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Author: Bruce Moghtader
Publisher: Taylor & Francis
ISBN: 1000930785
Category : Education
Languages : en
Pages : 276
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Book Description
This book explores the formation of human capital in education, interrogating its social and ethical implications, and examining its role in generating policies and practices that govern curriculum studies as an academic field. Using an inquiry approach and offering an intellectual history of human capital theory through a genealogical methodology, the author begins by contextualizing the formation of the theory and explores its correlation with the history of imperialism. Tracing the concept of human capital from ancient slave societies to colonial empires, the book arrives at the modern formulations of the concept in education systems and explores its impact on curriculum and pedagogy in the digital age. Asking whether an approach that represented slaves, machines, animals, and property in its history is appropriate for forward-looking democratic societies, the author then uncovers crucial implications for educational equity and teacher development. Presenting a unique genealogy of schooling humans as economic resources and offering a descriptive and critical analysis of its impact on education as lived experience, the author excavates ideas and mentalities by which we think about modern schooling processes. This approach supports the intellectual development of teachers and offers a critical assessment of power-knowledge relations in curriculum studies. Discerning associations between the human capital theory of education and technological progress with implications for ethics in the digital age, it will be an outstanding resource for scholars and graduates working across comparative and international education, the history of education, curriculum studies, digital education, and curriculum theory.
Author: Bruce Moghtader
Publisher: Taylor & Francis
ISBN: 1000930785
Category : Education
Languages : en
Pages : 276
Get Book Here
Book Description
This book explores the formation of human capital in education, interrogating its social and ethical implications, and examining its role in generating policies and practices that govern curriculum studies as an academic field. Using an inquiry approach and offering an intellectual history of human capital theory through a genealogical methodology, the author begins by contextualizing the formation of the theory and explores its correlation with the history of imperialism. Tracing the concept of human capital from ancient slave societies to colonial empires, the book arrives at the modern formulations of the concept in education systems and explores its impact on curriculum and pedagogy in the digital age. Asking whether an approach that represented slaves, machines, animals, and property in its history is appropriate for forward-looking democratic societies, the author then uncovers crucial implications for educational equity and teacher development. Presenting a unique genealogy of schooling humans as economic resources and offering a descriptive and critical analysis of its impact on education as lived experience, the author excavates ideas and mentalities by which we think about modern schooling processes. This approach supports the intellectual development of teachers and offers a critical assessment of power-knowledge relations in curriculum studies. Discerning associations between the human capital theory of education and technological progress with implications for ethics in the digital age, it will be an outstanding resource for scholars and graduates working across comparative and international education, the history of education, curriculum studies, digital education, and curriculum theory.
Author: Joel Spring
Publisher: Routledge
ISBN: 1317548302
Category : Education
Languages : en
Pages : 258
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Book Description
In this timely, cogent analysis of trends and powerful forces shaping global educational policy today, Joel Spring focuses on how economization is making economic growth and increased productivity the main goals of schools, and the ways these goals are achieved—including measuring educational policies by their costs and economic benefits, shaping family life to ensure productive workers and high-achieving students, introducing entrepreneurship education into curricula from preschool through higher education, and increasing the involvement of economists in educational policy analysis. Close attention is given to the Organization for Economic Cooperation and Development (OECD), the World Bank, the World Economic Forum, and multinational corporations, which, as advocates of economization, want schools to focus on teaching hard and soft skills needed by the global labor market. Economization raises questions about the effects of economically driven agendas for schools: Will education policies advocated by global organizations and multinational businesses corporatize and standardize human personalities and families? What type of global worker is being sought by global organizations and multinational corporations? What education programs are supported to educate the ideal global worker? What is the ideal family life for economic growth and development? Detailing and analyzing the politics and motivations driving economization, the book concludes with an assessment of the impacts of the confluence of business interests, economic theories, governments, and educators.
Author: William A. Owings
Publisher: Routledge
ISBN: 1351013777
Category : Education
Languages : en
Pages : 385
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Book Description
Designed for aspiring school leaders, this text presents the realities of school finance policy and issues, as well as the tools for formulating and managing school budgets. In an era of dwindling fiscal support for public schools, increasing federal mandates, and additional local budget requirements, educational leaders must be able to articulate sound finance theory and application. The authors move beyond coverage found in other texts by providing critical analysis and unique chapters on misconceptions about school finance; fiscal capacity, fiscal effort, adequacy, and efficiency; demographic issues; and spending and student achievement. Examining local, state, and federal education spending, this text gives readers the foundation to understand school finance and knowledgeably educate colleagues, parents, and other stakeholders about its big-picture issues, facts, and trends. The new edition of American Public School Finance will help educational leaders at all stages of their careers become informed advocates for education finance practice and reform. New in this edition: Expanded coverage on school choice Discussion of new standards and law Updated exploration of student demographics and its impact on learning Advanced pedagogical features such as connections to the latest Professional Standards for Educational Leaders (PSEL), Focus Questions, Case Studies, and Chapter Questions/Assignments Complementary electronic resources designed to deepen and extend the topics in each chapter and to provide instructors with lecture slides and other teaching strategies.
Author: David Mitch
Publisher: Springer Nature
ISBN: 3030254178
Category : Business & Economics
Languages : en
Pages : 344
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Book Description
This edited collection explores the historical determinants of the rise of mass schooling and human capital accumulation based on a global, long-run perspective, focusing on a variety of countries in Europe, the Middle East, Asia, Africa and the Americas. The authors analyze the increasing importance attached to globalization as a factor in how social, institutional and economic change shapes national and regional educational trends. Although recent research in economic history has increasingly devoted more attention to global forces in shaping the institutions and fortunes of different world regions, the link and contrast between national education policies and the forces of globalization remains largely under-researched within the field. The globalization of the world economy, starting in the nineteenth century, brought about important changes that affected school policy itself, as well as the process of long-term human capital accumulation. Large migrations prompted brain drain and gain across countries, alongside rapid transformations in the sectoral composition of the economy and demand for skills. Ideas on education and schooling circulated more easily, bringing about relevant changes in public policy, while the changing political voice of winners and losers from globalization determined the path followed by public choice. Similarly, religion and the spread of missions came to play a crucial role for the rise of schooling globally.
Author: José Augusto Pacheco
Publisher: UMinho Editora
ISBN: 9899074128
Category : Education
Languages : en
Pages : 212
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Book Description
“The Curriculum of Everything advances as the eternal future in which artificial intelligence surpasses the human capacity to do but not that of understanding and feeling.” Now even the “father” of Artificial Intelligence worries even those bedrocks of being – understanding and feeling - may be at risk. Pacheco reminds us that “curriculum study is a normative question,” now necessarily “with its technological dimension.” Then in a stunningly synoptic sentence that students could usefully study all semester, he summarizes: “the curriculum as a socially, culturally, ideologically, politically and economically constructed practice, is a formal and informal dispositive of interwoven relationships between knowledge, power, and technology.” (…) Penetrated, we become impregnated with the structures of software, as Pacheco appreciates: “Technological devices are powerful instruments of subjectivity production, moving the subject into predefined ways of knowing (…) Old-fashioned rhetoric alright, but insightfully implying we need to return to the past, when were still – sort of – human, before we were seduced by supranational “citizenship” in the software state, before we became submerged in the “curriculum of everything.” Step back from the brink. Pacheco has. Let us join him” (William F. Pinar, Preface).
Author: group of authors
Publisher: MAC Prague consulting
ISBN: 808808511X
Category : Education
Languages : en
Pages : 308
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Book Description
The conference proceedings - Multidisciplinary Academic Conference on Education, Teaching and Learning, Czech Republic, Prague (MAC-ETL 2016)
Author: Shoshana Zuboff
Publisher: PublicAffairs
ISBN: 1610395700
Category : Business & Economics
Languages : en
Pages : 683
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Book Description
The challenges to humanity posed by the digital future, the first detailed examination of the unprecedented form of power called "surveillance capitalism," and the quest by powerful corporations to predict and control our behavior. In this masterwork of original thinking and research, Shoshana Zuboff provides startling insights into the phenomenon that she has named surveillance capitalism. The stakes could not be higher: a global architecture of behavior modification threatens human nature in the twenty-first century just as industrial capitalism disfigured the natural world in the twentieth. Zuboff vividly brings to life the consequences as surveillance capitalism advances from Silicon Valley into every economic sector. Vast wealth and power are accumulated in ominous new "behavioral futures markets," where predictions about our behavior are bought and sold, and the production of goods and services is subordinated to a new "means of behavioral modification." The threat has shifted from a totalitarian Big Brother state to a ubiquitous digital architecture: a "Big Other" operating in the interests of surveillance capital. Here is the crucible of an unprecedented form of power marked by extreme concentrations of knowledge and free from democratic oversight. Zuboff's comprehensive and moving analysis lays bare the threats to twenty-first century society: a controlled "hive" of total connection that seduces with promises of total certainty for maximum profit -- at the expense of democracy, freedom, and our human future. With little resistance from law or society, surveillance capitalism is on the verge of dominating the social order and shaping the digital future -- if we let it.
Author: Ying Ma
Publisher: Taylor & Francis
ISBN: 1000963853
Category : Education
Languages : en
Pages : 143
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Book Description
This book explores Aristotelian and Confucian wisdom traditions to understand education and what counts as a good teacher in an embodied dialogic approach. The book creates a dialogue between ancient ideas and the author’s lived experiences as a teacher in cross-cultural landscapes today to ruminate on the important themes of educational purpose, teacher excellence, teacher-student relationships, and teaching skill. It asks fundamental educational questions including "Why Do We Educate? Eudaimonia and Dao"; "What Do We Educate? Phronesis, Philia and Ren"; and "How Do We Educate? Techne and Liuyi". Moving beyond the dominant epistemological concerns such as how to teach more effectively to help students gain better marks in schools, it constitutes an ethical inquiry that illuminates the values, purposes, concerns, and hopes that animate genuinely educational work. Using a comparative approach to wisdom traditions from both the East and the West, it addresses parochialism and challenges Eurocentric research paradigms. Embedded in the messy ground of teaching in intergenerational and cross-cultural narratives, the author’s own experiences as a student/teacher/daughter of a teacher/mother of a student crucially unpacks and concretizes ancient concepts and reactivates them in concrete situations. A sense of a whole without completeness, a conception of the good without closure, and an aspiration without achievement continue to haunt the search for an ultimate answer to the question "what counts as a good teacher?". It will appeal to scholars, teachers, and teacher educators with an interest in narrative inquiry and educational research, as well as those in the field of curriculum studies and the philosophy of education.
Author: Robert Cowen
Publisher: Springer Science & Business Media
ISBN: 1402064039
Category : Education
Languages : en
Pages : 1371
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Book Description
This two-volume compendium brings together leading scholars from around the world who provide authoritative studies of the old and new epistemic motifs and theoretical strands that have characterized the interdisciplinary field of comparative and international education in the last 50 years. It analyses the shifting agendas of scholarly research, the different intellectual and ideological perspectives and the changing methodological approaches used to examine and interpret education and pedagogy across different political formations, societies and cultures.
Author: James P. Burns
Publisher: Taylor & Francis
ISBN: 1003830714
Category : Education
Languages : en
Pages : 172
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Book Description
This book is a genealogical inquiry into the present problem of violence, in the US and internationally, through the lens of curriculum theory. It explores a constellation of problems including war, authoritarianism, post-truth, social disparities, and increasingly onerous surveillance technologies. Arguing that the current problem of violence is neither new, nor aberrant, the author historicises the conditions of possibility that have produced the violence that presently confronts our world. Seemingly disparate issues such as ethnonationalism, authoritarian populism, Christian nationalism, neoliberalism, the proliferation of sophisticated surveillance technologies, and military Keynesianism are traced to historical features such as ‘Ur-Fascism,’ white supremacy, corporate capitalism, religious extremism, propaganda and public relations, institutional power, and the biopolitical ‘death function’ endemic in modern societies. Through a sweeping, powerful, and in-depth analysis of violence in its genealogical trajectories in global setting, it promises to re-examine curriculum in a different light and open up new possibilities. As such, the book is an important curriculum study which supports curricular ethics as articulated by Bill Pinar, such as the situation of the self socially and historically, the reconstruction of one’s understanding of the self and the world, and the potential reconstruction of the social world as more peaceful and just. Significantly, the book contributes to a retheorisation of Foucault’s biopolitics as affirmative biopower imbued with ethics of truth-seeking as a technology of the self. It will appeal to scholars and students of curriculum studies with interests in curriculum theory, authoritarianism, non-violence studies, justice studies, ethnonationalism and technologies of the self.
