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Education and Democracy at The End: The Crisis of Sense (Palgrave Studies in Educational Futures)
by Mario Di PaolantonioThis book grapples with what it means when education and democracy are at an end: when these two foundational aspects of our society seem to have reached a culminating point, no longer appearing to produce and make sense amid the crises of our time. Engaging topical political events and mobilizing a variety of cultural resources, Di Paolantonio shows that today the possibility of the future and the significance of an expansive transgenerational sensibility are radically in question as trends toward destruction, cruelty, and banality are steering world-defying calamities, and sparking “chronopathologies” of doom and despair among the planet’s occupants. Unfolding his argument through a series of accessible chapters that draw on contemporary philosophy, educational thinking, and cultural-artistic works, Di Paolantonio explores how the transgenerational sensibility retains a possibility we might tap for overcoming the impasses of our time.
Education and Democracy in Senegal
by Michelle T. KuenziThis book examines the role of non-formal education (NFE) in promoting democracy in Senegal.
Education and Development in India: Critical Issues In Public Policy And Development
by Jandhyala B.G. TilakDrawing on empirical, interdisciplinary research, this book presents a critical review of some of the major issues that are of interest to researchers, policymakers and planners in developing as well as advanced countries, including specifically in India. It provides an in-depth review of some of the major development policy issues in education in general, and in India in particular, over the past 2-3 decades. Besides presenting an overview of the educational developments in India that reflects issues such as growth, equity, efficiency, foreign aid, decentralization, center-state relations, financing, and cost recovery, the book puts forward in-depth analyses of education poverty, interrelations between education and poverty, low level of outcomes in elementary education, effects of structural adjustment policies and approaches on education, south-south cooperation, etc. It also critically discusses changes in policies relating to financing higher education, external assistance for education, and how the growth of private higher education is affecting society at large. The dichotomy between public policy and action is also highlighted in many chapters. On the whole, while the importance of education is being increasingly recognized, the state does not seem to be as willing to foot the bill for education as the households and even the private sector. Occasionally contrasting with international evidence on, for example, financing higher education, private higher education, or the effects of neo-liberal policies, the book offers an interesting read for a wider audience.
Education and Emancipation in the Neoliberal Era
by Noah De LissovoyThis book describes how neoliberalism as societal philosophy works to limit human potential in our school systems. Analyzing contemporary school reform and control, punishment, and pathologization in schools, this book outlines a theory of emancipation and a process by which pedagogy can build solidarity in classrooms and society more broadly.
Education and Empowered Citizenship in Mali
by Jaimie BleckExplores the connections between access to education and political engagement in Mali.Primary school enrollment has nearly tripled in Mali since 1991, when the country made its first transition to multiparty democracy. Jaimie Bleck explores the effect of this expanded access to education by analyzing the relationship between parents’ and students’ respective experiences with schooling and their current participation in politics. In a nation characterized both by the declining quality of public education and by a growing number of accredited private providers, does education contribute substantially to the political knowledge and participation of its citizens? Are all educational institutions (public and private, Islamic and secular) equally capable of shaping democratic citizens?Education and Empowered Citizenship in Mali is informed by Bleck’s original survey of one thousand citizens, which she conducted in Mali before the 2012 coup d’état, along with exit polls and interviews with parents, students, and educators. Her results demonstrate conclusively that education of any type plays an important role in empowering citizens as democratic agents. Simply put, students know more about politics than peers who have not attended school. Education also appears to bolster participation of parents. Bleck finds that parents who send their children to public school are more likely to engage in electoral politics than other Malian citizens. Furthermore, Bleck demonstrates that increasing levels of education are associated with increases in more engaged forms of political participation, including campaigning, willingness to run for office, and contacting government officials.
Education and Empowerment in India: Policies and practices
by Avinash Kumar SinghThis book explores the critical linkages between education and empowerment of women, marginalized groups and other disadvantaged sections of society. It: Provides an overview of educational policies and practices from India’s independence to the present day, and tracks relevant changes and amendments. Examines a range of issues connected with education such as the Right to Education Act; empowerment and community mobilization; higher education challenges and other emerging topics. Brings together both theoretical postulates and empirical findings.
Education and Equality
by Danielle AllenAmerican education as we know it today--guaranteed by the state to serve every child in the country--is still less than a hundred years old. It's no wonder we haven't agreed yet as to exactly what role education should play in our society. In these Tanner Lectures, Danielle Allen brings us much closer, examining the ideological impasse between vocational and humanistic approaches that has plagued educational discourse, offering a compelling proposal to finally resolve the dispute. Allen argues that education plays a crucial role in the cultivation of political and social equality and economic fairness, but that we have lost sight of exactly what that role is and should be. Drawing on thinkers such as John Rawls and Hannah Arendt, she sketches out a humanistic baseline that re-links education to equality, showing how doing so can help us reframe policy questions. From there, she turns to civic education, showing that we must reorient education's trajectory toward readying students for lives as democratic citizens. Deepened by commentaries from leading thinkers Tommie Shelby, Marcelo Suárez-Orozco, Michael Rebell, and Quiara Alegría Hudes that touch on issues ranging from globalization to law to linguistic empowerment, this book offers a critical clarification of just how important education is to democratic life, as well as a stirring defense of the humanities.
Education and Global Cultural Dialogue
by Qiang Zha Karen MundyCultural and spiritual resources are arguably essential to achievement of educational goals, both as economic and political initiatives and as human rights. This book addresses questions surrounding education and inter-cultural understanding in a broad global framework.
Education and Hope in Troubled Times: Visions of Change for Our Children's World (Sociocultural, Political, and Historical Studies in Education)
by H. Svi Shapiro"Progressive educators have always been better at critique than at possibility. This book promises not to ignore critique, but to favor possibility. It is most rare and greatly welcomed." Richard Quantz, Miami University "The editor argues that in a material world, depicted by consumerism, spiritual nihilism and conspicuous consumption, there is need to offer a new vision and direction in education that would promote a more harmonious, holistic values-oriented schooling that transforms persons into moral beings, who care for others…. In terms of innovative ideas and approaches to pedagogy and theorizing about schooling, this volume is at the top of pedagogical discourses and thinking." Joseph Zajda, Australian Catholic University (Melbourne Campus) Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction. This is a time of crisis, but also of renewed possibility—one that offers the opportunity to radically reconsider what is the meaning of education for a generation that will bear the brunt of grappling with the extraordinary dangers and challenges we confront today. At its core this volume questions what will it mean to be an educated human being in the 21st century compelled to confront and address so much that threatens the very basis of a decent and hopeful human existence. Carrying forward a project of redefining and reshaping public discourse on education in the U.S., it is a critical catalyst and focus for re-thinking public policy on education.
Education and Human Values: Reconciling Talent with an Ethics of Care
by Michael SloteTwo of our greatest educational theorists, John Dewey and Nel Noddings, have been reluctant to admit that some students are simply more talented than others. This was no doubt due to their feeling that such an admission was inconsistent with democratic concern for everyone. But there really is such a thing as superior talent; and the present book explains how that admission is compatible with our ideals of caring (and democracy). Traditionalists confident that some disciplines are more important than others haven’t worried that that way of putting things threatens to make those who are excluded feel quite bad about themselves. But an ethics of care can show us how to make these differences much less hurtful and more morally acceptable than anything that has been proposed by traditionalists. So the present book offers a middle way between the denial of the reality of superior talents and an insensitive insistence on that reality. It argues that care ethics gives us a way to do this, and it bases that claim largely on the promise of such an ethics for moral education in schools and in homes. It is argued on psychological grounds that caring can only take place on the basis of empathy for others, and the book shows in great detail how empathy can be encouraged or develop in school and home contexts. Other approaches to moral education—like Kantian cognitive-developmentalism and Aristotelian character education—can’t account for (increasing) moral motivation in the way that an emphasis on the development of empathy allows. And in the end, it is only students educated via care ethics who will be sensitive to one another in a way that largely undercuts the negative psychological impact of educational institutions and practices that acknowledge the greater talents or creativity that some students have.
Education and Incarceration
by Erica R. Meiners Maisha T. WinnThe United States of America is in possession of the largest prison population in the world, with 2.3 million people currently behind bars. This number is predominantly and disproportionately made up of communities of colour and poverty. Between 1987 and 2007, the U.S. prison population tripled; the direct result of various ‘tough on crime’ public policies. Organizers and scholars use the term prison industrial complex (PIC) to name the structure that encompasses the expanding economic and political contexts of the detention and corrections industry in the USA. The PIC is a network that sutures capital, communities and the State to a permanent punishment economy. The term ‘the PIC’ aims to capture the range of material and ideological forces that shape the growth of detention: the political and lobbying power of the corrections officers unions, the framing of prisons and jails as a growth industry in the context of deindustrialization, the production and sales of technology and security required to maintain and expand the state of incarceration, and the naturalization of isolation as a logical response to harm.Education and Incarceration highlights the significance of centering agency and autonomy, and documents scholars who work to be accountable to justice movements and communities, not simply to academic disciplines or to research. Additionally, as emerging scholars committed to challenging the PIC, these authors struggle to build multi-layered analytic and material tools for resistance within and beyond the walls of schools, jails and prisons. This book provides snapshots of practices in motion: activist scholars working to engage, to be accountable to families, communities and larger justice movements, and to build abolition democracies.This book was originally published as a special issue of Race Ethnicity and Education.
Education and Intercultural Identity: A Dialogue between Zygmunt Bauman and Agostino Portera
by Zygmunt Bauman Agostino PorteraEducation and Intercultural Identity offers a dialogue between influential authors Zygmunt Bauman and Agostino Portera that reflects on and discusses contemporary events and issues relating to the crisis of global normativity, education and intercultural identity. Centered around a previously unpublished dialogue between Bauman and Portera, the book contains an extended introduction by Riccardo Mazzeo that traces key themes in the dialogue and highlights the importance of education in our globalized world. The book highlights that intercultural and multicultural education is the best developed model to meet modern day challenges that include religious pluralism, pollution, and conflict. It also contains timely material relating to significant issues affecting society today; including the refugee crisis, rising authoritarian nationalism, and the risks and challenges of globalisation and sustainability. This book will be of great interest for academics, scholars and students in the fields of intercultural education, sociology and the sociology of education.
Education and Intergenerational Social Mobility in Europe and the United States (Studies in Social Inequality)
by Walter Müller Richard BreenThis volume examines the role of education in shaping rates and patterns of intergenerational social mobility among men and women during the twentieth century. Focusing on the relationship between a person's social class and the social class of his or her parents, each chapter looks at a different country—the United States, Sweden, Germany, France, the Netherlands, Italy, Spain, and Switzerland. Contributors examine change in absolute and relative mobility and in education across birth cohorts born between the first decade of the twentieth century and the early 1970s. They find a striking similarity in trends across all countries, and in particular a contrast between the fortunes of people born before the 1950s, those who enjoyed increasing rates of upward mobility and a decline in the strength of the link between class origins and destinations, and later generations who experienced more downward mobility and little change in how origins and destinations are linked. This volume uncovers the factors that drove these shifts, revealing education as significant in promoting social openness. It will be an invaluable source for anyone who wants to understand the evolution of mobility and inequality in the contemporary world.
Education and Knowledge: The Structured Misrepresentation of Reality (Routledge Library Editions: Philosophy of Education #9)
by Kevin HarrisIn this book, first published in 1979, Kevin Harris explores the idea that in capitalist liberal democracies formal education functions essentially not to reveal reality, but rather to transmit to each new generation a structured misrepresentation of reality. In defence of this controversial and thought-provoking view, the author argues that all knowledge of the world is theory-laden and that a neutral, detached, objective description of the world is impossible. This title will be of interest to students of the philosophy of education.
Education and Masculinities: Social, cultural and global transformations (Foundations and Futures of Education)
by Chris Haywood Mairtin Mac an GhaillAcross media, academy and popular culture in western societies there is much talk of an implosion of the modern gender order. Education is often presented as a key site in which a crisis of masculinity is played out, and schools have become a focus for practical attempts to reconcile social and cultural transformations through the recalibration of teaching and learning, increasing male teachers and masculinising the content of subjects. Education and Masculinities argues that we are experiencing a shift from the establishment of the social constitution of gender associated with modernity politics, to the gendering of society that has an intensified resonance among men and women in a global-based late modernity. The book explores the main social and cultural approaches to education and masculinities within the broader context of sex and gender relations, considering the masculinity question alongside local and global changes in society, and bringing a fresh evaluation of key issues. Included in the book: -how the suggestion of ‘academically successful girls’ and ‘failing boys’ plays out in relation to issues of inequality across class and ethnicity -a current empirical analyses of gender inequality across schools, higher education and the labour market -representation, identity and cultural difference with reference to male and female social experiences and cultural meanings -forms of power connected to social divisions and cultural differences. Education and Masculinities provides a critical yet constructive diagnosis of gender relations across educational sites, exploring both academic accounts and alternative global responses that illustrate the limits of Western models and sensibilities.This accessible book will be valuable reading for students following courses in education, sociology, gender studies, and other social sciences and humanities courses.
Education and Migration in an Asian Context (Economics, Law, and Institutions in Asia Pacific)
by Jing Liu Francis PeddieThis edited book explores the complex and multifaceted connections between education and migration in an Asian context from multiple perspectives. It features studies from China, Japan, India, the Philippines, Thailand, and Timor-Leste and covers diverse migration and education experiences. These experiences encompass internal and international migration and forced displacement, as well as questions surrounding education such as school choice, education provision and training as human capital; education and social inclusion; and student performance in a post-conflict context. By covering a wide range of questions and situations, the original scholarship in this book reveals how human development concerns and higher rates of movement within and outside of Asian countries operate on multiple levels in a globalized world.
Education and Mobilities: Ideas, People and Technologies. Proceedings of the 6th BNU/UCL IOE International Conference in Education (Perspectives on Rethinking and Reforming Education)
by Xudong Zhu Mang Li Qiang Liu Hugh Starkey Jiayong LiThis book gathers selected original papers presented at the Sixth Beijing Normal University - University College London, Institute of Education International Conference in Education, a biennial event organised in partnership between this two universities. Readers will find a wealth of papers and reports on research involving schools and the initial and professional development of teachers, revealing links between research, policy and practice, while also analyzing key themes in education, including public goals and policies, pedagogy, curricula, organisation, resources and technologies, and institutional effectiveness. An essential guide for anyone who wishes to understand the main issues involved in mobilities of ideas, people and technology in the field of education, the book offers an extensive introduction, and can also be used as a resource for empirical and conceptual research into related issues.
Education and Neoliberal Globalization (Routledge Research in Education #Vol. 18)
by Carlos Alberto TorresThis volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world. The first section of the book offers analytical avenues to understand and criticize the practices and policies of neoliberal states, both domestically and internationally. More than a mere lament of the state of educational policy, however, Torres also documents the critiques and alternatives developed by social movements against neoliberal governments and policies. Ultimately, his work urges readers to engage in the struggle to resist the oppressive forces of neoliberal globalization, and proactively and deliberately act in informed ways to create a better world.
Education and Pedagogical Experiences: Coping with Human Emergencies and Exploring Resilience Strategies
by Joseph Varghese Kureethara Kennedy Andrew ThomasThis book analyses how the educational ecosystem undergoes a paradigm shift during human emergencies – be it natural, manmade, environmental, ethnic or a global pandemic like COVID-19. It discusses varied approaches, experiences, and the steadfast desire to share information, demonstrating the value of teaching and learning in difficult conditions.This volume aims to build resilience and inspire young minds to persevere through challenging times. It explores the continuity of education during emergencies, various teaching and learning approaches, and the importance of maintaining a resilient attitude. Each addresses the cultural and locational specifics of emergencies, illustrating how education and pedagogy have made a global impact. They also examine a specific aim, enriched by cultural, geographical, and human variables, and how education and pedagogy aim to resolve these concerns.This book would be useful to students, researchers and teachers working in Education, Environmental Science and Disaster Management, Political Science, Public Administration, International Relations, Peace Education, Psychology and Cognitive Science, Neuroscience, Sociology and Social work. It would also be an invaluable companion to practicing pre-service and in-service teachers and their trainers, policy makers, professionals from government and non-government organizations working in education and social development.
Education and Philosophy: An Introduction
by Ansgar Allen Roy GoddardPhilosophy is vital to the study of education, and a sound knowledge of different philosophical perspectives leads to a deeper engagement with the choices and commitments you make within your educational practice. This introductory text provides a core understanding of key moments in the history of Western philosophy. By introducing key transition points in that history, it investigates the plight of present day education, a period in which the aims and purposes of education have become increasingly unclear, leaving education open to the rise of instrumentalism and the forces of capital. Accessibly written, the book carefully analyses the common assumptions and conflicted history of education, provoking questioning about its nature and purposes. The authors argue vigorously that thinking critically about education from a philosophical perspective will give practicing and trainee teachers, as well as students on undergraduate Education and Masters-level courses a fuller command of their own role and context.
Education and Philosophy: An Introduction
by Ansgar Allen Roy GoddardPhilosophy is vital to the study of education, and a sound knowledge of different philosophical perspectives leads to a deeper engagement with the choices and commitments you make within your educational practice. This introductory text provides a core understanding of key moments in the history of Western philosophy. By introducing key transition points in that history, it investigates the plight of present day education, a period in which the aims and purposes of education have become increasingly unclear, leaving education open to the rise of instrumentalism and the forces of capital. Accessibly written, the book carefully analyses the common assumptions and conflicted history of education, provoking questioning about its nature and purposes. The authors argue vigorously that thinking critically about education from a philosophical perspective will give practicing and trainee teachers, as well as students on undergraduate Education and Masters-level courses a fuller command of their own role and context.
Education and Political Subjectivities in Neoliberal Times and Places: Emergences of norms and possibilities (Routledge Research in Education Policy and Politics)
by Lena Martinsson Eva ReimersEducation and Political Subjectivities in Neoliberal Times and Places investigates the conditions and possibilities for political subjectivities to emerge in international educational contexts, where neoliberal norms are repeated, performed and transformed. Through demonstrating the possibility of political subjectivities, this book argues that neoliberalism should neither be considered post-political, nor a natural law by which educational practices have to abide. This book considers how political subjectivities are made possible in education in spite of dominant neoliberal norms. Chapters address key theoretical discussions surrounding these different, sometimes contradicting, norms and their relationship to education, economy and politics. This innovative approach considers diverse educational and political initiatives in the wake of new public management, postcolonial perspectives on neoliberal education, and educational practices and critical possibilities. The book advocates understanding and enacting democracy as an experiment, based on the conception that democracy is constantly constructed and constitutes a transformative process in society in general as well as in education. This book advances the argument that there is still room for political subjectivity in spite of the dominance of neoliberal educational governance. It will appeal to researchers, academics and postgraduate students in the fields of higher education, education policy and politics, sociology of education and comparative and international education, as well as those interested in neoliberalism, new public management, and inequality.
Education and Poverty (Routledge Library Editions: Education)
by Philip RobinsonThis book describes the attempts that have been made to achieve an educational policy relevant to those most disadvantaged in our society; examines the different ways in which sociologists have conceptualized the related problems; and evaluates the success of the policy. He suggests that we are in need both of a more realistically defined view of what schools can do and a concerted official approach to compensatory policy.
Education and Race from Empire to Brexit
by Sally TomlinsonCovering the period from the height of Empire to Brexit and beyond, this book shows how the vote to leave the European Union increased hostilities towards racial and ethnic minorities and migrants. Concentrating on the education system, it asks whether populist views that there should be a British identity - or a Scottish, Irish or Welsh one - will prevail. Alternatively arguments based on equality, human rights and economic needs may prove more powerful. It covers events in politics and education that have left most white British people ignorant of the Empire, the often brutal de-colonisation and the arrival of immigrants from post-colonial and European countries. It discusses politics and practices in education, race, religion and migration that have left schools and universities failing to engage with a multiracial and multicultural society.
Education and Research for the Future: Engineering as an Illustrative Case
by D. N. Murthy N. W. PageThis book takes a fresh look at the fundamental character of education, its history, interaction with society, purpose, changing focus over time and interactions with technology. It surveys the role of research in increasing the body of knowledge leading to new technologies that have helped serve the needs of humankind.In our lifetime there have been profound changes to the world we live in; the technologies used, the problems we struggle with, and the education systems intended to prepare this and following generations for the future. Many of the problems we face now are more complex than in earlier times, requiring broadly based approaches our traditional silo specialisations are ill-prepared to deal with. They involve technologies whose range of positive and negative effects are not well understood. Many of these problems are global in nature and can no longer be treated just as local issues. Our current approach to education does not adequately prepare us to tackle these problems.New approaches to education are needed to prepare us for the changes that are to come. The future of our planet, our civilisation, our community and our economy depend on it. This book proposes changes that will better prepare us for this future.