Aims to inform students, scholars, and educators about the complex processes and factors that promote or impede education's potential to enhance individual advancement within the socioeconomic structure of a late-industrialized country within the context of modern capitalism.
This book examines the multiple relationships between education, pedagogy, and social change in Latin America and beyond through a discussion of critical theory in education and its uses in Latin American society today. An international group of contributors discuss both individual countries and the region as a whole.
This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.
Originally published in 1977 and compiled over a period of 25 years of teaching and research in the fields of education and anthropology, this annotated bibliography was designed as a single source reflecting (1) historical influences (2) current trends (3) theoretical concerns and (4) practical methodology at the interfaces of these disciplines. All entries, listed alphabetically by author, are numbered for ready reference, and the material covered spans nearly three centuries, from the earliest entry in 1689 to the most recent in 1976. The volume also contains entries for items dealing with the teaching of anthropology and the use of anthropological concepts and data in teaching.
Honestly, the American culture, education, and system need to be reformed for the best interest of the American public, nations, and the new generation after the “End of the World on December 21, 2012.” Most of the American public cannot understand different styles of life because they never lived or experienced other languages or cultures. Some Americans who have lived and worked abroad expressed satisfaction over living in America. We could not understand the unexpressed secret, but after Engineer Sidaross experienced the life, education, teaching, engineering practice, and the downbeat/damaging effect of the legal system s involvement in American society and culture, she noticed misuse of freedom, inequality, prejudices, and researched the cause of excessive lawsuits that Americans have experienced for decades. Fortunately, her background education, professional career, and engineering accomplishments prior to going to America was strong enough that she was able to help college and university students in America and reinstate deficient students in their college programs after they understood the concepts of math, algebra, and calculus that are topics fully learned in high school in Europe and Egypt. As a government-employed engineer in America, she saved the State of California millions of dollars by correcting the mathematical errors of other engineers in engineering design before going to construction. Unfortunately, women engineers are swindled, disparaged, ridiculed, used as sex objects, and their engineering efforts are plagiarized with no justice in the legal system. The Board of Engineers itself forged Engineer Sidaross’ record without her consent for years until she discovered it after ten years, but the court did nothing about it. The Department of Education attempted to coerce Engineer Sidaross to pay a bribing of $10,000 in addition to another $9,700 money-laundering fraudulent amount inserted in her credit bureau records to deny the approval of her student loan for 2012-2013. But we are thankful to ABI, IBC, and UCC ambassadors; California governor Jerry Brown’s office; and Walden University for their strong support to obtain justice and get her student loan back. However, this massive fraud has caused six months delay of her graduation and massive, unnecessary expenses and waste of tuition during the first shock when she discovered the fraud and tried to debate it for a few months. We have personally lived and witnessed this dilemma with her, and we wonder why America treats its citizens, especially an accomplished woman engineer with highest level of education internationally, and tried to mangle with her excellent records as explained further in the book.
With contributions from international authors, this text demonstrates that education systems, and what it is to be educated, are in transition and that societies and economies are changing dramatically. The contributors explore expanding university systems, financial responsibilities and curricula.
Greece faces significant challenges to its education system. To address these challenges, Greece has sought advice from an international task force. This report provides the outcomes of the work of the task force, presenting a roadmap for implementing reforms.
The legal and political habitus of Greece's Muslim population is discussed in a fascinating interdisciplinary historical overview of both indigenous minority and immigrant communities providing insights into the evolution and current state of minority and migration law. The book also speaks in a piercing fashion to the scholarly debate on communitarianism and liberalism, as Greece’s sui generis legal tradition and embrace of community rights often runs contrary to the country’s own liberal legal order and international human rights standards. How notions of ethnicity and citizenship have been challenged by recent Muslim immigration is further explored. The reader is therefore treated to a comprehensive analysis of minority rights pertaining to 'Old' and 'New' Islam in Greece within the European context.
This book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list. The book includes a foreword written by Tania Ramalho (State University of New York, USA).
The official journal of the Organization of Educational Historians The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.