|
Showing 1 - 15 of
15 matches in All Departments
Approaches and methods in comparative education are of obvious
importance, but do not always receive adequate attention. This
second edition of a well-received book, containing thoroughly
updated and additional material, contributes new insights within
the longstanding traditions of the field. A particular feature is
the focus on different units of analysis. Individual chapters
compare places, systems, times, cultures, values, policies,
curricula and other units. These chapters are contextualised within
broader analytical frameworks which identify the purposes and
strengths of the field. The book includes a focus on intra-national
as well as cross-national comparisons, and highlights the value of
approaching themes from different angles. As already demonstrated
by the first edition of the book, the work will be of great value
not only to producers of comparative education research but also to
users who wish to understand more thoroughly the parameters and
value of the field.
Private supplementary tutoring, widely known as shadow education
because of the way that it mimics mainstream schooling, has greatly
expanded worldwide. It consumes considerable family resources,
provides employment for tutors, occupies the time of students, and
has a backwash on regular schools. Although such tutoring has
become a major industry and a daily activity for students, tutors
and families, the research literature has been slow to catch up
with the phenomenon. The topic is in some respects difficult to
research, precisely because it is shadowy. Contours are indistinct,
and the actors may hesitate to share their experiences and
perspectives. Presenting methodological lessons from diverse
cultures, the book contains chapters from both high-income and
low-income settings in Asia, Caribbean, Europe and the Middle East.
Separately and together, the chapters present valuable insights
into the design and conduct of research. The book will assist both
consumers and producers of research. Consumers will become better
judges of the strengths, weaknesses and orientations of literature
on the theme; and producers will gain insights for design of
instruments, collection of data, and interpretation of findings.
The editors: Mark Bray is UNESCO Chair Professor in Comparative
Education at the University of Hong Kong. Ora Kwo is an Associate
Professor in the Comparative Education Research Centre at the
University of Hong Kong. Boris Jokic is a Scientific Associate in
the Centre for Educational Research and Development at the
Institute for Social Research in Zagreb, Croatia.
The World Council of Comparative Education Societies (WCCES) was
established in 1970 as an umbrella body which brought together five
national and regional comparative education societies. Over the
decades it greatly expanded, and now embraces three dozen
societies. This book presents histories of the WCCES and its member
societies. It shows ways in which the field has changed over the
decades, and the forces which have shaped it in different parts of
the world.
This volume offers insights into the role of private supplementary
tutoring in the Middle East, and its far-reaching implications for
social structures and mainstream education. Around the world,
increasing numbers of children receive private tutoring to
supplement their schooling. In much of the academic literature this
is called shadow education because the content of tutoring commonly
mimics that of schooling: as the curriculum changes in the schools,
so it changes in the shadow. While much research and policy
attention has focused on private tutoring in East Asia and some
other world regions, less attention has been given to the topic in
the Middle East. Drawing on both Arabic-language and
English-language literature, this study commences with the global
picture before comparing patterns within and among 12
Arabic-speaking countries of the Middle East. It presents the
educational and cultural commonalities amongst these countries,
examines the drivers of demand and supply of shadow education, and
considers the dynamics of tutoring and how it impacts on education
in schools. In addition to its pertinence within the Middle East
itself, the book will be of considerable interest to academics and
education policy makers broadly concerned with changing roles of
the state and private sectors in education. The Open Access version
of this book, available at www.taylorfrancis.com, has been made
available under a Creative Commons Attribution-Non Commercial-No
Derivatives 4.0 license.
From the foreword: This book is a major contribution to the field of comparative and international education. It has been co-authored by two distinguished figures, who write with authority and clarity, and who present conceptual insights which add creative and intellectual vitality to the field at a time of major change and development.
Changing geopolitical relations, the acceleration of globalisation and major advances in information and communication technology have all transformed and revitalised international and comparative research in education. This multidisciplinary book critically examines the implications of this change for those engaged in such work worldwide. Groundbreaking and insightful, it draws on the latest research and developments in the field to give a comprehensive overview and analysis of the contemporary condition of this valuable form of research.
Drawing upon the authors' extensive international experience, the text: *re-assesses the diverse and multidisciplinary origins of this field of study: *documents the increased orientation towards research; *explores the changing nature of the problems and issues faced by both new and experienced researchers; *puts forward a coherent and well-informed case for a thorough reconceptualisation of the field as a whole.
The book argues eloquently for increased cultural and contextual sensitivity in educational research and development in order that the field might make a more effective contribution to educational theory, policy and practice. This multidisciplinary work will be welcomed by a wide range of theorists and researchers in education and the social sciences, as well as teachers, policymakers and anyone concerned with improving dialogue and understanding across cultures and nations. eBook available with sample pages: 0203452747
Private supplementary tutoring, widely known as shadow education
because of the way that it mimics mainstream schooling, has greatly
expanded worldwide. It consumes considerable family resources,
provides employment for tutors, occupies the time of students, and
has a backwash on regular schools. Although such tutoring has
become a major industry and a daily activity for students, tutors
and families, the research literature has been slow to catch up
with the phenomenon. The topic is in some respects difficult to
research, precisely because it is shadowy. Contours are indistinct,
and the actors may hesitate to share their experiences and
perspectives. Presenting methodological lessons from diverse
cultures, the book contains chapters from both high-income and
low-income settings in Asia, Caribbean, Europe and the Middle East.
Separately and together, the chapters present valuable insights
into the design and conduct of research. The book will assist both
consumers and producers of research. Consumers will become better
judges of the strengths, weaknesses and orientations of literature
on the theme; and producers will gain insights for design of
instruments, collection of data, and interpretation of findings.
The editors: Mark Bray is UNESCO Chair Professor in Comparative
Education at the University of Hong Kong. Ora Kwo is an Associate
Professor in the Comparative Education Research Centre at the
University of Hong Kong. Boris Jokic is a Scientific Associate in
the Centre for Educational Research and Development at the
Institute for Social Research in Zagreb, Croatia.
The Anarchist Inquisition explores the groundbreaking transnational
human rights campaigns that emerged in response to a brutal wave of
repression unleashed by the Spanish state to quash anarchist
activities at the turn of the twentieth century. Mark Bray guides
readers through this tumultuous era-from backroom meetings in Paris
and torture chambers in Barcelona, to international antiterrorist
conferences in Rome and human rights demonstrations in Buenos
Aires. Anarchist bombings in theaters and cafes in the 1890s
provoked mass arrests, the passage of harsh anti-anarchist laws,
and executions in France and Spain. Yet, far from a marginal
phenomenon, this first international terrorist threat had profound
ramifications for the broader development of human rights, as well
as modern global policing, and international legislation on
extradition and migration. A transnational network of journalists,
lawyers, union activists, anarchists, and other dissidents related
peninsular torture to Spain's brutal suppression of colonial
revolts in Cuba and the Philippines to craft a nascent human rights
movement against the "revival of the Inquisition." Ultimately their
efforts compelled the monarchy to accede in the face of
unprecedented global criticism. Bray draws a vivid picture of the
assassins, activists, torturers, and martyrs whose struggles set
the stage for a previously unexamined era of human rights
mobilization. Rather than assuming that human rights struggles and
"terrorism" are inherently contradictory forces, The Anarchist
Inquisition analyzes how these two modern political phenomena
worked in tandem to constitute dynamic campaigns against Spanish
atrocities.
Contributors to this special issue of Radical History Review study
histories of fascism and antifascism after 1945 to show how fascist
ideology continues to circulate and be opposed transnationally
despite its supposed death at the end of World War II. The essays
cover the use of fascism in the 1970s construction of the Latinx
Left, the connection of antifascism and anti-imperialism in 1960s
Italian Communist internationalism, post-dictatorship Argentina and
the transhistorical alliance between Las Madres and travesti
activism, cultures of antifascism in contemporary Japan, and global
fascism as portrayed through the British radical right's attempted
alliance with Qathafi's Libya. The issue also includes a discussion
about teaching fascism through fiction in the age of Trump, a
reflection on the practices of archiving and displaying antifascist
objects to various publics, and reviews of recent works on
antifascism, punk music, and the Rock Against Racism movement.
Contributors. Benjamin Bland, Mark Bray, Rosa Hamilton, Jessica
Namakkal, Giulia Ricco, Cole Rizki, Eric Roubinek, Antonino Scalia,
Stuart Schrader, Vivian Shaw, Michael Staudenmaier
Approaches and methods in comparative education are of obvious
importance, but do not always receive adequate attention. This
second edition of a well-received book, containing thoroughly
updated and additional material, contributes new insights within
the longstanding traditions of the field. A particular feature is
the focus on different units of analysis. Individual chapters
compare places, systems, times, cultures, values, policies,
curricula and other units. These chapters are contextualised within
broader analytical frameworks which identify the purposes and
strengths of the field. The book includes a focus on intra-national
as well as cross-national comparisons, and highlights the value of
approaching themes from different angles. As already demonstrated
by the first edition of the book, the work will be of great value
not only to producers of comparative education research but also to
users who wish to understand more thoroughly the parameters and
value of the field.
Translating Anarchy tells the story of the anti-capitalist
anti-authoritarians of Occupy Wall Street who strategically
communicated their revolutionary politics to the public in a way
that was both accessible and revolutionary. By "translating" their
ideas into everyday concepts like community empowerment and
collective needs, these anarchists sparked the most dynamic
American social movement in decades.
|
|