This title explores the place of education in development debates and provides a systematic as well as a theoretical overview of the main approaches to education and development. It emphasises the fact that education is profoundly shaped by national and local cultures even if many issues are shared across institutions in different locations. Education and Development discusses different theoretical accounts from different disciplinary traditions to help students understand the complexity of the overall debate. The text does not shy away from discussions of education’s negative impacts, and insists that an account of education must include consideration of early childhood development, adult, vocational and higher education, as well as the growing range of informal and distance forms. It includes chapters on human capital, human rights and human development, and on education, gender and development, and draws on examples from a wide range of countries and regions such as India, Hong Kong, Kenya and South Africa. The book has a well-developed pedagogy including text boxes, chapter summaries, key questions, links to websites and videos, and annotated further reading sections. Particular attention is paid to ensuring that a plurality of voices, contexts and educational sub-sectors are represented in the boxes, weblinks and references. Education and Development provides an introductory overview to the field, aimed at the undergraduate level, while critically engaging with key themes and questions. The book will also be of interest to development practitioners, policymakers, entrepreneurs and corporate employees engaged in aspects of education and development work.
This timely Handbook takes stock of the range of debates that characterise the field of international education and development, and suggests key aspects of a research agenda for the next period. It is deliberately divergent in its approach, recognising the major ideological and epistemological divides that characterise a field that draws on many traditions. Leading and emergent voices from different paradigms and contexts are afforded a space to be heard and each section puts current debates in larger historical contexts. The Handbook is divided in four parts and book-ended by an introduction and a conclusion, the latter oriented towards the implications that the volume has for future research agendas. The first part explores major strands of debates about education’s place in development theory. The second acknowledges the disciplining of the field by the education for all movement and examines the place that learning and teaching, and schools play in development. Part three looks beyond schools to consider early years, adult and vocational education but focuses particularly on the return to thinking about higher education's role in development. The final part considers the changing, but still important, role that international cooperation plays in shaping education in developing countries. Featuring over thirty chapters written by leading international and interdisciplinary scholars, the Routledge Handbook of International Education and Development offers the first comprehensive and forward-looking resource for students and scholars.
The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators. The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.
Development education is much more than learning about development; it is a pedagogy for the globalised societies of the twenty-first century that incorporates discourses from critical pedagogy and postcolonialism, and a mechanism for ensuring that differing perspectives are reflected within education, particularly those from developing countries. Learning about development and global issues is now part of the school curriculum in a number of countries, and terms such as global citizenship, sustainable development and cultural understanding are commonplace in many educational contexts. Development education has been recognised as one of the educational discourses that has influenced the acceptance of these terms, for both policy-makers and practitioners. This ground-breaking volume addresses the history, theoretical influences, practices and impact of development education in Europe, North America, Australia and Japan. Chapters include how development education evolved, the influence of theorists such as Paulo Freire, the practices of aid and development agencies, and the impact of governments seeking evidence of public understanding of and engagement with development. The Theory and Practice of Development Education provides essential reading for anyone engaged in re-thinking and reflecting upon the educational needs of a globalised society, and seeking approaches towards learning that place social justice at the heart of that practice. It will be of particular interest to academics and postgraduate students in the fields of development education, international education and globalisation.
The Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly. The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how ‘good’ education functions as an ‘enabling right’, impacting positively on many other areas. The book’s scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs.
The book charts the emergence of the COVID-19 pandemic, and the impact that it has had on the lives of young people and their communities, education systems, the teaching profession, governments and NGOs in postcolonial Pakistan. Drawing on the extensive knowledge and experience that the authors bring to these challenges – this case study of the ‘broken promise’ of education for sustainable development will have significant impact in post COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world.
This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a conceptual map against which to chart existing (and future) ESD competence frameworks, offer new critical case studies that explore the implementation of educator competences in ESD at different structural levels in different European contexts, explore the link between pedagogy and educator competence through hitherto unpublished case studies based on current practices across Europe, and consider the impact of the COVID-19 pandemic on ESD and educator competence. The book comprises 23 chapters divided into four sections, with an introduction and concluding chapter. Section One introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking. The primary audience for this book will be academics and students working in the fields of Education, Sustainability Science and related disciplines.
This book contains a selected number of papers which were fIrst presented at the VIllth World Congress of Comparative Education in Prague, July 8--14, 1992. The Executive Committee of the World Council of Comparative and Education Societies had gladly accepted the bid made by the (at that time still united) Czech and Slovak Comparative Education Society to organise this congress in their beautiful and historic capital. The choice of Prague, underlined by President Vaclav Havel's patronage, as well as the Congress theme, were intended as a demonstration of the (re-)opened communication among educationists allover the world, as a result of the peaceful upheavals ('velvet revolutions') which were awakening the countries of Central, South East and East Europe in those days. It is true that a good part of the en thusiasm has faded since then and given way to manifestations of disenchantment. Education can be regarded as a striking example of the recent developments between "euphoria" and "normalcy".
