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Author: David Coulby
Publisher: Routledge
ISBN: 1134275145
Category : Education
Languages : en
Pages : 279
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Book Description
This volume deals with two major and apparently opposing forces within education and society: globalization and nationalism. Globalization is often considered in economic terms - of continued growth of international trade and a concentration of wealth in corporate hands - yet it also encompasses technological, political and cultural change. The World Yearbook of Education 2005 explores the role of the education sector in our globalized knowledge economy, and considers the political implications of this in terms of monopolarity and the cultural consequences of homogenization and Americanization. The other strand of this study - nationalism - remains a persistent force within education and society in all parts of the world, and this volume examines the extent to which it can fuel conflict at all levels through prejudice and intolerance. Concentrating on the epistemological consequences of nationalism, leading international thinkers examine the extent to which it is reflected in the curricula of schools and universities around the world. Finally, the complex relationship between globalization and nationalism is explored, and contributors explore the part that educational institutions and practices play in forming both agendas. A wide range of perspectives are employed, including post-colonial discourse, classical economics and sociological theory. Nationalism and globalization are both ongoing processes, and this volume makes a case for the central role of education in both - through its potential to influence change and to act as benevolent force in shaping a global community.
Author: David Coulby
Publisher: Routledge
ISBN: 1134275145
Category : Education
Languages : en
Pages : 279
Get Book Here
Book Description
This volume deals with two major and apparently opposing forces within education and society: globalization and nationalism. Globalization is often considered in economic terms - of continued growth of international trade and a concentration of wealth in corporate hands - yet it also encompasses technological, political and cultural change. The World Yearbook of Education 2005 explores the role of the education sector in our globalized knowledge economy, and considers the political implications of this in terms of monopolarity and the cultural consequences of homogenization and Americanization. The other strand of this study - nationalism - remains a persistent force within education and society in all parts of the world, and this volume examines the extent to which it can fuel conflict at all levels through prejudice and intolerance. Concentrating on the epistemological consequences of nationalism, leading international thinkers examine the extent to which it is reflected in the curricula of schools and universities around the world. Finally, the complex relationship between globalization and nationalism is explored, and contributors explore the part that educational institutions and practices play in forming both agendas. A wide range of perspectives are employed, including post-colonial discourse, classical economics and sociological theory. Nationalism and globalization are both ongoing processes, and this volume makes a case for the central role of education in both - through its potential to influence change and to act as benevolent force in shaping a global community.
Author: Patrick J. McGuinn
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 280
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Book Description
Education is intimately connected to many of the most important and contentious questions confronting American society, from race to jobs to taxes, and the competitive pressures of the global economy have only enhanced its significance. Elementary and secondary schooling has long been the province of state and local governments; but when George W. Bush signed into law the No Child Left Behind Act in 2002, it signaled an unprecedented expansion of the federal role in public education. This book provides the first balanced, in-depth analysis of how No Child Left Behind (NCLB) became law. Patrick McGuinn, a political scientist with hands-on experience in secondary education, explains how this happened despite the country's long history of decentralized school governance and the longstanding opposition of both liberals and conservatives to an active, reform-oriented federal role in schools. His book provides the essential political context for understanding NCLB, the controversies surrounding its implementation, and forthcoming debates over its reauthorization. how the struggle to define the federal role in school reform took center stage in debates over the appropriate role of the government in promoting opportunity and social welfare. He places the evolution of the federal role in schools within the context of broader institutional, ideological, and political changes that have swept the nation since the 1965 Elementary and Secondary Education Act, chronicles the concerns raised by the 1983 report A Nation at Risk, and shows how education became a major campaign issue for both parties in the 1990s. McGuinn argues that the emergence of swing issues such as education can facilitate major policy change even as they influence the direction of wider political debates and partisan conflict. McGuinn traces the Republican shift from seeking to eliminate the U.S. Department of Education to embracing federal leadership in school reform, then details the negotiations over NCLB, the forces that shaped its final provisions, and the ways in which the law constitutes a new federal education policy regime - against which states have now begun to rebel. and that only by understanding the unique dynamics of national education politics will reformers be able to craft a more effective national role in school reform.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264011919
Category :
Languages : en
Pages : 435
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Book Description
This book provides a rich, comparable, and up-to-date array of education indicators covering participation, expenditure, resources, outcomes, and management.
Author: Ronald B. Begley
Publisher: Fordham Univ Press
ISBN: 0823224279
Category : History
Languages : en
Pages : 234
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Book Description
This volume offers original studies on the subject of medieval education, not only in the formal academic sense typical of schools and universities but also in a broader cultural sense that includes law, liturgy, and the new religious orders of the high Middle Ages. Its essays explore the transmission of knowledge during the middle ages in various kinds of educational communities, including schools, scriptoria, universities, and workshops.
Author: OECD
Publisher: OECD Publishing
ISBN: 926401361X
Category :
Languages : en
Pages : 225
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Book Description
This publication provides a range of comparable, cross-national education indicators for 19 middle-income non-OECD countries comprising over 50 per cent of the world population.
Author: Eleanor Vernon Wilson
Publisher: Uva - Curry School of Education
ISBN:
Category : Business & Economics
Languages : en
Pages : 168
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Book Description
In 1905, as the University of Virginia inaugurated him as its first president, the revered southern educator Edwin Anderson Alderman proposed an education school, despite the thriving existence of normal teachers' colleges, primarily female, throughout the state. John D. Rockefeller Sr. donated $100,000 in support, and the Curry Memorial School of Education was born.In the century since, the Curry School of Education has grown and solidified, struggled and diversified, and raised its expectations and its visibility. It has steered a dedicated course through the challenges of depression, war, student disaffection, and faculty debate by holding true to the visions of Jefferson and Alderman. Always attuned to and often leading the discussion about current educational theories, Curry School faculty, students, and graduates represent the evolution of American education during the twentieth century and into the twenty-first.From its original founding in 1905 to the visions it is now creating for the teachers and children of tomorrow, the Curry School of Education has a distinguished and significant history. In this centennial volume, Eleanor Vernon Wilson chronicles the decisions, responses, programs, initiatives, and accomplishments that together form the panoramic history of the Curry School of Education at the University of Virginia.
Author:
Publisher:
ISBN:
Category : Economic assistance, Domestic
Languages : en
Pages : 1120
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Book Description
Identifies and describes specific government assistance opportunities such as loans, grants, counseling, and procurement contracts available under many agencies and programs.
Author: Stephen Machin
Publisher: Princeton University Press
ISBN: 9780691117348
Category : Business & Economics
Languages : en
Pages : 262
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Book Description
Volumes have been written about the value of more and better education. But is there sufficient evidence to support the commonly held belief that we, as individuals and as a community, should be investing more in education? This book explores that question in unprecedented detail, drawing on empirical evidence from an impressive array of sources. While much of the focus is on the educational system in the United Kingdom, the book offers lessons of international applicability. A state-of-the-art compendium on education policy and its impact on educational attainment, the book examines numerous large-scale data sources on individual pupils and schools. The questions the book considers are far-ranging: How much do teachers matter for children's educational attainment? What payoff do people get from acquiring more education when they enter the labor market? How well do education systems function to provide employers with the skills they want? The book concludes by issuing some strong policy recommendations and offering an evaluation of what does and does not work in improving educational attainment. The recommendations address such issues as school effectiveness, education financing, individual investment in education, government education initiatives, higher education, labor market rewards, and lifelong learning.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
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Book Description
50th Anniversary Expanded 5th edition: "Back in 1971 when this booklet was first published, the principal Weapons of Mass Suppression, or WMS, of Black Caribbean children's educational and life prospects were the ESN school, ESN streams and 'Remedial' classes in regular schools. New versions of WMS appeared over the ensuing decades, as the original model, and each replacement, met with Black Caribbean resistance and even open protest. In each case, the objective of these 'new' iterations was not to concentrate more resources and more experienced and skilled teachers to meet the needs of the children designated as 'in Special Educational Need (SEN)', but rather to assign less of these resources, and less experienced teachers to their care. It was a dustbin solution, not a lifting-the-child-up operation. It was a life sentence, not a life-line to greater opportunities. The last 50 years has taught us not to rely on pleas to or the goodwill of those running the system to effect the changes our children need. Just as we did a half-century ago and since, we have to accept that future progress for our children on all fronts depends on our actions, our initiatives..." - Bernard Coard (Extract from the Preface) This Edition also includes: INTRODUCTION by Paul Mackney, Former General Secretary, University & Colleges Union (UK) FOREWORD by Jeremy Corbyn, MP, former Leader of the Opposition, Britain Parliament PART TWO: Republished article written by the Author in 2004 on "Why I Wrote the 'ESN Book' 30 Years On" - PART THREE: "50 Years On" Essay by Hubert Devonish, Emeritus Professor of Linguistics, The University of The West Indies, Mona, Jamaica Bernard Coard taught at his secondary school in Grenada on leaving at 18 and at Brandeis University's 'Upward Bound' Summer Programme at 20 and 21. He studied at Brandeis University (Massachusetts, USA) and then Sussex University (UK). During the late 1960s and early '70s, Bernard ran youth clubs in Southeast London for children attending seven so-called ESN schools and taught at two others in East London. He subsequently taught at The University of The West Indies and at the Institute of Higher Studies, Netherlands Antilles. For 20 years, Coard set up and ran the Richmond Hill Prison Education Programme, Grenada (basic literacy to London University postgraduate degrees). He continues to teach at university level as a guest lecturer, in person and online.
Author: Keith A. Nitta
Publisher: Routledge
ISBN: 113589616X
Category : Education
Languages : en
Pages : 250
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Book Description
Education policymaking is traditionally seen as a domestic political process. The job of deciding where students will be educated, what they will be taught, who will teach them, and how it will be paid for clearly rests with some mix of district, state, and national policymakers. This book seeks to show how global trends have produced similar changes to very different educational systems in the United States and Japan. Despite different historical development, social norms, and institutional structures, the U.S. and Japanese education systems have been restructured over the past dozen years, not just incrementally but in ways that have transformed traditional power arrangements. Based on 124 interviews, this book examines two restructuring episodes in U.S. education and two restructuring episodes in Japanese education. The four episodes reveal a similar politics of structural education reform that is driven by symbolic action and bureaucratic turf wars, which has ultimately hindered educational improvement in both countries.
