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Author: G. Espinoza
Publisher: Springer
ISBN: 1137333030
Category : Social Science
Languages : en
Pages : 421
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Book Description
Espinoza's work illuminates how education was the site of ideological and political struggle in Peru during its early years as an independent state. Spanning 100 years and discussing both urban and rural education, it shows how school funding, curricula, and governance became part of the cultural process of state-building in Peru.
Author: G. Espinoza
Publisher: Springer
ISBN: 1137333030
Category : Social Science
Languages : en
Pages : 421
Get Book Here
Book Description
Espinoza's work illuminates how education was the site of ideological and political struggle in Peru during its early years as an independent state. Spanning 100 years and discussing both urban and rural education, it shows how school funding, curricula, and governance became part of the cultural process of state-building in Peru.
Author: G. Espinoza
Publisher: Palgrave Macmillan
ISBN: 9781349464043
Category : Social Science
Languages : en
Pages : 283
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Book Description
Espinoza's work illuminates how education was the site of ideological and political struggle in Peru during its early years as an independent state. Spanning 100 years and discussing both urban and rural education, it shows how school funding, curricula, and governance became part of the cultural process of state-building in Peru.
Author: G. Espinoza
Publisher: Springer
ISBN: 1137333030
Category : Social Science
Languages : en
Pages : 291
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Book Description
Espinoza's work illuminates how education was the site of ideological and political struggle in Peru during its early years as an independent state. Spanning 100 years and discussing both urban and rural education, it shows how school funding, curricula, and governance became part of the cultural process of state-building in Peru.
Author: Rolland G Paulston
Publisher: Elsevier
ISBN: 1483150097
Category : Education
Languages : en
Pages : 337
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Book Description
Society, Schools, and Progress in Peru presents a descriptive analysis of the Peruvian educational system, with particular emphasis on socio-cultural changes that have transpired. The publication first elaborates on cultural and educational traditions, emergence of public schooling, and the social, economic, and political context of education. Concerns cover political organization, economic setting, educational consequences of socio-cultural stratification, social organization, race and culture, US education missions, Indian and Spanish heritage, and colonial and Republican education. The text then takes a look at educational objectives and administration, formal school programs, nonformal education, and preparation of teachers. Topics include teacher supply and demand, teacher-preparation programs, reform efforts, education in the military, education and industry, first-level educational programs, and administrative organization. The text ponders on education, revolution, and nation-building, higher education, and teacher professionalization programs. The book is a valuable source of data for historians and educators interested in the development of the educational system in Peru.
Author: María Elena García
Publisher: Stanford University Press
ISBN: 9780804750158
Category : Social Science
Languages : en
Pages : 236
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Book Description
Taking on existing interpretations of "Peruvian exceptionalism," this book presents a multi-sited ethnographic exploration of the local and transnational articulations of indigenous movements, multicultural development policies, and indigenous citizenship in Peru.
Author: John L. Rury
Publisher:
ISBN: 019934003X
Category : Education
Languages : en
Pages : 632
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Book Description
This handbook offers a global perspective on the historical development of educational institutions, systems of schooling, educational ideas, and educational experiences. Its 36 chapters consider the field's changing scholarship, while examining particular national and regional themes and offering a comparative perspective. Each also provides suggestions for further research and analysis.
Author: Cameron Duncan Ebaugh
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 108
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Book Description
Author: Gaëtane Jean-Marie
Publisher: IAP
ISBN: 1681232081
Category : Education
Languages : en
Pages : 349
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Book Description
Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks, 2009).
Author: Iñigo García-Bryce
Publisher: UNC Press Books
ISBN: 1469636603
Category : History
Languages : en
Pages : 279
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Book Description
Like Fidel Castro and Che Guevara, Peruvian Victor Raul Haya de la Torre (1895–1979) was one of Latin America's key revolutionary leaders, well known across national boundaries. Inigo Garcia-Bryce's biography of Haya chronicles his dramatic political odyssey as founder of the highly influential American Popular Revolutionary Alliance (APRA), as a political theorist whose philosophy shifted gradually from Marxism to democracy, and as a seasoned opposition figure repeatedly jailed and exiled by his own government. Garcia-Bryce spotlights Haya's devotion to forging populism as a political style applicable on both the left and the right, and to his vision of a pan-Latin American political movement. A great orator who addressed gatherings of thousands of Peruvians, Haya fired up the Aprismo movement, seeking to develop "Indo-America" by promoting the rights of Indigenous peoples as well as laborers and women. Steering his party toward the center of the political spectrum through most of the Cold War, Haya was elected president in 1962—but he was blocked from assuming office by the military, which played on his rumored homosexuality. Even so, Haya's insistence that political parties must cultivate Indigenous roots and oppose violence as a means of achieving political power has left a powerful legacy across Latin America.
Author: Fernando M Reimers
Publisher:
ISBN: 9781013277009
Category : Education
Languages : en
Pages : 256
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Book Description
This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
