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Abstract
This article introduces a framework to study parental investments in the presence of birth order preferences and/or human capital cost differentials across children. The framework yields canonical models as special cases and delivers sharp testable predictions concerning how parental investments respond to an exogenous change in family size in the presence of birth order effects. These predictions characterize a generalised quantity–quality trade-off. Danish administrative data confirm our theory's predictions. We find that for any given parity, the human capital profile of children in smaller families dominates that of large families, and that the average child's education decreases as family size increases, even after taking birth order effects into consideration.

Critical Human Rights, Citizenship, and Democracy Education presents new scholarly research that views human rights, democracy and citizenship education as a critical project. Written by an international line-up of contributors including academics from Canada, Cyprus, Ireland, South Africa, Sweden, the UK and the USA, this open access book provides a cross-section of theoretical work as well as case studies on the challenges and possibilities of bringing together notions of human rights, democracy and citizenship in education. The contributors cultivate a critical view of human rights, democracy and citizenship and revisit these categories to advance socially just educational praxis and highlight ground-breaking case studies that redefine the purposes and approaches in education for a better alignment with the justice-oriented objectives of human rights, democracy and citizenship education. A critical response, reflecting on the issues raised throughout the book, provides a conclusion. This is essential reading for those researching these pedagogical forms and will be valuable to practitioners and activists in fields as diverse as education, law, sociology, health sciences and social work and international development. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.

This chapter is relevant for educators in early years settings, in primary schools and beyond. You will see from Chapter 1 that, for a variety of reasons, the aims of education and the degree of political influence and central control over all dimensions of education are dynamic: they change as society changes. Teachers have had little encouragement recently to question what or how to teach. And 'primary education suffers more than its share of scare-mongering and hyperbole, not to mention deliberate myth-making' (Hofkins and Northen, 2009, p. 5). The report continues: 'Isn't it time to move on from the populism, polarisation and name-calling which for too long have supplanted real educational debate and progress? Children deserve better from the nation's leaders and shapers of opinion.' The Teachers' Standards (DfE, 2013), which apply to teachers regardless of their career stage, do not expect you to explore questions about the aims, purposes and value of education. However, they do require teachers to, 'act with honesty and integrity …and to be self-critical' (p. 7). If children's lives are not to be at the mercy of political whim, it is essential that teachers learn the skills of robust, critical evaluation, based on their reading, experience and reflection, in order to develop strong personal philosophies about what, how and why we teach children, and to interpret changes in ways which are professionally valid and have integrity. It is important to learn scepticism, and have a concern about the larger questions and a deep understanding of what we teach, to have time to reflect, research and study. This chapter aims to help you do this. First, it gives an overview of the questions philosophers have asked about education in the past, and ask currently, and shows you how to engage with them. Then it links these to theories about how children learn.

The contribution of anthropological contents and methods in different aspects of the study of education is significant. The business functions of education in terms of leadership and management of humans, materials and financial resources for optimal outcomes mandates anthropological insights and underpinnings in educational systems. The early works of Hewett, Boas and Montessori paved the way for the application of anthropological contents and methods to the study and practices of educative processes and systems for better understanding and improvement of learning. Anthropological concepts and principles are integral to the domains of foundations of education, curriculum development, culture studies, classroom interactions, multicultural education, business education, policy implementations, educational research and educational administration. In this study, efforts have been made to show the contributions of both anthropologists and educators in the rise of a new field of anthropology of education since the early decades of the twentieth century. The study, thus, examines the confluence of business anthropology and education resulting in the field of anthropology of education. It highlights the historical development of the convergence of anthropology and education, implications of anthropological concepts, contents and methods in educational studies, and the anthropological approaches in the areas of educational research. Ethnographic methods such as grounded theory, documentary content analysis, and action research have greatly contributed to the knowledge of complex educational issues and challenges. They are integral to the study of educational issues through the techniques of purposive sampling, interview, observation, constant comparison, triangulations, key incident, narration, interpretive stance, and other tools of data gathering, interpretation and analysis. The present study emphasises on the significance of anthropological methods in the study of life in classrooms in term of interactions, and the impacts of the classroom environment on learning as school settings and classroom life provide the requisite environment for anthropological inquiries. It also addresses the current practices in the applications of anthropology of education in the areas of teacher education, curriculum development, multicultural education and educational research.

This note is based on analysis prepared by Alissa Goodman and Luke Sibieta of the Institute for Fiscal Studies at the request of the House of Commons Education and Skills Select Committee, for their inquiry into Public Expenditure on Education and Skills being carried out during June and July 2006. The note discusses some key issues that have arisen in education spending in the last year. We begin by examining the significance of the Chancellor's statements in Budget 2006 - both regarding school capital expenditure and the pledge to increase funding per pupil in the state sector to that currently seen in the private sector. We then move on to what the Comprehensive Spending Review in 2007 is likely to mean for education, given commitments in other areas of government spending. An Appendix contains some information about overall trends in public spending on education in the UK, and the international context.

AbstractUsing Deleuze and Guattari's concept of rhizome, this study examines the key measures of the Kindergarten Education Scheme introduced by the Hong Kong government in 2017 after a large‐scale advocacy movement. It argues that these measures have expanded the power of the neoliberal imaginary through producing an enhanced market apparatus and an apolitical teaching profession. The neoliberal expansion reflects the manifestation of different kinds of rhizomatic connections to reterritorialise the field. This study calls for the rethinking of teacher educators' ethical responsibility in addressing the complexity of teacher work frequently neglected by policy and the policy/practice divide in teacher education.