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Latin America has been an important basis for theorizing the postmodern condition and has been the site of some of the most significant contributions to postmodern literature. However, discourses about postmodernity have overwhelmingly been constructed by European and American intellectuals. This book is a groundbreaking collection of essays by Latin American scholars on the theories and practices of postmodernity. It provides an important forum for Latin American intellectuals to shape the debates on postmodernity that are based, to a large degree, on their own cultural and political experiences. Gathering together new and classic essays across a wide range of disciplines and perspectives, this much-needed collection allows some of Latin America's leading cultural critics to write back to their Euro-American counterparts and join the international debate.
The United Nations Children's Fund (UNICEF) has traditionally maintained very fruitful relationships with non-governmental organizations. The editors want to emphasize here is the significant role that these institutions play in designing and implementing programs to promote the development of children and women. This ·book is an analysis of non-go
In the field of higher education research, one of the most fascinating observations is the consistent and permanent expansion of higher education systems worldwide since the end of the Second World War. Undoubtedly, the predominant approach to address these developments has been through quantitative analysis, as well as international comparisons. The following work examines the particularities of the Venezuelan context with the aim of identifying specific features of this worldwide phenomenon in this South American case. Through a combination of qualitative methods, the author proposes a biographical approach for the study of higher education inclusion processes, which takes into account the perspectives and experiences of those who have been targeted by an ambitious higher education expansion process. The most distinctive feature of this work would be its methodological contribution to the field of higher education research. One could also argue that the ethnographic account of the Bolivarian Missions of education in Chavez’s Venezuela is both original and unprecedented. Furthermore, the writing approach bridges the interests of both academics, practitioners of the field and members of the general public.
The colonial heritage and its renewed aftermaths – expressed in the inter-American experiences of slavery, indigeneity, dependence, and freedom movements, to mention only a few aspects – form a common ground of experience in the Western Hemisphere. The flow of peoples, goods, knowledge and finances have promoted interdependence and integration that cut across borders and link the countries of North and South America together. The nature of this transversally related and multiply interconnected region can only be captured through a transnational, multidisciplinary, and comprehensive approach. The Routledge Handbook to the History and Society of the Americas explores the history and society of the Americas, placing particular emphasis on collective and intertwined experiences. Forty-four chapters cover a range of concepts and dynamics in the Americas from the colonial period until the present century: The shared histories and dynamics of Inter-American relationships are considered through pre-Hispanic empires, colonization, European hegemony, migration, multiculturalism, and political and economic interdependences. Key concepts are selected and explored from different geopolitical, disciplinary, and epistemological perspectives. Highlighting the contested character of key concepts that are usually defined in strict disciplinary terms, the Handbook provides the basis for a better and deeper understanding of inter-American entanglements. This multidisciplinary approach will be of interest to a broad array of academic scholars and students in history, sociology, political science cultural, postcolonial, gender, literary, and globalization studies.
Undoubtedly the most important development in higher education in recent years has been the seemingly inexorable expansion of national systems. In a comparatively short time period many countries have moved from an elite to a mass model. Furthermore, expansion has invariably changed the whole experience of higher education for all the interested parties from, presidents, rectors and vice-chancellors to first-term undergraduates. Structuring Mass Higher Education examines the impact of this change upon the existing national structures of higher education. It also defines and highlights what makes an ‘elite’ university – something which institutions must strive for in order to gain their position as global players. With case studies and contributions from a wide range of international authors, the book explores questions such as: Do higher education institutions retain a national significance, even though the vestiges of an international reputation have long faded? Has expansion undermined the quality of higher education because governments sought to expand "on the cheap"? Is the elite institutional response to mass higher education perceived as a threat to be responded to with purposeful action that sustains their elite status? Does the emergence of the international league tables pose a challenge to those responsible for governing elite institutions? These are critical issues with which both policy-makers and institutional leaders will have to grapple over the next ten years, making Structuring Mass Higher Education a timely, relevant, and much needed text. It will appeal to policy makers and practitioners within higher education as well as student and scholars worldwide.
This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools.
The heterogeneity of social structures and cultural identities in many developing countries, together with traditional hierarchies, rivalries, and deep-seated biases, has perpetuated inequities. Inclusive States: Social Policy and Structural Inequalities examines the role of the state and society in addressing structural inequalities and identifies a set of policy recommendations to redress them. This book defines structural inequality as a condition arising from unequal status attributed to a category of people in relation to others, a relationship perpetuated and reinforced by unequal relations in roles, functions, decision rights, and opportunities. Inclusive states are those that direct policies to address the needs of all, that respect the rights of citizens to exercise voice and influence on which services are provided and how they are delivered, and that have an interest in strengthening the social contract with their citizens. A central focus of policy remains a concern for equity, both to level the playing field to encourage social mobility and to ensure equity in the distributional effects of policy reforms and development interventions. This book highlights two key challenges for social policy. First, policy design needs to take into account the weaknesses of basic state functions in many developing countries, since these have important ramifications for social policy outcomes. Second, in most developing countries social structures marked by historically rooted structural inequalities pose significant challenges to the provision of services and require a long-term commitment to address underlying questions and problems. This book describes some of the challenges found in different contexts and some of the ways in which these challenges can be and are being addressed. This book is part of a new series, New Frontiers in Social Policy, which examines issues and approaches to extend the boundaries of social policy beyond conventional social services toward policies and institutions that improve equality of opportunity and social justice in developing countries. Other forthcoming titles in the series include Assets, Livelihoods, and Social Policy, and Institutional Pathways to Equity: Addressing Inequality Traps.
Originally published in 1989. This detailed bibliography focuses on women’s education in the developing nations of Asia, Africa, Latin America and the Caribbean and the Middle East. It contains annotations for about 1200 published works in English, French, Spanish, Portuguese and German. The entries include extensive research journal, monograph and book literature items, including chapters hidden in books that don’t have women or education as their main theme. The citations are organised thematically but with geographic divisions within each of the 15 sections and each entry has a decently detailed summary. It is prefaced by a useful article written by Gail Kelly on the directions in research at the time and the development of women-centric approaches.
Politics of Education in Latin America: Reforms, Resistance and Persistence portrays complex situations of education change policies in Latin America from Argentina and Chile, the southernmost part of the continent, to Mexico, the northernmost. The analyses tour through Brazil, Peru, Colombia, Ecuador, El Salvador, and Cuba to conclude with a chapter that scrutinizes why the big teacher unions reject most attempts at education reforms. In these, teachers are the target of criticism and, at the same time, the focus of the expectations for progress and better educational quality. Readers will find a variety of contentious issues such as inclusion, equity, privatization, uses of power, and dialectics between the indications of intergovernmental organizations and the rejection of their recommendations by local political actors. They will also find narratives to raise public education participation, improve the quality of life of teachers, and put local education systems to dialogue with the global world. The politics of education in Latin America is a territory that groups and institutions continue to dispute since the establishment of their education systems.