This international academic and professional yearbook contains articles and reviews on matters of interest to all concerned with history in education from contributors throughout the world. The yearbook will encourage rigorous exploration or philosophical, psychological, sociological and historical perspectives upon history in education and their relation to practice where appropriate. The theme of the first edition is centralisation and decentralisation of national curricula.
The key to transforming a society into what it should be is apparently linked inextricably to education. This book draws the attention of readers to the implications of formal education for the state as a powerful tool that can convert the mindset of the masses. The book is particularlypertinent in view of how education is being used and misused in Pakistan, especially with reference to religious education. The contributors subscribe to a generally positive view of education and support efforts at widening access to formal education both in the richer and poorer parts of theworld. They recognise, however, that education comes with consequences. Some, perhaps most, of these may be perceived as beneficial, but some of those consequences are undesirable and can be highly damaging to a particular population or segment of a population. Thus, it is clear that while literacyin Pakistan has slowly but steadily improved, there has been a corresponding level of social fragmentation and dissatisfaction within the country. To illustrate their viewpoints, the contributors examine the impact of General Zia's Islamisation programmes on education in the 1980s. General Zia'sgovernment tinkered with education in such profound ways that those programmes continue to shape the scope of what is possible within formal education in Pakistan. Thus, this volume includes discussions of formal religious schools in Pakistan. The authors also examine the wide rift between thevarious state funded and private schooling opportunities available in Pakistan. State funded education currently lags behind the agreed goals set out by the UN in their Millennium Development Goals and this inadequate provision of state funded education has left a vacuum for other groups to move inand introduce rival pedagogical agendas. All of the contributions in this volume focus on particular aspects of education across Pakistan. Some are ethnographic and anthropological, some historical, some pedagogical, some are clearly influenced by social policy agendas. They seek to identify anumber of very real and complex sets of issues involved in providing high quality and mass education across Pakistan. The language of instruction, the source of financing, the nationalist and religious agendas embedded within the curricula, gender role expectations and impositions, the historicallegacies which have shaped the educational environment are all touched upon. Nestled in amongst the complex issues are examples of very high quality education and dedicated educationalists who achieve little miracles every day. Thus, this volume portrays a range of views on how education in Pakistanis, what it could be, and perhaps most importantly what it ought to be.
“The red man’s on the warpath! The time has come for him to dig up the hatchet and join his paleface brother in his fight to make the world safe for the sacred cause of freedom and democracy.” -- Winnipeg Free Press, May 1941 During the Second World War, thousands of First Nations people joined in the national crusade to defend freedom and democracy. High rates of Native enlistment and public demonstrations of patriotism encouraged Canadians to re-examine the roles and status of Native people in Canadian society. The Red Man’s on the Warpath explores how wartime symbolism and imagery propelled the “Indian problem” onto the national agenda, and why assimilation remained the goal of post-war Canadian Indian policy – even though the war required that it be rationalized in new ways. The word “Indian” conjured up a complex framework of visual imagery, stereotypes, and assumptions that enabled English Canadians to explain the place of First Nations people in the national story. Sheffield examines how First Nations people were discussed in both the administrative and public realms. Drawing upon an impressive array of archival records, newspapers, and popular magazines, he tracks continuities and changes in the image of the “Indian” before, during, and immediately after the Second World War. Informed by current academic debates and theoretical perspectives, this book will interest scholars in the fields of Native-Newcomer and race relations, war and society, communications studies, and post-Confederation Canadian history. Sheffield’s lively style makes it accessible to a broader readership.
Education remains as one of the most significant areas for social change to take place within any society. This book draws on a range of issues that deal with belonging and education in its widest definition, not just formal institutions such as schools and universities.
Difunde las tendencias educativas innovadoras que se estaban produciendo en el área de geografía e historia, tanto en España como en países extranjeros.
