| Description |
1 online resource. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Comparative and international education ; v.20
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WCCES series ; v.1
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Comparative and international education (Sense Publishers) ; v.20.
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WCCES series ; v.1.
|
| Contents |
Introduction: Global Issues / Diane B. Napier, Suzanne Majhanovich -- Indigenous Identity and Development -- Decolonizing Indigenous Education in Canada / K.P. Binda, Mel Lall -- Discovering the Past, Uncovering Diversity / Lesley Graybeal -- Integration and Domination of Ethnic Minority Groups -- Classmates / Éva Földesi -- Social Equality versus Cultural Identity / Katalin R. Forray, Tamas Kozma -- Children's Home Languages in Early Childhood Education Systems / Nathalie Thomauske -- Constructing Spanish / Renée DePalma, Cathryn Teasley -- Language, Education, Language of Instruction and Identity -- A Study of Escalating Debates on the Use of a Global or Local Language in Education / Zehlia Babaci-Wilhite -- Voices from the Classroom / Monde Mbekwa, Vuyokazi Nomlomo -- Teacher Identity, Reform, Domination and Transformation -- Reform Environment and Teacher Identity in Chile / Beatrice Avalos, Danae De Los Rios -- Researching an Initiative on Peaceful Coexistence in Greek-Cypriot Schools / Michalinos Zembylas, Constadina Charalambous, Panayiota Charalambous, Panayiota Kendeou -- Identity, Domination and Revolution -- Women's Rights and Gender-Educational Inequality in Egypt and Tunisia / Nagwa Megahed, Stephen Lack -- Impact of Educational Systems on Political Violence in the Middle-East Region / Amir Sabzevar Qahfarokhi, Abbas Madandar Arani, Lida Kakia. |
| Summary |
This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors' experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Education.
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Education. |
| Indexed Term |
Education. |
| Genre/Form |
Electronic books.
|
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Electronic books.
|
| Added Author |
Napier, Diane Brook.
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Majhanovich, Suzanne.
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| Other Form: |
Print version: Clover, D.E. Education, Dominance and Identity Rotterdam : Sense Publishers,c2012 9789462091238 |
| ISBN |
9789462091252 (electronic book) |
|
9462091250 (electronic book) |
|
9462091234 |
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9789462091238 |
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9789462091238 |
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9789462091245 |
|
