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A New Social Contract in a Latin American Education Context is committed to what has become known as "perspective of the South:" understanding the South not as a geographical reference but as a vindication of the existence of ways of knowing and of living which struggle for their survival and for a legitimate place in a world where the respect for difference is balanced with the right for equality. The metaphor of the new social contract stands for the desire to envision another world, which paradoxically cannot but spring out of the entrails of the existing one. Could the same contract under which the colonial orders were erected serve as a tool for decolonizing relations, knowledge, and power? Consequently, what kind of education could effectively help structure a new social contract? These are some of the questions Streck addresses.
A New Social Contract in a Latin American Education Context is committed to what has become known as "perspective of the South:" understanding the South not as a geographical reference but as a vindication of the existence of ways of knowing and of living which struggle for their survival and for a legitimate place in a world where the respect for difference is balanced with the right for equality. The metaphor of the new social contract stands for the desire to envision another world, which paradoxically cannot but spring out of the entrails of the existing one. Could the same contract under which the colonial orders were erected serve as a tool for decolonizing relations, knowledge, and power? Consequently, what kind of education could effectively help structure a new social contract? These are some of the questions Streck addresses.
The book takes the social contract as a metaphor for understanding the challenges to education within a context of paradigmatic transition, and of profound social and political transformations.
Comprised of in-depth interviews and conversations with key figures in education and activism that thoroughly examine the intersection of neoliberalism, neocolonialism, and racism, this first-rate collection critically explores, through their teaching, various, important issues situated in the context of Western neoliberalism and neocolonialism.
Using the accountability framework developed by the World Development Report 2004: Making Services Work for Poor People, this book analyzes the low-level equilibrium and the numerous reforms attempted in recent decades in Peru, and, based on this analysis, proposes interventions that would facilitate the creation of a new social contract for Peru.
Carefully curated to highlight research from more than twenty countries, the International Critical Pedagogy Reader introduces the ways the educational phenomenon that is critical pedagogy are being reinvented and reframed around the world. A collection of essays from both historical and contemporary thinkers coupled with original essays, introduce this school of thought and approach it from a wide variety of cultural, social, and political perspectives. Academics from South America, Europe, Africa, the Middle East, Asia, and North America describe critical pedagogy’s political, ideological, and intellectual foundations, tracing its international evolution and unveiling how key scholars address similar educational challenges in diverse national contexts. Each section links theory to critical classroom practices and includes a list of sources for further reading to expand upon the selections offered in this volume. A robust collection, this reader is a crucial text for teaching and understanding critical pedagogy on a truly international level. Winner of the 2016 Alpha Sigma Nu Book Award
Since its publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised fourth edition includes updated section introductions, expanded bibliographies, and up-to-date classroom questions. The book is arranged topically around such issues as class, racism, gender/sexuality, language and literacy, and classroom issues for ease of usage and navigation. New reading selections cover topics such as youth activism, agency and affect, and practical implementations of critical pedagogy. Carefully attentive to both theory and practice, this new edition remains the definitive source for teaching and learning about critical pedagogy.
Universities are not only economic engines but societal ones. This book interrogates the embeddedness of Higher Education (HE) systems in national social contracts, and discusses how their renegotiation is at play in the organisation of students’ access to universities. Structured around the central concept of the social contract, the growing recognition of the role of HE in its implementation, and regulations governing both individual and collective access, Higher Education in Societies: A Multiscale Perspective, explores the shifting mission of HE over the years from one thought to produce an elite to one of distributive justice by presenting research at the macro, meso and micro levels. In bringing together researchers from different countries, continents, and disciplines to study the same issue through a multiscale analysis, this book forms the starting line for further theoretical and methodological debate on the value of weaving together different approaches to the study of HE, including historical, comparative, sociological, organisational, institutional, quantitative, and qualitative.
Scenario planning brought up to date with case studies and a series of essential essays from one of its foremost exponents: Jay Ogilvy.
Latin America’s solid economic performance since 2003 has created the possibility of transforming the state for development. This year’s Latin American Economic Outlook examines the reform of the state in this context and recommends that Latin American states act now to deliver better services.