Archives de Tag: Education
The Wiley International Handbook of Educational Foundations
Alan S. Canestrari (Editor), Bruce A. Marlowe (Editor)
Part I Challenging the Foundations Narrative 1
1 A Story of Hegemony: The Globalization of Western Education 3
Alan S. Canestrari and Margaret M. Foster
2 Community Development: Learning from Popular Education in Latin America 21
3 Educational Reform in India and Pakistan: Successes and Missed Opportunities 31
Ali Hamza and Divyanshi Wadhwa
4 Rethinking African Educational Development 47
Part II Challenging Notions of Normalcy and Dominion 65
5 Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity‐Driven Education 67
Gloria Graves Holmes
6 Linguistic Hegemony and “Official Languages” 89
7 National Education in France: From Ideological Rigidity to Identity Flexibility 107
8 The Move Towards Inclusive Education in Ethiopia 123
Alemayehu Tekelemariam Haye
Part III Challenging the Profession 141
9 Teacher Education in an Audit Culture 143
Alexander Bean and Rachel Rush‐Marlowe
10 Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences 157
11 Teachers’ Work and Teachers’ Unions in the Global Education Reform Movement (GERM) 175
Lois Weiner and Mary Compton
12 Understanding Japan’s Sensei: The Status of Teachers in Japan 189
Part IV Challenging the Curriculum 205
13 Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy 207
Mariale M. Hardiman
14 Constructivist Foundations, Learning Standards, and Adolescents: The Chaotic World of American Secondary Education 229
Marilyn Monks Page and Samantha Painter
15 Teaching and Learning with Technology 245
Matthew T. Marino, Maya Israel, Eleazar Vasquez III, Karin M. Fisher, and Ben Gallegos
16 Advancing Pharmaceutical Health: Education towards Better Global Health 261
Iman A. Basheti and Bandana Saini
Part V Challenging the Idea of Schooling 283
17 Less Stress and More Well‐Rounded Development : Recent Education Reforms in China and Why They Don’t Work 285
18 “For a Future Tomorrow”: The Figured Worlds of Schoolgirls in Kono, Sierra Leone 301
19 When More Is Not Necessarily Better: Insights into Romanian Higher Education 321
Teodora A. Șerban‐Oprescu and George L. Șerban‐Oprescu
20 Historical Features of Early Childhood Education: Maria Montessori and Loris Malaguzzi 335
Nicola S. Barbieri
Part VI Challenging Injustice, Inequity, and Enmity 351
21 Legal Education in Authoritarian Syria: Reflections on Studying and Teaching in the Damascus Law Faculty 353
22 Developing Conscientious Institutions of Higher Education in Southeast Asia: A Framework for Action 369
23 Can Academics Across the Divide Teach Together?: The Israeli/Palestinian Experiment 399
Manuel Hassassian and Edward (“Edy”) Kaufman
24 Eugenic Ideology and the Institutionalization of the “Technofix” on the Underclass 415
Ann G. Winfield
Diaspora, Indigenous, and Minority Education: An International Journal.
Special Issue on Migration, Religion, and Education.
Call for Papers
Diaspora, Indigenous, and Minority Education: An International Journal invites contributions for an upcoming guest edited volume on Migration, Religion, and Education. This special issue invites papers from a diversity of international perspectives and country contexts, and from a variety of education disciplines, to address the theme of migration, religion, and education. Education should be considered broadly to include all stages / levels of formal education, as well as non-formal and informal education.
The continuing salience of religion as a fundamental basis for identity and belonging, and as an on-going focal point of political struggles across the world has shaken to its core the narrative projecting a final « global triumph » of liberal democracy in the post-Cold War era. Religion still matters a great deal, both publicly and privately. And religion has always had important linkages to migration and cultural diversity. As Bramadat (2009) indicates, religion is quite powerfully related to many of the most complex features of migration today; it is often involved in conflicts driving people to flee their home countries, it is used in political resistance struggles (both in the « homeland » and the diaspora), and it very typically serves as a foundation for the social structures of newly arrived minority communities in host societies. Each of these illustrations has important connections to education; religiously persecuted refugees may utilize their cultural (and specifically religious) capital to their advantage in schooling in host societies that privilege rather than severely disadvantage their faith traditions, diasporic communities may use non-formal and informal education methods to mobilize their members around a religiously framed cause, churches and mosques may create schools within immigrant neighborhoods to serve as anchors for the passing on of tradition as well as the cultivation of ethno-specific forms of social capital.
This special issue invites papers from a diversity of international perspectives and country contexts, and from a variety of education disciplines, to address the theme of migration, religion, and education. Education should be considered broadly to include all stages / levels of formal education, as well as non-formal and informal education.
Possible topics include but are not limited to:
• religion and identity among migrant students
• the « problematization » of religious minority students in host society schools
• representation of migrant’s religions in school curriculum
• religious literacy among education policy makers
• religious awareness among teachers and administrators
• religion as a form of cultural capital among migrant students
• religion and migrant teachers
• court decisions bearing on the religious identities and practices of migrant students
Please send abstracts to Bruce Collet firstname.lastname@example.org by February 15, 2012.
Responses to submitted abstracts will be sent by April 2012. Full article submissions from invited papers will be due July 1, 2012. Papers invited for the special issue will undergo blind review procedures.
Reviews of relevant books are also encouraged.
ABTRACTS should be submitted according to the following format:
(AUTHOR/S FULL NAME)
(AUTHOR/S AFFILIATION AND FULL ADDRESS INCLUDING E-MAIL)
(ABSTRACT UP TO 600 WORDS NOT INCLUDING REFERENCES- TIME NEW ROMAN 12 POINTS)
Diaspora, Indigenous, and Minority Education: An International Journal (Taylor & Francis; http://www.tandf.co.uk/journals/journal.asp?issn=1559-5692&linktype=1) is a quarterly peer-reviewed journal focused on critical discourse and research in diaspora, indigenous, and minority education. The journal is dedicated to researching cultural sustainability in a world increasingly consolidating under national, transnational, and global organizations. It aims to draw attention to, and learn from, the many initiatives being conducted around the globe in support of diaspora, indigenous, and minority education, which might otherwise go unnoticed.
|Bruce Collet, PhD
Educational Foundations and Inquiry
School of Leadership & Policy Studies
College of Education & Human Development
Bowling Green State University
569 Education Building
L’université de Strasbourg, en coopération avec l’Université de Vienne et de 6 autres universités européennes, participe au programme « Intercultural education and Citizenship Awarness : The Integration of Muslims in European Societies ».
Dans le cadre de ce projet un Intensive Programme aura lieu à Thessalonique entre 3 et 15 avril 2009.
Pour plus de détails sur le projet, cliquez ci dessous :
Parution du livre
Edited by Ednan Aslan