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Through in-depth socio-historical analysis of discourses and
processes of quantification around school performance and student
failure rates in Brazil, this volume highlights the prevalence of
Eurocentric colonized thought that results in the persistence of
exclusion bottlenecks, different trajectories according to gender,
race and class, significant regional variations in the rates of
failure and dropout, among other problems. Focussing on processes
performed between 1918 and 2012, chapters offer rich analysis of
historiographic sources including journals, newspapers, and
administrative documentation to trace the development of
initiatives intended to promote the democratization of Brazilian
schooling. Examination of reforms including school classification,
the graduated school model, admissions examinations, and automatic
promotion reveal a school system which mirrors wider societal
injustices and guarantees academic success for only a minority of
students. Bringing a nuanced and elaborated historical perspective
of the pragmatics of the selective classificatory logic in
different institutional and epistemic qualities of the school
organization of children and reasoning about abilities and
achievement, it will appeal to scholars and researchers with
interests in curriculum and assessment, the sociology of education,
and the history of education.
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R398
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