How can youthful talent become world-class talent? Talent Abounds tells the stories of master teachers and their students who raise performance to peak levels in classical music and conducting, jazz, opera, modern dance, chess, mathematics, swimming and diving, and the culinary arts. The book is unique in its scope and depth of exploration of different fields of endeavor and the individuals who have shaped them. Readers hear the voices of famous performers, from Leonard Bernstein to Joshua Bell and Mark Spitz, as they describe their early family experiences and formative years, the progression of teachers and coaches they had, their performance careers, educational philosophy and teaching practices, and their legacies. Important questions are explored throughout: Is exceptional talent an innate quality? Even so, does its fulfillment depend on the intervention of expert teachers? How do social class, gender, and ethnicity influence access to instructional and performance opportunities? Can lessons learned in one particular national and cultural context or in one performance field be extended to other societies and fields? How does public policy shape the recognition and development of talent? The concluding chapter offers insights into how public education can nurture the talent of all individuals.

How can youthful talent become world-class talent? Talent Abounds tells the stories of master teachers and their students who raise performance to peak levels in classical music and conducting, jazz, opera, modern dance, chess, mathematics, swimming and diving, and the culinary arts. The book is unique in its scope and depth of exploration of different fields of endeavor and the individuals who have shaped them. Readers hear the voices of famous performers, from Leonard Bernstein to Joshua Bell and Mark Spitz, as they describe their early family experiences and formative years, the progression of teachers and coaches they had, their performance careers, educational philosophy and teaching practices, and their legacies. Important questions are explored throughout: Is exceptional talent an innate quality? Even so, does its fulfillment depend on the intervention of expert teachers? How do social class, gender, and ethnicity influence access to instructional and performance opportunities? Can lessons learned in one particular national and cultural context or in one performance field be extended to other societies and fields? How does public policy shape the recognition and development of talent? The concluding chapter offers insights into how public education can nurture the talent of all individuals.

Philanthropy and Cultural Imperialism is intended as a source book on the origins, workings, and consequences of modern general-purpose foundations. The text encompasses the activities of foundations prinicpally Carnegie, Rockefeller, and Ford in the production of culture and the formation of public policy. Particular attention is given to the policies of the big foundations in the fields of education and social science research.

The authors write from the perspectives of history, sociology, comparative education, and educational policy studies. Their chapters are based on original research. While the contributors do not share a uniform ideological framework, they do have in common a structural point of view they examine foundations with regard to their functioning in society. They analyze the implications of foundations' organizational characteristics, modus operandi, and substantive decisions for social control or social change.

A distinguishing feature of Philanthropy and Cultural Imperialism is its systematic, critical analysis of the sociopolitical consequences of these powerful institutions. A central thesis is that foundations like Carnegie, Rockefeller, and Ford have a corrosive influence on a democratic society; they represent relatively unregulated and unaccountable concentrations of power and wealth which buy talent, promote causes, and, in effect, establish an agenda of what merits society's attention."

Comparative Education Emergent Trends: The Dialectic of the Global and the Local addresses the changes and multiple new topics that intervene in education vis a vis processes of globalization, social transformation, and the challenges to education. As such, it complements and expands the scope of the 5th edition of Comparative Education. Chapters systematically examine the intersecting global crises in society and education occasioned by COVID-19, across types and levels of education, geographic and linguistic contexts, and fields of theory and practice. Topics addressed include the African ethic Ubuntu, Global Citizenship Education (GCE), UNESCO, STEM, teacher education, low-fee schools, social movements and protest, ecopedagogy, sustainability, media and technology, testing, and economics of education. Furthermore, this book offers some insight in how education systems can contribute to environmental social justice. Various authors, as with those in the 5th edition of Comparative Education, employ social-justice-oriented ways of viewing the global-regional-local dialectics that shape working of education systems with regard to who pays and who benefits from current policy initiatives around the world.

Now in its 5th edition, Comparative Education: The Dialectic of the Global and the Local has established itself as the state-of-the art, comprehensive as well as complex framework for taking into the dynamic interactions of local, national, regional, and transnational interactions shaping education systems around the world. Our theoretical and methodological strategy for this volume has proven effective as a standard textbook for introducing the field of comparative education from various theoretical and methodological perspectives.The 5th edition welcomes Lauren Misasziek of Beijing National University as co-editor.

Now in its 5th edition, Comparative Education: The Dialectic of the Global and the Local has established itself as the state-of-the art, comprehensive as well as complex framework for taking into the dynamic interactions of local, national, regional, and transnational interactions shaping education systems around the world. Our theoretical and methodological strategy for this volume has proven effective as a standard textbook for introducing the field of comparative education from various theoretical and methodological perspectives.The 5th edition welcomes Lauren Misasziek of Beijing National University as co-editor.

Comparative Education Emergent Trends: The Dialectic of the Global and the Local addresses the changes and multiple new topics that intervene in education vis a vis processes of globalization, social transformation, and the challenges to education. As such, it complements and expands the scope of the 5th edition of Comparative Education. Chapters systematically examine the intersecting global crises in society and education occasioned by COVID-19, across types and levels of education, geographic and linguistic contexts, and fields of theory and practice. Topics addressed include the African ethic Ubuntu, Global Citizenship Education (GCE), UNESCO, STEM, teacher education, low-fee schools, social movements and protest, ecopedagogy, sustainability, media and technology, testing, and economics of education. Furthermore, this book offers some insight in how education systems can contribute to environmental social justice. Various authors, as with those in the 5th edition of Comparative Education, employ social-justice-oriented ways of viewing the global-regional-local dialectics that shape working of education systems with regard to who pays and who benefits from current policy initiatives around the world.

Now in its fourth edition, Comparative Education: The Dialectic of the Global and the Local remains the same groundbreaking book when it first debuted its collection of outstanding scholars in examining the changing transnational landscape of education. With the addition of new coeditor Stephen Franz, the book provides new perspectives on the dynamic interplay of global, national, and local forces as they shape the functions and outcomes of education systems. The book calls for a rethinking of the nation-state as the basic unit for analyzing school-society relations and emphasizes the need to study social movements in relation to educational reforms. It also emphasizes the value of feminist, postcolonial, and culturally sensitive perspectives for inquiry into the potential of education systems to contribute to individual development and social change. This new edition incorporates recent developments in scholarship, especially in education policy and practice, the impact of the global economic crisis, and a new chapter on education in the European Union.

Now in its fourth edition, Comparative Education: The Dialectic of the Global and the Local remains the same groundbreaking book when it first debuted its collection of outstanding scholars in examining the changing transnational landscape of education. With the addition of new coeditor Stephen Franz, the book provides new perspectives on the dynamic interplay of global, national, and local forces as they shape the functions and outcomes of education systems. The book calls for a rethinking of the nation-state as the basic unit for analyzing school-society relations and emphasizes the need to study social movements in relation to educational reforms. It also emphasizes the value of feminist, postcolonial, and culturally sensitive perspectives for inquiry into the potential of education systems to contribute to individual development and social change. This new edition incorporates recent developments in scholarship, especially in education policy and practice, the impact of the global economic crisis, and a new chapter on education in the European Union.

"Comparative Education" brings together leading scholars in a textbook that demarcates the changing boundaries of the field, delineates significant developments in theory, and documents major shifts in educational policy and practice around the globe. The book's first section establishes the theoretical and methodological framework for viewing the changing international and national contexts of education from political, economic and cultural perspectives. The second section explores principal issues related to governance, such as centralization versus democratization, and public versus private education; equality of educational opportunity, especially pertaining to women; and the respective roles of different levels of education in modernization and change, putting literacy and adult basic education at one point of the continuum and higher education at the other. The third section documents the potential and limitations of educational reform movements in different regions of the world.

Comparative Education brings together many of the outstanding scholars in the field of comparative and international education to provide new perspectives on the dynamic interplay of global, national, and local forces as they shape the functioning and outcomes of education systems in specific contexts. This valuable text demarcates the changing boundaries of the field, delineates significant developments in theory, and documents major shifts in educational policy and practice around the globe.