Education and State Formation
In: Critical social policy: a journal of theory and practice in social welfare, Band 11, S. 117-120
ISSN: 0261-0183
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In: Critical social policy: a journal of theory and practice in social welfare, Band 11, S. 117-120
ISSN: 0261-0183
In: History of European ideas, Band 20, Heft 4-6, S. 739-744
ISSN: 0191-6599
This paper will investigate the state's utilisation of higher education policy as 'compensatory legitimation' within the Cypriot context in the late 1980s. It argues that not only the establishment of the University of Cyprus in 1989 - after thirty years of strong nationalist opposition during the British colonial administration and another thirty years of state hesitation and postponement during political independence - but also the character of the established University (state-based and linked to the international community of scholarship) can be explained mainly as the result of the state's decision to utilise higher education in order to make up for its serious deficit in legitimacy. It also maintains that the state used the policy strategy of expertise and to a lesser extent the policy strategy of participation in order to legitimate the process that determined the character of both the University and the knowledge that it was expected to produce. ; peer-reviewed
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In: Journal of historical sociology, Band 16, Heft 2, S. 237-265
ISSN: 1467-6443
Abstract After WWII, Singapore launched decolonization and the state elites were under strong compulsion to blend the Chinese and other racial communities into a national whole. Chinese schools, equipping students with worldview and cultural‐linguistic abilities very different from those at other schools, hindered the completion of this task. The state elites sought to resolve this problem by replacing Chinese schools, but this policy antagonized the Chinese and undermined the legitimacy of the ruling regime. To pacify the Chinese, they switched to uphold Chinese schools as an integral and distinct category in the education system. This strategy, nevertheless, kept Chinese schools culturally compartmentalized and sacrificed the objective of promoting interracial integration. To rectify this situation, the ruling authorities sought to blunt the cultural distinctiveness of Chinese schools by strengthening Chinese teaching in English schools. However, this policy was not very successful, because the Malays – the adversary of the Chinese – resented it. This study demonstrates that state formation is a complicated project containing conflicting tasks, it reminds us state hegemonic strategies always bring about contradictory results and the connection between education and state formation is always dialectical.
In: The State and economic life series
In: Labour / Le Travail, Band 31, S. 365
In: Critical social policy: a journal of theory and practice in social welfare, Band 11, Heft 32, S. 117-120
ISSN: 1461-703X
In: Issues in higher education
For the past two centuries, higher learning has been set firmly within the bounds of the Nation State. With the rise of a "higher education space" in the European Union, a range of powerful and influential decision-making bodies are giving new meaning to the "supranational dimension" in the world of academe. In this book, some leading higher education researchers and practitioners address issues related to the relationship between higher education and the Nation State. Guy Neave takes us on a historical excursion, showing trends towards Europeanisation and de-Europeanisation in different forms in various parts of state levels of government in higher education in the United States. Alberto Amaral takes up the issue of quality assurance in the European context. Kurt De Wit and Jef Verhoeven report on recent developments concerning the interplay between higher education policies at the Nation State and supranational levels. In addition, Antonio Ruberti addresses the issue of research co-operation, and Fons van Wieringen discusses privatization in post-compulsory education in the Netherlands. (HoF/text adopted)
"One of a series of papers written as part of the Postsecondary Education for a Changing Economy: Resource Agent for Policies and Practices Project for the National Institute for Work and Learning."--p. 1. ; Appendix consists of a reprint of The public investment in higher education: report of a policy briefing for legislators from Vermont. ; At head of title: Postsecondary Education for a Changing Economy Project. ; Cover title. ; Bibliography: p. 33-35. ; Mode of access: Internet.
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In: Sociocultural, political, and historical studies in education
In: House document no. 21
In: Comparative and international education series 13