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This edited book is a comprehensive resource for understanding the history as well as the current status of educational practices in Singapore. It is a one-stop reference guide to education and educational issues/concerns here. There are three sections: Part 1 provides a sectorial overview of how education has been organized in this country such as preschool, special needs, primary and secondary, and adult education divisions. In Part 2, contributors critically delve into issues and policies that are pertinent to understanding education here such as underachievement, leadership, language education, assessment, and meritocracy to question what Part 1 might have taken for granted. Part 3 contains the largest number of contributors because it offers a scholarly examination into specific subject histories. This section stands out because of the comparative rarity of its subject matter (history of Physical Education, Art, Music, Geography Education, etc.) in Singapore.
Chou and Ching examine the processes of schooling in Taiwan amidst social, cultural, economic, and political conflict resulting from local and global dilemmas. Collectively, these issues offer a panoramic and in-depth glimpse from the past to the future of educational trends in Taiwan.
During recent decades, social inequalities have increased in many urban spaces in the globalized world, and education has not been immune to these tendencies. Urban segregation, migration movements and education policies themselves have produced an increasing process of school segregation between the most disadvantaged social groups and the middle classes. Exploring school segregation patterns in Argentina, Belgium, Brazil, Chile, England, France, Peru, Spain, Sweden and the USA, this volume provides an overview of the main characteristics and causes of school segregation, as well as its consequences for issues such as education inequalities, students' performance, social cohesion and intercultural contact. The book is organized in three parts, with Part 1 exploring the systemic dimensions of education inequalities that shape different patterns of school segregation, and the extent to which public policies have addressed this challenge. Part 2 focuses on the consequences of school segregation on student performance and other educational aspects, and the Part 3 explores how school segregation dynamics are shaped by market forces and privatization of education. Whilst focusing on different dimensions of school segregation, each chapter explores the magnitude, trends and consequences of school segregation, providing readers with a comprehensive overview of the phenomenon and facilitating cross-country comparisons. Moreover, the volume provides important evidence about the dynamics and characteristics of school segregation, which is key for the planning and implementation of de-segregation policies.
The position of the 19 million Kurds is an extremely complex one. Their territory is divided between 5 sovereign states, none of which have a Kurdish majority. They speak widely divergent dialects, and are also divided by religious affiliations and social factors. It has taken the tragic and horrifying events in Iraq this year to bring the Kurds to the centre of the world stage, but their particular problems, and their considerable geo-political importance, have been the source of growing concern and interest during the last two to three decades. There is a remarkable dearth of reliable and up-to-date information about the Kurds, which this book remedies. Its contributors cover social and political issues, legal questions, religion, language, and the modern history of Kurds in Turkey, Iraq, Iran, Syria and the Soviet Union. The Kurds will be an invaluable source of reference for students and specialists in Middle East studies, and those concerned with wider questions of nationalism and cultural identity. It also offers extremely useful background information for those with a professional concern for the numerous Kurdish immigrants and asylum seekers in Western Europe and North America.
In light of the transformation of the Front National (FN) to a major player in French politics, this book examines how the unprecedented boost in positive opinions towards the FN as well as its increasing membership and electoral success have been possible. Using a supply and demand framework and a mixed methods approach, the author investigates the development of the FN and compares the “new” FN under Marine Le Pen with the “old” FN under Jean-Marie Le Pen across 4 dimensions: (1) the party’s ideology, (2) the leadership styles of the two leaders including the composition of the party elites and the leaders’/ parties’ relationship with the media, (3) the party members and (4) the party voters. It appeals to scholars interested in the study of radical right-wing movements and parties as well as to anybody interested in French politics.
This is one of six volumes that present the results of the PISA 2018 survey, the seventh round of the triennial assessment. Volume I, What Students Know and Can Do, provides a detailed examination of student performance in reading, mathematics and science, and describes how performance has changed since previous PISA assessments.
International comparisons of student achievement in mathematics, science, and reading have consistently shown that Japanese and Korean students outperform their peers in other parts of world. Understandably, this has attracted many policymakers and researchers seeking to emulate this success, but it has also attracted strong criticism and a range of misconceptions of the Japanese and Korean education system. Directly challenging these misconceptions, which are prevalent in both academic and public discourses, this book seeks to provide a more nuanced view of the Japanese and Korean education systems. This includes the idea that the highly standardized means of education makes outstanding students mediocre; that the emphasis on memorization leads to a lack of creativity and independent thinking; that students’ successes are a result of private supplementary education; and that the Japanese and Korean education systems are homogenous to the point of being one single system. Using empirical data Hyunjoon Park re-evaluates the strengths and weaknesses of the existing education systems in Japan and Korea and reveals whether the issues detailed above are real or unfounded and misinformed. Offering a balanced view of the evolving and complex nature of academic achievement among Japanese and Korean students, this book will appeal to students and scholars of Asian, international and comparative education, as well as those interested in Asian society more broadly.
Georges Canguilhem is one of France's foremost historians of science. Trained as a medical doctor as well as a philosopher, he combined these practices to demonstrate to philosophers that there could be no epistemology without concrete study of the actual development of the sciences and to historians that there could be no worthwhile history of science without a philosophical understanding of the conceptual basis of all knowledge. A Vital Rationalist brings together for the first time a selection of Canguilhem's most important writings, including excerpts from previously unpublished manuscripts and a critical bibliography by Camille Limoges. Organized around the major themes and problems that have preoccupied Canguilhem throughout his intellectual career, the collection allows readers, whether familiar or unfamiliar with Canguilhem's work, access to a vast array of conceptual and concrete meditations on epistemology, methodology, science, and history. Canguilhem is a demanding writer, but Delaporte succeeds in marking out the main lines of his thought with unrivaled clarity; readers will come away with a heightened understanding of the complex and crucial place he holds in French intellectual history.
As a result of the world class university rankings, many governments adopt public incentives and sanctions to push universities to excel. Above all, the better faculty research publication in SSCI and SCI journals, the more resources and social prestige universities will obtain. This timely book attempts to relate these dilemmas in Taiwan to many non-English speaking counterparts which also struggle with the worldwide SSCI syndrome. As Taiwan's higher education system, similar to that of some other countries, has been recently devastated by the SSCI-based quantitative evaluations of academic performance in terms of its adverse impacts on the balances between teaching vs. research; qualitative vs. quantitative evaluations; globally oriented, English vs. locally oriented, non-English publications; and publications in academic journals vs. books, The SSCI Syndrome in Higher Education is a long overdue study that offers a systematic, comprehensive coverage of the above-mentioned SSCI syndrome on the dynamics of Taiwan's academe. This book definitely helps fill an important gap in the literature on Taiwan's higher education system.
This highly original work provides a thought-provoking and valuable resource for researchers and academics with an interest in genocide, criminology, international organizations, and law and society. In her book, Caroline Fournet examines the law relating to genocide and explores the apparent failure of society to provide an adequate response to incidences of mass atrocity. The work casts a legal perspective on this social phenomenon to show that genocide fails to be appropriately remembered due to inherent defects in the law of genocide itself. The book thus connects the social response to the legal theory and practice, and trials in particular. Fournet's study illustrates the shortcomings of the Genocide Convention as a means of preventing and punishing genocide as well as its consequent failure to ensure the memory of this heinous crime.