This is a scholarly work of interest to teacher trainers and trainees, to sociology and history lecturers and to students of educational and social policies in former British colonies. It provides a concise overview of two hundred years of colonial and post-colonial education and simply captures and reports the major socio-economic features which have spurred educational changes since the establishment of state education in Australia. An important aspect of Dr. Boufoy-Bastick's work is that it brings to light some simplifying principles for integrating salient socio-historical changes for the investigation of current and future changes in education.

This is the third handbook in the series 'International Cultures of Education'. It is the work of 131 authors and associate editors from 29 countries and is in two volumes. This is the second volume and it addresses Education Policy concerns related to 'Economic influences, Standards and Governance'. This third handbook is in part an international response to the devastating effects of Neoliberal policies on government-controlled mass education around the world. Education builds Cultural Identities - the rich possibilities of who we can be. The problem in education addressed here, put simply, is Neoliberal policies on government-controlled mass education around the world are diminishing the diversity of cultural Identities both of educationists and of students. The performativity of neoliberal enculturation makes immoral neoliberal academics from traditional educators. The pedagogy of neoliberal enculturation reduces the infinite potential of students to only that of 'Employee-ment' - the Cultural Identity of an ideal employee. Further, the neoliberal education policies, which privilege only monetary indicators for maximising competition whilst minimising cost, have overall effects of reducing educational resources, reducing employment and greatly increasing the burdens of poverty. This handbook offers a novel integrative approach and alternative resolutions to these international issues and concerns reported in its forty-two chapters by using a Culturometric analysis of related global and local (glocal) influences of neoliberal policy on education from the unifying fundamental perspective of individual and institutional Cultural Identity - its expression, promotion and survival.

This is the third handbook in the series 'International Cultures of Education'. It is the work of 131 authors and associate editors from 29 countries and is in two volumes. This is the first volume and it addresses Education Policy relevant to 'Achievement and the Involvement of Families and Communities'. This third handbook is in part an international response to the devastating effects of Neoliberal policies on government-controlled mass education around the world. Education builds Cultural Identities - the rich possibilities of who we can be. The problem in education addressed here, put simply, is Neoliberal policies on government-controlled mass education around the world are diminishing the diversity of cultural Identities both of educationists and of students. The performativity of neoliberal enculturation makes immoral neoliberal academics from traditional educators. The pedagogy of neoliberal enculturation reduces the infinite potential of students to only that of 'Employee-ment' - the Cultural Identity of an ideal employee. Further, the neoliberal education policies, which privilege only monetary indicators for maximising competition whilst minimising cost, have overall effects of reducing educational resources, reducing employment and greatly increasing the burdens of poverty. This handbook offers a novel integrative approach and alternative resolutions to these international issues and concerns reported in its forty-two chapters by using a Culturometric analysis of related global and local (glocal) influences of neoliberal policy on education from the unifying fundamental perspective of individual and institutional Cultural Identity - its expression, promotion and survival.

Cultures of Professional Development for Teachers - Editor Beatrice Boufoy-Bastick This International Handbook of Cultures of Professional Development for Teachers is one of the books in the Analytrics 'Cultures of Education' series. The series editor is Guy Tchibozo, Professor of Education at The University of Limoges, France. This volume is edited by Beatrice Boufoy-Bastick an International University Exchange Coordinator, Senior Lecturer in French and TESOL and researcher in the field of Culturometrics at the University of the West Indies in Trinidad This volume, from over one-hundred international experts on Teacher Development, responds to a need to reposition Teachers' Professional Development as a more constructivist-based holistic endeavour that squarely addresses those important positive attributes of teachers' professionalism that are more difficult to objectively define and measure; such as personal culture and commitment, professional flexibility and enactment of change. This endeavour recognises and enhances that natural creative potential that makes teachers central change agents in the lives of their students and in the shaping of society. It does so by integrating the traditional areas of the subject within the embedded ability structure of Reflection in Collaboration within Policy and Management. It then addresses the theory and pedagogy of the subject by reframing its fundamental processes within the Culturometric framework of Committed Communication. The teachable structure and processes are illustrated by common issues of international concern in Teachers' Professional Development from twenty-one countries around the world."

This International Handbook of Cultures of Teacher Education is one of the books in the Analytrics 'Cultures of Education' series. The series editor is Guy Tchibozo, Professor of Education at The University of Limoges, France. This volume is edited by Beatrice Boufoy-Bastick an International University Exchange Coordinator, Senior Lecturer in French and TESOL and researcher in the field of Culturometrics at the University of the West Indies in Trinidad. This handbook looks at case examples of current issues occurring across the globe in the field of Teacher Education through the new cultural perspectives of Culturometrics. Over one-hundred widely experienced Educationalists have contributed their specific areas of expertise to this volume. The volume presents comparative international examples of issues in two major areas of Teacher Education vis in Curriculum and in Pedagogy. It shows how this innovative cultural perspective sheds new light on common problems in Teacher Education and suggests alternative 'relational' explanations that can lead to innovative solutions. The chapters illustrate, in different ways, how their particular educational enterprise is successful to the extent that it has a shared meaning for the stakeholders through which the behaviours of the stakeholders communicate mutual values, attitudes and purposes in negotiations of cultural identities.

Modern developing multi-cultural countries claim their status as progressive democracies by promulgating policies of civic cohesion engendering ethnic equity within a national unity. However, what is promulgated through government mission statements, public speeches and the sentiments of national anthems might not successfully align with realities of citizen concern. This book introduces a Culturometric application for evaluating these claims to progressive democracy within multi-cultural developing countries.

Le Franais avan is the French course for the Caribbean. Its Caribbean focus makes it an invaluable text for the preparation of Caribbean students for CXC French examinations and for use on undergraduate French courses. Le Franais avan is unique in fostering an inclusive Caribbean identity among English-speaking Caribbean students of French; it is a 'must' for all advanced Caribbean students of French. Derek Archer Head of Department of Language and Cultural Studies, University of Guyana. President of the Alliance Franaise of Guyana