By Geoffrey Elliott, Chahid Fourali, Sally Issler
Schooling coverage and perform has traditionally been constructed inside thenational/regional context. even if, globalization has caused educationalists to check their perform within the gentle of foreign impacts. global matters corresponding to international warming, clash and the depletion of earth assets have additionally contributed to an elevated information of the rolethat schooling can play in resolving those difficulties. The participants specialize in how schooling can lead to social switch whileconnecting with concept on the point of cultural impression and coverage implications. Theyinvestigate the possibility of making a transnational worth process in schooling, concentrating on a few key human rights concerns either at domestic and out of the country. actually foreign in scope, this article lays the foundation for destiny study through exposing the commonalities and transformations in methods to wisdom construction and its dissemination, drawing jointly contributions from quite a few move cultural contexts.
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Extra info for Education and Social Change: Connecting local and global perspectives
However, the existence of a burgeoning private education sector serving the poor is now acknowledged in the development literature. For example, the Oxfam Education Report states, ‘. . the notion that private schools are servicing the needs of a small minority of wealthy parents is misplaced . . a lower cost private sector has emerged to meet the demands of poor households’ (Watkins, 2000, pp. 229–30). In India, the Probe Team (1999) examined villages in four north Indian states and found that ‘even among poor families and disadvantaged communities, one ﬁnds parents who make great sacriﬁces to send some or all of their children to private schools, so disillusioned are they with government schools’ (p.
A useful insight into what the freedom-based approach to education for all will look like is provided by the way the United Nations approaches the task of guaranteeing the right to food, and food for all. While there are obvious differences between food and education, both can be deﬁned as basic human needs, with food clearly ranking as the most important. The UN’s Food and Agricultural Organization (FAO) was established in 1945 with a mandate to raise levels of nutrition and to improve agricultural productivity.
London: University of Chicago Press. Crehan, K. (2002), Gramsci, Culture and Anthropology. London: Pluto Press. Crossley, M. (2004), ‘Dialogue, multidisciplinarity and comparative and international research’, Comparative Education, 41(1), 1–4. —— (2008), ‘Bridging cultures and traditions in comparative research in education: dialogue, difference and context’, International Review of Education, 54(3): 319–36. —— (2009), ‘Rethinking context in comparative education’, in R. Cowen and A. M. Kazamias (eds) International Handbook of Comparative Education (Part Two).