LEADER 07424oam 2200769I 450 001 9910821814303321 005 20240313232812.0 010 $a1-136-73066-4 010 $a1-136-73067-2 010 $a0-203-81765-6 024 7 $a10.4324/9780203817650 035 $a(CKB)2560000000102545 035 $a(EBL)1211736 035 $a(SSID)ssj0000887294 035 $a(PQKBManifestationID)12467454 035 $a(PQKBTitleCode)TC0000887294 035 $a(PQKBWorkID)10839567 035 $a(PQKB)11575867 035 $a(MiAaPQ)EBC1211736 035 $a(Au-PeEL)EBL1211736 035 $a(CaPaEBR)ebr10719767 035 $a(CaONFJC)MIL497075 035 $a(OCoLC)851972007 035 $a(OCoLC)867190134 035 $a(OCoLC)847526693 035 $a(FINmELB)ELB139349 035 $a(EXLCZ)992560000000102545 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEducation quality and social justice in the global South $echallenges for policy, practice and research /$fedited by Leon Tikly and Angeline M. Barrett 205 $a1st ed. 210 $aOxfordshire, England ;$aNew York $cRoutledge$dc2013 210 1$aAbingdon, Oxon :$cRoutledge,$d2013. 215 $a1 online resource (237 p.) 225 1 $aEducation, poverty and international development series 225 0$aEducation, poverty, and international development series 300 $aDescription based upon print version of record. 311 $a1-138-92930-1 311 $a0-415-60354-4 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; 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 327 $aReconstructing 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 327 $aGlobal 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 327 $aResearch 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 327 $aExisting 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 327 $aRecognition and Relevance to Socio-Cultural Contexts within the ECCE Curriculum 330 $a"Although more children than ever before are now enrolled in school, in the global South a good quality education remains out of reach for all except a privileged few. Most pupils experience inadequately prepared and poorly motivated teachers struggling to deliver new and complex curricula with insufficient learning resources in overcrowded classrooms, often using language that neither learners nor teachers speak outside school. For these learners, a good quality education must be a socially just education that is inclusive, relevant and democratic. It must develop the capabilities of learners to promote economic growth, create sustainable livelihoods, contribute to peaceful and democratic societies and achieve individual wellbeing. This in turn requires developing the professional capabilities of teachers and leaders.This book includes contributions from leading scholars in the field of education and development. It draws on state of the art evidence from the five year EdQual research programme on implementing education quality in low income countries and other relevant research. Through exploring recent initiatives in areas such as the curriculum, the use of ICTs, language and literacy, school effectiveness and leadership, the contributions go beyond looking at inputs and outputs for good quality education to open up the black box of the classroom and explore how practices of teaching and learning impact on different groups of learners. Some of the cross-cutting themes explored include defining quality, gender, inclusion, taking successful initiatives to scale and planning for both quality and equality. Education Quality and Social Justice in the Global South will appeal to undergraduate and postgraduate students and researchers within the fields of international and comparative education, teacher education, educational policy, poverty and development studies, African and Asian studies and related disciplines in the global North and South"--$cProvided by publisher. 410 0$aEducation, Poverty and International Development 606 $aEducational equalization$zDeveloping countries$vCross-cultural studies 606 $aEducational sociology$zDeveloping countries$vCross-cultural studies 615 0$aEducational equalization 615 0$aEducational sociology 676 $a379.2/609172/4 686 $aEDU000000$aEDU034000$2bisacsh 701 $aBarrett$b Angeline M$01685793 701 $aTikly$b Leon$01685794 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910821814303321 996 $aEducation quality and social justice in the global South$94058196 997 $aUNINA