Suchergebnisse

Dedication -- Acknowledgments -- Contents -- Chapter 1: Introduction -- A Glimpse into the World of Itorero -- Ethnographic Spaces -- Paths of Inquiry -- Contemporary Research on Rwanda -- Leta: The Rwandan State -- Intore: The Model Rwandan Citizen -- Toward an Anthropology of Authoritarianism? -- Authoritarian Modes of Government as Modern-­Day Governmentality -- Rationalities and Technologies: Tracing the Liberal in the Authoritarian -- Experiences of Exposure -- Looking Beyond the Self and the State -- Chapter Outline -- References

Acknowledgments -- Contents -- Author Bios -- List of Figures -- List of Tables -- Introducing the Complexity of Educational Diversification -- Why Schooling and Education? -- Historical Constituents of Modern Schooling -- The Complexity of National Education in School Systems of Europe -- Challenges of Educational Diversity in the Welfare State -- Overview of the Book -- References -- Education and Nationalism in Scotland: Nationalism as a Governing Resource -- Introduction -- Changes in Governing -- Nationalism and the Governing Narrative -- Crafting the Narrative in Education -- Conclusion -- References -- Language, National Identity and School: The Role of the Catalan-Language Immersion Program in Contemporary Catalan Nationalism -- Introduction -- The Catalan Education System: From Franco-era Repression to the Spain of the Autonomous Communities -- The Language Immersion System -- The Judicialization of the Language Debate -- Recognition of Bilingualism in Spain -- Conclusions -- References -- Geographical Divergences of Educational Credentials in the Modern Nation-State: A Case-Study of Belgium, 1961-2011 -- Introduction -- University Graduates -- Historical Evolution (1961-2011) -- Geographical Distribution -- Early School Leavers -- Historical Evolution (1961-2011) -- Geographical Distribution -- Conclusion -- References -- Nationalism as a Positive Value? -- Introduction -- Issues and Dilemmas of Cultural Heritage in Ukrainian Education -- Peace Education -- Research Setting and Tools -- The Narrative Analysis of Pre-service Teachers' Responses to the Revolution of Dignity -- Pedagogical Intervention: Educating Pre-service Teachers on Democratic Citizenship -- Exit Narratives: Analysis and Discussion -- Conclusions and Practical Implications -- References -- Saami Educational and Knowledge Claims in School Systems of the Nordic Countries

In 'The State, The Family and Education', first published in 1980, Miriam David provides an entirely new analysis of the relationship of the state to the family and education. David explains how the state, through its educational policies, regulates family relationships with, and within, schools. This book provides a welcome analysis of educational policy from a socialist-feminist perspective, re-examining the ways in which women as parents, teachers and pupils are involved in the education system

1. Introduction : neoliberalism, social networks, and the new governance of education / Wayne Au and Joseph J. Ferrare -- 2. mEducation as a site of network governance / Diego Santori, Stephen J. Ball, and Carolina Junemann -- 3. Network restructuring of global edu-business : the case of Pearson's efficacy framework / Anna Hogan, Sam Sellar and Bob Lingard -- 4. Mapping the education entrepreneurial network : teach for America, charter school reform, and corporate sponsorship / Beth Sondel, Kerry Kretchmar, and Joseph J. Ferrare -- 5. International access project : a network analysis of an emerging international curriculum program in China / Shuning Liu -- 6. Mapping neoliberal reform in Chile : following the development and legitimation of the Chilean system of school quality measurement (SIMCE) / Javier Campos-Martnez, Francisca Corbalan Possel, and Jorge Inzunza -- 7. Mapping the discourse of neoliberal education reform : space, power, and access in Chicago's renaissance 2010 debate / Sarah Bell -- 8. Other people's policy : wealthy elites and charter school reform in Washington state / Wayne Au and Joseph J. Ferrare -- 9. Gangsta raps, power gaps, and network maps : how the charter school market came to New Orleans / Kristen L. Buras -- 10. Enterprise education policy and embedded layers of corporate influence / Patricia Burch and Jahni M. A. Smith.

Over the past three decades, professions across the European Union have faced significant and radical challenges. This book analyses three professional groups involved in the academic and health sectors and how they are affected by different national Welfare State models such as Mediterranean, Scandinavian and Anglo Saxon

1. Introduction : education, nature and society -- 2. Why education matters -- 3. Why nature matters -- 4. Why society matters -- 5. The importance of not being certain -- 6. Scale : time and space -- 7. Competition and cooperation, freedom and equality -- 8. Mind and body -- 9. What can education do? -- 10. Conclusions.

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

1 Introduction. - Theoretical Framework. - The Policy of Mother Tongue Education. - European Language and Education: State-Building in France and Britain. - 2 Language and Education in Africa under Mission and Colonial Influence. - Missions and the Transcription of African Languages. - Colonial Education Policy - Divergent Ideologies. - Selective Training and Restriction of the "Masses". - Mission and Colonial Language Influence in Senegal, Ghana, and Cameroon. - Conclusion. - 3 Language Choices in Independent African States. - Education and Literacy at Independence. - Independence Policies - Theory and Practice. - Continuing External Influence - la Francophonie and the Commonwealth. - Policy Inertia. - Understanding Leader Preferences. - 4 Opportunities for Policy Change: Ideas, Materials, and Advocacy Networks. - An Altered International Perspective. - Changed Causal Ideas. - Contradictory Anglophone Voices. - Expanded Domestic Possibilities. - Opportunities for Policy Change in Senegal and Ghana. - Conclusion. - 5 Incentives for Policy Change: Ruler Strategies for Maintaining Power. - Democracy and Multilingual Education. - Bargaining: Demographic and Subnational Variation. - My Explanation. - Economics as a Contributing Factor. - Incentives for Policy Change in Senegal and Ghana. - Conclusion. - 6 Language, Education, and "Democratization" in Cameroon. - Education Policy in the Early Independence Period. - Opportunities for Policy Change. - Material Opportunities. - Ideational Opportunities. - Ruler Incentives for Policy Change. - Electoral District Manipulation. - Restricting Voting Access. - Constitutional Recognition of Minority Rights. - Alternative Explanations. - Conclusion. - 7 Language and Contention: Violence and Participation in Contemporary African Politics. - Language, Nationalism, and Violence. - Language Literacy and Political Mobilization. - Written Language and Attachment (Senegal and Ghana). - Written Language and Mobilization in a Democratic Se

This book brings together new thinking on education's complex and evolving role in conflict and fragility. The changing nature of conflict, from inter- to intra-state, and with shifting geopolitical power balances, demands a reconceptualization of where education is positioned. Claims that education on its own can be an agent of conflict transformation are disputed. Deliberate attempts at peace education are not without critics and controversies. This collection aims to generate new realism from empirical and reflective accounts in a variety of countries and political contexts, as well as provide innovative methodological approaches to the study of education and conflict. The particular distinctiveness of the volume is the emphasis on 'contested'—it includes the debates and disagreements on the many faces of education in conflict, as well as material on teaching controversial issues in fragile contexts. Crucially, it underscores how education itself exists within highly contested projects of state, nation and region building. As well as overview comparative chapters, the collection encompasses a range of specific contexts, geographically and educationally—Algeria, Canada, El Salvador, Israel, Kenya, Mexico, Morocco, Nepal, Tunisia, UK and US, with settings that include schools, higher education and refugee camps. Focuses range from analyses of education in historical conflicts to contemporary issues such as post Arab Spring transformations. Perennial concerns about religion, colonialism, protest, integration, cohesion, emergencies, globalization and narrative are given new slants.Yet in spite of the debates, a cross-cutting consensus emerges as the crucial need for critical pedagogy and critical theory if education is to make any mark at all on conflict and fragility

"Autonomy and Accountability" -- "S. Noorda: Academic Autonomy as a Lifelong Learning Process for Universities" -- "1. Introduction" -- "2. Academic Autonomy" -- "2.1 Academic Self-Government: An Institution-Specific, Dynamic, Evolutionary Process" -- "2.2 The Meaning of Academic Autonomy" -- "2.3 Autonomy: A Privilege and a Responsibility" -- "2.4 Autonomy: Highly Contextual, Never Absolute and Complete" -- "2.5 Modern Universities Need Partnering Rather Than Top-Down Instructing" -- "2.6 The Role of the Government in Promoting Diversity – or the Limits of Autonomy" -- "2.7 Positive Interaction and Healthy Division of Tasks Between Academia and Public Authorities" -- "3. Autonomy as a Quality and Duty of Individual Institutions" -- "3.1 Complexity and the Need for Autonomy" -- "3.2 Human Capital Development and Autonomy" -- "3.3 Autonomy Is a lot More Than Freedom: The Dutch Case" -- "4. Conclusion" -- "[1] Michael Barber -- Katelyn Donnelly -- Saad Rizvi (2013) An Avalanche is Coming. IPPR London." -- "[2] Alan Bryman (2007) Effective Leadership in Higher Education. Leadership Foundation for Higher Education London" -- "[3] Thomas Estermann -- Terhi Nokkala -- Monika Steinel (2011) University Autonomy in Europe European University Association, Brussels" -- "[4] Mona Mourshed -- Chinezi Chijioke -- Michael Barber (2010) How the world's most improved school systems keep getting better. McKinsey & Company (www.mckinsey.com)" -- "[5] Guy Neave and Frans Van Vught, eds. (1991) Prometheus Bound: The Changing Relationship Between Government and Higher Education in Western Europe, Oxford: Pergammon Press" -- "[6] Guy Neave (1994) The Politics of Quality: developments in higher education in Western" -- "[7] Europe 1992-1994, European Journal of Education, vol. 29, no.2, 1994, pp. 115-134

Foreword -- Acknowledgments -- Contents -- Introduction -- The Current State of Education in Latin America -- The Contents of Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America -- Part 1: Policy Changes and Education Quality -- Part 2: Intercultural Education in Practice -- Part 3: Intercultural Dialogue Beyond the Classroom -- Conclusions and Recommendations -- An Agenda for Future Research -- Contributors -- Part I: Policy Changes and Education Quality -- How to Improve Quality Education for Indigenous Children in Latin America -- Sources of Information about Intercultural Bilingual Education -- The Right to Intercultural Bilingual Education -- Intercultural Bilingual Education and Education Policy -- EIB in Numbers: Teachers and Students -- Pre-service Teacher Education for EIB -- In-Service Professional Development for EIB -- Developments in the Teaching and Learning of Indigenous Languages -- Intercultural Bilingual Education Achievements and Unmet Expectations -- Interculturalidad and the Learning of Indigenous Languages -- References -- Indigenous Student Learning Outcomes and Education Policies in Peru and Ecuador -- Education Outcomes for Indigenous and Non-Indigenous Students -- The Education Gap -- Trends in Student Outcomes: 2006 and 2013 -- School and Teacher Characteristics in Peru and Ecuador -- Comparative School Resources for Indigenous and Non-Indigenous Students -- Differences in Teacher Characteristics -- Education Policy Background 1990-2015 -- Education Policy for Indigenous-Language Students in Peru -- Education Policy for Indigenous-Language Students in Ecuador -- Conclusion -- References -- Part II: Intercultural Education in Practice -- Role-Play as a Pedagogical Tool for Intercultural Education -- The Indigenous Peoples in Latin America, Their Urban Migration, and the Triqui in Mexico