Bøger i Routledge Research in Education Policy and Politics serien

This book investigates the effects of social and political change on the provision of primary education in post-communist and post-war contexts. Focusing on Bosnia and Herzegovina, the author considers educational developments in post-communist countries of central and Eastern Europe, the effects of the civil conflict that occurred 1992-95 and the consequences of the peace settlement. In order to present a picture of the development of primary education in Bosnia and Herzegovina and the importance of political ideology on education provision, chapters discuss instances of the impact of external political influences, educational provision being drawn from neighbouring countries, and illustrate how the political war is continuing. Political and Social Influences on the Education of Children provides insights into lessons learned for education in countries with a changing political state and considers what the future might hold for primary education provision in Bosnia and Herzegovina. Political and Social Influences on the Education of Childrenis key reading for researchers, scholars and postgraduate students interested in educational developments in post-communist countries and education in areas of conflict. This book will also appeal to those interested in the political and social history of the region.

This book explores and identifies the conditions needed for the emergence of political subjectivities in international educational contexts, where neoliberal policies and practices are repeated, performed and transformed. Chapters address key theoretical discussions surrounding the different, and sometimes contradicting, norms in neoliberalism and their relationship to education, economy and politics.

This book investigates the effects of social and political change on the provision of primary education in post-communist and post-war contexts. Focusing on Bosnia and Herzegovina, the author considers educational developments in post-communist countries of central and Eastern Europe, the effects of the civil conflict that occurred 1992-95 and the consequences of the peace settlement. Political and Social Influences on the Education of Children provides insights into lessons learned for education in countries with a changing political state and considers what the future might hold for primary education provision in Bosnia and Herzegovina.

This volume will refute No Excuses Reform ideology by proposing Social Context Reform, a term coined by Paul Thomas which argues for educational change within a larger plan to reform social inequity¿such as access to health care, food, higher employment, better wages and job security. Evidence that school-only reform does not work is combined with a bold argument to expand the discourse and policy surrounding education reform to include how social, school, and classroom reform must work in unison to achieve goals of democracy, equity, and opportunity both in and through public education.

There are dozens of myths surrounding educational reform today, maintaining the school¿s role in economic competitiveness, the deficiency of teachers, the benefits of increased testing, and the worthiness of privatization. In this volume, prominent educational writers tackle contemporary issues such as neoliberalism, suburban schooling, charter schools and parental involvement to uncover meaningful improvements in education which are better grounded in the social, economic, political and educational realities of today's society.

There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches that can be applied to Native American students, as well as minority and indigenous groups in nations around the globe.

This book explores and identifies the conditions needed for the emergence of political subjectivities in international educational contexts, where neoliberal policies and practices are repeated, performed and transformed. Chapters address key theoretical discussions surrounding the different, and sometimes contradicting, norms in neoliberalism and their relationship to education, economy and politics.

As Asian education systems increasingly take on a stronger presence, of special interest is how these states direct their schools towards higher achievement. This book presents accounts of constructions of the strong, developmental state witnessed across many Asian societies, and seeks to understand the politics and possibilities of curriculum change situated in the dominance of such a state. Engaging in analyses based on some of the best current social and cultural theories, and illuminating the interactions among various state and non-state pedagogic agents, this volume accounts for the complex post-colonial, historical and cultural consciousnesses that many Asian societies experience.

There are dozens of myths surrounding educational reform today, maintaining the school¿s role in economic competitiveness, the deficiency of teachers, the benefits of increased testing, and the worthiness of privatization. In this volume, prominent educational writers tackle contemporary issues such as neoliberalism, suburban schooling, charter schools and parental involvement to uncover meaningful improvements in education which are better grounded in the social, economic, political and educational realities of today's society.

There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches that can be applied to Native American students, as well as minority and indigenous groups in nations around the globe.

This volume will refute No Excuses Reform ideology by proposing Social Context Reform, a term coined by Paul Thomas which argues for educational change within a larger plan to reform social inequity¿such as access to health care, food, higher employment, better wages and job security. Evidence that school-only reform does not work is combined with a bold argument to expand the discourse and policy surrounding education reform to include how social, school, and classroom reform must work in unison to achieve goals of democracy, equity, and opportunity both in and through public education.

This book focuses on the voices and experiences of non-traditional students in European higher education. It examines the impact that access to higher education is having on these students¿ lives and discusses what this tells us about European education and society.

This book addresses a contemporary issue: the ways in which teaching and teacher education are articulated by politicians, civil servants, business leaders and educational entrepreneurs intent on profit-making from teaching and teacher education in the current global neo-liberal policy context. Each contributor in the book challenges this conceptualization and demonstrates necessary intellectual work to wrest back professional control.

This volume explores how immigrants carve out new identities, construct meanings, and negotiate spaces for themselves within social structures created or mediated by education policy and practice. It highlights immigrants that position themselves within global movements while experiencing the everyday effects of federal, state, and local education policy, a phenomenon referred to as glocal (global-local) or localized global phenomena. Chapter authors acknowledge and honor the agency that immigrants wield by combining social theories and qualitative methods to empirically document the ways in which immigrants take active roles in enacting education policy.