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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 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.

Should philosophy be introduced as a formal subject to kindergarten through 12th grade students in Afrocentric schools? U.S. public education's aversion to philosophy is so pervasive that Afrocentric educators should consider whether they have assimilated this bias. This essay considers ancient Greek philosophy's possible roles in its construction. While challenging Plato and Aristotle's arguments against philosophizing before age 30, the essay explains philosophy's absence in public schools through structural similarities between ancient Greece and the contemporary United States. The essay's objectives are to stimulate Afrocentric educators to formulate an explicit Afrocentric philosophy, to compare ancient African philosophies in Egypt and Nubia to contemporary African philosophies, and to reflect on the philosophies of Africana history they are imparting to their students. The essay's conclusion examines Africa's creativity in the context of new explanations of African development.

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.

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).

While the landscape of postsecondary education in Alberta continues to expand and diversify, there seems to be very little written about the organization of postsecondary education in the province over the past 15 to 20 years (Wimmer & Schmaus, 2010). This paper provides an analysis of postsecondary education in Alberta over the past 15 to 20 years using social theory, specifically "thinking tools" (Grenfell & James, 2004) provided in Bourdieu's Field Theory to reveal power struggles in the system. Government policies that drive postsecondary institutions to struggle for position in market-like conditions while tightly controlling the parameters of that market are explored. We discuss the role government policy plays in the reproduction of power structures and their distribution of capital in the province of Alberta. Alors que l'éducation postsecondaire en Alberta continue à s'étendre et à se diversifier, on a très peu écrit sur son organisation dans les 15 ou 20 dernières années (Wimmer & Schmaus, 2010). Cet article analyse l'éducation postsecondaire en Alberta dans les 15 ou 20 dernières années par le biais de la théorie sociale, notamment les outils de pensée (Grenfell & James, 2004) de la théorie des champs de Bourdieu, de sorte à dévoiler les luttes pour le pouvoir au sein du système. Nous nous penchons sur les politiques gouvernementales qui poussent les établissements postsecondaires à se battre pour leur position dans des conditions qui ressemblent à celles du marché tout en contrôlant strictement les paramètres de ce marché. Nous discutons le rôle des politiques gouvernementales dans la reproduction des structures du pouvoir et leur répartition du capital aux établissements postsecondaires en Alberta.

This paper specifically investigates the causality between education and economic growth in Zimbabwe during the period 1980 to 2008. The empirical investigation has been carried out by Pairwise Granger Causality and Vector Autoregression (VAR) modelling using modern econometrics techniques of unit root test since macroeconomic time series data was used which is frequently non stationary. The findings confirmed that there is uni-directional causality between education and economic growth in the Zimbabwean economy running from education to economic growth as established by granger causality tests, variance decomposition and impulse response functions. Results suggest that investing in education is important for economic growth. The results also confirm a transmission mechanism that runs from education to economic growth via physical capital investment. This shows that a rise in human capital boosts the return on physical investment. The study recommends that the government and the private sector, through public-private partnerships, should concentrate on policies that will improve the education system.

Exploring violent confrontation between the state and the population in colonial and postcolonial India, this book presents a study of the ways in which governments in India used collective coercion and state violence against the population, and a cultural history of how acts of state violence were interpreted by the population.