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This book is a remarkable feat of scholarship — so remarkable in fact that I put it in the same league as the great classics of the field that had so much to do with setting the direction of Comparative Education. Indeed, this volume goes further than earlier classics to reveal, through textual analysis and interviews with key figures, how the epistemological foundations of the field and crucial professional developments combined to, as the title indicates, construct Comparative Education. Manzon’s work is indispensable — a word I do not use lightly — for scholars who seek a genuine grasp of the field: how it was formed and by whom, its major theoreticians, its professional foundations, and so on. Clearly too, this book marks the rise of a young star, Maria Manzon, who shows promise of joining the ranks of our field’s most illustrious thinkers. Erwin H. Epstein Director, Center for Comparative Education Loyola University, Chicago, USA .
Comparative education -- History. --- Comparative education. --- Education -- Cross-cultural studies. --- Education -- History. --- Education. --- International education. --- Comparative education --- History. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Education, Comparative --- Education --- International and Comparative Education. --- History, general. --- Sociology, general. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- History --- Annals --- Auxiliary sciences of history --- International education . --- Sociology. --- Social theory --- Social sciences --- Global education --- Intellectual cooperation --- Internationalism
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The World Council of Comparative Education Societies (WCCES) was established in 1970 as an umbrella body which brought together five national and regional comparative education societies. Over the decades it greatly expanded, and now embraces three dozen societies. This book presents histories of the WCCES and its member societies. It shows ways in which the field has changed over the decades, and the forces which have shaped it in different parts of the world. The book demonstrates that while comparative education can be seen as a single global field, it has different characteristics in different countries and cultures. In this sense, the book presents a comparison of comparisons.
Comparative education. --- Educational change. --- World Council of Comparative Education Societies --- History. --- WCCES --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Education, Comparative --- Education --- History --- International and Comparative Education. --- History, general. --- Sociology of Education. --- Sociology, general. --- Annals --- Auxiliary sciences of history --- International education . --- Educational sociology. --- Sociology. --- Social theory --- Social sciences --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives
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Globalization is a multifaceted phenomenon, and one of its major components is the internationalization of education. The Increasing pace and complexity of global knowledge flows, and the accelerating exchange of educational ideas, practices and policies, are important drivers of globalization. Higher Education is a key site for these flows and exchanges. This book casts a critical eye on the internationalization of higher education. It peels back taken-for-granted practices and beliefs, explores the gaps and silences in current pedagogy and practices, and addresses the ambiguities, tensions and contradictions in internationalization. In this volume, scholars from a range of disciplines and regions critically examine the co modification of higher education, teaching and support for international students, international partnerships for aid and trade, and the impacts on academics’ work. Peter Ninnes is Coordinator of the Centre for Research on Education in Context at the University of New England, Armidale, Australia. His research interests include comparative and international education, the cultural politics of education, and education in post-conflict societies. He is currently President of the Australian and New Zealand Comparative and International Education Society. Meeri Hellstén is a lecturer in education at Macquarie University, Sydney, Australia. Her research interests are cross-cultural and comparative education, socio-cultural and identity issues in education, e-learning pedagogies, and effective teaching and learning in higher education. She convenes and teaches on a large undergraduate unit in educational psychology.
Comparative education. --- Education and state. --- Education, Higher. --- International education. --- Education, Higher --- International education --- Education --- Social Sciences --- Theory & Practice of Education --- #SBIB:316.334.1O211 --- Onderwijsbeleid: internationaal --- Global education --- College students --- Higher education --- International and Comparative Education. --- Educational Policy and Politics. --- Education, general. --- Intellectual cooperation --- Internationalism --- Postsecondary education --- Universities and colleges --- International education . --- Educational policy. --- Education. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Government policy --- History
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Hong Kong and Macao have much in common. The dominant populations in both territories are Cantonese-speaking Chinese; both are small in area; both are urban societies; both have been colonies of European powers; and both have undergone political transition to reunification with China. Yet in education, for reasons that are analysed in this book, they are very different. The patters of similarities and differences in the two territories make a fascinating basis for comparative study. The overarching theme of the book, on continuity and change is particularly pertinent following the transition of the two societies of the postcolonial era. This thoroughly-revised and expanded second edition builds on the widely-acclaimed first edition. The work has been recognised as a significant contribution to the broad field of comparative education as well as to study of the specific societies which are its main focus. Mark Bray is Chair Professor of Comparative Education at the University of Hong Kong. Ramses Koo is a Senior Lecturer at the Hong Kong Institute of Education. Both have long experience of research on education in Hong Kong and Macao; and both are active in professional societies concerned with comparative education.
Education --- S27/0800 --- S27/0850 --- S28/0800 --- S28/0810 --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Social aspects --- Hong Kong--Society in general --- Hong Kong--Education --- Macao--Social conditions --- Macao--Education --- Vergelijkende pedagogiek --- Monografieën. --- Education, general. --- International and Comparative Education. --- Education. --- International education . --- Comparative education. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History
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Inequality in Education: Comparative and International Perspectives is a compilation of conceptual chapters and national case studies that includes a series of methods for measuring education inequalities. The book provides up-to-date scholarly research on global trends in the distribution of formal schooling in national populations. It also offers a strategic comparative and international education policy statement on recent shifts in education inequality, and new approaches to explore, develop and improve comparative education and policy research globally. Contributing authors examine how education as a process interacts with government finance policy to form patterns of access to education services. In addition to case perspectives from 18 countries across six geographic regions, the volume includes six conceptual chapters on topics that influence education inequality, such as gender, disability, language and economics, and a summary chapter that presents new evidence on the pernicious consequences of inequality in the distribution of education. The book offers (1) a better and more holistic understanding of ways to measure education inequalities; and (2) strategies for facing the challenge of inequality in education in the processes of policy formation, planning and implementation at the local, regional, national and global levels.
Educational equalization --- Government policy. --- Education, Higher. --- Development economics. --- International and Comparative Education. --- Educational Policy and Politics. --- Sociology of Education. --- Higher Education. --- Development Economics. --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Education --- Affirmative action programs in education --- Aims and objectives --- Government policy --- Economics --- Economic development --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- International education . --- Comparative education. --- Educational policy. --- Education and state. --- Educational sociology. --- Higher education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History --- Educational equalization - Case studies --- Educational equalization - Cross-cultural studies --- Educational equalization - Government policy
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This book examines teaching and learning in Chinese societies and advances understanding of ‘the Chinese learner’ in changing global contexts. Given the burgeoning research in this area, pedagogical shifts from knowledge transmission to knowledge construction to knowledge creation, wide-ranging social, economic and technological advances, and changes in educational policy, Revisiting the Chinese Learner is a timely endeavor. The book revisits the paradox of the Chinese learner against the background of these educational changes; considers how Chinese cultural beliefs and contemporary change influence learning; and examines how Chinese teachers and learners respond to new educational goals, interweaving new and old beliefs and practices. Contributors focus on both continuity and change in analyzing student learning, pedagogical practice, teacher learning and professional development in Chinese societies. Key emerging themes emphasize transcending dichotomies and transforming pedagogy in understanding and teaching Chinese learners. The book has implications for theories of learning, development and educational innovation and will therefore be of interest to scholars and educators around the world who are changing education in their changing contexts.
Chinese students. --- Educational change --- Education, Secondary --- Curriculum planning. --- Curriculum Studies. --- Educational Policy and Politics. --- Learning & Instruction. --- International and Comparative Education. --- Sociology of Education. --- Curriculum development --- Education --- Instructional systems --- Planning --- Curricula --- Design --- Children --- High school education --- High school students --- Secondary education --- Secondary schools --- High schools --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Students --- Education (Secondary) --- Teenagers --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Education and state. --- Learning. --- Instruction. --- International education . --- Comparative education. --- Educational sociology. --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Learning process --- Comprehension --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- History --- Government policy --- Aims and objectives
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Based on case studies of 11 societies in the world’s most dynamic region, this book signals a new direction of study at the intersection of citizenship education and the curriculum. Following their successful volume, Citizenship Education in Asia and the Pacific: Concepts and Issues (published as No. 14 in this series), the editors, widely regarded as leaders in the field in the Asia-Pacific region, have gone beyond broad citizenship education frameworks to examine the realities, tensions and pressures that influence the formation of the citizenship curriculum. Chapter authors from different societies have addressed two fundamental questions: (1) how is citizenship education featured in the current curriculum reform agenda in terms of both policy contexts and values; and (2) to what extent do the reforms in citizenship education reflect current debates within the society? From comparative analysis of these 11 case studies the editors have found a complex picture of curriculum reform that indicates deep tensions between global and local agendas. On one hand, there is substantial evidence of an increasingly common policy rhetoric in the debates about citizenship education. On the other, it is evident that this discourse does not necessarily extend to citizenship curriculum, which in most places continues to be constructed according to distinctive social, political and cultural contexts. Whether the focus is on Islamic values in Pakistan, an emerging discourse about Chinese ‘democracy’, a nostalgic conservatism in Australia, or a continuing nation-building project in Malaysia – the cases show that distinctive social values and ideologies construct national citizenship curricula in Asian contexts even in this increasingly globalized era. This impressive collection of case studies of a diverse group of societies informs and enriches understanding of the complex relationship between citizenship education and the curriculum both regionally and globally.
Citizenship --- Civics --- Study and teaching --- Civics, American --- Political ethics --- Political science --- Social ethics --- Social sciences --- Birthright citizenship --- Citizenship (International law) --- National citizenship --- Nationality (Citizenship) --- Public law --- Allegiance --- Domicile --- Political rights --- Law and legislation --- Curriculum planning. --- Social sciences. --- International and Comparative Education. --- Curriculum Studies. --- Educational Policy and Politics. --- Sociology of Education. --- Social Sciences, general. --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Curriculum development --- Education --- Instructional systems --- Planning --- Curricula --- Design --- International education . --- Comparative education. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Education and state. --- Educational sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Government policy --- History
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How are students in Asia and the Pacific taught to be effective citizens? Following two successful volumes previously published in this series, Citizenship Education in Asia and the Pacific: Concepts and Issues and Citizenship Curriculum in Asia and the Pacific, this volume focuses on citizenship pedagogies that are promoted by governments in the region, advocated by scholars, and adapted in the schools and classrooms where citizenship education takes place every day. Thirteen case studies from diverse societies in Asia and the Pacific highlight the ways in which teachers and students think about, experience or plan for citizenship teaching and learning. Different methods – vignettes, student surveys, case studies and literature reviews – are used to portray these experiences, from both macro- and micro-analytic perspectives. The wide array of case studies provides rich information and insights into the realities and possibilities of pedagogies for citizenship across the region.
Citizenship --- Civics --- Study and teaching --- Civics, American --- Curriculum planning. --- Social sciences. --- International and Comparative Education. --- Curriculum Studies. --- Educational Policy and Politics. --- Sociology of Education. --- Social Sciences, general. --- Political ethics --- Political science --- Social ethics --- Social sciences --- Birthright citizenship --- Citizenship (International law) --- National citizenship --- Nationality (Citizenship) --- Public law --- Allegiance --- Domicile --- Political rights --- Law and legislation --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Curriculum development --- Education --- Instructional systems --- Planning --- Curricula --- Design --- International education . --- Comparative education. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Education and state. --- Educational sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Government policy --- History
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In movements of educational reform across the world, educators are forging new roles, identities and relationships. Leadership is of course vital, but needs to be rooted in a capacity for learning. This volume responds to some of the tensions and paradoxes typically associated with educational reform, presenting a critical discourse on teachers as learners. Contributing authors highlight a range of culturally related challenges that teachers should not face in isolation. Sustainable teachers’ learning ideally requires a collective engagement to turn challenges into opportunities in the quest for meaningful professional development. This book offers a vision of a new relationship among educational workers as a joint force of learners in a cross-boundary endeavour aimed at a renewed moral commitment to education. Ora KWO is an Associate Professor in the Faculty of Education at the University of Hong Kong. As a university academic who has been involved in teacher education for three decades, she specialises in research on professional development and on the processes of learning to teach. In 1997 she was awarded a University Teaching Fellowship by the University of Hong Kong in recognition of her excellence in teaching. Since then, her research interests have extended to the quality of teaching and learning in higher education, and to the building of learning communities. In 1999-2000 she held a Universitas 21 Fellowship at the University of British Columbia in Vancouver. Since 2001, she has been an Honorary Professor at Hangzhou Normal University in China, where she initiated the building of a learning community under the theme, Teachers and Teacher Educators in Action Learning” (TATEAL). CERC Studies in Comparative Education (For complete publications list and other details, see inside pages) Other books published by CERC include: Carol K.K. Chan & Nirmala Rao (eds.) (2009): Revisiting The Chinese Learner: Changing Contexts, Changing Education. ISBN 978-962-8093-16-8. · Donald B. Holsinger & W. James Jacob (eds.) (2008): Inequality in Education: Comparative and International Perspectives. ISBN 978-962-8093-14-4. · Nancy Law, Willem J Pelgrum & Tjeerd Plomp (eds.) (2008): Pedagogy and ICT Use in Schools around the World: Findings from the IEA SITES 2006 Study. ISBN 978-962-8093-65-6. · David L. Grossman, Wing On Lee & Kerry J. Kennedy (eds.) (2008): Citizenship Curriculum in Asia and the Pacific. ISBN 978-962-8093-69-4. · David A. Watkins & John B. Biggs (eds.) (2001, reprinted 2009): Teaching the Chinese Learner: Psychological and Pedagogical Perspectives. ISBN 978-962-8093-72-4. · David A. Watkins & John B. Biggs (eds.) (1996, reprinted 1999): The Chinese Learner: Cultural, Psychological and Contextual Influences. ISBN 978-0-86431-182-5. Order through bookstores or from: Comparative Education Research Centre Faculty of Education, The University of Hong Kong Pokfulam Road, Hong Kong, China. Fax: (852) 2517 4737 E-mail: cerc@hkusub.hku.hk Website: www.hku.hk/cerc.
Educational change. --- Teachers -- Professional relationships. --- Teachers. --- Teachers --- Effective teaching --- Educational change --- Education --- Social Sciences --- Theory & Practice of Education --- Training of --- Professional relationships --- Teaching --- Vocational guidance --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Teaching and Teacher Education. --- Learning & Instruction. --- Educational Policy and Politics. --- Instructional systems --- Pedagogical content knowledge --- Training --- Teaching. --- Learning. --- Instruction. --- Educational policy. --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Learning process --- Comprehension --- Government policy
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