Education and State
In: Mirovaja ėkonomika i meždunarodnye otnošenija: MĖMO, Heft 10, S. 75-84
In: Mirovaja ėkonomika i meždunarodnye otnošenija: MĖMO, Heft 10, S. 75-84
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
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
BASE
In: Studies in educational evaluation, Band 18, Heft 1, S. 97-104
ISSN: 0191-491X
In: Education, Globalization and the Nation State, S. 29-51
In: Oxford review of economic policy, Band 8, Heft 2, S. 1-18
ISSN: 1460-2121
In: IZA Discussion Paper No. 9885
SSRN
In: ICME-13 Monographs
This open access book is the first major publication on the topic of "Interdisciplinary Mathematics Education" and arose from the work of the first International Topic Study Group of the same name at the ICME-13 conference in Hamburg in 2016. It offers extensive theoretical insights, empirical research, and practitioner accounts of interdisciplinary mathematics work in STEM and beyond (e.g. in music and the arts). Scholars and practitioners from four continents contributed to this comprehensive book, and present studies on: the conceptualizations of interdisciplinarity; implementation cases at schools and tertiary institutions; teacher education; and implications for policy and practice. Each chapter, and the book itself, closes with an assessment of the most significant aspects that those involved in policy and practice, as well as future researchers, should take into account.
In: New directions in the philosophy of education
Political methodology -- The critical citizen -- The individual, society and the problem of authority -- The institutional structure of education -- The interactional structure of education -- Federated disestablishment of education and state -- Internally democratic schooling.