|
Showing 1 - 2 of
2 matches in All Departments
This book examines various aspects of school segregation and their
complex interrelations with policy, structure, and context in
diverse settings. It advances the understanding of the causes,
processes and consequences of school segregation around the globe.
Topics examined include student sorting between schools in
marketized systems; the effects of school socioeconomic segregation
on international tests of student achievement and the structures
that shape cross-national variations; the impact of school choice
on school segregation in Canada; school segregation and
institutional trust in Chile; racial/ethnic and socioeconomic
segregation in Brazil; and parental financial contributions as a
cause and consequence of school segregation in Australia. The
contributions highlight how selective schooling, private schooling,
school funding, school choice, and school competition interact to
shape school segregation, as well as the consequences of school
segregation on a range of student outcomes. Through its embrace of
diversity of methodological approaches, context and focus, this
book stimulates new lines of research in an important and growing
field. Comparative Perspectives on School Segregation will be a key
resource for academics, researchers, and advanced students of
comparative education, educational leadership and policy,
educational research, ethnic studies, research methods, economics
of education, sociology of education, history of education and
educational psychology. The chapters included in this book were
originally published as a special issue of Comparative Education.
Since the fall of communism in Europe, educationists from both
sides of the former Iron Curtain have sought opportunities to
collaborate and exchange information. Despite the many strengths of
post-communist educational systems, however, most Western scholars
have expressed little interest in learning from or about their
peers. Analysis of 220 scholarly texts written between 1989-2001
shows that the majority of Western authors believe post-communist
schooling is inferior, outmoded and undemocratic. These claims,
however, are rarely backed with empirical evidence and are instead
the result of negative stereotypes of "Eastern Europe" as backwards
and unprogressive. By cloaking their criticisms under the benign
mantle of democracy, Western scholars can impose their notions of
appropriate schooling without being seen as overtly ethnocentric.
This analysis shows that scholarship about foreign educational
systems can be influenced by stereotypical social constructions and
can be a tool for asserting ethnocentric beliefs. As such it may be
useful for educational comparativists and historians, as well as
specialists of eastern and central Europe.
|
You may like...
Merry Christmas
Mariah Carey, Walter Afanasieff, …
CD
R122
R112
Discovery Miles 1 120
|