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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.
Is learner-centred education appropriate for all societies and
classrooms? Learner-centred education (LCE) is a travelling policy,
widely promoted by international agencies and national governments.
Arguments in favour of this pedagogical tradition refer to theories
and evidence from cognitive psychology, claiming that all learners
can benefit equally from its judicious use. Beyond the benefits to
the individual however, lie a set of assumptions about
learner-centred education as a foundation for the building of
democratic citizens and societies, suitable for economies of the
future. These promises have been questioned by critics who doubt
that it is appropriate in all cultural and resource contexts, and
there is considerable evidence in the global South of perennial
problems of implementation. In the light of these debates, is LCE
still a good development 'bet'? This book provides an authoritative
and balanced investigation of these issues, exploring the
contextual factors from global movements to local resourcing
realities which have fuelled it as a discourse and affected its
practice. In the light of the theoretical underpinnings and
research evidence, the book addresses pressing questions: to what
extent is learner-centred education a sound choice for policy and
practice in developing countries? And if it is a sound choice,
under which conditions is it a viable one? The book is divided into
three key parts: - Learner-centred Education as a Global Phenomenon
- Learner-centred Education in Lower and Middle-income Countries -
Lessons and Resolutions This book provides a much-needed fresh
analysis of the concept and practice of LCE. It will be valuable
reading for academics and post-graduates with a focus on
comparative and international education, along with policy-makers
in developing countries and development agencies.
Documenting major intellectual and paradigmatic changes in the
field of comparative education in the light of the history and
development of the journal Comparative Education, this book
compiles a selection of articles from forty years of the journal's
distinguished history. It illustrates how changing times have been
reflected in the nature and quality of published comparative
research. Contributors explore the impact of key issues such as
marketisation, accountability and globalisation upon policy and
practice world-wide. They explore how new challenges faced by the
social sciences have seen shifts in the contexts, issues and
priorities attended to by comparatives and how different approaches
to comparative education have influenced the intellectual and
professional identities and positioning of those involved. Bridging
theoretically oriented scholarship with empirically grounded
research relating to issues of policy and practice and with
chapters addressing questions of relevance throughout the world,
this book is an invaluable resource of ideas and stimuli for
further thinking and research.
Documenting major intellectual and paradigmatic changes in the
field of comparative education in the light of the history and
development of the journal Comparative Education, this book
compiles a selection of articles from forty years of the journal's
distinguished history. It illustrates how changing times have been
reflected in the nature and quality of published comparative
research. Contributors explore the impact of key issues such as
marketisation, accountability and globalisation upon policy and
practice world-wide. They explore how new challenges faced by the
social sciences have seen shifts in the contexts, issues and
priorities attended to by comparatives and how different approaches
to comparative education have influenced the intellectual and
professional identities and positioning of those involved. Bridging
theoretically oriented scholarship with empirically grounded
research relating to issues of policy and practice and with
chapters addressing questions of relevance throughout the world,
this book is an invaluable resource of ideas and stimuli for
further thinking and research.
Is learner-centred education appropriate for all societies and
classrooms? Learner-centred education (LCE) is a travelling policy,
widely promoted by international agencies and national governments.
Arguments in favour of this pedagogical tradition refer to theories
and evidence from cognitive psychology, claiming that all learners
can benefit equally from its judicious use. Beyond the benefits to
the individual however, lie a set of assumptions about
learner-centred education as a foundation for the building of
democratic citizens and societies, suitable for economies of the
future. These promises have been questioned by critics who doubt
that it is appropriate in all cultural and resource contexts, and
there is considerable evidence in the global South of perennial
problems of implementation. In the light of these debates, is LCE
still a good development 'bet'? This book provides an authoritative
and balanced investigation of these issues, exploring the
contextual factors from global movements to local resourcing
realities which have fuelled it as a discourse and affected its
practice. In the light of the theoretical underpinnings and
research evidence, the book addresses pressing questions: to what
extent is learner-centred education a sound choice for policy and
practice in developing countries? And if it is a sound choice,
under which conditions is it a viable one? The book is divided into
three key parts: - Learner-centred Education as a Global Phenomenon
- Learner-centred Education in Lower and Middle-income Countries -
Lessons and Resolutions This book provides a much-needed fresh
analysis of the concept and practice of LCE. It will be valuable
reading for academics and post-graduates with a focus on
comparative and international education, along with policy-makers
in developing countries and development agencies.
This edited collection was produced to celebrate the 50th
anniversary of the journal Comparative Education, one of the most
established and prestigious journals in the field. Each chapter was
written by a leading scholar of comparative and international
education. The collection marks a creative and critical engagement
with some of the most important topics in contemporary comparative
education, including 'big data', pedagogy, adult education,
scholarly mobility, and gender. The theme of 'silences' connects
the papers: while comparative education covers the breadth and
depth of educational concerns, it has its own obsessions, but which
themes do not receive the attention they deserve? This book will be
of interest to anyone interested in the theory, method and practice
of comparative education today or in its development over the past
50 years. It will be informative to all scholars and graduate
students concerned with education in its global contexts. In
addition, to those readers who situate themselves within the field
of comparative and international education, it offers a unique
perspective on this important area of inquiry and the activities,
preoccupations, absences and communities within it. This book was
originally published as a special issue of Comparative Education.
This edited collection was produced to celebrate the 50th
anniversary of the journal Comparative Education, one of the most
established and prestigious journals in the field. Each chapter was
written by a leading scholar of comparative and international
education. The collection marks a creative and critical engagement
with some of the most important topics in contemporary comparative
education, including 'big data', pedagogy, adult education,
scholarly mobility, and gender. The theme of 'silences' connects
the papers: while comparative education covers the breadth and
depth of educational concerns, it has its own obsessions, but which
themes do not receive the attention they deserve? This book will be
of interest to anyone interested in the theory, method and practice
of comparative education today or in its development over the past
50 years. It will be informative to all scholars and graduate
students concerned with education in its global contexts. In
addition, to those readers who situate themselves within the field
of comparative and international education, it offers a unique
perspective on this important area of inquiry and the activities,
preoccupations, absences and communities within it. This book was
originally published as a special issue of Comparative Education.
This revised and updated second edition of "Comparative and
International Education: An Introduction to Theory, Method and
Practice" provides a comprehensive and authoritative introduction
to the key themes, definitions and approaches in this important
field. It covers the history, theory, and methods of comparative
and international education, as well as the relationship with
education and national development, and outlines what we can learn
from comparative studies. Clear explanations are complemented with
examples of real research in the field including work on policy
borrowing, learner-centred pedagogy and university
internationalization.
With a foreword by Professor Erwin H. Epstein. A unique
introduction to this important field, providing a comprehensive
overview of the key themes, including:- defining comparative and
international education- how comparative studies in education have
developed- methodological approaches to comparative and
international education research- the relationship between
education and national development- the power of comparative
studies in investigating student achievement and school
effectiveness- what comparative studies have taught us about
educational issues such as policy borrowing, processes of
transition, post-conflict education, education in small states,
pedagogy, and citizenship.
International contributors drawing on case studies from around the
world consider how children can actively participate in
decision-making. Since the UN Convention on the Rights of the
Child, there has been an increasing recognition globally that
children need to have more say in their education. "Children as
Decision Makers in Education" is concerned with how children can
actively participate in decision-making. It builds upon previous
research into student voice and decision-making, citizenship
education in the school curriculum and work with children as
researchers. This forward-looking collection, brings together
cross-cultural experiences and supports others to work
collaboratively in the future.
A well-edited collection of case studies showing different
experiences from around the world that involve children in
decisions regarding their own education. Since the UN Convention on
the Rights of the Child, there has been an increasing recognition
globally that children need to have more say in their education.
Children as Decision Makers in Education is concerned with how
children can actively participate in decision-making. It builds
upon previous research into student voice and decision-making,
citizenship education in the school curriculum and work with
children as researchers. This fascinating collection is
forward-looking, bringing together cross-cultural experiences and
supporting individuals or groups to work collaboratively in the
future.
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