skip to content
Education, dominance and identity Preview this item
ClosePreview this item
Checking...

Education, dominance and identity

Author: Diane Brook Napier; Suzanne Majhanovich
Publisher: Rotterdam ; Boston : SensePublishers, ©2013.
Series: Comparative and international education (Sense Publishers), v.20.; WCCES series, v.1.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
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  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

 

Find a copy online

Links to this item

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Genre/Form: Electronic books
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Diane Brook Napier; Suzanne Majhanovich
ISBN: 9789462091252 9462091250 9462091234 9789462091238
OCLC Number: 829098910
Description: 1 online resource.
Contents: Introduction: Global Issues / Diane B. Napier, Suzanne Majhanovich --
Indigenous Identity and Development --
Decolonizing Indigenous Education in Canada / K. P. Binda, Mel Lall --
Discovering the Past, Uncovering Diversity / Lesley Graybeal --
Integration and Domination of Ethnic Minority Groups --
Classmates / Éva Földesi --
Social Equality versus Cultural Identity / Katalin R. Forray, Tamas Kozma --
Children's Home Languages in Early Childhood Education Systems / Nathalie Thomauske --
Constructing Spanish / Renée DePalma, Cathryn Teasley --
Language, Education, Language of Instruction and Identity --
A Study of Escalating Debates on the Use of a Global or Local Language in Education / Zehlia Babaci-Wilhite --
Voices from the Classroom / Monde Mbekwa, Vuyokazi Nomlomo --
Teacher Identity, Reform, Domination and Transformation --
Reform Environment and Teacher Identity in Chile / Beatrice Avalos, Danae De Los Rios --
Researching an Initiative on Peaceful Coexistence in Greek-Cypriot Schools / Michalinos Zembylas, Constadina Charalambous, Panayiota Charalambous, Panayiota Kendeou --
Identity, Domination and Revolution --
Women's Rights and Gender-Educational Inequality in Egypt and Tunisia / Nagwa Megahed, Stephen Lack --
The Impact of Educational Systems on Political Violence in the Middle-East Region / Amir Sabzevar Qahfarokhi, Abbas Madandar Arani, Lida Kakia.
Series Title: Comparative and international education (Sense Publishers), v.20.; WCCES series, v.1.
Responsibility: edited by 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.

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


<http://www.worldcat.org/oclc/829098910>
library:oclcnum"829098910"
library:placeOfPublication
library:placeOfPublication
library:placeOfPublication
rdf:typeschema:Book
rdf:typeschema:MediaObject
rdf:valueUnknown value: dct
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:bookFormatschema:EBook
schema:contributor
schema:contributor
schema:copyrightYear"2013"
schema:datePublished"2013"
schema:description"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."
schema:exampleOfWork<http://worldcat.org/entity/work/id/1211400423>
schema:genre"Electronic books"
schema:inLanguage"en"
schema:isPartOf
schema:isPartOf
schema:name"Education, dominance and identity"
schema:publication
schema:publisher
schema:url<http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=576441>
schema:url<http://dx.doi.org/10.1007/978-94-6209-125-2>
schema:url<http://site.ebrary.com/id/10687691>
schema:url<http://lib.myilibrary.com?id=501501>
schema:url<http://oclc-marc.ebrary.com/Doc?id=10687691>
schema:url<http://site.ebrary.com/id/10657233>
schema:workExample
schema:workExample
wdrs:describedby

Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.