is a remarkable case in which war, famine and chaos in the 1970s–80s were followed by federalization, decentralization, rapid growth, and dramatic improvements in human development. Did decentralization contribute to these successes? We use time series and panel data analyses to show that decentralization improved net enrollments in primary schools and access to antenatal care for pregnant women. The main channel appears to be institutional, not fiscal. We offer the database as an additional contribution.

THE UPCOMING YEARS OF DIFFICULTY WILL DEMAND OF MARXISTS AND SOCIALISTS A KIND OF RATIONAL FAITH IN THE MIDST OF THE ECLIPSE OF REASON. MILIBAND'S EFFORTS IN TRACING OUT THE FUTURE OF SOCIALISM IS REVIEWED, AND HIS DEMONSTRATION OF THE AUTONOMY OF THE CAPITALIST STATE IS DISCUSSED. CAPITALISM MAY NOT BE ABOUT TO COLLAPSE ALL AT ONCE, BUT IT SURE TO KEEP CRACKING AND TO PROVIDE OPENINGS FOR SOCIALIST ADVANCE.

There is a growing body of research that explores how school climate, order, and procedural justice are related to violence within American public schools. What remains in the background, however, is how school climate, order, and justice are related to aspects of education such as dropping out. This study uses multilevel analysis, drawing from the Educational Longitudinal Study of 2002, to examine the effect of school climate, order, and justice on dropping out. Results indicate that, when considering the various dimensions of school climate, order, and justice, a student receiving a formal school sanction remains the strongest factor related to the likelihood of a student dropping out of school. These results underscore the importance of careful design and implementation of school discipline and safety policies.

The Australian Constitution is the foundation law underpinning Australian governance and democratic citizenship. The Constitution is the 'people's document' and can only be altered by a majority of citizens voting in a referendum to approve the change. The power to alter the Constitution is a serious responsibility, and citizens need a broad knowledge of the Constitution in order to understand the referendum process; to be able to make informed decisions; and to understand the effects and implications of any changes. Citizens need to be informed of their Constitutional rights and responsibilities to enable them to fully engage and participate in the democratic process. The purpose of this research project sought to examine the importance of the Australian Constitution, and to explore the reasons why Australian students should obtain a broad knowledge of this document. It examined the current Australian education curricula and teaching organisations providing civics education, and assessed the body of knowledge currently taught regarding the Constitution. It examined levels of constitutional knowledge among American citizens, and explored the organisations and resources utilised to provide constitutional knowledge in America. This report discovered a lack of research specifically assessing Constitutional knowledge as distinct from general civics knowledge. It found that the limited research that has been conducted indicated widespread ignorance and misconception of Australia's system of government. A majority of Australians have never seen the Australian Constitution, and lack knowledge about how the constitution could be changed, despite having voted in referendums. There is a lack of education specifically focussed on teaching the Constitution in Australia. Australia does not currently have a National Education Curriculum teaching the Constitution. Each State and Territory is responsible for creating their own courses relating to the Constitution, resulting in variations in educational programs between States and Territories. Research is recommended to determine the most effective methods of teaching constitutional knowledge. The formulation of a National Curriculum is recommended to instigate a comprehensive Civics and Citizenship Curriculum with a specific focus on the Constitution. Despite the generalised perception that citizens of the United States possess comprehensive constitutional knowledge and entrenched civic pride, research indicates that U.S citizens are no more informed about their Constitution than Australian citizens. However, what separates the two and creates the impression that Americans are more knowledgeable, is the American emphasis on the values and rights ingrained within the Constitution. Americans have a strong patriotism and strong infusion of the values and rights contained within their Constitution. America also has consistent reinforcement of constitutional knowledge through popular culture including television and movies. It is recommended that in order to improve the levels of Constitutional knowledge among Australian students, a National Constitution Centre be created in Canberra with a specific focus on the Constitution. It should house interactive Constitutional exhibitions, and provide high quality educational programs, including outreach programs to schools unable to visit Canberra. Students need comprehensive constitutional knowledge to enable them to fully participate in democracy. The paucity of constitutional knowledge taught in our education system has implications for our democracy given that a lack of constitutional knowledge results in citizens being unable to fully engage and participate in the democratic process. The democratic process depends on informed citizens to give it legitimacy, to monitor potential misuse of power, and to provide a system of checks and balances.

Democratic education is a controversial category in Denmark, particularly in the subject discipline of history: should we familiarize students with Danish culture and history, focus on their personal development and the art of living, or help them acquire skills for the labor market? These questions are related to the ethics of democracy and ask us to consider the "good life" and how we might recognize the valuable citizen. In this essay I argue that the ethics of democracy reduces democratic education to identity politics and eschews the question of democratic justice. In addressing this problem, I ask two questions: 1) How can we conceive of recognition in the educational setting as an issue of justice?, and 2) How can this conception be institutionalized as a curriculum principle? To address these questions, I first discuss Nancy Fraser's status model of recognition and her three-dimensional theory of justice as it intersects with the subject discipline of history. I then discuss the conception of powerful knowledge in relation to the three-dimensional model, and finally I provide a list of suggestions for the knowledge content appropriate for democratic education in the subject discipline of history.

This comprehensive book provides a reearch review of the critical papers that have been published in the fast-growing field of the globalization of higher education. They include work by a variety of noted scholars, such as Altbach, Clark and Marginson, which cover key areas of theoretical and substantive interest

AbstractSince 2011 renewed fighting between the Myanmar military and the Kachin Independence Army (KIA) has triggered the internal displacement of more than 100,000 people in Kachin state. This article examines how care practices and care ethics influence border governance in the context of humanitarian concerns in Kachin state in northern Myanmar, which shares a border with China. The situation in Kachin state at the China-Myanmar border reveals the contrasting territorial logics at stake, the contingency of governance at a time of political transition, and distinct 'regimes of care', as manifested through humanitarian relief, which all contribute towards border governance. Drawing on ethnographic research and interviews, the article highlights how care deficits are met by a separatist government, community organizations (both faith-based and secular), and diaspora populations which mobilize a range of networks and resources—forming webs of connections and interfacing with one another—to provide humanitarian relief. However, their actions and the ensuing flows of care could produce or deepen political subjectivities that are geared towards territorial contestation and separatism, thus changing expressions of border governance. The article further observes that the Kachin situation has wider implications for the peace negotiations taking place at the national level in Myanmar.

This unique book starts from the premise that students, scholars, and educators should be given access to a form of global education that is genuinely global. Using the notion of interculturality as change and exchange as a basis, the authors examine fifty discourse instruments (e.g. idioms, neologisms, slogans) related to what they call 'Chinese stories of interculturality'. China, like other countries, has a rich and complex history of intercultural encounters and her engagement with the notion today, which shares similarities and differences with glocal discourses of interculturality, deserves to be unpacked and familiarized with. By so doing, digging into the intricacies of the Chinese and English languages, the reader is empowered to unthink, rethink and especially reflect on their own take on the important notion of interculturality. Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland and Distinguished and Visiting Professor at different universities around the world. Dervin has written extensively about interculturality in (teacher) education, proposing to systematise the use of critical and reflexive perspectives. Mei Yuan is Associate Professor at the School of Education, Minzu University of China. Yuan has led many research projects on Minzu and intercultural education and is recipient of many awards for her contributions to 'minority' education. Sude is Professor at the School of Education, Minzu University of China. His research interests include multicultural education, diversity in teacher education and intercultural competence in superdiverse institutions and he is considered as one of the most influential scholars in the field of Chinese Minzu education. Ning Chen is Lecturer at Tianjin Academy of Fine Arts (China) and Visiting Scholar at the Faculty of Educational Sciences of the University of Helsinki, Finland. Chen specialises in diversity in higher education. .