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8 matches in All Departments
Education and International Development provides an introduction to
the debates on education and international development, giving an
overview of the history, influential theories, key concepts, areas
of achievement and emerging trends in policy and practice. Written
by leading academics from Canada, India, Netherlands, South Africa,
UK, USA, and New Zealand, this second edition has been fully
updated in light of recent changes in the field, such as the
introduction of the Sustainable Development Goals and the increased
focus on environmental sustainability and equality. The book
includes three new chapters on private providers, decolonisation
and learning outcomes as well as a range of pedagogical features
including key concept boxes, biographies of influential thinkers
and practitioners, further reading lists, questions for reflection
and debate, and case studies from around the developing world.
This book analyses the role of the university in working towards
the Sustainable Development Goals. In contrast to the previous
Millennium Development Goals, higher education is seen to have a
crucial role in this new agenda. Yet how can the university fulfil
these weighty expectations, and are the dominant trends in higher
education supporting or undermining this vision? This book draws on
the idea of the 'developmental university', a model characterised
by its porous boundaries with society and commitment to teaching,
research and community engagement in the public interest. The
author examines case studies from Latin America, Africa and other
regions to analyse how this model can be revived, countering recent
trends of marketisation, status competition and unbundling. The
book also considers alternatives to the developmental model drawing
on indigenous knowledge systems, looking beyond the SDG framework
to the creation of a new form of society. This timely volume will
be of interest and value to those working in the field of
sustainable development, and to students and scholars of
comparative education, international development and higher
education studies.
This book analyses the role of the university in working towards
the Sustainable Development Goals. In contrast to the previous
Millennium Development Goals, higher education is seen to have a
crucial role in this new agenda. Yet how can the university fulfil
these weighty expectations, and are the dominant trends in higher
education supporting or undermining this vision? This book draws on
the idea of the 'developmental university', a model characterised
by its porous boundaries with society and commitment to teaching,
research and community engagement in the public interest. The
author examines case studies from Latin America, Africa and other
regions to analyse how this model can be revived, countering recent
trends of marketisation, status competition and unbundling. The
book also considers alternatives to the developmental model drawing
on indigenous knowledge systems, looking beyond the SDG framework
to the creation of a new form of society. This timely volume will
be of interest and value to those working in the field of
sustainable development, and to students and scholars of
comparative education, international development and higher
education studies.
Rethinking Citizenship Education presents a fundamental
reassessment of the field. Drawing on empirical research, the book
argues that attempting to transmit preconceived notions of
citizenship through schools is both unviable and undesirable. The
notion of 'curricular transposition' is introduced, a framework for
understanding the changes undergone in the passage between the
ideals of citizenship, the curricular programmes designed to
achieve them, their implementation in practice and the effects on
students. The 'leaps' between these different stages make the
project of forming students in a mould of predefined citizenship
highly problematic. Case studies are presented of contrasting
initiatives in Brazil, a country with high levels of political
marginalisation, but also significant experiences of participatory
democracy. These studies indicate that effective citizenship
education depends on a harmonisation or 'seamless enactment' of the
stages outlined above. In contrast, provision in countries such as
the UK and USA is characterised by disjunctures, showing
insufficient involvement of teachers in programme design, and a
lack of space for the construction of students' own political
understandings. Some more promising directions for citizenship
education are proposed, therefore, ones which acknowledge the
significance of pedagogical relations and school democratisation,
and allow students to develop as political agents in their own
right. >
Education and International Development provides an introduction to
the debates on education and international development, giving an
overview of the history, influential theories, key concepts, areas
of achievement and emerging trends in policy and practice. Written
by leading academics from Canada, India, Netherlands, South Africa,
UK, USA, and New Zealand, this second edition has been fully
updated in light of recent changes in the field, such as the
introduction of the Sustainable Development Goals and the increased
focus on environmental sustainability and equality. The book
includes three new chapters on private providers, decolonisation
and learning outcomes as well as a range of pedagogical features
including key concept boxes, biographies of influential thinkers
and practitioners, further reading lists, questions for reflection
and debate, and case studies from around the developing world.
Education is widely recognized as a fundamental human right, yet
the nature of the right remains unclear. Is it an entitlement to go
to school, to acquire particular forms of knowledge or develop
particular skills or attributes? And why exactly is education so
important that we might defend all people's right to it? This book
provides a much-needed exploration of this key contemporary issue.
Highlighting limitations in the approaches of both the Education
for All initiative and existing international law, the book
presents a radical new vision of how the right can be understood.
As well as basic education, there are discussions of higher and
lifelong education, of human rights education, and of the
intersection of rights-based approaches with others such Amartya
Sen's 'capabilities'. The work serves as a stirring defense of the
universal right to education against instrumental conceptions of
learning, the inactivity of national governments and the abrogation
of responsibility of the international community.
Education is widely recognized as a fundamental human right, yet
the nature of the right remains unclear. Is it an entitlement to go
to school, to acquire particular forms of knowledge or develop
particular skills or attributes? And why exactly is education so
important that we might defend all people's right to it? This book
provides a much-needed exploration of this key contemporary issue.
Highlighting limitations in the approaches of both the Education
for All initiative and existing international law, the book
presents a radical new vision of how the right can be understood.
As well as basic education, there are discussions of higher and
lifelong education, of human rights education, and of the
intersection of rights-based approaches with others such Amartya
Sen's 'capabilities'. The work serves as a stirring defense of the
universal right to education against instrumental conceptions of
learning, the inactivity of national governments and the abrogation
of responsibility of the international community.
Rethinking Citizenship Education presents a fundamental
reassessment of the field. Drawing on empirical research, the book
argues that attempting to transmit preconceived notions of
citizenship through schools is both unviable and undesirable. The
notion of 'curricular transposition' is introduced, a framework for
understanding the changes undergone in the passage between the
ideals of citizenship, the curricular programmes designed to
achieve them, their implementation in practice and the effects on
students. The 'leaps' between these different stages make the
project of forming students in a mould of predefined citizenship
highly problematic. Case studies are presented of contrasting
initiatives in Brazil, a country with high levels of political
marginalisation, but also significant experiences of participatory
democracy. These studies indicate that effective citizenship
education depends on a harmonisation or 'seamless enactment' of the
stages outlined above. In contrast, provision in countries such as
the UK and USA is characterised by disjunctures, showing
insufficient involvement of teachers in programme design, and a
lack of space for the construction of students' own political
understandings. Some more promising directions for citizenship
education are proposed, therefore, ones which acknowledge the
significance of pedagogical relations and school democratisation,
and allow students to develop as political agents in their own
right. "Continuum Studies in Educational Research (CSER)" is a
major new series in the field of educational research. Written by
experts and scholars for experts and scholars, this ground-breaking
series focuses on research in the areas of comparative education,
history, lifelong learning, philosophy, policy, post-compulsory
education, psychology and sociology. Based on cutting edge research
and written with lucidity and passion, the "CSER" series showcases
only those books that really matter in education - studies that are
major, that will be remembered for having made a difference.
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