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AbstractA significant literature demonstrates that the presence of historic missionary societies—especially Protestant societies—during the colonial period is significantly and positively associated with increased educational attainment and economic outcomes. However, we know less about the mechanisms underlying the long-run consequences of institutions, as it is commonly very hard to disentangle direct effects from indirect effects. One clear way to do so, however, is to explore the long-term impact of missionary influence in places in which the direct beneficiaries of missionary education are no longer present. The present article considers one such region, the Anatolian region of the Ottoman Empire. Due to the ethnic violence and population movements at the start of the twentieth century, the newfound Turkish nation-state was largely religiously homogenous. This provides us with a unique situation to empirically assess the long-run indirect effects of Christian missionary societies on local human capital. For this purpose, I present an original dataset that provides the locations of Protestant mission stations and schools, Ottoman state-run schools, and Armenian community schools contained within Ottoman Anatolia between 1820 and 1914. Contrary to the common association found in the literature, this study does not find missionary presence to be correlated with modern-day schooling. Rather, I find that regions with a heightened missionary presence and an active Christian educational market perform better on the gender parity index for pretertiary schooling during both the Ottoman and Turkish periods.

Rosamund Sutherland argues against a skills-based curriculum suggesting that, from a social justice perspective, the priority of schools should be to teach traditional subjects, such as mathematics and history, giving young people the formal knowledge they are not likely to learn outside school. She draws on the work of Michael Young, Lev Vygotsky, Amaryta Sen and David Olson in order to develop new theoretical and practical insights that offer ways of changing policy and practice to improve equality and life chances for young people

Developments in theology and developments in religious education in different countries encourage a renewed dialogue between the two areas. In this book special emphasis is given to the role of Christian theologies in relation to religious education. In most countries of Europe religious education is part of the curriculum in public schools. Religious education is concerned with both education and religion and accepted as an academic subject in its own right. Its relationship with theology, religious studies and educational philosophy can be seen in contrasting ways due to different traditions and developments of the subject in Europe.

Cover -- Endorsements -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of tables -- Foreword -- Acknowledgements -- List of contributors -- Introduction -- 1. Place-based education: Clinical Legal Education and ethics -- 2. Clinical Legal Education and Therapeutic Jurisprudence in the Disability Rights Clinic -- 3. Capitalising on Clinical Legal Education: Insights from Bourdieu -- 4. Clinical Legal Education in Brazil: Insights from Paulo Freire's pedagogy -- 5. Luigi Ferrajoli's theory of fundamental rights and Clinical Legal Education -- 6. Applying Rawls' theory of justice to Clinical Legal Education in the Republic of Croatia -- 7. Towards a capability approach to Clinical Legal Education -- 8. Neoliberalism and Street Law: Examining the success of a communitarian initiative in a neoliberal higher education system -- 9. Using institutional theory in legal education -- 10. Legal pluralism and Clinical Legal Education in Ethiopia: The contribution of legal aid clinics in realising access to justic -- 11. The University of The Gambia Law Clinic: The role of a university law clinic in securing access to justice from the perspective of human rights and duties -- 12. Developing reflective practitioners through human rights education in relation to HIV-positive clients -- 13. Clinical Legal Education: A paradigm for business entities -- 14. Rebellious lawyering theory, sustainability and Clinical Legal Education -- 15. Teaching movements -- Index.

AbstractThis chapter examines achievement, attendance, and other indicators of quality education.

Chapter 1. Introduction; Maddie Breeze, Yvette Taylor and Christina Costa -- Chapter 2. Closed door: Academic collegiality, isolation, competition and resistance in the contemporary Australian university; Bryony Lipton -- Chapter 3. Feminist Pedagogy: Fractures of recognition in higher education; Genine Hook -- Chapter 4. (Dis)assembling the neoliberal academic subject: when PhD students construct feminist spaces; Elizabeth Ablett, Heather Griffiths and Kate Mahoney -- Chapter 5. Black Scottish writing and the fiction of diversity; Churnjeet Mahn -- Chapter 6. The imperial/neoliberal university: what does it mean to be included?; Lou Dear -- Chapter 7. In defence of Safe Spaces: subaltern counterpublics and vulnerable politics in the neoliberal university; Chris Waugh -- Chapter 8. Public sociology and social movements: incorporation or a war of position?; Eurig Scandrett and Elaine Ballantyne -- Chapter 9. Discourses of dissonance: enabling sites of praxis and practice amongst Arts and Design doctoral study; Jacqueline Taylor -- Chapter 10. An embodied approach in a cognitive discipline; Jennifer Leigh -- Chapter 11. Aesthetic Education and the phenomenology of learning; Jonathan Owen Clark and Louise H. Jackson -- Chapter 12. Response-ability: Re-e-valuing shameful measuring processes within the Australian academy; Melissa Joy Wolfe and Eve Mayes

How can a comparison between the educational systems of Norway and Spain give a better understanding of welfare models and national cultures? The author aims at contributing to a discussion on how changes that largely are designed to meet present and future challenges in educational and welfare systems, are historically rooted in cultural, religious, economic and political power relations. The comparative analyses focus on complex and interwoven processes of change that are inherent to European standardisation forces – and that are assumed to be responses to impact of globalisation forces on education and work. Basic cultural dimensions that are part of any social formation serve as magnifying glasses to what is particular and what is universal across cultural borders. By means of initial and closing questions the reader is challenged to critically reflect on hidden and open power mechanisms in own and foreign cultures. Researchers, students and others who are visiting foreign countries – and foreigners coming to Norway – may gain some analytical tools that may encourage new orientation in intercultural communication.

Distance education (DE) is one of the most important ways in which future social workers can complete their MSW degree. With a reach to multiple populations, DE is especially suited to the field of social work, allowing rural, working, and financially-strained individuals to complete degrees and provide important services to underserved communities. In this comprehensive and well-organized guide to understanding and implementing distance education components into social work, pioneering professo

"Despite their close geographic and cultural ties, Indonesia and Malaysia have dramatically different Islamic education, with that in Indonesia being relatively decentralized and discursively diverse, while that in Malaysia is centralized and discursively restricted. The book explores the nature of the Islamic education systems in Indonesia and Malaysia and the different approaches taken by these states in managing these systems. The book argues that the post-colonial state in Malaysia has been more successful in centralising its control over Islamic education, and more concerned with promoting a restrictive orthodoxy, compared to the post-colonial state in Indonesia. This is due to three factors: the ideological makeup of the state institutions that oversee Islamic education; patterns of societal Islamisation that have prompted different responses from the states; and control of resources by the central government that influences centre-periphery relations. Informed by the theoretical works of state-in-society relations and historical institutionalism, this book shows that the three aforementioned factors can help a state to minimize influence from the society and exert its dominance, in this case by centralising control over Islamic education. Specifically, they help us understand the markedly different landscapes of Islamic education in Malaysia and Indonesia"--

This book, the first comprehensive, critical examination of the theory and pedagogy of the field of social foundations of education and its relevance and role within teacher education:linebreak*Articulates central questions in the field--such as "What is social foundations?"; "Is there a social foundations canon?"; "Is it possible to teach for social justice?"; "What is student resistance?";linebreak*Explores the limits and possibilities of teaching social foundations of education;linebreak*Provides strong arguments for the continued relevance of the discipline for teacher education;linebreak*Features a variety of clearly presented, theoretically grounded models for teaching social foundations within teacher education programs--including aesthetic education, critical theory, and eco-justice perspectives, the use of community-based oral histories, and experiential learning activities;linebreak*Provides concrete examples, actual syllabi, and a host of additional resources to help faculty teach, publish, and do research; andlinebreak*Proposes new directions for research and dialogue within the field.linebreakThis volume is an ideal entrance into the field for graduate students, junior faculty, and professors from other areas of education who are teaching in the social foundations field for the first time

The process of development, theoretical substantiation and implementation of distance education system organization model into teacher postgraduate education has been considered in the paper. Postgraduate pedagogical study with wide-area distance study is greatly distinguished from present system by level of study quality, number of users, focus on personality, democracy, variance, application of modern information-communication technologies and telecommunication networks in study. The platform of distance education has to be applied for supplement and expansion of traditional process of institution study and communication in the teacher postgraduate education institutes. Implementation of distance education in the teacher postgraduate education system creates the educational system of retraining and professional development for teachers on-the-job, and improvement of educational services, proposed by educational institution.