The Wiley International Handbook of Educational Foundations.

Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- About the Editors -- About the Contributors -- Preface: The Wiley International Handbook of Educational Foundations -- Acknowledgments -- Part I Challenging the Foundations Narrative -- Chapter 1 A Story of Hegemony: The Globalization of Western Education -- Introduction -- Ancient Threads -- Thread of Christianity -- Threads of Intellectual and Cultural Movements -- Thread of Industrialism -- The Thread of Free Public Education -- Thread of Human Capital -- Thread of Accountability -- Threads of Global Educational Reform -- Threads of Uncertainty -- References -- Chapter 2 Community Development: Learning from Popular Education in Latin America -- Introduction -- Basic Principles and Recent History -- Problems with Generalizations -- Examples of Inspiring Practice in Latin America -- Learning from the Experience of Latin America -- Conclusion -- Funding -- Supplementary Material -- References -- Chapter 3 Educational Reform in India and Pakistan: Successes and Missed Opportunities -- A Historical Perspective -- India -- Pakistan -- India and Pakistan: The Way Forward -- References -- Chapter 4 Rethinking African Educational Development -- Africa as a European Construction -- Slavery, Colonialism, and Racism -- Development as Neocolonialism -- The Power of A New Discourse -- Discourse of an Educational Development Program in Africa: The Macro‐Structural View -- Discourse of Development from Below: The Girls' Voices -- Implications for International Educational Work in Africa -- References -- PART II Challenging Notions of Normalcy and Dominion -- Chapter 5 Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity-Driven Education -- Implicit Bias and Social Dominance -- Implicit Bias - An Overview -- Implicit Bias - Quick Facts -- Conclusion.

Reasons to Ignore Implicit Bias -- But What Does This Have to do With Equity and Bias in a School Setting? -- References -- Chapter 6 Linguistic Hegemony and "Official Languages" -- The Nature and Characteristics of Language -- Languages and Dialects -- Linguistic Hegemony and Official Languages -- Linguistic Hegemony, and Education -- Challenging Linguistic Legitimacy -- Language Rights in Education -- Conclusion -- Bibliography -- Chapter 7 National Education in France: From Ideological Rigidity to Identity Flexibility -- Introduction -- Religious and Linguistic Diversity in Education: State and "Private" Schools -- New Minorities, New Claims: Pragmatic Adaptations and New Risks in the Education System -- Conclusion -- References -- Chapter 8 The Move Towards Inclusive Education in Ethiopia -- Background -- What is Inclusive Education? -- Rationale for Inclusion -- "Inclusive Education" in Ethiopia -- Legal and Policy Background -- Education and Training Policy and its Implementation -- The Move from Segregation to Inclusion and the Challenges -- Concluding Remarks -- References -- PART III Challenging the Profession -- Chapter 9 Teacher Education in an Audit Culture -- References -- Chapter 10 Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences -- The Idea of Teacher Agency -- Teacher Education for Inclusion: Enabling Practices -- Empowerment of the Primary Change Agent: The Elementary School Teacher -- Academic Empowerment by Critical Engagement and Inclusive Interdisciplinarity -- Accommodation of Personal Concerns: Student Teachers Lives as Teaching‐Learning Context -- Reflective Practice in the Specific Socio‐political Locale of a School -- Student Teachers to Elementary School Teachers: Paradoxes and Possibilities -- Acknowledgments -- References.

Chapter 11 Teachers' Work and Teachers' Unions in the Global Education Reform Movement (GERM) -- Understanding the Juggernaut -- Rapprochement -- Resistance -- Renewal -- Moving from the Defensive -- Conclusion -- References -- Chapter 12 Understanding Japan's Sensei: The Status of Teachers in Japan -- Sociological and Historical Context -- Foundation of the Modern Education System -- Early 1900s: Enormous Growth and Wartime Paralysis -- Postwar Education Reforms -- The Twenty‐First‐Century Japanese Education System -- Contemporary Teacher Education -- Conclusion -- References -- PART IV Challenging the Curriculum -- Chapter 13 Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy -- The Arts in American Schools -- Accountability and the Vanishing Arts -- The Arts and Learning -- Arts Education and Transfer to Other Domains of Learning -- The Arts as an Essential Pedagogical Technique: Arts‐Integration/Arts-Infused Teaching -- The Arts and Student Engagement in Learning -- Arts Integration and Long-Term Retention of Content -- Proving Some Causal Connections: Science via the Arts -- Creative Thinking and Problem‐Solving -- The Arts and Creativity -- Changing Times -- References -- Chapter 14 Constructivist Foundations, Learning Standards, and Adolescents: The Chaotic World of American Secondary Education -- Introduction -- Elementary vs. Secondary Education -- The Beginnings of High Schools in America -- Approaches to Education -- The Traditional Format -- The Constructivist Approach -- Definition of Constructivism -- Constructivist Roots of American Secondary Education -- The Beginnings of Standardization -- National Standards of 1980s, 1990s, and Early 2000s -- The No Child Left Behind Act (NCLB) of 2001 -- Enter the Common Core -- What Else Do We Know About the Common Core? -- The Plot Thickens -- The Textbook Curriculum.

The Missing Pieces - The Students -- Brain Research, the Prefrontal Cortex, the Amygdala, and Adolescents -- Who Are These Adolescents? -- The Folly and Fallacy of Learning Standards -- The Folly and Fallacy of the Constructivist vs Traditional Dichotomy in Secondary Education -- We Don't Need More Teachers -- Teachers and Critical Voices -- Teachers and Assumptions -- Taming the Chaotic World of American Secondary Education -- Recap -- References -- Chapter 15 Teaching and Learning with Technology -- Origins of Technology in Education -- Theoretical Frameworks Guiding Technology in Education -- Technologies that Enhance Student Learning -- Technology's Role in Teacher Preparation -- Collaborative Problem Solving with Technology -- Technologies Can Provide Real‐time, Personalized Assessment -- Ethics Considerations in a Networked Classroom -- Conclusion -- References -- Chapter 16 Advancing Pharmaceutical Health: Education towards Better Global Health -- Incorporating Simulation in Asthma Education for Pharmacy Students -- Discussion -- Incorporating Medication Management Reviews in Pharmacy Education -- Design -- Conclusion -- Acknowledgments -- References -- Further Reading -- Part V Challenging the Idea of Schooling -- Chapter 17 Less Stress and More Well-Rounded Development: Recent Education Reforms in China and Why They Don't Work -- Introduction -- Educational Reforms for Elementary and Secondary Schools in China -- Major Themes of the Reforms -- Diminished Emphasis on Standardized Testing -- Promoting Non‐Traditional Skills -- Creativity and Innovation -- Physical Health -- Academic Stress: The Driving Force of Reform -- Limited Effects and Resistance to Those Reforms -- The Gaokao and School‐Choice System: Historical, Cultural, and Political Factors -- School‐choice System -- Conclusion -- References.

Chapter 18 "For a Future Tomorrow": The Figured Worlds of Schoolgirls in Kono, Sierra Leone -- Literature -- Figured Worlds -- Isatou -- References -- Chapter 19 When More Is Not Necessarily Better: Insights into Romanian Higher Education -- Romanian Higher Education in Retrospective - A Sinuous Path -- Present Context - The Anxieties of Adjustment -- Reflection and Discussions - The Compliance Syndrome -- Final Remarks -- References -- Chapter 20 Historical Features of Early Childhood Education: Maria Montessori and Loris Malaguzzi -- Maria Montessori: Her Life and Work -- Loris Malaguzzi: His Life and Works -- Part VI Challenging Injustice, Inequity, and Enmity -- Chapter 21 Legal Education in Authoritarian Syria: Reflections on Studying and Teaching in the Damascus Law Faculty -- Introduction -- History -- Curricula -- Everyday Experiences in the Damascus Law Faculty -- The Law Faculty: An Institution to Normalize Exception -- The Law Faculty as a Site to Normalize Exception -- Concluding Remarks -- Chapter 22 Developing Conscientious Institutions of Higher Education in Southeast Asia: A Framework for Action -- Corruption in ASEAN -- Implications of the "Sufficient" and "Competent" Organization DNA for a HEI -- References -- Chapter 23 Can Academics Across the Divide Teach Together?: The Israeli/Palestinian Experiment -- Chapter 24 Eugenic Ideology and the Institutionalization of the "Technofix" on the Underclass -- Theory into Practice -- Making the World a Better place Through Eugenics -- Education in Service of Eugenics -- References -- Part VII PISA Appendices -- Appendix A -- Appendix B -- Index -- EULA.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.