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Education, Democracy and Development

Education, Democracy and Development

EDUCATION, DEMOCRACY AND DEVELOPMENT: DOES EDUCATION CONTRIBUTE TO DEMOCRATISATION IN DEVELOPING COUNTRIES?

Education, Democracy and Development: does education contribute to democratisation in developing countries?

CLIVE HARBER & VUSI MNCUBE

2012 paperback 190 pages US$48.00
ISBN 978-1-873927-71-7

 

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Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.  

Contents

 

Preface

CHAPTER 1 Politics, Democracy and Political Development
Politics and Democracy; The Idea of Development; Political Development Theory; Democracy as Development; Conclusion

CHAPTER 2 Education, Democracy and Political Development
Education and Politics; Education and Democracy; Education and Democracy: is there any evidence?; Conclusion

CHAPTER 3 Education for Democracy?
Introduction; What Does a Democratic School Look Like?; India: Neel Bagh School and Sumavanam School; Ecuador: the Pestalozzi School; UNICEF Child Friendly Schools; Education Policy; Leadership, Management and Pupil Voice in Decision-Making in Schools; Curriculum, Learning and Teaching; Teacher Education and Professional Identity; Initial Teacher Education; In-service Teacher Education; Action Research and Reflective Practice in In-service Teacher Education; Taught Programmes in Education for Democratic Citizenship; Assessment; School Inspection: a case study; Conclusion

CHAPTER 4 Obstacles to Greater Democracy in Education
Introduction; The Bureaucratic Legacy in Schools in Developing Countries; The Authoritarian Legacy; Whole School Organisation, Ethos and Culture; School Discipline and Corporal Punishment; Classroom Methods and Assessment; Teacher Education; Politics, Resources and Culture; Conclusion

CHAPTER 5 The Roles of Education in Relation to Political Development: South Africa as a case study
Introduction: development goals for education in post-apartheid South Africa; Modernisation or Disorganisation?; Democracy and Peace or Authoritarianism and Violence?; A Democratic Curriculum?; Democratic Structures: school governing bodies; Continuing Non-Democratic Features of South African Education; Contradictions and Tensions in Post-apartheid Education and Development; Conclusion

CHAPTER 6 Democratic Educational Change?

References; Notes on the authors

 

Related titles

Languages and Education in Africa: a comparative and transdisciplinary analysis BIRGIT BROCK-UTNE, INGSE SKATTUM

Research and Evaluation for Educational Development: learning from the PRISM experience in Kenya MICHAEL CROSSLEY, ANDREW HERRIOT, JUDITH WAUDO, MIRIAM MWIROTSI, KEITH HOLMES, MAGDALLEN JUMA

Teacher Education in Sub-Saharan Africa: closer perspectives ROSARII GRIFFIN

State of Transition: post-apartheid educational reform in South Africa CLIVE HARBER

The Changing Landscape of Education in Africa: quality, equality and democracy DAVID JOHNSON

Globalisation, Enterprise and Knowledge: education, training and development in Africa KENNETH KING, SIMON McGRATH

Developing Schools for Democracy in Europe: an example of trans-European co-operation in education JOHN SAYER

Learning Democracy and Citizenship: international experiences MICHELE SCHWEISFURTH, LYNN DAVIES, CLIVE HARBER

Teachers, Democratisation and Educational Reform in Russia and South Africa MICHELE SCHWEISFURTH

Political and Citizenship Education: international perspectives STEPHANIE WILDE

Low-fee Private Schooling: aggravating equity or mitigating disadvantage? PRACHI SRIVASTAVA

 

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Please see our online catalogue at www.symposium-books.co.uk for bibliographical details, contents pages, and a secure order form.

 

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Education

CITIZENSHIP, SOCIAL AND ECONOMICS EDUCATION – VOLUME 11 NUMBER 2 (2012)

Just published at: http://www.wwwords.co.uk/csee/content/pdfs/11/issue11_2.asp

CITIZENSHIP, SOCIAL AND ECONOMICS EDUCATION
Volume 11 Number 2, 2012, ISSN 1478-8047

 

CONTENTS:

Cathy Fagan. Editorial OPEN ACCESS

Margareth Drakenberg & Therese Vincenti Malmgren. Basic Values: are curriculum ideas being realised? A Metaphor Analysis

Monika Oberle. Pupils’ Political Knowledge Regarding the European Union

Anand R. Marri, Meesuk Ahn, Jeffrey Fletcher, Tang T. Heng & Thomas Hatch. Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: a mixed-methods case study

Keith A. Crawford. Education, Ethics and Religion: a case study

Sofia C. Pais, Margarida Guedes & Isabel Menezes. The Values of Empowerment and Citizenship and the Experience of Children and Adolescents with a Chronic Disease

 

CURRICULUM DEVELOPMENT AND CLASSROOM PRACTICE

Kamilla Bahbahani. Citizenship Education in Kyrgyzstan: building a new democracy

 

BOOK REVIEW

Teaching Citizenship Education: a radical approach (Ralph Leighton), reviewed by Karen Ragoonaden

 

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CALL FOR PAPERS For all editorial matters, including articles offered for publication, please contact the journal’s Editor, Dr Catherine Fagan (catherine.fagan@glasgow.ac.uk)

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please email the publishers at support@symposium-journals.co.uk

 

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Radical Education

RADICAL EDUCATION CONFERENCE

Radical education and the common school: a democratic alternative

Friday 18th March 2011

Institute of Education, London

£135 standard rate
A one day conference which aims to recognise the importance of democracy as a value and practice in education, learning from successful examples of democratic education and considering the type of school and the role for local government needed for a democratic education.

Speakers include:

Melissa Benn – writer and journalist

Tim Brighouse – formerly London Schools Commissioner

Mike Davies – founder member of Human Scale Educaiton

Michael Fielding – Institute of Education

Richard Pring – University of Oxford

Peter Wilby – former Editor of the New Statesman

Find out more and register at: www.ioe.ac.uk/tcru/conferences

Booking details now at: http://www.ioe.ac.uk/Radical_education_conference_flier.pdf

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The Incident

ROUGE FORUM CONFERENCE 2010: CALL FOR PROPOSALS

Education in the Public Interest: Teaching and Learning for a Democratic Society 

RF 2010 will be hosted at George Williams College on the scenic banks of Geneva Lake.  Located officially in Williams Bay, Wisconsin, the college is nestled between the major metropolitan areas of Milwaukee, Wisconsin and Chicago, Illinois.  The conference will be held August 2-5. 

Bringing together academic presentations and performances (from some of the most prominent voices for democratic, critical, and/or revolutionary pedagogy), panel discussions, community-building, and cultural events, this action-oriented conference will center on questions such as:

* Transforming the notion of “saving public education” to one of creating education in the public interest, what does teaching and learning for a democratic society look like?

* What does education for liberation look like compared to the more socially reproductive/dominating education we see in many of our nation’s schools?

* Are the current crises in the economy as well as educationally in such states as California or cities like Detroit indicative of a turning point in history? Has the rightward shift ebbed or will the economic crisis push the ruling class towards fascism? 

* What is a public good?  Is education a public good? Why is it treated as a private good?

* Is climate change a matter to be debated by governments and industry leaders?  Has the public participated in the debate on climate change?  What roles do educators have in making students aware of the implications of that debate?

* Are multi-trillion dollar deficits public ‘bads’?

* What debts will future generations, including the students we may teach, carry because our financial, governmental, and military endeavors have not been concerned with public goods?

* What are the educational implications of the recent Supreme Court decision to endow corporations with the right of free speech?

* How do we learn and teach to get from where we are to where we need to be?

* How do we stand up for the correctness of our ideas?

* How does change happen (individually, within a school, within a district)?

* Can the current system be reformed in order to better serve children, families, and citizens?

* If not, what would a new system look like? How would it be implemented? What past models exist on which to work and build?

To learn more about the conference, please contact any of our conference organizers:

Faith Wilson (fwilson@aurora.edu)

Adam Renner (arenner@bellarmine.edu)

Wayne Ross (wayne.ross@ubc.ca)

Rich Gibson (rgibson@pipeline.com)

Gina Stiens (stiensg@yahoo.com)

Doug Selwyn (dselw001@plattsburgh.edu)

Joe Cronin (jcronin@antioch.edu)

Or visit the conference website at: http://www.rougeforumconference.org     

Submissions

Proposals for papers, panels, or performances should include title(s), no more than a 500 word description, and names and contact information for presenter(s). Presenters should plan on 45 minute time slots to deliver papers. Panels and performances will be awarded 90 minutes.

Review of Paper and Panel Proposals treating any of the above questions will begin April 15, 2010. Please send your proposals to Faith Wilson (fwilson@aurora.edu). As we expect a number of proposals for a limited number of slots please forward your proposal as soon as possible.

Performance Proposals should also be forwarded to Faith Wilson (fwilson@aurora.edu) by April 15, 2010. Please describe your art/performance and how it may relate to the conference topic/questions.

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