Suchergebnisse

This open access book provides academic insights and serves as a platform for research-informed discussion about education in Finland. Bringing together the work of more than 50 authors across 28 chapters, it presents a major collection of critical views of the Finnish education system and topics that cohere around social justice concerns. It questions rhetoric, myths, and commonly held assumptions surrounding Finnish schooling. This book draws on the fields of sociology of education, education policy, urban studies, and policy sociology. It makes use of a range of research methodologies including ethnography, case study and discourse analysis, and references the work of relevant theorists, including Bourdieu and Foucault. This book aims to provide a critical, updated and astute analysis of the strengths and challenges of the Finnish education system.

In this essay, I use American correspondences about their propaganda in Iran, along with CIA intelligence, to show that the U.S. recognized that nationalism was distinct from Communism, and that the former was viewed as the true threat to Western interests in Iran. This validates historian Ervand Abrahamian's aforementioned argument that the Cold War paradigm is insufficient for interpreting U.S. and Iranian relations in the early 1950s. American propaganda in Iran was heavily discussed within the CIA, State Department, and U.S. Embassy in Iran. The sources prominently feature Secretary of State Dean Acheson and embassy ambassador Loy Henderson. Studying propaganda not only illuminates the shortcomings of the common policy critique that the U.S. conflated Communism with nationalism when applied to America's approach to Iran, but also illuminates the role of Orientalism in the U.S. government. As a supplemental argument, I show that primary sources regarding the propaganda program reveals that government officials had a contradictory relationship with Orientalism. The U.S. clearly viewed Iran under an Orientalist framework, while simultaneously promoting propaganda that used historical knowledge of the connections between East and West to garner Iranian support, despite the fact that such knowledge subverted Orientalism.

The aim of the study was to explore Croatian and Polish teachers' opinions on quality of inclusive education. A sample of 173 teachers from Poland and 139 from Croatia completed the Scale on Quality Indicators for Inclusion – for Teachers. In general, teachers reported positive assessments of inclusion quality. Respondents from both countries gave highest ratings on the subscale Support monitoring and evaluation, while the lowest ratings were given on the subscale Teaching assistant support by Polish participants and on the subscale Resources for inclusive education by the Croatian sample. Poland teachers gave higher ratings than Croatian teachers on all the subscales except Teaching assistant support. The discussion makes an attempt to present how two different societal contexts shape the development and implementation of inclusion.

This article brings out certain aspects of the ways in which the temple and the state were related in the early medieval period. Arriving in South India almost simultaneously, both derived support from each other. While the state patronised the temple, the latter lent considerable legitimacy to the former. The temple gradually started appropriating the role of the state in numerous ways, assuming administrative, judicial and fiscal functions. In many cases it was now in a position even to challenge the local political authorities.

While analyzing the role of the state in the economy the author considers functions of the state at the stage of modernization, their priorities in economic policy in relation to the chosen model of modernization. The necessity of active structural policy and institutional reforms is noted. It is argued that during transition to post-industrial economy state intervention is becoming more limited.