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Teaching --- onderwijs --- Bangladesh --- Cambodia --- Guatemala

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This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages – which in many cases are in non-dominant positions relative to other languages in society – in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling has liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education. The authors deal not only with educational development in specific low-income and emerging countries in Asia (Afghanistan, Bangladesh, Cambodia, the Philippines Thailand and Vietnam), Latin America (Guatemala and Mexico) and Africa (Mozambique, Senegal and Tanzania), but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries (Canada and the USA). In the introductory chapter the editors highlight common and cross-cutting themes and propose appropriate, sometimes new terminology for the discussion of linguistic and cultural issues in education, particularly in low-income multilingual countries. Likewise, using examples from additional countries and contexts, the three final chapters address cross-cutting issues related to language and culture in educational research and development. The authors and editors of this volume share a common commitment to comparativism in their methods and analysis, and aim to contribute to more inclusive and relevant education for all. “A richly textured collection which offers a powerful vision of the possible, now and in the future.” Alamin Mazrui, Rutgers State University of New Jersey, USA “This book takes the local perspective of non-dominant language communities in arguing for a multilingual habitus in educational development. Benson and Kosonen masterfully extend theories and clarify terminology that is inclusive of the non-dominant contexts described here.” Ofelia García, City University of New York, USA.

Teaching --- onderwijs --- Bangladesh --- Cambodia --- Guatemala

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Social problems --- Social policy --- armoede --- Bangladesh --- Pakistan

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Tariff preferences --- United States --- Bangladesh --- Foreign economic relations

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This book presents a comprehensive overview of the soils of Bangladesh. It is compiled by authors with vast experience in soil related problems and potential mitigation approaches. It discusses the development of Soil Science as an individual discipline in a country with limited resources and where soil plays a pivotal role for the economy; the formation of different agro-climatic regions; and the effects of human-induced soil degradation and climatic change on its soils, geology and geomorphology and major soil types. It examines 'problem soils' and how they are managed, the scenario of soil fertility status, and land and crop management, as well as focusing on the future soils. Topics covered include: the history of soil research in Bangladesh; agro-climatic regions of Bangladesh; soil and climatic change, major soil types;  soil maps; soil properties; soil classification; soil fertility; land use and vegetation; land use changes; human-induced soil degradation; soil contaminants; and future soil issues. This book will be a valuable resource for researchers and soil science professionals.

Soil pollution. Soil purification --- Environmental protection. Environmental technology --- Pedology --- bodemkunde --- milieukunde --- bodembescherming --- milieu --- bodemverontreiniging --- Bangladesh