In recent decades, higher education across the world has restructured itself to meet the needs of global competitiveness and embraced the knowledge economy ( Krause-Jensen and Garsten 2014 ). Through embracing ‘information technology
Supporting students’ experiences through praxis
Heidi A. Smith
Ivi Daskalaki and Nadina Leivaditi
-Turkey agreement in March 2016, 1 which resulted in the prolonged entrapment of approximately 50,000 refugees in Greece, 2 refugee education has progressively become one of the prime terrains of the management of the “refugee crisis” in the country. In fact, as
Space, Time, and Text
Benjamin C. Fortna
technologies. Cumulatively, these challenges produced an almost dizzying degree of disorientation, but they also opened up countless new possibilities. The field of education both responded to the shifting realities and initiated new developments of its own
Hilary Callan and Brian Street
The article addresses the position of anthropology in new educational contexts, considering anthropology in education and the anthropological study of education. While some transatlantic comparisons are drawn, the emphasis is on developments within the U.K. These are treated historically, using the Royal Anthropological Institute's experience in working for an anthropological presence in pre-university education from the 1980s to the present as an extended case-study. The work done by the RAI's Education Committee to design and introduce a new GCE A-level in anthropology, culminating in its successful accreditation by the national regulator, is recounted in the style of 'rich ethnography'. A case is made for the potential of academic associations to create the alliances across sectors that are needed in this context; and conclusions are tentatively drawn regarding the implications of these initiatives for the future of the discipline and its public engagement.
An Analysis of School Textbooks in the MENA Region
Tobias Ide, Abdulkhaleq Alwan, Khalil Bader, Noureddine Dougui, Maysoun Husseini, Elarbi Imad, Farouk Gaafar Abdel Hakim Marzouk, Amany M. Taha Moustafa, and Riem Spielhaus
This article analyzes the geopolitical imaginations promoted via environmental education in the school textbooks of five states in the Middle East and North Africa (MENA) region. In doing so, it builds bridges between critical studies of education and political ecology. It shows that, when addressing environmental problems, the textbooks examined depoliticize environmental problems and sustain political and economic power structures. They do so by individualizing responsibility for environmental problems, legitimizing political and economic elites, associating environmental protection with wider societal goals, and externalizing environmental problems.
In 2003, after more than 10 years of policy debate and public controversy, the South African minister of education announced a new policy for religion and education that distinguished between religious interests, which are best served by religious communities, and educational objectives for teaching and learning about religion, religions, and religious diversity that should be served by the curriculum of public schools. This article locates South Africa's new policy for religion and education in relation to attempts to redefine the role of the state in the transition from apartheid to democracy. The policy emerged within a new constitutional framework, which ensured freedom for religious expression and freedom from religious discrimination, but also within the context of state initiatives to affirm cultural diversity and mobilize unifying resources for social transformation. Accordingly, this article examines South Africa's policy for religion and public education as an index for understanding post-apartheid efforts in redefining the state as a constitutional, cultural, and transformative state.
Introduction In line with European trends in education and migration, increasing attention has been given to supporting newcomer students in learning the language of schooling in Portugal. This language policy framework is termed Português
The Swedish State Approval Scheme for Textbooks and Teaching Aids from 1945 to 1983
Henrik Åström Elmersjö
the rise of education for democratic citizenship in most western European countries, history education in general and nationalistic history education in particular were questioned. 4 The same doubts had arisen in the interwar period, but these were
Nazism and the Holocaust in Indian History Textbooks
Basabi Khan Banerjee and Georg Stöber
several questions. Why does history education seem to be powerless in this regard? Or does education in fact contribute to this state of affairs? 11 Did political interference by the nationalist parties of India in education aggravate the situation? This
public world of schools and formal education, a subtle shift occurred within the private domain of the home and family, including in the sphere of child rearing. Early nineteenth-century memories of Bengali childhood, such as those in the biography of