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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.
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