Non Western Educational Traditions

Author: Timothy G. Reagan
Publisher: Routledge
ISBN: 1135615675
Format: PDF, ePub, Docs
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This text provides a brief yet comprehensive overview of a number of non-Western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help us think more clearly about some of our own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The value of this informative, mind-opening text for preservice and in-service teacher education courses is enhanced by "Questions for Discussion and Reflection" and "Recommended Further Readings" included in each chapter. New in the Third Edition: *Chapter 2, "Conceptualizing Culture:" 'I, We, and The Other,' is new to this edition. It is a response to feedback about the problems inherent in our general discourse about "culture," and in addition provides an example of a culture that is near to us but nevertheless alien-the culture of the Deaf-World. *Chapter 9-which deals with Islam and traditional Muslim education-has been substantially revised. *The subtitle of the Third Edition has been changed to Indigenous Approaches to Educational Thought and Practice, reflecting not so much a change in the emphases found in the book, but rather, a recognition of the growing scholarly interest in indigenous peoples, their languages, cultures, and histories. *Various points throughout the text have been expanded and clarified, and chapters have been updated as needed.

Non Western Educational Traditions

Author: Timothy Reagan
Publisher: Taylor & Francis
ISBN: 1317698711
Format: PDF, ePub, Mobi
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Informative and mind-opening, this text uniquely provides a comprehensive overview of a range of non-western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help readers to think more clearly about some of their own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The approach is deliberately and profoundly pedagogical, based in the author's own teaching practice. Designed to be used in pre-service and in-service teacher education courses where substantial critical discussion and debate are encouraged, the text is enhanced by Questions for Discussion and Reflection in each chapter. Updates and Features of the Fourth Edition - NEW! Chapter 2 exploring key features of the 'western educational tradition', and information about the contemporary educational systems in different countries - NEW! Chapter 10 on traditional educational thought and practice in Oceania, with special focus on the Maori in New Zealand, the Hawai'ians, and the Australian Aboriginal peoples - Updated chapter on Africa includes fuller explanation of the diversity within the indigenous African experience, as well as several contemporary cases of state education in Africa - Updated Chapter 4 is designed to help non-Muslims to understand the Muslim educational heritage and the growing issue of Islamophobia - Exploration of Chinese education now includes a special emphasis on the thought of Confucius, the role of the imperial examination system, and the impact of political and economic changes in the 20th century - Updated analysis of contemporary educational practices in Hindu and Buddhist educational thought and practice and brief discussions of Jainism and Sikhism

Indigenous Educational Models for Contemporary Practice

Author: Maenette K.P. A Benham
Publisher: Routledge
ISBN: 1135662649
Format: PDF, Mobi
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What is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai'i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--"Go to the Source"--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and teachers, policymakers, and curriculum developers can use to ground their work. For more information visit http://ed-web2.educ.msu.edu/voice/

Globalization and Women in Academia

Author: Carmen Luke
Publisher: Routledge
ISBN: 113565543X
Format: PDF, ePub, Mobi
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In this cross-cultural exploration of the comparative experiences of Asian and Western women in higher education management, leading feminist theorist Carmen Luke constructs a provocative framework that situates her own standpoint and experiences alongside those of Asian women she studied over a three-year period. She conveys some of the complexity of global sweeps and trends in education and feminist discourse as they intersect with local cultural variations but also dovetail into patterns of regional similarities. Western feminist research has established that relatively few women hold senior positions in universities and colleges. Using the now common metaphor of the "glass ceiling," this research has developed a range of social, cultural, and institutional explanations for women's underrepresentation in academic life. International studies show that women in non-Western countries are also underrepresented in higher education. Yet do Western explanations and strategies for change hold for academic women working in non-Western universities? The very diversity among women's experiences calls into question many of the analytic tools, terms, claims, and solutions formulated by Western feminism. This is the first study to show how cultural differences figure into the institutional dynamics of "glass ceilings." It raises important theoretical and practical, strategic, and tactical questions about issues of cultural difference and institutional power.

Puerto Rican Students in U s Schools

Author: Sonia Nieto
Publisher: Routledge
ISBN: 1135682593
Format: PDF
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This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field. Puerto Rican Students in U.S. Schools: * features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems, * combines broad overview studies with classroom practice and social action, and * includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.

Rethinking Family school Relations

Author: Maria Eulina de Carvalho
Publisher: Routledge
ISBN: 1135661383
Format: PDF, Mobi
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This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.

Title I

Author: Educational Resources Information Center (U.S.)
Publisher:
ISBN: 9780805835502
Format: PDF, Kindle
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Soaring Beyond Boundaries

Author: Reitumetse Obakeng Mabokela
Publisher: Sense Publishers
ISBN: 9077874976
Format: PDF, Mobi
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Higher education systems in many countries are undergoing significant changes in response to variety of local, national, and international pressures. Among these, the shift from elitism to the provision of mass higher education; increased impact of internationalization and globalization, which are increasingly blurring national boundaries; increased competition among universities for limited resources to support higher education sector; the impact of technology and the knowledge economy; and the continuing quest educational for equity. While universities in many countries, both developed and developing, have worked diligently respond to various national and international demands, some issues persist; the continuing marginalization of women scholars. While many would agree that women, especially in Western contexts, have achieved significant accomplishments, research on academic women in the United Kingdom, New Zealand, Canada, Australia and the United States highlights concerns and challenges that confront women students and scholars, albeit with varying degrees. In many of these countries, women constitute at least 50% of the undergraduate student population and some graduate programs. However, there are continuing disparities in the representation of women scholars within higher ranks of the academy. Given what we already know about the position of women in the academy, what is so significant about account of women represented in this book? Lessons from colleagues in Western universities provide important models for understanding some aspects of gendered identity of women scholars; however, a deeper understanding of educational experiences for women in countries such as China, Turkey, Iran, Pakistan, may potentially offer innovative insights to our current understanding of gender within education. In this age of globalization, there are common themes that transcend the experiences of women across very different social, cultural, economic, and political contexts. Therefore, accounts of women scholars represented in this volume demonstrate that the experiences women scholars are not isolated incidents but global phenomena, and may offer alternative approaches to problems that seem insurmountable to women at the bottom of the professional ladder. Further, the experiences of non-Western women scholars are important because it is only through an understanding of their educational conditions that institutions can implement policies and practices to respond effectively, and to create work environments that are supportive to professional aspirations of these scholars. Effective policies can only be attained when there is a clear understanding of the barriers and challenges female scholars. Given that gender concerns, especially in non-Western countries, have historically occupied and to some extent continue to occupy a marginal position in the daily operations of institutions of higher education, it is critical to highlight their potentially harmful effects not only on women scholars, but on institutions as well.

New Acquisitions

Author: Unesco Institute for Education. Documentation Centre and Library
Publisher:
ISBN:
Format: PDF, ePub, Mobi
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