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Education quality and social justice in the global South : challenges for policy, practice and research / / edited by Leon Tikly and Angeline M. Barrett
| Education quality and social justice in the global South : challenges for policy, practice and research / / edited by Leon Tikly and Angeline M. Barrett |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (237 p.) |
| Disciplina | 379.2/609172/4 |
| Altri autori (Persone) |
BarrettAngeline M
TiklyLeon |
| Collana |
Education, poverty and international development series
Education, poverty, and international development series |
| Soggetto topico |
Educational equalization - Developing countries
Educational sociology - Developing countries |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-136-73067-2
0-203-81765-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Reconstructing 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 Global 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 Research 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 Existing 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 Recognition and Relevance to Socio-Cultural Contexts within the ECCE Curriculum |
| Record Nr. | UNINA-9910465654003321 |
| Abingdon, Oxon : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education quality and social justice in the global South : challenges for policy, practice and research / / edited by Leon Tikly and Angeline M. Barrett
| Education quality and social justice in the global South : challenges for policy, practice and research / / edited by Leon Tikly and Angeline M. Barrett |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (237 p.) |
| Disciplina | 379.2/609172/4 |
| Altri autori (Persone) |
BarrettAngeline M
TiklyLeon |
| Collana |
Education, poverty and international development series
Education, poverty, and international development series |
| Soggetto topico |
Educational equalization - Developing countries
Educational sociology - Developing countries |
| ISBN |
1-136-73066-4
1-136-73067-2 0-203-81765-6 |
| Classificazione | EDU000000EDU034000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Reconstructing 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 Global 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 Research 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 Existing 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 Recognition and Relevance to Socio-Cultural Contexts within the ECCE Curriculum |
| Record Nr. | UNINA-9910792019203321 |
| Abingdon, Oxon : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Education quality and social justice in the global South : challenges for policy, practice and research / / edited by Leon Tikly and Angeline M. Barrett
| Education quality and social justice in the global South : challenges for policy, practice and research / / edited by Leon Tikly and Angeline M. Barrett |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Oxfordshire, England ; ; New York, : Routledge, c2013 |
| Descrizione fisica | 1 online resource (237 p.) |
| Disciplina | 379.2/609172/4 |
| Altri autori (Persone) |
BarrettAngeline M
TiklyLeon |
| Collana |
Education, poverty and international development series
Education, poverty, and international development series |
| Soggetto topico |
Educational equalization - Developing countries
Educational sociology - Developing countries |
| ISBN |
1-136-73066-4
1-136-73067-2 0-203-81765-6 |
| Classificazione | EDU000000EDU034000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Reconstructing 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 Global 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 Research 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 Existing 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 Recognition and Relevance to Socio-Cultural Contexts within the ECCE Curriculum |
| Record Nr. | UNINA-9910821814303321 |
| Oxfordshire, England ; ; New York, : Routledge, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||