Bøger i Education Policy in Practice: Critical Cultural Studies serien

Focusing on bilingual education policy, this title represents a multidimensional and longitudinal study of 'policy processes' as they play out on the ground (a single school in Los Angeles), and over time (both within the same school, and also within the state of Georgia). It collects a great variety of forms of 'discourse.'

Universal Primary Education programs are being promoted around the globe as the solution to poverty and health problems. This book offers a vivid portrait of life and the implementation of Universal Primary Education in Eastern Uganda, based on long-term fieldwork following a group of children as they grow up.

Offers an anthropological perspective on the process by which state cultural policy actively engages civil society in a quest to shape social relations in the public sphere.

Explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. This book focuses on the cultures, contexts, structures, people, and processes involved in education for democracy.

Explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world. This book focuses on the cultures, contexts, structures, people, and processes involved in education for democracy.

Provides three complementary anthropological perspectives as a framework for analyzing the ground-shifting changes underway in higher education - the higher education mindset, political and policy perspectives, and instruction and learning. These domains intersect with many operational dimensions of higher education.

Provides three complementary anthropological perspectives as a framework for analyzing the ground-shifting changes underway in higher education - the higher education mindset, political and policy perspectives, and instruction and learning. These domains intersect with many operational dimensions of higher education.

The book is written with great clarity, and a strong awareness of the importance of the school's social milieu. Forsey cuts through the mealy mouthed official rhetoric of "e;education for all"e; and shows the massive, continuing influence of social class inequalities in Australian society. Class interests shape not only this school but the whole education system around it, public and private. Ravina High is seen as a "e;good school"e; largely because of its comfortable middleclass catchment.

Ravina High is seen as a ""good school"" largely because of its comfortable middle-class catchment. This book talks about how class interests shape not only this school, but the whole education system around it, public and private. It shows the massive influence of social class inequalities in Australian society.

This is a groundbreaking research study on Black immigrant identities in South African schools. It is the first major book on racial integration and immigrant children in South African schools. The overall aim of this study is to investigate how immigrant students negotiate and mediate their identity within the South African schooling context.This study set out to explain this complex phenomenon, guided by the following research objectives: One, to describe how immigrant student identities are framed, challenged, asserted and negotiated within the institutional cultures of schools. Two, to evaluate the extent to which the ethos of these schools has been transformed towards integration in the truest sense and to determine how immigrant students perceive this in practice? Three, to explore the 'transnational social fields' in terms of social networks and crossborder linkages of immigrant students and how this impacts on their identity formation. Four, to determine if there are any new forms of immigrant student selfidentities that are beginning to emerge? Five, to determine the extent to which racial desegregation has been accompanied by social integration between immigrant and local students. Six, to determine the impact of the South African social/schooling context on immigrant student identity formation. And seven, to identify critical lessons and 'good practice' that could be learnt and used to accelerate the racial desegregation and social integration of immigrant students in South African schools.