|
Showing 1 - 20 of
20 matches in All Departments
This book is a comprehensive text for those interested in formal
education in sub-Saharan Africa. It provides a thought-provoking
overview of the key educational ideas, themes and issues facing
schooling in Africa today, by drawing on a wide literature to
examine evidence concerning both educational policy and the working
realities of primary and secondary schools in Africa. Based on the
author's forty years of experience in researching and publishing on
education in Africa, it takes a balanced but critical approach to
analysing education in Africa, and discusses both positive and
negative patterns across the region, as well as identifying
differences between and within countries. The book examines major
questions of educational provision, structure, content and process
but does so in a way that raises challenging questions about
gender, inequality, violence, authoritarianism and democracy in
education as well the fundamental question of whether education is
achieving its desired outcomes. It will be of great interest to
students and researchers working in the fields of comparative and
international education, education and international development,
African education, African studies and development studies.
This book questions the consensus that contemporary formal
schooling is of clear cut and undoubted benefit to pupils. During
lockdowns caused by the global COVID-19 pandemic, governments and
various other actors have been trying to get children and young
people back into school as quickly as possible. While there are any
numerous beneficial aspects of schooling, the book asks whether
accepted models and practices of schools should change in a
post-COVID world. By critically examining the everyday nature of
'normal' schooling, the book demonstrates that many aspects of
schooling are not necessarily beneficial to pupils, and can be
directly harmful: in doing so, the author imagines a future of
schooling that could better support and benefit its students.
Education and Global Justice discusses key themes concerning the
relationship between education and global justice in a varied
series of highly relevant national contexts. Major international
issues such as war, conflict and peace, social justice and
injustice, multicultural education, inclusion, privatisation and
democracy are explored in relation to the Middle East, Colombia,
South Korea, India, Uganda and Pakistan. An interdisciplinary
approach is also taken to explore both the nature of global justice
and the possibilities for education for global justice in the
future. Some of the contents of the book may surprise or even shock
readers who like to think that education is inherently and solely a
force for good in an unjust world. Instead, in discussing the
realities, resistances and challenges facing education for global
justice, the contributors show that education can be harmful to
individuals and societies while maintaining a hopeful view of
education's potential to contribute to greater global social
justice. This book was originally published as a special issue of
Educational Review.
This book explores how, and if, formal education affects
peacebuilding in post-conflict societies. As schooling is often
negatively implicated in violent conflict, the author highlights
the widely expressed need to 'build back better' and 'transform'
schooling by changing both its structures and processes, and its
curriculum. Drawing upon research from a wide range of
post-conflict developing societies including Cambodia, Colombia and
Kenya, the author examines whether there is any empirical support
for the idea that schooling can be transformed so it can contribute
to more peaceful and democratic societies. In doing so, the author
reveals how the 'myth' of building back better is perpetuated by
academics and international organisations, and explains why formal
education in post-conflict developing societies is so impervious to
radical change. This important volume will appeal to students and
scholars of education in post-conflict societies.
Asking fundamental and often uncomfortable questions about the
nature and purposes of formal education, this book explores the
three main ways of looking at the relationship between formal
education, individuals and society: * that education improves
society * that education reproduces society exactly as it is * that
education makes society worse and harms individuals. Whilst
educational policy documents and much academic writing and research
stresses the first function and occasionally make reference to the
second, the third is largely played down or ignored. In this unique
and thought-provoking book, Clive Harber argues that while
schooling can play a positive role, violence towards children
originating in the schools system itself is common, systematic and
widespread internationally and that schools play a significant role
in encouraging violence in wider society. Topics covered include
physical punishment, learning to hate others, sexual abuse, stress
and anxiety, and the militarization of school. The book both
provides detailed evidence of such forms of violence and sets out
an analysis of schooling that explains why they occur. In contrast,
the final chapter explores existing alternative forms of education
which are aimed at the development of democracy and peace. This
book should be read by anyone involved in education - from students
and academics to policy-makers and practitioners around the world.
Africa today suffers from too much political unrest and violent
conflict. The contributors to this edited collection recognize a
missing link in efforts to foster democracy, and with it political
stability and peace, in Africa's developing countries: Democracy
can be sustained only where effective means for resolving citizens'
disputes exist both within and outside the formal legal system. The
writers whose articles appear here scholars, practitioners, and
peace advocates present their varied knowledge of conflict and war
in Africa and strategies for introducing and implementing
mediation, from Sierra Leone to South Africa. This volume is a
model exchange of insights and ideas in the important field of
conflict resolution as applied to Africa."
Intended to stimulate sociologically informed thinking about
educating, this book has become firmly established in its field,
winning places on reading lists for Education Studies, Initial
Teacher Training and Continuing Professional Development courses.
The book begins with a light-hearted taste of sociology, and then
goes on to explorefive key areas of education: - the hidden
curriculum - ideologies of educating - sociological perspectives
and the study of education - educational life chances, and - the
next learning system. This new edition includes sections on
personalized learning, progressive education, and the impact of
assessment on pupils. It also comes with a new chapter The
Discourses of Education. Roland Meighan is a former Special
Professor of Education, University of Nottingham, UKand Senior
Lecturer, University of Birmingham, UK. Clive Harber is Professor
of Education and Head of the School of Education, University of
Birmingham, UK. He brings with him expertise in the field of
International Education and Educational Development With
contributions by Len Barton and Iram Siraj-Blatchford, both of the
Institute of Education, University of London; and Stephen Walker,
Reader in the Sociology of Education and Visiting Professor in the
Science of Education, University of Bari.
This book is a comprehensive text for those interested in formal
education in sub-Saharan Africa. It provides a thought-provoking
overview of the key educational ideas, themes and issues facing
schooling in Africa today, by drawing on a wide literature to
examine evidence concerning both educational policy and the working
realities of primary and secondary schools in Africa. Based on the
author's forty years of experience in researching and publishing on
education in Africa, it takes a balanced but critical approach to
analysing education in Africa, and discusses both positive and
negative patterns across the region, as well as identifying
differences between and within countries. The book examines major
questions of educational provision, structure, content and process
but does so in a way that raises challenging questions about
gender, inequality, violence, authoritarianism and democracy in
education as well the fundamental question of whether education is
achieving its desired outcomes. It will be of great interest to
students and researchers working in the fields of comparative and
international education, education and international development,
African education, African studies and development studies.
Education in Southern Africa is a comprehensive critical reference
guide to education in the region. With chapters written by an
international team of leading regional education experts, the book
explores the education systems of each country in the region. With
chapters covering Botswana, Lesotho, Madagascar, Mozambique,
Namibia, South Africa, Swaziland and Zimbabwe, the book critically
examines the development of education provision in each country as
well as local and global contexts. Including a comparative
introduction to the issues facing education in the region as a
whole and guides to available online datasets, this handbook will
be an essential reference for researchers, scholars, international
agencies and policy-makers at all levels.
Asking fundamental and often uncomfortable questions about the
nature and purposes of formal education, this book explores the
three main ways of looking at the relationship between formal
education, individuals and society: * that education improves
society * that education reproduces society exactly as it is * that
education makes society worse and harms individuals. Whilst
educational policy documents and much academic writing and research
stresses the first function and occasionally make reference to the
second, the third is largely played down or ignored. In this unique
and thought-provoking book, Clive Harber argues that while
schooling can play a positive role, violence towards children
originating in the schools system itself is common, systematic and
widespread internationally and that schools play a significant role
in encouraging violence in wider society. Topics covered include
physical punishment, learning to hate others, sexual abuse, stress
and anxiety, and the militarization of school. The book both
provides detailed evidence of such forms of violence and sets out
an analysis of schooling that explains why they occur. In contrast,
the final chapter explores existing alternative forms of education
which are aimed at the development of democracy and peace. This
book should be read by anyone involved in education - from students
and academics to policy-makers and practitioners around the world.
This book questions the consensus that contemporary formal
schooling is of clear cut and undoubted benefit to pupils. During
lockdowns caused by the global COVID-19 pandemic, governments and
various other actors have been trying to get children and young
people back into school as quickly as possible. While there are any
numerous beneficial aspects of schooling, the book asks whether
accepted models and practices of schools should change in a
post-COVID world. By critically examining the everyday nature of
'normal' schooling, the book demonstrates that many aspects of
schooling are not necessarily beneficial to pupils, and can be
directly harmful: in doing so, the author imagines a future of
schooling that could better support and benefit its students.
Create highly efficient design patterns for scalability,
redundancy, and high availability in the AWS Cloud Key Features
Build highly robust systems using the cloud infrastructure Make web
applications resilient against scheduled and accidental downtime
Explore and apply Amazon-provided services in unique ways to solve
common design problems Book DescriptionWhether you're just getting
your feet wet in cloud infrastructure or already creating complex
systems, this book will guide you through using the patterns to fit
your system needs. Starting with patterns that cover basic
processes such as source control and infrastructure-as-code, the
book goes on to introduce cloud security practices. You'll then
cover patterns of availability and scalability and get acquainted
with the ephemeral nature of cloud environments. You'll also
explore advanced DevOps patterns in operations and maintenance,
before focusing on virtualization patterns such as containerization
and serverless computing. In the final leg of your journey, this
book will delve into data persistence and visualization patterns.
You'll get to grips with architectures for processing static and
dynamic data, as well as practices for managing streaming data. By
the end of this book, you will be able to design applications that
are tolerant of underlying hardware failures, resilient against an
unexpected influx of data, and easy to manage and replicate. What
you will learn Implement scaling policies on schedules, influxes in
traffic, and deep health checks Make complete use of highly
available and redundant storage Design content delivery networks to
improve user experience Optimize databases through caching and
sharding Apply patterns to solve common problems Implement
repeatable processes for deploying systems Who this book is forIf
you're an architect, solution provider, or DevOps community member
looking to implement repeatable patterns for deploying and
maintaining services in the Amazon cloud infrastructure, this book
is for you. You'll need prior experience of using AWS understand
key concepts covered in the book, as it focuses on the patterns
rather than the basics of using AWS.
Education in Southern Africa is a comprehensive critical reference
guide to education in Botswana, Lesotho, Madagascar, Mozambique,
Namibia, South Africa, Swaziland and Zimbabwe. With chapters
written by leading regional education experts, the book explores
the education systems of each country and critically examines the
development of education provision as well as local and global
contexts. Including a comparative introduction to the issues facing
education in the region as a whole and guides to available online
datasets, this it is an essential reference for students,
researchers, international agencies and policy-makers at all
levels.
Intended to stimulate sociologically informed thinking about
educating, this book has become firmly established in its field,
winning places on reading lists for Education Studies, Initial
Teacher Training and Continuing Professional Development courses.
The book begins with a light-hearted taste of sociology, and then
goes on to explore five key areas of education such as: the hidden
curriculum; ideologies of educating; sociological perspectives and
the study of education; educational life chances; and, the next
learning system. This new edition includes sections on personalized
learning, progressive education, and the impact of assessment on
pupils. It also comes with a new chapter 'The Discourses of
Education'.
This series looks at how teachers can develop their schools through
the curriculum, classroom techniques and performance indicators. It
presents practitioners' accounts of school improvement, combined
with an overview of school development policy. These books will be
invaluable for teachers, students teachers, administrators and
advisers throughout education. This book is quite different from
existing 'Western' books on school effectiveness. It describes and
analyses the way in which schools operate in developing countries
and also tries to explain why they are as they are. Examining them
at three levels - the macro, the meso and the micro - the authors
use a theoretical framework that they have termed
'post-bureaucracy.' The book has four interlinked sections. First
the authors examine the existing economic and theoretical contexts
around school effectiveness, including an analysis of the causes of
economic crisis and its impact on school management. In the second
section the analysis of schools as bureaucratic facades is
proposed.; The reality of school life, from which any theory of
school effectiveness must derive, is illustrated by an ethnographic
account of the job of the head
|
You may like...
Morgan
Kate Mara, Jennifer Jason Leigh, …
Blu-ray disc
(1)
R70
Discovery Miles 700
|