International Education for the Millennium: Toward Access, Equity, and Quality. Harvard Educational Review Reprint Series.

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Sonst. Personen	Piper, Benjamin (Hrsg.); Dryden-Peterson, Sarah (Hrsg.); Kim, Young-Suk (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	International Education for the Millennium: Toward Access, Equity, and Quality. Harvard Educational Review Reprint Series.
Quelle	(2006), (331 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9166-9046-5
Schlagwörter	Educational Change; Developing Nations; International Education; Access to Education; Equal Education; Educational Quality; Educational Policy; Educational Research; Womens Education; Deans; Low Income Students; Acquired Immunodeficiency Syndrome (AIDS); Social Change; Comparative Education; Foreign Countries; Adult Literacy; Blacks; Literacy Education; Intervention; Ethnic Groups; Africa; Eritrea; Mexico; Palestine; Tanzania; Uganda + Suchen Sie Ihr Suchwort? Bildungsreform; Developing country; Developing countries; Entwicklungsland; Internationale Erziehung; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; 'Women''s education'; Frauenbildung; Dean; Dekan; Sozialer Wandel; Vergleichende Erziehungswissenschaft; Ausland; Black person; Schwarzer; Ethnie; Afrika; Mexiko; Palästina; Tansania
Abstract	This volume sheds light on contemporary theoretical work and research, on a range of national and international polices, and on education reform in developing countries. International Education has become an increasingly prominent and urgent matter in recent decades. Since the 1990 and 2000 Education for All conferences in Thailand, and Senegal, educational access and quality have been important parts of a global development agenda. More recently, the United Nations Millennium Development Goals have called for dramatic increases in educational access and ensuring equity for those disadvantaged by national and regional power structures. "International Education for the Millennium" offers a detailed and comprehensive look at this vitally important field. Centrally concerned with the development of successful education systems and institutions throughout the world, the volume addresses those pressing questions-about access, equity, and quality-that inform the field today. The volume sheds light on important areas within this vast field: on contemporary theoretical work and research; on a range of national and international policies; and on education reform in developing countries. A volume that considers international education on the global, national, and local levels-and that addresses theoretical, scholarly, and practical matters- "International Education for the Millennium" offers an array of ideas, perspectives, and resources for scholars, policymakers, and practitioners. Following a foreword by Marlaine E. Lockheed, and an introduction by the editors, this volume is divided into three parts. Part One: "Frameworks and Theoretical Perspectives on International Education" contains: (1) Comparative and International Education: A Journey toward Equality and Equity (Nelly P. Stromquist); (2) The Adult Literacy Process as Cultural Action for Freedom (Paulo Freire); (3) Cultural Action and Conscientization (Paulo Freire); and (4) No Longer Overlooked and Undervalued? The Evolving Dynamics of Endogenous Educational Research in Sub-Saharan Africa (Richard Maclure). Part Two: "Transitions and Reform in International Education" continues with: (5) Education in Tanzania (Julius K. Nyerere); (6) Adjusting Inequality: Education and Structural Adjustment Policies in Tanzania (Frances Vavrus); (7) Women and Education in Eritrea: A Historical and Contemporary Analysis (Asgedet Stefanos); (8) Black Dean: Race, Reconciliation, and the Emotions of Deanship (Jonathan David Jansen); and (9) Teaching Quality Matters: Pedagogy and Literacy Instruction of Poor Students in Mexico (Fernando Reimers). Part Three: "Community Solutions for Educational Change," includes the following: (10) The Palestinian Uprising and Education for the Future (Khalil Mahshi and Kim Bush); (11) Interview with Khalil Mahshi; (12) Transference and Appropriation in Popular Education Interventions: A Framework for Analysis (Liliana Vaccaro); (13) Why Romà Do Not Like Mainstream Schools: Voices of a People without Territory (Julio Vargas Clavería and Jesús Gómez Alonso); (14) Education in the Fight against HIV/AIDS: Caring for Ourselves, Our Families, and Our Community in Kampala, Uganda (Joanita Nambi, Stella Alamo Talisuna, Margrethe Juncker, and the Volunteers of Reach Out). The book ends with an epilogue: On Teaching for Social Change: Creating a Bridge between Academia and Practice (Suzanne Grant Lewis). (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01