First Published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

Raising issues of the relation between research and its various external 'publics', this work examines the tension between the efficiency of a clear division of labour and the value of approaches that potentially promote dialogue and thus yield richer theory/research and policy/practice.

Limitations and Possibilities of Dialogue examines the political dimension of efforts to connect the work of educational researchers, policy makers and practitioners. An international group of scholars, many of whom have also worked as policy makers and practitioners, provide cross-national comparisons that illuminate the challenges of and opportunities for such efforts, especially when they entail joint reflection and action.

In "Rethinking Academic Politics in (Re)Unified Germany and the United States," Dr. John Weaver uses case studies to engage historical and contemporary issues in academic politics, arguing for the importance of this often-dismissed and much-bemoaned facet of academic work. Dr. Weaver's unique treatment includes discussions of such hotly debated issues as the Enola Gay exhibit, the science debates in the U.S., and the politics of academic evaluations and hiring practices. Rethinking Academic Politics in (Re)Unified Germany and the United States speaks to the interests of students and scholars of international and comparative education, higher education policy and practice, cultural studies, and science studies.

Contents:
1. The Unlikely Encounter: European Zionists, Non-Zionist Middle Eastern Jews and Palestinian Arabs meet in the Israeli School System 2. A State-Made Elite: School and Army in the Israelization of the New Israelis 3. A State-Made Low Achieving Class: The Introduction of Ability Groupings into Israeli Schools 4. The State-Made Rich Bypass the State: Privatization of Education and the Expansion of Elitist Schools Conclusion

First Published in 1995. This collection of papers was shaped by a variety of colleagues who attended the panel sessions on this topic, organized at the annual meetings of the American Educational Studies Association (1992), the Comparative and International Education Society (1993), and the American Educational Research Association (1994). The inspiration for this volume are the many policy makers, teacher educators and teacher education students around the world who have struggled and continue to struggle about and in programs to prepare teachers formally. Reading this volume will benefit the individual in that they will not only understand better the challenges they face but also be encouraged and empowered to pursue their 'political' goals, particularly those aimed at creating a world in which power and resources are distributed in a just and equitable manner.

This book focuses on important theoretical and policy debates on educational reform, with detailed analyses of reforms in 11 countries. It also explores the effects of geographical location, political ideology, and economic structure on shaping educational reform. Individual case studies are included on Australia, Cote d'Ivoire, England, Hungary, Israel, Mexico, New Zealand, Nicaragua, Spain, Tanzania, and the United States.
The book covers the role of reform in changing education and addressing problems in the educational system, as well as its wider role in deflecting crises in the political and economic system, plus the effect of reform on educators, and educators upon reform. Extensive bibliography and reference lists accompany each chapter, including the introduction and conclusion. Contributors include: N'Dri Therese Assie-Lumumba, John M. Barrington, Susan F. Cooper, Peter Darvas, Sara Morgenstern de Finkel, Esther E. Gottlieb, Tukumbi Lumumba-Kasongo, Don Martin, Henry D. R. Miller, Rolland Paulston, Rajeshwari Raghu, Susan Rippberger, Susan L. Robertson, Carlos Alberto Torres, George E. Urch, Roger R. Woock, and Hugo Zegarra.