The political, social, and economic problems of southern Africa cannot be resolved until nations of this critical region effect educational reform. But this process requires more than change in the educational system; it involves the thrust for social transformation in national institutions. This unique study addresses key issues relative to both educational reform and social change in southern Africa. Topics discussed include the need for educational reform; approaches to educational reform; and the results of such reform on the individual and society. A bibliography and an index complete the text.
This book focuses on important theoretical and policy debates on educational reform, with detailed analyses of reforms in 11 countries. It also explores the effects of geographical location, political ideology, and economic structure on shaping educational reform. Individual case studies are included on Australia, Cote d'Ivoire, England, Hungary, Israel, Mexico, New Zealand, Nicaragua, Spain, Tanzania, and the United States. The book covers the role of reform in changing education and addressing problems in the educational system, as well as its wider role in deflecting crises in the political and economic system, plus the effect of reform on educators, and educators upon reform. Extensive bibliography and reference lists accompany each chapter, including the introduction and conclusion. Contributors include: N'Dri Thérese Assié-Lumumba, John M. Barrington, Susan F. Cooper, Peter Darvas, Sara Morgenstern de Finkel, Esther E. Gottlieb, Tukumbi Lumumba-Kasongo, Don Martin, Henry D. R. Miller, Rolland Paulston, Rajeshwari Raghu, Susan Rippberger, Susan L. Robertson, Carlos Alberto Torres, George E. Urch, Roger R. Woock, and Hugo Zegarra.
Over three decades ago, international donors declared that there was a learning crisis in developing countries. In the years since, large investments have been made towards education, yet there has been an apparent relative lack of progress in student learning. This book unpicks this disparity, and explores the implications of evidence-based donor programming for quality education. It undertakes an in-depth analysis of the interventions financed by the main donors in primary education, such as infrastructure development, provision of instructional material, teacher training and community mobilization, and argues that the research undertaken during this period was unable to provide answers. The author outlines an alternative model for evidence generation that can assist in the design of relevant and targeted interventions for learning, to ultimately inform and improve future education programmes. Timely and radical, this book is essential reading for researchers and students in the fields of education research and education reform.
Discusses higher education in Mozambique, especially in the context of the dramatic changes the country has undergone. The Partnership for Higher Education in Africa commissioned case studies of higher education provision in Tanzania, Uganda, Kenya, Mozambique, Nigeria, Ghana and South Africa, as part of its effort to stimulate enlightened, equitable, and knowledge-based national development, and to provide guides to understanding. Mozambique suffers from a critical shortage of qualified professionals, as well as from acute regional disparities in wealth, development and trained human resources. Higher education is in great flux. A high priority, governmental and other sources are involved in a contested debate that provides a scenario for innovation and diversity. In association with Partnership for Higher Education in Africa; Mozambique: Imprensa & Livraria Universitária, Universidade Eduardo Mondlane
Education in Southern Africa is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of each country in the region. With chapters covering Botswana, Lesotho, Madagascar, Mozambique, Namibia, South Africa, Swaziland and Zimbabwe, the book critically examines the development of education provision in each country as well as local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook will be an essential reference for researchers, scholars, international agencies and policy-makers at all levels.
In Youth and Post-Conflict Reconstruction: Agents of Change, Stephanie Schwartz goes beyond these highly publicized cases and examines the roles of the broader youth population in post-conflict scenarios, taking on the complex task of distinguishing between the legal and societal labels of "child," "youth," and "adult."
Increasingly, students worldwide are seeking post-secondary education to acquire new skill-sets and credentials. There is an explosion of community college models that provide educational opportunities and alternative pathways for students who do not fit the traditional higher educational profile. This book focuses on economic models to help local and national economies develop strong workforce training, humanitarian models to bring about social mobility and peace, transformative models to help institutions expand and keep up with societal needs, and newly created models that respond to the educational and training needs of a constantly changing world. These models seek to capture the imagination of those who are committed to learning about what works in higher education and in particular, the impact community college models are having on the changing nature of world social, political and economic landscapes. With contributors representing 30 countries, this book presents an international perspective.
Provides an expansive view of the full field of linguistic anthropology, featuring an all-new team of contributing authors representing diverse new perspectives A New Companion to Linguistic Anthropology provides a timely and authoritative overview of the field of study that explores how language influences society and culture. Bringing together more than 30 original essays by an interdisciplinary panel of renowned scholars and younger researchers, this comprehensive volume covers a uniquely wide range of both classic and contemporary topics as well as cutting-edge research methods and emerging areas of investigation. Building upon the success of its predecessor, the acclaimed Blackwell Companion to Linguistic Anthropology, this new edition reflects current trends and developments in research and theory. Entirely new chapters discuss topics such as the relationship between language and experiential phenomena, the use of research data to address social justice, racist language and raciolinguistics, postcolonial discourse, and the challenges and opportunities presented by social media, migration, and global neoliberalism. Innovative new research analyzes racialized language in World of Warcraft, the ethics of public health discourse in South Africa, the construction of religious doubt among Orthodox Jewish bloggers, hybrid forms of sociality in videoconferencing, and more. Presents fresh discussions of topics such as American Indian speech communities, creolization, language mixing, language socialization, deaf communities, endangered languages, and language of the law Addresses recent trends in linguistic anthropological research, including visual documentation, ancient scribes, secrecy, language and racialization, global hip hop, justice and health, and language and experience Utilizes ethnographic illustration to explore topics in the field of linguistic anthropology Includes a new introduction written by the editors and an up-to-date bibliography with over 2,000 entries A New Companion to Linguistic Anthropologyis a must-have for researchers, scholars, and undergraduate and graduate students in linguistic anthropology, as well as an excellent text for those in related fields such as sociolinguistics, discourse studies, semiotics, sociology of language, communication studies, and language education.
For some, socialism is a potent way of achieving economic, political and social transformations in the twenty-first century, while others find the very term socialism outdated. This book engages readers in a discussion about the viability of socialist views on education and identifies the capacity of some socialist ideas to address a range of widely recognized social ills. It argues that these pervasive social problems, which plague so-called ‘developed’ societies as much as they contribute to the poverty, humiliation and lack of prospects in the rest of the world, fundamentally challenge us to act. In our contemporary world-system, distancing ourselves from the injustices of others is neither viable nor defensible. Rather than waiting for radically new solutions to emerge, this book sees the possibility of transformation in the reconfiguration of existing social logics that comprise our modern societies, including logics of socialism. The book presents case studies that offer a critical examination of education in contemporary socialist contexts, as well as reconsidering examples of education under historical socialism. In charting these alternatives, and retooling past solutions in a nuanced way, it sets out compelling evidence that it is possible to think and act in ways that depart from today’s dominant educational paradigm. It offers contemporary policy makers, researchers, and practitioners a cogent demonstration of the contemporary utility of educational ideas and solutions associated with socialism. A pioneering collection of essays which is central to understanding the historical and contemporary meanings of socialism in the context of neoliberal globalization. It is a most timely contribution to a growing intellectual project that challenges the hegemony of capitalism, while re-thinking and theorizing alternatives. Iveta Silova, Associate Professor of Comparative Education, Lehigh University, Bethlehem, PA, USA In this significant contribution to recent scholarship the authors use the lens of socialist education to offer an original critique of hegemonic capitalism, and present an intellectually rigorous search for alternatives by reconsidering historical socialism and advancing promising educational experiments that challenge the 'global architecture of education'. Anders Breidlid, Professor of International Education and Development, Oslo University College, Norway
