Educational Theories and Practices from the Majority World
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Titel: Educational Theories and Practices from the Majority World
HC gerader Rücken kaschiert.
13. Oktober 2008 - gebunden - 412 Seiten
Educational Theories and Practices from the Majority World draws attention to ethnocentrism in educational research and practice. Whether it is educational theory, research or educational practices, most of the discourse is strongly marked by one single model, Western, so-called "modern" schooling. Scientific knowledge about education is typically seen as Western, and non-Western contexts are made subject to Western paradigms of inquiry.
This book counters this Western ethnocentrism and suggests some means to fight it. The Western perspective stems from a minority and it does not represent the majority of the world population that is situated outside of Europe and North-America. For millennia, various forms of educational theory and practices have been developed all over the world, and these are still in existence even though they may be ignored and despised by mainstream educational science. What does this wealth of educational forms have to offer in terms of innovative ideas? Could some of these be used to improve the quality and the appropriateness of modern schooling everywhere in the world?
The book contains contributions by authors from Africa, Asia, Europe, North America, Oceania, and South America. Several of them usually write in French or in Spanish, which will permit access to theories and research not always covered in English.
Introduction: Ethnocentrism in Education and How to Overcome it - Pierre R Dasen and Abdeljalil Akkari
I: INFORMAL AND "INDIGENOUS" EDUCATION
Informal Education and Learning Processes - Pierre R Dasen
Ethnotheories of Developmental Learning in the Western Grassfields of Cameroon - A Bame Nsamenang, Pascaline J Fai, Gladys N Ngoran, Mairama Y Ngeh, Fedelis W Forsuh, Eunice W Adzemye and Glory N Lum
Participatory Appropriation and the Cultivation of Nurturance: A Case Study of African Primary Health Science Curriculum Development - Robert Serpell
Situated Learning and Compagnonnage Formation: Implications for the Education Systems of Poor (and Rich) Nations - John D Herzog
II: CULTURALLY APPROPRIATE SCHOOLING FOR ABORIGINAL PEOPLE
Curriculum Localization: A View from the South - George Robert Teasdale
Education of Tribal Children in India - Ramesh C Mishra
The Decolonization of Aboriginal Education: Dialogue, Reflection, and Action in Canada - Marie Battiste
Issues and Challenges for Intercultural and Bilingual Education (IBE) in Latin America - Anahy Gajardo, Giovanni Carrarini, Jose Marin and Pierre R Dasen
III: EDUCATION AND RELIGION
Socialization, Learning and Basic Education in Islamic Contexts - Abdeljalil Akkari
Sanskrit Schooling in India - Ramesh C Mishra and Aparna Vajpayee
Sanskrit Schools in Varanasi between Traditions and Transition - Marie Anne Broyon
Buddhist Education as a Challenge to Modern Schooling - Nilima Changkakoti and Marie Anne Broyon
Education in Voodoo Convents in Benin - Adjignon Debora Gladys Hounkpe
IV: GLOBAL POLITICAL ISSUES
Paulo Freire: Building a Multicultural Pedagogy for Silenced Voices - Abdeljalil Akkari and Peri Mesquida
Globalization, Education and Cultural Diversity - Jose Marin
The Globalization of Schooling: Major Trends and Issues in the South and the North - Abdeljalil Akkari and Pierre R Dasen
Pierre R. Dasen is Professor Emeritus of Anthropology of Education and Cross-cultural Psychology at the Faculty of Psychology and Education of the University of Geneva. He studied developmental psychology in Geneva, was an assistant to J. Piaget, and received a PhD from the Australian National University. He studied the cognitive development of Aboriginal children in Australia, Inuit in Canada, Baoule in Cote d'Ivoire, and Kikuyu in Kenya; he has also contributed to research in cognitive anthropology among the Yupno of Papua-New-Guinea, and in Bali. His research topics have included visual perception, the development of sensori-motor intelligence, the causes and effects of malnutrition, the development of concrete operations as a function of eco-cultural variables and daily activities, defi nitions of intelligence, number systems, and spatial orientation. He has also been concerned with intercultural education, and in particular with the access of illegal migrant adolescents to professional training. His main interests are in everyday cognition, informal education, and parental ethnotheories, and his current research in India, Nepal, and Indonesia is on spatial language and cognitive development. Abdeljalil Akkari is Professor of International Dimensions of Education at the Faculty of Psychology and Education of the University of Geneva and formerly Dean for research at the Higher Pedagogical Institute HEP-BEJUNE (Bienne, Switzerland). He received his PhD at the University of Geneva in 1992. He worked as professor of education at the universities of Geneva, Fribourg, and Baltimore. His major publications include studies on educational planning, multicultural education, teacher training, and educational inequalities. His main research interests focus now on teacher education and the reforms of educational systems in a comparative perspective. He is also consultant for the International Bureau of Education (UNESCO) and other international organizations. He is an expert on different educational projects in various countries: Switzerland, USA, Brazil, Tunisia, Algeria, Irak, and Madagascar. He is fl uent in Arabic, French, English, Spanish, and Portuguese.
Educational Theories and Practices from the majority world is a scholarly publication…Several chapters and case studies in the book are written in a simple and lucid style which a layperson interested in educational practices around the world can understand and relate to. Well researched and referenced by all the contributors, and with a coherent flow, it is compulsory reading for scholars and post-graduate students in education; and must-hold for any library in an academic setting.
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