Suchergebnisse

Analyses the dynamics of state-society relationships in Africa through the prism of changing bargaining relationships in three contexts: the colonial hegemonic regime, the postcolonial hegemonic regime, & the mixed patterns of the contemporary period. It is found that, with the exception of the new, multiparty democratic orders, ethnic bargaining has proved more of a transitional expedient than a method of furthering regularity in political exchange relations over an extended time period. Ethnic bargaining is an indispensable means of promoting the change from colonial rule to independence, facilitating societal compromise & cooperation within an ongoing authoritarian regime -- eg, hegemonic exchange), & putting the collapsed state back together again -- in most cases, as a pact among elites. However, such instrumental bargaining encounters are limited in what they can achieve. They can promote exchanges among tangible political & economic resources, but are not sufficient to ensure adherence over time to basic norms or to political exchange practices. Adapted from the source document.

Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to a multilingual paradigm. We maintain that multilingual approaches tend to serve the neoliberal framework and reproduce its systemic inequalities. Therefore, we argue in favour of emancipatory multilingual practices that could embody a translingual pedagogy capable of promoting the development of capabilities, the recognition of otherness, and the cultivation of diversity. Rooted in critical theory, namely in Foucault's notion of subjectification and Freire's view of conscientisation, an emancipatory translingual pedagogy would enable and empower every learner to synthesise a contextually creative field of new semantic and pragmatic relationships. Critical language education would enhance the ethos of biophilia that fosters what we term the poetics of communality and selfhood, that is to say, the proactive commitment to expanding symbolic and existential novelty

The gap between calls for parental engagement in education and institutional realities is wide. Educators say they value parent participation, but by that they often mean a junior partner role in which parents monitor homework, make sure kids get to school on time, show up at school-sponsored events, and generally act as an extension of the teacher and school. Many parents and community advocates see themselves as more than just the supporting cast. When a neighborhood school fails to perform well on standardized tests, should it be closed, turned over to private management, or reinforced with more resources and stronger leadership? When budgets are tight, is it music and art instruction that should be scaled back, social studies, or are there other options to explore? Those who favor strong democracy over simple representative democracy argue that parents and community groups should play an active role in setting public priorities, debating public options, and negotiating policy solutions.

Introduction: The rise of women in post-secondary education -- Participation of women in higher education -- Global perspectives on women, education, and literacy -- Women's and coeducational colleges -- Women's athletics in college and the impact of Title IX -- Learning outside the academy -- Late 20th century scholarly and pedagogical approaches -- Conclusion: What does the future hold?

Abstract
Practices of exclusion towards deviance based on prejudices or ideologies have been present in every age and in every cultural context, often taking the stigmatization process. Recently UNESCO in 2015 released its latest report indicating that despite the efforts of governments, civil society and the international communities, the Education for All was not yet a reality in the world. The poor, people with mental or physical disabilities, children with learning disabilities "are not in a position" to grow and develop as the others. In particular as regards students with Special Educational Needs, to still a challenge to find a teaching that is "common denominator" for all students without leaving anyone out is still a "inclusive" rather than a "special" that favours the relationship within whole class and relationships outside it.

Cover Page -- Title Page -- Copyright Page -- Dedication -- Contents -- Foreword -- Acknowledgments -- Introduction: Bringing College to Prison -- Part I: Why We Teach -- 1. Teaching Literature Inside: The Poet's Report -- 2. Days in the Life of a College-in-Prison Professor -- 3. Surviving the School-to-Prison Pipeline -- Part II: How We Teach -- 4. Finding Their Voices: Student Experience as Authoritative Framework for Genre-Based Writing -- 5. The Logistics of Preparing to Teach Inside -- 6. Paywalls, Firewalls, Prison Walls: Bridging the Digital Divide within the Prison Education System -- 7. Teaching Quantitative Reasoning in Prison: Intuition, Graphs, and Formulas, Oh My! -- 8. One Foot In, One Foot Out: Senior Theses and Remote Internships in the Prison Space -- Part III: Who We Teach -- 9. "You'da Done That, You'da Been in Here with Us": Subverting the Teacher-Student Paradigm -- 10. Learning to Live -- Afterword: Reflections on Bringing College to Prison -- Appendix: Resources for Further Exploration on Incarceration -- Contributors -- Index.

The paper examines the levels and trends in access to education and educational outcomes across generations of Egyptian youth. Examination of four cohorts of individuals aged 25–29 shows that, although basic education has democratized, some inequities in access to general secondary and college education have persisted over the past 25 years. The analysis of test scores from TIMSS and national examinations in the late 2000s shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as parental education, socioeconomic background, and birthplace. The high level of overall achievement inequality observed makes inequities in learning opportunities between Egyptian youth high compared to other countries in absolute levels. Moreover, learning gaps among pupils from different backgrounds appear at early grades. High and unequal levels of household expenditures in private tutoring and tracking into vocational and general secondary schools that depend on high stakes examination substantially contribute to unequal learning outcomes.

This article analyses the right to early childhood education as legal, individual, and collective protection, through research involving systematization, analysis, and gathering of documents produced in federal scope. It was captured that such a right is connected to the basic principle of democracy − the defense of social rights prescribed by the Federal Constitution of 1988, which protects human rights and judges internal conditions for the imposition of legal guarantees that all citizens must have since birth, that is, an individual right. Early childhood education as a social right demands legal protection, the guarantee of universality, by law, so that, in practice, the access and frequency of each Brazilian child in daycare centers and pre-school facilities are fulfilled as an individual right. The solidification of the universality of early childhood education depends on the implementation of public policies, in which the procedures and main goals are established by the constitutional text.

The Clinical Legal Education Handbook is intended to act as a good practice guide and practical resource for those engaged in the design and delivery of clinical legal education programmes at university law schools. The Handbook is primarily aimed at clinics in England and Wales, but is likely to have content that is of interest to those engaged in clinic in other jurisdictions. The Handbook offers direction on how to establish and run student law clinics and sets out guidance on both the pedagogical and regulatory considerations involved in the delivery of clinical programmes. It also provides an introduction to the existing body of research and scholarship on Clinical Legal Education (CLE)

This article provides a brief introduction to the Repertory Grid Technique and aims to demonstrate the use of the technique in different social work contexts. The Repertory Grid Technique draws from an open interview procedure that requires respondents to classify and evaluate elements within the environment on a numerical scale according to their own personal constructs. The result of this interview is a cognitive matrix of elements and constructs that can be explored in both a qualitative and a quantitative manner. Several applications for the practice, education and research of social work are suggested, with the overall purpose to heighten the perception of individuals' mental construction of their social life.

Unlike qualifying education, forensic social work education is heterogeneous. This review provides a cross-national comparison of 10 countries: the United States, Brazil, England, the Netherlands, Hungary, Kenya, South Africa, Thailand, India and Australia. It aims to understand education models across diverse contexts and encourage further reflection on forensic social work pedagogy. Findings revealed that there is little mandating of educational standards or curriculum requirements in forensic social work. Moreover, current modelling is drawn from Eurocentric epistemologies and has a duty to incorporate and celebrate First Nations, non-Western and culturally inclusive paradigms. Opportunities exist to develop international standards for forensic social work education.