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The cultural, social and political existence of the working class were critical factors leading to the nineteenth century provision of a class-based education system. Changes in the organisation of this system have sought to pursue many of its original aims. Community education is an important new mechanism which would guarantee the continued pr
The cultural, social and political existence of the working class were critical factors leading to the nineteenth century provision of a class-based education system. Changes in the organisation of this system have sought to pursue many of its original aims. Community education is an important new mechanism which would guarantee the continued pr
Since 1997 when Hong Kong became a Special Administrative Region of the People’s Republic of China, a string of education reforms have been introduced to improve the quality of education and maintain Hong Kong’s economic competitiveness in the age of globalization. This book provides a comprehensive and critical analysis of major issues and challenges faced by the education system, ranging from pre-school to higher education. It analyses the prospects for educational development in Hong Kong. It further addresses how the Hong Kong government has responded to the perceived challenges of the external environment and internal forces and explains the rationales for the actions taken. Not only does it review how the reform initiative challenges have been dealt with, it also reviews how effective these initiatives are and its implications on future directions.
In the context of the increasing global movement of people and a growing evidence base for differing outcomes in child welfare, Routledge Handbook of Global Child Welfare provides a compelling account of child welfare, grounded in the latest theory, policy and practice. Drawing on eminent international expertise, the book offers a coherent and comprehensive overview of the policies, systems and practices that can deliver the best outcomes for children. It considers the challenges faced by children globally, and the difference families, services and professionals can make. This ambitious and far-reaching handbook is essential reading for everyone working to make the world a better and safer place for children.
Since the early 1980s, sociology of education has been the subject of serious criticism, much of it emanating from supporters of the New Right in education. The discipline has been depicted as subversive, irrelevant and offering no really useful knowledge. In this collection of original articles, the authors seek to address such criticisms through an examination of key reforms. The chapters thus provide a critical commentary on past work as well as identifying a series of agendas for future research and analysis. Overall the intention is to encourage debate and dialogue.
Explores a range of key issues related to children and childhood, from birth to eighteen years. This book is suitable for students as well as those studying relevant professional qualifications in social work, teaching and health.
To celebrate the 25th anniversary of its publication, Michael W. Apple has thoroughly updated his influential text, and written a new preface. The new edition also includes an extended interview circa 2001, in which Apple relates the critical agenda outlined in Ideology and Curriculum to the more contemporary conservative climate. Finally, a new chapter titled "Pedagogy, Patriotism and Democracy: Ideology and Education After 9/11" is also included.
First Published in 1998. This book examines the ideas of two of the most controversial radical heroes of adult education, Antonio Gramsci and Paulo Freire, gauging their significance for the development of a radical politics of adult education in the post-Soviet, post-apartheid new world order. Gramsci offers a noble vision of the role of adult education in the creation of revolutionary Marxist hegemony; but the cause he lived and died for has all but collapsed. Nevertheless, his distinction between common sense and good sense, his theory of the intellectual and his concept of hegemony bear scrutiny today. In Freire's pedagogy of the oppressed, the relationship between leader and followed, teacher and student, is problematic and this book questions whether his pedagogy has the liberating potential he envisioned. The author considers and rejects the linkage of Gramsci's and Freire's ideas in the adult education literature. Nonetheless, Gramsci and Freire have huge symbolic importance as radical heroes in an under-theorized and marginalised field. The study highlights a problem with the radical hero phenomenon: when individuals become icons, their ideas cease to be open, and new insights do not emerge as challenge becomes inadmissible and debate dies. While neither Gramsci nor Freire can provide us with answers, Gramsci helps us address the difficult questions of purpose and content in the politics of adult education.