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A Language of Freedom and Teacher's Authority: Case Comparisons
from Turkey and the United States explores dimensions of authority
that are deeply embedded in the profession of teaching. It examines
critical dimensions of the foundations of Turkish and U.S. public
education, both of which are under new pressures due to changes in
the relationship between public schooling and current reforms in
education. The contributors reflect on varied dimensions of
authority, of which ideals are shifting under political and
economic pressures. In both Turkey and the U.S, public education
reflects the early influence of secular equalitarianism,
revolutionary democratic developments, and an Enlightenment-based
sense of the human right to education. Against this, we see the
opposing dialectic where state control and curricular censorship
and constriction appear too often.
Written by leading scholars and activists from Canada, Germany,
Malta, Norway, Turkey and the USA, this book offers international
perspectives on critical pedagogy during the Covid-19 pandemic. It
examines the social and political impact of the pandemic on
education, and explores how the creation of digital communities has
become indispensable in maintaining connectivity and building
networks. Including contributions from Michael W. Apple, Antonia
Darder, Henry A. Giroux, Peter Mayo, Peter McLaren, Wayne Ross and
Ira Shor, this volume examines critical issues, controversies of
education, and social and political problems that have been
exacerbated by the pandemic. The chapters call for constructive
critical consciousness and a commitment to social justice,
addressing current issues, including Black Lives Matter, racism,
poverty, social and gender inequality, women’s rights and
teachers’ isolation during the pandemic. In part I, the authors
address these issues through the lenses of neoliberalism,
neo-conservatism, rightist ideology and capitalism. Parts II and
III of the volume offer inclusive perspectives, personal accounts
and regional outlooks on these issues, and assess their influence
on society and education during the Covid-19 pandemic.
The wide use of the quality management systems paves the way to
accreditation and then to world rankings and competitiveness in
higher education. Growing student numbers, mass enrolment rates,
and different type of program delivery, changing society structures
and job descriptions produce complex question of quality in the
institutions of higher education. Within the new roles and
function, higher education institutions must review their
technical, managerial and social functions. The TQM evaluation
model presented in this book is a key tool for assessing the
three-dimension function of higher education institutions. The
model may function as a mirror for present and a projection for the
future when used systematically in the institutions of higher
education. Through the assessment of management, technical
procedures-programs and social dimension, the model offers a
practice- process- oriented evaluation for the higher education
institutions implement quality systems.
Written by leading scholars and activists from Canada, Germany,
Malta, Norway, Turkey and the USA, this book offers international
perspectives on critical pedagogy during the Covid-19 pandemic. It
examines the social and political impact of the pandemic on
education, and explores how the creation of digital communities has
become indispensable in maintaining connectivity and building
networks. Including contributions from Michael W. Apple, Antonia
Darder, Henry A. Giroux, Peter Mayo, Peter McLaren, Wayne Ross and
Ira Shor, this volume examines critical issues, controversies of
education, and social and political problems that have been
exacerbated by the pandemic. The chapters call for constructive
critical consciousness and a commitment to social justice,
addressing current issues, including Black Lives Matter, racism,
poverty, social and gender inequality, women’s rights and
teachers’ isolation during the pandemic. In part I, the authors
address these issues through the lenses of neoliberalism,
neo-conservatism, rightist ideology and capitalism. Parts II and
III of the volume offer inclusive perspectives, personal accounts
and regional outlooks on these issues, and assess their influence
on society and education during the Covid-19 pandemic.
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