Suchergebnisse

Chapter 1. Preparation of Teachers and Multilingual Education: Ethical, Just, and Student-focussed Practices -- Chapter 2. Critical Pre-service Intersections: Parental Engagement in EAL/D Contexts -- Chapter 3. Preparing Teachers as Multilingual Educators: Optimizing Achievement of National English Language Education Policy Objectives in China -- Chapter 4. EAL Teachers' (un)preparedness to Implement Classroom Practice for Multiliteracies -- Chapter 5. Decolonization in the Concrete: Honoring the Expertise of Local Teachers in EFL -- Chapter 6. Language-focused Feedback and Written Communication Difficulties of Multilingual Students: Improving Teacher Preparedness -- Chapter 7. The Future for Ethnic Korean Minority Education in China: A Challenge for Teacher -- Chapter 8. English Language Teacher Education for Multilingual Singapore: Responding to the Fourth Industrial Revolution -- Chapter 9. Multilingualism in Teaching Chinese to Speakers of Other Languages (TCSOL): Insights from TCSOL Teacher Education -- Chapter 10. Norms of Practices and Pre-service Teacher Education for Multilingual Mathematics Classrooms in South Africa -- Chapter 11. Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong.

Governance in Specific Higher Education Systems (3) -- M. Foroni: Governance in the Italian Higher Education System -- 1. Basic Information -- 2. Participation in the Bologna Process -- 3. System Level Governance: Parliament, Government and Other National Players -- 4. Stakeholder Involvement: Rectors Conference, Students, Staff and Employers' Organizations -- 5. Policy and Policy Instruments -- 6. Institutional Level Governance -- 7. Research Policies -- Q. A. Dang & D. C. Nguyen: Governance in Vietnamese Higher Education -- 1. Basic Information -- 1.1 Introduction -- 1.2 Number of Higher Education Institutions -- 1.3 Number of Students and Academic Staff -- 1.4 Types of Higher Education Institutions -- 2. System Level Governance -- 2.1 Central Structures -- 2.2 Other Public Structures -- 3. Policy and Policy Instruments -- 3.1 Policy -- 3.2 Legislation -- 4. Financing Higher Education and Research -- 4.1 Funding for Education (Teaching and Learning) -- 4.2 Funding for Research and Hi-Tech Parks -- 5. Institutional Level Governance -- 5.1 Organisational Structure -- 5.2 Internal Governance Structure -- 6. Ongoing and Upcoming Reforms -- L. Un & S. Sok: Higher Education Governance in Cambodia -- 1. Basic Information -- 2. System Level Governance -- 2.1 Government Structures -- 2.1.1 Competencies of the parliament -- 2.1.2 Competencies of the government -- 2.2 Other Public Structures and Participation of Stakeholders -- 2.2.1 Accreditation and quality assurance -- 2.2.2 Other public structures and mechanisms -- 2.2.3 Other stakeholder structures and participation in system governance -- 2.3 Policy and Policy Instruments -- 2.3.1 The Constitution and legislation -- 2.3.2 Policy on higher education -- 2.4 Public Funding of Teaching and Research -- 3. Institutional Level Governance -- 4. Upcoming HE Reforms

"Lacan and Education Policy draws on the rich conceptual resources of Lacanian psychoanalysis. Using Lacan's four discourses Matthew Clarke offers a sophisticated critique of recent education policy and the neoliberal model of political economy within which it sits, including the ways in which education has been diminished and trivialised through the economistic and depoliticising moves of policy. Clarke articulates possibilities for thinking differently about education and education policy beyond the reductive narratives of neoliberalism. He argues that psychoanalytic theory is valuable, not so much for allowing us to see what education 'really is', but for offering insights into what prevents education from 'being', enabling us to shift our focus instead into the possibilities education offers as a space of 'becoming'. The book suggests possibilities for conceptualising and creating 'the other side' of education."--Bloomsbury Publishing

Intro -- Title Page -- Acknowledgments, Dedications, Permissions, and Copyrights -- Introduction -- Chapter 1: State Religious Education -- Chapter 2: State Religious Education and the Question of Religious Purpose -- Chapter 3: In Defense of State Religious Education -- Chapter 4: State Religious Education and the Defense of Religious Vitality -- Chapter 5: State Religious Education and Religious Vitality -- Chapter 6: Securitizing American Public Education in the Age of Multiculturalism -- Chapter 7: State Religious Education, Further Reasons for Concern -- Chapter 8: State Religious Education and Global Civil Religion -- Chapter 9: An Open Conclusion -- Bibliography.

Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'. Twelve philosophers of education subject elements of current and recent UK educational policy to critiqueForthright and critical, the contributors are unafraid to challenge current orthodoxiesOffers thought-provoking insights into modern education policy<

Education Policy provides an international perspective on education policy, and of the role and function of education in the global economy. It covers the major topics of central significance in education and the sociology of education. At the same time it maintains a unique position in respect to globalization, education and the nation state

Privatization of education has become a prevalent global trend, representing a significant shift from viewing education as a public good to considering it as a private commodity. This transformation is closely tied to the modernization of the state under the principles of neoliberalism. A comprehensive analysis, as presented in this book using Ball and Youdell's framework, sheds light on the diverse patterns of privatization in education, categorizing them into two types: exogenous and endogenous. The term 'exogenous' refers to policies that grant the private sector increased rights and authority to deliver education services. On the other hand, 'endogenous' pertains to policies aimed at making public schools operate more like businesses.

Intro -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- 1: Introduction -- 1.1 Resistance -- 1.2 Histories of Neoliberalism -- 1.3 Social Neoliberalism and Education Policy -- 1.4 Auditing -- 1.5 Who Cares About My School and What Do We Know About It? -- References -- 2: Why Did the ALP Introduce the My School Website? -- 2.1 How was My School Implemented? -- 2.2 Julia Gillard's Own Explanations -- 2.3 The Influence of News Corp -- 2.4 History Matters -- 2.5 A History of Public Funding for Private Schools in Australia -- 2.6 Conclusions -- References -- 3: Is Professional Unionism a Model for Teachers? -- 3.1 The Rise of 'Professional Unionism' Among Teachers -- 3.2 Research About Professional Unionism -- 3.3 Reviewing Research About Professional Unionism -- 3.4 Conclusions -- References -- 4: Australian Education Union Responses to the GERM -- 4.1 Social Democracy and Labourism -- 4.2 A Brief History of the AEU -- 4.3 Conclusions -- References -- 5: Two Schools -- 5.1 Two Schools in Their Time and Place -- 5.2 What Can My School Tell Us About the Two Schools? -- 5.3 Opinions About My School at the Two Schools -- 5.4 Opinions About the Debate Over My School -- 5.5 Conclusions -- References -- 6: Conclusions -- References -- References -- Index.

The book represents a contribution to policy formulation and design in an increasingly knowledge economy in Zimbabwe. It challenges scholars to think about the role of education, its funding and the egalitarian approach to widening access to education. The nexus between education, democracy and policy change is a complex one. The book provides an illuminating account of the constantly evolving notions of national identity, language and citizenship from the Zimbabwean experience. The book discusses educational successes and challenges by examining the ideological effects of social, political and economic considerations on Zimbabwe's colonial and postcolonial education. Currently, literature on current educational challenges in Zimbabwe is lacking and there is very little published material on these ideological effects on educational development in Zimbabwe. This book is likely to be one of the first on the impact of social, political and economic meltdown on education. The book is targeted at local and international academics and scholars of history of education and comparative education, scholars of international education and development, undergraduate and graduate students, and professors who are interested in educational development in Africa, particularly Zimbabwe. Notwithstanding, the book is a valuable resource to policy makers, educational administrators and researchers and the wider community. Shizha and Kariwo's book is an important and illuminating addition on the effects of social, political and economic trajectories on education and development in Zimbabwe. It critically analyses the crucial specifics of the Zimbabwean situation by providing an in depth discourse on education at this historical juncture. The book offers new insights that may be useful for an understanding of not only the Zimbabwean case, but also education in other African countries. Rosemary Gordon, Senior Lecturer in Educational Foundations, University of Zimbabwe Rangingin temporal scope from the colonial era and its elitist legacy through the golden era of populist, universal elementary education to the disarray of contemporary socioeconomic crisis; covering elementary through higher education and touching thematically on everything from the pernicious effects of social adjustment programmes through the local deprofessionalization of teaching, this text provides a comprehensive, wide ranging and yet carefully detailed account of education in Zimbabwe. This engagingly written portrayal will prove illuminating not only to readers interested in Zimbabwe's education specifically but more widely to all who are interested in how the sociopolitical shapes education- how ideology, policy, international pressures, economic factors and shifts in values collectively forge the historical and contemporary character of a country's education. Handel Kashope Wright, Professor of Education, University of British Columbia