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Author: Matthew Arnold
Publisher: London : Longman
ISBN:
Category : Education
Languages : en
Pages : 380
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Book Description
Author: Matthew Arnold
Publisher: London : Longman
ISBN:
Category : Education
Languages : en
Pages : 380
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Book Description
Author: Anne Therese Quartararo
Publisher: University of Delaware Press
ISBN: 9780874135459
Category : Education
Languages : en
Pages : 244
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Book Description
"Women Teachers and Popular Education in Nineteenth-Century France is a study of the network of women's teacher training schools, known as the ecoles normales primaires, that were gradually created in France during the nineteenth century. Although this study focuses on the recruitment of teachers, their pedagogical and social instruction, and the teachers' professional formation as part of a corporate group, the book also ties these teacher-related issues to the universal development of public primary education in France. Based on numerous national and departmental archives, the study also explores the social values inherent to public education in modern France through the corporate model of the women's normal schools."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Author: Ontario. Department of Education
Publisher: Leader
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
Author: Matthew Arnold
Publisher: London : Longman
ISBN:
Category : Education
Languages : en
Pages : 380
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Book Description
Author: Sjaak Braster
Publisher: Routledge
ISBN: 1317849949
Category : Education
Languages : en
Pages : 336
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Book Description
Popular Education is a concept with many meanings. With the rise of national systems of education at the beginning of the nineteenth-century, it was related to the socially inclusive concept of citizenship coined by privileged members with vested interests in the urban society that could only be achieved by educating the common people, or in other words, the uncontrollable masses that had nothing to lose. In the twentieth-century, Popular Education became another word for initiatives taken by religious and socialist groups for educating working-class adults, and women. However, in the course of the twentieth-century, the meaning of the term shifted towards empowerment and the education of the oppressed. This book explores the several ways in which Popular Education has been theoretically and empirically defined, in several regions of the world, over the last three centuries. It is the result of work by scholars from Europe and the Americas during the 31st session of the International Standing Conference on the History of Education (ISCHE) that was organised at Utrecht University, the Netherlands in August 2009. This book was originally published as a special issue of Paedagogica Historica.
Author: France. Ministère de l'éducation nationale
Publisher:
ISBN:
Category : Deafness
Languages : en
Pages : 146
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Book Description
Author: United States. Education Office
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
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Book Description
Author: Brian Rigby
Publisher: Routledge
ISBN: 1134981996
Category : Social Science
Languages : en
Pages : 206
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Book Description
`Culture' is one of the most frequently used terms in the French vocabulary. It sells not only books, newspapers and magazines but also consumer products and political parties. But what are the meanings of `culture populaire'? What have the French understood by it, and what is its history? Brian Rigby's lively and cogent study traces changing notions of popular culture in France, from 1936 - the year of the Popular Front - to the present day. Asking why `culture' has become such a fiercely contested term, Rigby considers the work of the major French theorists, including Barthes, Bourdieu and Baudrillard.
Author: Gita Steiner-Khamsi
Publisher: Teachers College Press
ISBN: 9780807744932
Category : Education
Languages : en
Pages : 262
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Book Description
The globalization of educational policy has become a popular, if not ubiquitous, phenomenon among educational policymakers across the world. It has led many observers to conclude that educational systems in different parts of the world are converging towards one international (neo-liberal) model of school reform. This practice of borrowing and lending school reforms requires a serious examination of the politics and the economics of transnational educational transfer. In this volume, Steiner-Khamsi and her colleagues provide an in-depth empirical and critical examination of the practice of global educational policy. Contributors question the value of importing and exporting educational policies, analyze who benefits from these arrangements, and test the effectiveness of adapting one country's policies in other (often quite culturally distinct) countries. The book investigates how global policies have been implemented locally, and examines the extent to which they work in diverse locales. teiner-Khamsi and her colleagues also examine the role and practices of non-governmental organizations (NGOs), multilateral organizations, and the World Bank in fostering how educational policies are disseminated and adapted across national and cultural boundaries.
Author: Diana Holmes
Publisher: Manchester University Press
ISBN: 1526130262
Category : Foreign Language Study
Languages : en
Pages : 265
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Book Description
This groundbreaking book is about what ‘popular culture’ means in France, and how the term’s shifting meanings have been negotiated and contested. It represents the first theoretically informed study of the way that popular culture is lived, imagined, fought over and negotiated in modern and contemporary France. It covers a wide range of overarching concerns: the roles of state policy, the market, political ideologies, changing social contexts and new technologies in the construction of the popular. But it also provides a set of specific case studies showing how popular songs, stories, films, TV programmes and language styles have become indispensable elements of ‘culture’ in France. Deploying yet also rethinking a ‘Cultural Studies’ approach to the popular, the book therefore challenges dominant views of what French culture really means today.
