Employer perspectives on international education
In: The SAGE handbook of international higher education., S. 191-206
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In: The SAGE handbook of international higher education., S. 191-206
In: Demokratisierung im arabischen Raum, S. 25-40
In: Partners for stability: involving neighbors in Afghanistan's reconstruction - Transatlantic approaches, S. 177-189
In: The SAGE handbook of international higher education., S. 223-241
In: Mass education and the limits of state building, c.1870-1930., S. 202-223
In: Connecting histories of education. Transnational and cross-cultural exchanges in (post-)colonial education., S. 11-26
In: Higher education studies in a global environment: Vol. 1, S. 15-31
"The author analyses higher education policies targeted at equal (or rather not so equal) opportunities for access into higher education for indigenous people in Australia, Canada, and Mexico. He discusses concepts of equity and social responsiveness and works out very wen that many measures undertaken to ensure equal access for indigenous people require them to adopt the norms and values of the majority culture. This, of course, is in stark contrast to an approach of self-determination. He finds an example of this in Canada where indigenous people have successfully fought to start their own universities and have them recognized as equal to the universities of the majority culture. This means that they control their own educational processes. Despite the fact that developments in Canada are not ideal and go all the way in shifting control and administration to the indigenous boards, such an approach acknowledges the difference without seeing it as inferior. The author also works out in a convincing manner that in countries where the higher education system serves purposes of nation-building, a 'different but equal' policy is perceived as separatist and threatening to the state. In his conclusions, the author proposes to develop the concept of an ethnically sensitive university that includes cultural diversity as a matter of content and collaborates with indigenous people in their struggle for justice and recognition." (excerpt)
In: Higher education studies in a global environment. Vol. 1., S. 15-31
"The author analyses higher education policies targeted at equal (or rather not so equal) opportunities for access into higher education for indigenous people in Australia, Canada, and Mexico. He discusses concepts of equity and social responsiveness and works out very wen that many measures undertaken to ensure equal access for indigenous people require them to adopt the norms and values of the majority culture. This, of course, is in stark contrast to an approach of self-determination. He finds an example of this in Canada where indigenous people have successfully fought to start their own universities and have them recognized as equal to the universities of the majority culture. This means that they control their own educational processes. Despite the fact that developments in Canada are not ideal and go all the way in shifting control and administration to the indigenous boards, such an approach acknowledges the difference without seeing it as inferior. The author also works out in a convincing manner that in countries where the higher education system serves purposes of nation-building, a 'different but equal' policy is perceived as separatist and threatening to the state. In his conclusions, the author proposes to develop the concept of an ethnically sensitive university that includes cultural diversity as a matter of content and collaborates with indigenous people in their struggle for justice and recognition." (excerpt).
In: Global perspectives on sustainable regional development. [... conference on "Sustainable Global and Regional Development" held in Zürich, Switzerland, in 2014]., S. 223-236
In: Global perspectives on sustainable regional development. [... conference on "Sustainable Global and Regional Development" held in Zürich, Switzerland, in 2014]., S. 185-211
In: Ideas of education. Philosophy and politics from Plato to Dewey.
In: Ideas of education. Philosophy and politics from Plato to Dewey.
In: Higher education for sustainable development in Central and Eastern Europe., S. 92-101
In: Higher education for sustainable development in Central and Eastern Europe., S. 111-126
In: Higher education for sustainable development in Central and Eastern Europe., S. 102-110