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Education, dominance and identity

Autor: Diane Brook Napier; Suzanne Majhanovich
Editorial: Rotterdam ; Boston : SensePublishers, ©2013.
Serie: Comparative and international education (Sense Publishers), v.20.; WCCES series, v.1.
Edición/Formato:   Libro-e : Documento : Inglés (eng)Ver todas las ediciones y todos los formatos
Base de datos:WorldCat
Resumen:
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  Leer más
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Detalles

Género/Forma: Electronic books
Tipo de material: Documento, Recurso en Internet
Tipo de documento: Recurso en Internet, Archivo de computadora
Todos autores / colaboradores: Diane Brook Napier; Suzanne Majhanovich
ISBN: 9789462091252 9462091250 9462091234 9789462091238
Número OCLC: 829098910
Descripción: 1 online resource.
Contenido: 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.
Título de la serie: Comparative and international education (Sense Publishers), v.20.; WCCES series, v.1.
Responsabilidad: edited by Diane B. Napier and Suzanne Majhanovich.

Resumen:

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.

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