A Handbook Studying the Policy Agenda of the 21st Century
This book collects studies with a 'critical education policy orientation', and presents itself as a handbook of matters of public concern. The term 'critical' does not refer to the adoption of a particular theoretical framework or methodology, but rather it refers to a very specific ethos or way of relating to the present and the belief that the future should not be the repetition of the past. This implies a concern about what is happening in our societies today and what could or should be happening in the future. As a consequence, the contributors to the book rely on a general notion of public policy that takes on board processes, practices, and discourses at a variety of levels, in diverse governmental and non-governmental contexts, and considers the relation of policy to power, to politics and to social regulation. Following the detailed introduction that aims at picturing the landscape of studies with a 'critical education policy orientation', the book presents re-readings of six policy challenges; globalization, knowledge society, lifelong learning, equality/democracy/social inclusion, accountability/control/efficiency and teacher professionalism. It seeks to contextualise these in relation to issues of current global concern at the start of the 21st century. Despite the diversity of approaches, this collection of critical education policy studies shares a concern with what could be called 'the public, and its education, ' and represents a snapshot of education policy research at a particular time.
This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.
The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession.
Presents 38 specially commissioned or previously published (1988-98) studies on recent changes in education policy throughout the world over the last quarter of the 20th century. Among the changes they explore are the move from localized and national policies toward encompassing international policies, the integration of schools into the world ofwork as demands for efficiency and performance have supplanted more traditional liberal goals of education to promote and provide the ideals of an educated elite and empowered autonomous individuals, the overt incorporation of market-led economic theories into education policy and associated management styles, and the transformation of education from a traditional welfare right to a privatized commodity. Their general themes are the definition, analysis, criticism, and research of education policy; markets and economic development; education policy and the state; race, development, and culture; and social justice, literacy, and new technologies. There is no subject index.
Presents 38 specially commissioned or previously published (1988-98) studies on recent changes in education policy throughout the world over the last quarter of the 20th century.
Educational philosophies of self-cultivation as the cultural foundation and philosophical ethos for education have strong and historically effective traditions stretching back to antiquity in the classical ‘cradle’ civilizations of China and East Asia, India and Pakistan, Greece and Anatolia, focused on the cultural traditions in Confucianism, Taoism, and Buddhism in the East and Hellenistic philosophy in the West. This volume in East-West dialogues in philosophy of education examines both Confucian and Western classical traditions revealing that although each provides its own distinct figure of the virtuous person, they are remarkably similar in their conception and emphasis on moral self-cultivation as a practical answer to how humans become virtuous. The collection also examines self-cultivation in Japanese traditions and also the nature of Michel Foucault’s work in relation to ethical and aesthetic ideals of Hellenistic self-cultivation.
Islam, Sufism, Judaism and Japanese religions also have minor ascetic traditions. In this collection, really only part of a much larger study, we focus mainly Chinese and Western perspectives. Clearly, much remains to be done.
