LEADER 04100oam 22007815 450 001 9910778244303321 005 20200520144314.0 010 $a1-281-19139-6 010 $a9786611191399 010 $a0-8213-7345-5 024 7 $a10.1596/978-0-8213-7344-6 035 $a(CKB)1000000000484198 035 $a(EBL)459785 035 $a(OCoLC)213498244 035 $a(SSID)ssj0000089833 035 $a(PQKBManifestationID)12032719 035 $a(PQKBTitleCode)TC0000089833 035 $a(PQKBWorkID)10092020 035 $a(PQKB)11563312 035 $a(MiAaPQ)EBC459785 035 $a(Au-PeEL)EBL459785 035 $a(CaPaEBR)ebr10212645 035 $a(CaONFJC)MIL119139 035 $a(The World Bank)173367644$z(The World Bank)182525799 035 $a(The World Bank)ocn173367644 035 $a(US-djbf)15016617 035 $a(EXLCZ)991000000000484198 100 $a20070921d2008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTextbooks and school library provision in secondary education in Sub-Saharan Africa. 210 1$aWashington, D.C. :$cWorld Bank,$dc2008. 215 $axxxii, 98 pages ;$d26 cm 225 0 $aWorld Bank working paper ;$vno. 126 225 1 $aAfrica human development series 300 $aDescription based upon print version of record. 311 $a0-8213-7344-7 320 $aIncludes bibliographical references. 327 $aContents; Foreword; Acknowledgments; Abbreviations; Executive Summary; Re?sume? analytique; Introduction: Methodology and Constraints; PART I: Secondary Textbooks; Table 1. Secondary Textbook Requirements and Costs in Selected Countries; Table 2. Average Unit Textbook Costs by Grade Levels in Selected Countries (U.S. dollars); Table 3. Simplified Accounts of a Church School; Table 4. Simplified Accounts of a Government of Lesotho (GoL) School; Table 5. Purchasing Power of School Textbook Budgets (based on 11 Uganda Schools); Table 6. Textbook Availability in Lesotho Schools (2003) 327 $aTable 7. Secondary Textbook Distribution Systems in Selected CountriesPART II: Secondary School Libraries; Box 1. Example of Alternative Page Requirements; Table 8. Cost of Basic Textbook Provision at One School in Uganda for S1 to S6 (2002); Table 9. National Cost of Basic Textbook Provision for S1 to S6; Table 10. Unit Costs per Student of Basic Textbook Provision (including the cost of provision of teachers' copies); Box 2. Typical Annual Rental Fee Formula; Table 11. Cash Flow by Grade Levels in a Schematic Full Textbook Rental Scheme 327 $aTable 12. Cash Flow Summary of Table 11 for All Grades 330 $aThis study is based on research on secondary textbook and school library provision in Botswana, Cameroon, Cote d'Ivoire, Ghana, Kenya, Malawi, Rwanda, Tanzania, and Togo, as well as existing recent country reports on textbook provision and an extensive desk research. Considerable variations exist in Sub-Saharan African textbook requirements needed to meet secondary curriculum specifications just as significant differences exist between and within countries in regard to the average price of recommended textbooks. Some countries have no approved textbooks list. This study aims to discuss the tex 410 0$aAfrica Region human development series. 410 0$aWorld Bank e-Library. 606 $aTextbooks$zAfrica, Sub-Saharan 606 $aHigh school libraries$zAfrica, Sub-Saharan 615 0$aTextbooks 615 0$aHigh school libraries 676 $a373.13/20967 701 $aRead$b Tony$01499472 701 $aKon$b Oumar$01564848 712 02$aWorld Bank. 801 0$bDLC 801 1$bDLC 801 2$bYDX 801 2$bBAKER 801 2$bYDXCP 801 2$bBTCTA 801 2$bCDX 801 2$bBWX 801 2$bDLC 906 $aBOOK 912 $a9910778244303321 996 $aTextbooks and school library provision in secondary education in Sub-Saharan Africa$93834129 997 $aUNINA LEADER 02587nam 2200409 450 001 9910809049503321 005 20230126220907.0 010 $a3-8325-9022-6 035 $a(CKB)4100000007650680 035 $a(MiAaPQ)EBC5662544 035 $a5c7aad7c-c22c-4c12-b250-7583b0dd2d03 035 $a(EXLCZ)994100000007650680 100 $a20190323d2018 uy 0 101 0 $ager 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$a"Geflu?chtete und Smartphones Im Medialen Diskurs" $eEine Analyse der Symbolischen Repra?sentationen Von Macht(-Verha?ltnissen) /$fLivia Ramos 210 1$aBerlin :$cLogos Verlag Berlin,$d[2018] 210 4$d©2018 215 $a1 online resource (131 pages) 225 0 $aBeitra?ge zu Bildungstheorie und Bildungsforschung ;$vBand 9 300 $aPublicationDate: 20181201 311 $a3-8325-4787-8 330 $aLong description: Wer spricht wie über wen? Im Sommer 2015 erreichten tausende Flucht â‚Šmigrierende die europäischen Grenzen. Die Tatsache, dass viele in Westeuropa ankommende Geflüchtete Smartphones mit sich führten hat in Teilen der deutschen und österreichischen Bevölkerung für Empörung gesorgt. Daraufhin erschienen Artikel über die Gründe für den Besitz und die Benutzung von Smartphones außerhalb Europas und im Zusammenhang mit Flucht. Jene Artikel spiegeln die in diesem Buch aufgeworfenen Problematiken wider. Im Diskurs glqGeflüchtete und Smartphones' kann ein Spannungsverhältnis zwischen glqEigenem' und glqFremdem', erkannt werden, ein Verhältnis, das ohnehin von Diskriminierung und glqqkulturellem Rassismus charakterisiert ist. Ausgehend von der These, dass der Smartphonebesitz von den Neuankommenden die imaginierte Grenze zwischen glqWir' und glqNicht-Wir' ins Wanken bringen lässt, werden die aus dem Diskurs zu entnehmenden Versuche diese Grenze zu (de)stabilisieren in deren Ambivalenz hervorgehoben. Die gleichzeitige Solidarisierung mit und Rassifizierung von Geflohenen tritt in den Vordergrund und im Zuge dessen kann die Art und Weise in der über den/die Andere(n) gesprochen wird zum Gegenstand der Reflexion gemacht werden. 606 $aRefugees$xSocial conditions 615 0$aRefugees$xSocial conditions. 676 $a305.906914 700 $aRamos$b Livia$01695665 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910809049503321 996 $a"Geflu?chtete und Smartphones Im Medialen Diskurs"$94075054 997 $aUNINA LEADER 05593nam 22006855 450 001 9910805570103321 005 20251009082032.0 010 $a9783031458064 010 $a3031458060 024 7 $a10.1007/978-3-031-45806-4 035 $a(MiAaPQ)EBC31074405 035 $a(Au-PeEL)EBL31074405 035 $a(CKB)30020043300041 035 $a(OCoLC)1419057843 035 $a(DE-He213)978-3-031-45806-4 035 $a(EXLCZ)9930020043300041 100 $a20240119d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReparative Futures and Transformative Learning Spaces /$fedited by Melanie Walker, Alejandra Boni, Diana Velasco 205 $a1st ed. 2023. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2023. 215 $a1 online resource (292 pages) 311 08$aPrint version: Walker, Melanie Reparative Futures and Transformative Learning Spaces Cham : Palgrave Macmillan,c2024 9783031458057 327 $a1. Reparative futures through transformative learning spaces: An intersectional approach for decolonised and sustainable human development (Melanie Walker, Alejandra Boni and Diana Velasco) -- 2. Difficult knowledge, post-truth, and reparative futures: Nurturing affective solidarity for transformative learning spaces (Michalinos Zembylas) -- 3. Youth voices on social justice: Doing repair work in a South African higher education space (Melanie Walker) -- 4. Epistemic resilience: Articulating struggles and dreams from the co-production of knowledge from below between universities and community researchers (Monique Leivas Vargas and Alvaro Fernández-Baldor) -- 5. Towards a decolonial and capabilities-based conceptualisation of sustainable educational futures in the Pan-African university: Perspectives from student activists (C. Martinez-Vargas, M. Mathebula, F. Mkwananzi, B. Kibona, T. Malatji, T. Mahlatsi, P. Mmula, N. Khoza, S. Nkosi, B. Ndimba, B. Oamen, A. Buthelezi, M. Maubane, Y. Ngwabeni, and S. Dlamini) -- 6. Fostering a reparative international development cooperation system: Transformative learning in a master?s degree in development cooperation (Carlos Delgado-Caro, Carola Calabuig-Tormo, and Marta Maicas-Pérez) -- 7. The Latin American Hub of Transformative Innovation: A collaborative space promoting collective learning towards more just and sustainable futures (Paloma Bernal-Hernández and Martha Liliana Marín) -- 8. Imagining and realising futures in Catalonia: Shared Agendas for just sustainability transitions (Diana Velasco, Míriam Acebillo-Baqué, Alejandra Boni, and Tatiana Fernández) -- 9. Peacebuilding as democratic political education: From archive to repertoire (Stephen Esquith and Weloré Tamboura) -- 10. Reparative threads that open change futures: Experiences of sexual and gender diversity (Fernando Altamira Basterretxea, Esther Canarias Fernández-Cavada, Ricardo Fernández Quintana and Nelsy Elizabeth Sandoval Díaz) -- 11. Philosophical inquiry and the childness of communities: Connective capabilities for flourishing education (Marina Santi and Elisabetta Ghedin) -- 12. Transformative learning spaces and capabilities for reimagined and reparative futures in multiple systems (Alejandra Boni, Melanie Walker, and Diana Velasco). 330 $aThis edited book draws on an international cohort of authors, all working towards sustainable, decolonizing human development for more just futures in a variety of learning spaces. Integrating sustainable human development with ?reparative futures?, the chapters present diverse examples of how transformative learning spaces can be created through different participatory methodologies and with different stakeholders. The book will be of interest to researchers, graduate students, practitioners and policymakers in the areas of higher education, development studies and transformative innovation. Melanie Walker is South African Research Chair in Higher Education and Human Development at University of the Free State, South Africa. Alejandra Boni is Full Professor and Deputy Director of INGENIO (CSIC-UPV) at The Polytechnic University of Valencia, Spain, and Extraordinary Professor at University of the Free State, South Africa. Diana Velasco is Research Fellow at INGENIO (CSIC-UPV) at The Polytechnic University of Valencia, Spain. 606 $aInternational education 606 $aComparative education 606 $aEconomic development 606 $aEducation, Higher 606 $aSocial justice 606 $aInternational and Comparative Education 606 $aDevelopment Studies 606 $aHigher Education 606 $aEconomic Development, Innovation and Growth 606 $aSocial Justice 615 0$aInternational education. 615 0$aComparative education. 615 0$aEconomic development. 615 0$aEducation, Higher. 615 0$aSocial justice. 615 14$aInternational and Comparative Education. 615 24$aDevelopment Studies. 615 24$aHigher Education. 615 24$aEconomic Development, Innovation and Growth. 615 24$aSocial Justice. 676 $a378.015 700 $aWalker$b Melanie$0847708 701 $aBoni$b Alejandra$01195357 701 $aVelasco$b Diana$01588931 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910805570103321 996 $aReparative Futures and Transformative Learning Spaces$93883200 997 $aUNINA