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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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Specialist publishers of Comparative and International Education.
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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Critical Pedagogy

EDUCATIONAL SPACES OF ALTERITY

CALL FOR PAPERS

Educational Spaces of Alterity
University of Nottingham, Tuesday 26th April 2010

Nottingham Critical Pedagogy invites contributions for a day of workshops considering spaces (both inside and outside the academy) that may help challenge the dominance of neoliberal logics, alienated practices and Eurocentric hegemony in contemporary educational practice, and in so doing contribute to radical social change. We are pleased to announce that John Holloway will be hosting a keynote workshop at the event.

We hope to welcome contributions from a variety of disciplines and from inside and outside the academy. These can be in any format, but we especially encourage those that break from traditional conference paper models: workshops, artistic engagements, poster presentations and performances would all be welcomed. We welcome suggestions for entire workshop sessions (90 minutes), or single contributions, which we will group into workshops.

Our event partners Spaces of Alterity: a conference hosted by the University of Nottingham’s Department of Culture, Film and Media on Wed 27th-Thurs 28th April, with keynote addresses by China Miéville and Alberto Toscano. Both events are designed to work on their own, but participants are more than welcome to attend both should they wish, and we will be co-curating an Annexinema film night with Spaces of Alterity (details tbc) to show short films which touch upon the themes of the two events.

A non-exhaustive list of themes you may wish to consider is offered over the page. Please do not feel these are mutually exclusive:

Critical Education and ‘The Crisis’

  • How can critical education respond to the crisis in higher education and wider societal crises?
  • Do these crises close down or create spaces of hope for critical education?
  • Defending the university? Transforming the university? Abandoning the university?

 

Education and the Affective

  • Emotional epistemologies and pedagogies.
  • The role of hope in critical education.
  • ‘Radical love’.

 

Community Education

  • Skillshare workshops.
  • Social movements/community politics.
  • Challenging the borders between HE and community.
  • The role of non-traditional educational spaces (art galleries, social centres, etc).

 

Border Thinking and Hybridity

  • The importance of identity and difference for critical education.
  • Challenging hegemonic and Eurocentric perspectives.
  • How can we introduce the subaltern into the classroom?

 

Reflections on Practice

  • Experiences of critical education.
  • What can we learn from past experiences, experiments and struggle?

 

Art, Music and Critical Education

  • The role of art and music in critical education.
  • Resonances between critical education and contemporary theory and practice in art and music.
  • Problems of assessment in critical and artistic education: or is assessment the problem?

 

Please send abstracts and information on the format you wish your presentation to take to nottinghamcriticalpedagogy@gmail.com no later than Tuesday 8th February. These should be no more than 300 words, but may contain links to further reading regarding your chosen method of presentation.

Registration is free for Educational Spaces of Alterity but there are fees for Spaces of Alterity: attendance for one day is £25/£35; for both days it’s £45/55 (cheaper price for students and unwaged).

We have a limited amount of money to help cover the travel and accommodation costs of participants who would not otherwise be able to attend, or to help with fees for those who wish to stay for Spaces of Alterity. Details will be announced once abstracts have been received. Food and drink will be provided for all.

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Agency

AGENCY IN A CHANGING EDUCATIONAL CONTEXT

Just published at: http://www.wwwords.eu/eerj/content/pdfs/9/issue9_2.asp

EUROPEAN EDUCATIONAL RESEARCH JOURNAL
Volume 9 Number 2, 2010   ISSN 1474-9041

ECER KEYNOTES – VIENNA 2009

Stephen J. Ball. New Voices, New Knowledges and the New Politics of Education Research: the gathering of a perfect storm?

Roland Reichenbach. Two Solitudes: educational research and the pedagogical realm

Herbert Altrichter. Theory and Evidence on Governance: conceptual and empirical strategies of research on governance in education

SPECIAL ISSUE
AGENCY IN A CHANGING EDUCATIONAL CONTEXT: Negotiations, Collective Actions and Resistance
Guest Editors: ANNE-LISE ARNESEN, ELINA LAHELMA, LISBETH LUNDAHL & ELISABET ÖHRN

Anne-Lise Arnesen, Elina Lahelma, Lisbeth Lundahl & Elisabet Öhrn. Introduction. Agency in a Changing Educational Context: negotiations, collective actions and resistance

AGENCY

Kari Berg. Negotiating Identity: conflicts between the agency of the student and the official diagnosis of social workers and teachers

Jukka Lehtonen. Gendered Post-Compulsory Educational Choices of Non-Heterosexual Youth

Joakim Lindgren & Lisbeth Lundahl. Mobilities of Youth: social and spatial trajectories in a segregated Sweden

TEACHERS’ AND STUDENTS’ COLLECTIVE ACTIONS, NEGOTIATION AND RESISTANCE

Maria Rönnlund. Student Participation in Activities with Influential Outcomes: issues of gender, individuality and collective thinking in Swedish secondary schools

Ulpukka Isopahkala-Bouret. Vocational Teachers between Educational Institutions and Workplaces

Marianne Dovemark. Teachers’ Collective Actions, Alliances and Resistance within Neo-liberal Ideas of Education: the example of the Individual Programme

Carina Hjelmér, Sirpa Lappalainen & Per-Åke Rosvall. Time, Space and Young People’s Agency in Vocational Upper Secondary Education: a cross-cultural perspective

CHANGING CONTEXTS OF AGENCY

Ann-Sofie Holm. Gender Pattern and Student Agency: secondary school students’ perceptions over time

Katariina Hakala. Discourses on Inclusion, Citizenship and Categorizations of ‘Special’ in Education Policy: the case of negotiating change in the governing of vocational special needs education in Finland

Tove Steen-Olsen & Astrid Grude Eikseth. The Power of Time: teachers’ working day – negotiating autonomy and control

REVIEW ESSAY

Jörg Dinkelaker. Learning in the Knowledge Society and the Issue of Fundamental Change in Education: a comparative review

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