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Education Quality and Social Justice in the Global South : Challenges for policy, practice and research.
How we understand education quality is inextricably linked with perspectives on social justice. Questions of inclusion, relevance and democracy in education are increasingly contested, most especially in the global South, and improving the quality of education, particularly for the most disadvantage...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor and Francis,
2012.
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| Colección: | Education, poverty, and international development series.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Figures and tables; Series editors' preface; Contributors; Acknowledgements; 1. Education quality and social justice in the South: an introduction; Why quality?; The EdQual Research Programme; Book overview; Notes; References; Part I: Framing education quality; 2. Education quality and social justice in the global South: towards a conceptual framework; The Contested Terrain of Education Quality; Towards a Context Led Model of Education Quality.
- Reconstructing Education Quality for Social Justice: Some Starting PointsInclusion; Relevance; Participation; Conclusion; Notes; References; 3. Gender equality, capabilities and the terrain of quality education; Introduction; Teaching and learning in the gender and education literature; Reviewing quality in relation to equity, justice and capabilities; Conclusion; References; 4. Reconceptualising inclusive education in international development; Introduction; Global inclusionism: an analysis; Defining the 'global' in global inclusionism; Global inclusionism as an educational vision.
- Global inclusionism as social and political transformationThe underlying assumptions of global inclusionism; Global inclusionism: a critique; The capacity critique; The epistemological critique; The disability critique; Situated expertise: the foundation of grounded inclusionism; Conclusion; Notes; References; Part II: Planning and policies for quality; 5. Monitoring and evaluating school effectiveness: the case for longitudinal datasets; Introduction; Why do we need to evaluate education quality?; Evidence from value added research in China; Evidence from value added research in Zanzibar.
- Research strengths and limitationsConclusion; References; 6. Teacher professionalism and social justice; Introduction; A conceptual framework; Teachers' working conditions in low-income, fragile and highly unequal societies; The influence of policy and teaching contexts; Teacher perceptions of self-efficacy in the light of teaching for social justice; Teacher initial preparation, professional development and collegial support opportunities; Conclusion; References; 7. Quality and early childhood care and education: lessons from India and Ghana; Introduction.
- Existing theoretical approaches to ECCE qualityCase studies of Maharashtra and Ghana; The Integrated Child Development Service (ICDS); Political recognition of the importance of ECCE through governance; Expansion, quality standards and a recognition of children's entitlement to ECCE; Redistribution through targeted provision; Participation: women and community; Ghana: ECCE Provision and Policy; Political recognition of the importance of ECCE through governance; Agencies of governance and the division between care and education; Redistribution through expansion and universalisation.