Published in 1988. Christianity has been one of the most potent forces in the development of education. This book critically examines this influence and discusses its political implications.

Published in 1988. Christianity has been one of the most potent forces in the development of education. This book critically examines this influence and discusses its political implications.

Published in 1981. Throughout the world, education is a highly contentious political issue. Politicians are involved in educational decision making at all levels and very often educational reform is as much motivated by political ideology as by educational considerations. This book, which draws together the work of many leading authorities, examines the current state of educational politics in many parts of the world. The book looks at the problem from a theoretical and a comparative perspective, and then analyses the problem in particular areas which include North America, Western Europe and Third World countries.

Teacher education is continually undergoing change and this book takes a close look into the current status. It examines the history of teacher preparation, the role of the employer and the aims of education, giving a critical review of the present climate where changes in several European countries are underway. They address the question of why the changes are being made now and conclude that such changes, particularly in the UK, are ideological as opposed to quality-based. New proposals and legislation in the European Unions countries of Britain, France, Germany and Portugal are considered, from a comparative perspective, alongside Poland and the United States; the latter also experiencing change but for different reasons. Aimed at all readers interested in the role of education in Europe, this text should also appeal to students and lecturers in education in Europe, and to the informed general reader interested in the state of education today.

This edited collection takes as its theme a subject topical not only in Britain, where a spate of laws and regulations has affected the structure and content of education available in this country, but also in developed and developing countries, where the overriding motivation has been to raise economic performance. The first part of the book deals with the way legislation affects education and training both directly and tangently, and how the law, through its influence on such things as participation rates, certification and employer involvement, can affect the level and degree of economic activity. The USA, Japan, Germany, France, Nigeria, Kenya and the UK are examined in detail to illustrate the inter-relationship of the elements involved. The second part is concerned with the concept of curriculum control. Responsibility for what is taught in the classroom is viewed comparatively, this is followed by an analysis of the parts played by the state, headteachers, governors, parents and pupils. The implications of tight legal controls over both content and delivery of the curriculum are examined. Contributors are drawn from various parts of the education system.

Published in 1981. Throughout the world, education is a highly contentious political issue. Politicians are involved in educational decision making at all levels and very often educational reform is as much motivated by political ideology as by educational considerations. This book, which draws together the work of many leading authorities, examines the current state of educational politics in many parts of the world. The book looks at the problem from a theoretical and a comparative perspective, and then analyses the problem in particular areas which include North America, Western Europe and Third World countries.

Published in 1985. Cultural identity is a key factor in shaping educational policy. In many countries there are significant minority groups who require educating in a certain way in order to meet their specific cultural needs. Also, in countries which are trying to change direction politically, reshaping education is an important factor in bringing about this change. In many countries tension arises and reforms are required because educational policy fails to cater correctly for cultural needs. This book examines many facets of the problem in many important countries of the world. It looks at policies designed for ethnic minorities and at policies aimed at bringing about far-reaching societal and cultural change. It discusses the tensions caused by policies and the pressures for reform.

Published in 1985. Cultural identity is a key factor in shaping educational policy. In many countries there are significant minority groups who require educating in a certain way in order to meet their specific cultural needs. Also, in countries which are trying to change direction politically, reshaping education is an important factor in bringing about this change. In many countries tension arises and reforms are required because educational policy fails to cater correctly for cultural needs. This book examines many facets of the problem in many important countries of the world. It looks at policies designed for ethnic minorities and at policies aimed at bringing about far-reaching societal and cultural change. It discusses the tensions caused by policies and the pressures for reform.

In a time when the increasing cultural diversity and population mobility of the continent calls for good communication skills, this fascinating book features a wealth of data and critical opinion on the topic of mother tongue education.In the first part of the book, the two editors address central cultural, political and educational concerns relating to the mother tongue, using some of the findings of their European Commission funded research on the changing European classroom. The second part presents case study articles by practitioners from nine countries which have significant regional or immigrant mother tongue populations. These include Welsh in Wales, Catalan and Galician in Spain, Turkish and Greek in Germany, Arabic and Corsican in France, and Belorussian in Poland, as well as critical accounts of the main first language situation in England, Denmark, France, Germany, Poland, post-Soviet Russia, and Spain. The concluding part of the book looks at language awareness as a possible approach to linguistic diversity. It examines the preparation of teachers at all levels, as experinced by the editors through their involvement in an in international language study group based in Calgary, Cambridge, Mainz and Bialystock.Teaching the Mother Tongue in a Multilingual Europe is packed with original information which will be of use to all teachers and educationalists concerned with language.