Through a comparative analysis of educational theory and practice, this analytic overview illuminates the larger economic and political changes occurring in five peripheral countries--China, Cuba, Tanzania, Mozambique, and Nicaragua--commonly viewed as in transition to socialism. Current political patterns and leadership in these countries have emerged in the context of predominantly agricultural, industrially underdeveloped economies. Each state has played a major role in social transformation, relying on the educational system to train, educate, and socialize its future citizens. Discussing the similarities and differences among these states, the authors show the primacy of politics and the interaction of material and ideological goals in the process of social transition, and how shifting policies reflect and are reflected in educational change. This collection first examines critical analyses of education in capitalist societies, both industrialized and peripheral, and explores the utility of those perspectives in the political and educational conditions of the countries under study. Together these essays offer the first systematic explanation of how and why education in socialist countries undergoing rapid change differs from education in developing capitalist countries. Contributions to the study were made by Mary Ann Burris, Anton Johnston, and Carlos Alberto Torres. Originally published in 1990. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

This edited volume reviews the conflict between economic prescriptions for improved education in the developing world and local cultures. Among the issues reviewed are: conceptions of culture and economics in development and education literature, economic considerations of school systems to promote cultural goals, the differentiation of schools from other sites of cultural reproduction, learning experiences of various cultural groups, and the cross-cultural work of development agencies.

The narratives and analysis included in this book were written by and derived from teacher participants in a post-graduate course that the chief editor, Dr Fang, has taught at the National Institute of Education, Singapore. Narrative inquiry has been used in the course to help teachers and school leaders make meaning of their personal and professional growth and learning trajectory. Narratives give them their own voice, which leads to a deeper understanding of their work and lives and informs teacher educators, researchers, and policy makers on ways to better support their professional learning and development. More than being a mere summary of teacher narratives, the overviews of each of the six parts of the book, written by the editorial team after many rounds of reading and re-reading, tease out patterns to usher readers into the narratives contained in each part in more informative and reflective ways. The final part with two reflective essays and one research paper explores more systematically the narrative experiences of the course participants, while the epilogue records the author's own journey in developing a narrative inquiry pedagogy in teacher education. The book is expected to benefit future course participants and local teachers as a resource for professional development, and inform researchers and policymakers who are interested in understanding the lived experiences of teachers in Singapore and creating better teacher engagement in schools. Readership: Researchers, teacher educators, policy makers and the general public.

Two very different ethnic minority communities--the Naxi of the Lijiang area in northern Yunnan and the Tai (Dai) of Sipsong Panna (Xishuangbanna), along Yunnan's border with Burma and Laos--are featured in this comparative study of the implementation and reception of state minority education policy in the People's Republic of China. Based on field research and historical sources, Lessons in Being Chinese argues that state policy, which is intended to be applied uniformly across all minority regions, in fact is much more successful in some than in others.In Lijiang, elite members of the Naxi ethnic group (minzu) have a centuries-old connection with Chinese state educational systems as avenues to social mobility, and have continued this tradition under Communist rule. They participate enthusiastically in the present system, using education to gain official and professional positions. In contrast to the Lijiang area, Sipsong Panna functioned in many ways as a separate kingdom until 1950, with its own script and a separate educational system centered in Theravada Buddhist monasteries. Today, many Tai in that area still prefer monastic education for their sons, and most parents are indifferent to state education.This study finds that standardized, homogenizing state education is in itself incapable of instilling in students an identification with the Chinese state, ironically often increasing ethnic identity. Lessons in Being Chinese enhances our understanding of how state policy toward minorities works in many areas of life, and its conclusions can be extended well beyond the sphere of education. It will be of interest to both anthropologists and educators.

A volume in International Advances in Education: Global Initiatives for Equity and Social Justice Series Editors: Elinor L. Brown, University of Kentucky; Rhonda G. Craven, University of Western Sydney; and George McLean, Catholic Universities of America Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long‐term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity‐building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (Māori, Canada's First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries' and Indigenous peoples in developed countries' efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean‐Marie, Normore & Brooks, 2009).

Product Description: The modern state – First and Third Worlds alike – pushes tirelessly to expand mass education and to deepen the schools’ effect upon children. First published in 1991, Growing-Up Modern explores why, how, and with what actual effects state actors so vehemently pursue this dual political agenda...read more

Product Description: Education is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all...read more

Product Description: In this volume, African scholars engaged in research on the continent reflect on their recent and ongoing empirical studies. They discuss the strengths and limitations of research methods, theories, and interventions designed outside Africa to spur innovative research on the continent...read more

Product Description: One of China’s top education scholars, Zhu Yongxin provides never-before-tried methods for promoting literacy throughout China As China steps up to power in a modern world, creating a literate population is critical. In My View on Reading Zhu Yongxin provides an expert’s view of why it is so important and offers actionable steps for making it happen...read more

Product Description: This book discusses how information and communication technology (ICT) can play a vital role in developing education and therefore developing communities, countries, and regions. Through examples of current research in developing countries, a number of highly relevant questions and topics are dealt with, such as: approaches to user involvement and participation in development * knowledge and its role in development, particularly in higher education * digital literacy and ways of developing it * pedagogic approaches * learning cultures in globalized education * teacher training and education...read more

Product Description: First published in 1984, this collection represents the combined contributions to an international conference held at the University of Bristol in April 1983. In assessing the complex relationship between education and development, it covers a wide range of countries in its appraisal and presents pictures both of optimism and pessimism...read more

Product Description: This volume brings together eight case studies which describe a variety of initiatives to create more effective schools for children of poverty, especially in the Third World. The initiatives reviewed published and unpublished documents and both qualitative and statistical studies were examined...read more

Product Description: First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

Product Description: Expansion and privatization have created new concerns over the quality of education throughout the Asia/Pacific region. This volume provides a framework to examine these challenges in the region and beyond.