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Uddannelse --- Læring --- Filosofi

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This Handbook is a comprehensive reference book for libraries, scholars, and comparative and international studies researchers. It contains 33 chapters on all major educational topics, including research using all qualitative and quantitative methodologies, with research from 23 countries and all inhabited continents. Here you as a scholar will find research from countries not usually known for published educational schooling topics. The globalization of educational research has not typically kept pace with the globalization of economies or communication technologies. This Handbook includes expanded research capabilities from both developed and less developed countries throughout the world.About This Edition

Comparative education --- Education, Comparative --- Education --- History --- Uddannelse --- Håndbog

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Looming large in these personal stories is the legacy of China's three decades of social and political turbulence following the Communist revolution in 1949 and America's dizzying abundance of material goods and personal freedom. This title appealed in China to those who had studied abroad, those who dreamed of doing so, and those who wanted a glimpse of the real America. This English-language edition allows American readers to see their country through a Chinese lens. Since China reopened to the West in the late 1970s, several hundred thousand Chinese students and scholars have travelled abroad for advanced education, primarily to the United States. Based on interviews conducted while the author studied journalism and taught Chinese literature at the University of Michigan from 1989 to 1995, this volume tells the stories of students from a variety of backgrounds. After describing the history of Chinese students in America - from Yung Wing, who graduated from Yale in 1854, to the post-Cultural Revolution generation - Qian presents the experience of Chinese students today through anecdotes ranging from students' obsession with obtaining Green Cards and their struggles to support themselves, to their marital crises.

Chinese students --- S11/1120 --- S14/0620 --- Students --- China: Social sciences--Migration and emigration: U.S.A. and Canada (incl. Hawaï) (whatever timeperiod) --- China: Education--Chinese students/scholars abroad: since 1979 --- Hojere uddannelser --- Studerende --- International uddannelse --- Uddannelse --- Kina

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Undervisning. --- Uddannelse. --- Universitetsuddannelse. --- Arkitektuddannelse. --- Kongresser. --- Konferencer. --- Enseignement de l'architecture --- 373.67 --- EAAE --- European Association for Architectural Education --- AEEA --- Association Européenne pour l'Enseignement de l'Architecture --- Architectuuronderwijs --- Onderwijs (architectuur) --- Conferences - Meetings

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In this unique study, emerging higher education leader and policy expert Kenneth D. Gariepy takes a Foucauldian genealogical approach to the study of the intellectually “free” subject through the analysis of selected academic freedom statement-events. Assuming academic freedom to be an institutionalized discourse-practice operating in the field of contemporary postsecondary education in Canada, a specific kind of cross-disciplinary, historico-theoretical research is conducted that pays particular attention to the productive nature and effects of power-knowledge. The intent is to disrupt academic freedom as commonsensical “good” and universal “right” in order to instead focus on how it is that the academic subject emerges as free/unfree to think – and therefore free/unfree to be – through particular, effective, and effecting regimes of truth and strategies of objectification and subjectification. In this way, the author suggests how it is that academic freedom operates as a set of systemically agonistic practices that might only realize a different economy of discourse through the contingent nature of the very social power that produces it. Dr. Gariepy’s use of Foucault’s genealogical analysis provides a wholly different way in which to re-think the construction and practice of academic freedom in Canada and is thus an important contribution to the broader discursive field it seeks to analyze. Given contemporary neoliberal critiques of the university, the issue of academic freedom and the intellectually free subject is a vital problem that is of interest to numerous knowledge producing communities – on and off campus. Equally important in addressing the problem of academic freedom is how the book also contributes a new description of the genealogical method – something Foucault did not stipulate – that is original, ambitious, compelling, and insightful. I commend Dr. Gariepy for returning, to investigate anew, an issue we think we know.” – E. Lisa Panayotidis, PhD, Professor & Chair, Educational Studies in Curriculum and Learning, Werklund School of Education, University of Calgary, Editor of History of Intellectual Culture.

Teaching --- onderwijs --- opvoeding --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Education --- Filosofi --- Uddannelse