ISBN:
9789462091252
Language:
English
Pages:
Online-Ressource (digital)
Series Statement:
Comparative and International Education, A Diversity of Voices 1
Series Statement:
Comparative and International Education: Diversity of Voices 20/1 (Istanbul)
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als Education, Dominance and Identity
Keywords:
Education
;
Education Philosophy
;
Education
Abstract:
Preliminary Material /Diane B. Napier and Suzanne Majhanovich -- Introduction: Global Issues: Regional, National and Local Culture Case Studies /Diane B. Napier and Suzanne Majhanovich -- Decolonizing Indigenous Education in Canada /K. P. Binda and Mel Lall -- Discovering the Past, Uncovering Diversity /Lesley Graybeal -- Classmates /Éva Földesi -- Social Equality VS. Cultural Identity /Katalin R. Forray and Tamas Kozma -- Children’s Home Languages in Early Childhood Education Systems: Handicap or Asset? /Nathalie Thomauske -- Constructing Spanish /Renée DePalma and Cathryn Teasley -- An Analysis of Debates on the Use of a Global or Local Language in Education /Zehlia Babaci-Wilhite -- Voices From the Classroom /Vuyokazi Nomlomo and Monde Mbekwa -- Reform Environment and Teacher Identity in Chile /Beatrice Avalos and Danae De Los Rios -- Researching an Initiative on Peaceful Coexistence in Greek-Cypriot Schools /Michalinos Zembylas , Constadina Charalambous , Panayiota Charalambous and Panayiota Kendeou -- Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia /Nagwa Megahed and Stephen Lack -- The Impact of Educational Systems on Political Violence in the Middle-East Region /Amir Sabzevar Qahfarokhi , Abbas Madandar Arani and Lida Kakia -- List of Contributors /Diane B. Napier and Suzanne Majhanovich.
Abstract:
This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors’ experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East
Description / Table of Contents:
Education, Dominance and Identity; TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION: GLOBAL ISSUES: REGIONAL, NATIONAL AND LOCAL CULTURE CASE STUDIES; INDIGENOUS IDENTITY AND DEVELOPMENT; INTEGRATION AND DOMINATION OF ETHNIC MINORITY GROUPS; LANGUAGE, EDUCATION, LANGUAGE OF INSTRUCTION AND IDENTITY; TEACHER IDENTITY, REFORM, DOMINATION AND TRANSFORMATION; IDENTITY, DOMINATION AND REVOLUTION; REFERENCES; PART I: INDIGENOUS IDENTITY AND DEVELOPMENT; DECOLONIZING INDIGENOUS EDUCATION IN CANADA; INTRODUCTION, METHODOLOGY AND CONCEPTUAL FRAMEWORK; HISTORICAL PERSPECTIVE; Traditional Education
Description / Table of Contents:
Colonial PeriodSEARCH FOR EQUALITY AND JUSTICE THROUGH DEVOLUTION; FIRST NATIONS EDUCATION SYSTEMS; CURRICULUM, INSTRUCTION AND RESOURCES; CONCLUSION; REFERENCES; DISCOVERING THE PAST, UNCOVERING DIVERSITY: The Reclamation of Indigenous Identity through a Community Education Project; INTRODUCTION; THEORETICAL FRAMWORK: MUSEUMS IN POSTCOLONIAL CONTEXTS; METHODOLOGY: EXPLORING PERSONAL EXPERIENCES; FINDINGS: INDIGENOUS IDENTITY ON DISPLAY; Change and Persistence in Indigenous Identity; Heritage Project as Alternative Representational Space; Revising Identities and Redefining Community
Description / Table of Contents:
DISCUSSION AND CONCLUSION: REMOVING THE LOCAL BORDERS OF EXPERIENCEREFERENCES; PART II: INTEGRATION AND DOMINATION OF ETHNIC MINORITY GROUPS; CLASSMATES: Critical Analysis of School Integration of Roma Children inNyíregyháza, Hungary; INTRODUCTION; METHODOLOGY; CASE STUDY; The Field Site: A Brief History And The Case Of Integration In Nyíregyháza; Image of Integration: Common Perceptions, Different Approaches; General Concerns: Perceptions of The Presence Of Roma Children; Junior classes; Middle school; Explaining Interethnic Relations: The Dichotomy of School And Home; CONCLUSION; REFERENCES
Description / Table of Contents:
List of DocumentsSOCIAL EQUALITY VS. CULTURAL IDENTITY: Government Policies and Roma Education in East-Central Europe; INTRODUCTION; Aims and Scope; Government Policies; Methodical Considerations; GOVERNMENT POLICIES; Albania; Serbia; Kosovo; Bulgaria; Croatia; Slovenia; Romania; Slovakia; Hungary; DISCUSSION; Answer 1: Common Grounds; Answer 2: Applicable Policy Models; Answer 3: Combined Policies; To Sum Up; ACKNOWLEDGMENTS; REFERENCES
Description / Table of Contents:
CHILDREN'S HOME LANGUAGES IN EARLYCHILDHOOD EDUCATION SYSTEMS:HANDICAP OR ASSET?: A Comparative Study of Parents' and Early Childhood Practitioners' AttitudesINTRODUCTION; National Contexts; Research Project; Analysis of the Data; RESEARCH FINDINGS; Languages Spoken at Home; Home Languages in Early Childhood Education Institutions; CONCLUSION: HOME LANGUAGES - HANDICAP OR ASSET?; the mother tongue(s) (MTs), that everybody can; Other languages,; The relationship between languages,; Profit from education,; REFERENCES; CONSTRUCTING SPANISH: Discourses of language hegemony in Spain
Description / Table of Contents:
INTRODUCTION: LINGUISTIC IDEOLOGIES AND LANGUAGE HEGEMONY
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6209-125-2
URL:
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