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Education in a Time Between Worlds seeks to reframe this historical moment as an opportunity to create a global society of educational abundance. Educational systems must be transformed beyond recognition if humanity is to survive the planetary crises currently underway.
"The barbarian rules by force; the cultivated conqueror teaches." This maxim form the age of empire hints at the usually hidden connections between education and conquest. In Learning to Divide the World, John Willinsky brings these correlations to light, offering a balanced, humane, and beautifully written account of the ways that imperialism's educational legacy continues to separate us into black and white, east and west, primitive and civilized.
William Pallister analyses the rhetorical methods that Milton uses throughout the poem and examines the effects of the three distinct rhetorical registers observed in each of the poem's major settings.
Written in the midst of World War II, this book makes a strong argument for the crucial importance of education as the solution to the dilemmas with which our Anglo-Saxon culture was nurtured, with particular emphasis on the work of John Dewey and Jean-Jacques Rousseau. "The schools with which this argument is concerned are those of the Anglo-Saxon democracies of the last three centuries. In the life of England and America as we now know them, three hundred years of cultural change have moved on to a culminating and desperate crisis. That culture, in its religious and moral aspects, we have called Protestantism. On the economic and political side it has appeared as Capitalism. And these two together have established and maintained a way of life which we describe as Democratic. This book is devoted to an attempt to understand the education which is given by Anglo-Saxon democracies, to study the learning and teaching which have been done by a Protestant-capitalist civilization." from the Preface. As the original foreword by Reginald Archambault indicates, "Fundamentally this is a book about education written by an educator who was anything but conservative and never merely theoretical. He is interested not only in educational theory but also in educational policy, and indeed, in pedagogy. The volume is invaluable, then, for the student of education, for it sheds critical light on the classic conceptions of education for the poor, and provides a heuristic statement of direction for the future." Stringfellow Barr, writing for the New Republic, indicates that this is "A wise and courageous book. I do not know how anybody concerned with education can ignore it." Mark van Doren in the Nation said, "As many readers as are interested in human happiness should go through this bookfor it is concerned with as important a theme as any I can imagine."Alexander Meiklejohn was president of Amherst College and later founder of the University of Wisconsin's Experimental College in 1928. His other major books include The Liberal College, Free Speech and Its Relation to the Government, and Political Freedom. Lionel Lewis is professor and former chair and director of graduate studies in the Department of Sociology at the State University of New York at Buffalo. He is the author of Cold War on Campus and Marginal Worth, both available from Transaction.
The purpose of this book is to illustrate the struggles of Deaf women as they negotiate their family, educational, and work lives. This study demonstrates how these women resist and overcome the various obstacles that are put before them as well as how they work to negotiate their identities as Deaf women in the Deaf community, hearing world, and the places 'in between.' The scope of the book traces these women's lives in these three major sectors of their lives and provides a discussion of the implications for other linguistic minorities.
Understanding Educational Complexity presents in-depth case studies to explore the interdependence of educational research, practice, and policy, and offers frameworks for understanding how the intractable dilemmas of education reflect and embody the social, cultural, and developmental patterns of society.
2020 upended every aspect of our lives. But where is our world heading next? Will pandemic, protests, economic instability, and social distance lead to deeper inequalities, more nationalism, and further erosion of democracies around the world? Or are we moving toward a global re-awakening to the importance of community, mutual support, and the natural world? In our lifetimes, the future has never been so up for grabs. The New Possible offers twenty-eight unique visions of what can be, if instead of choosing to go back to normal, we choose to go forward to something far better. Assembled from global leaders on six continents, these essays are not simply speculation. They are an inspiration and a roadmap for action. With essays by: Kim Stanley Robinson, Michael Pollan, Varshini Prakash, Vandana Shiva, Jack Kornfield, Mamphela Ramphele, Justin Rosenstein, Jack Kornfield, Helena Nordberg-Hodge, David Korten, Tristan Harris, Eileen Crist, Francis Deng, Riane Eisler, Arturo Escobar, Rebecca Kiddle, Mike Joy, Natalie Foster, Jess Rimington, Jeremy Lent, Atossa Soltani, Mark Anielski, Ellen Brown, John Restakis, Zak Stein, Oren Slozberg, Anisa Nanavati, and Fr. Joshtrom Isaac Kureethadam
Every generation faces challenges, but never before have young people been so aware of theirs. Whether due to school strikes for climate change, civil war, or pandemic lockdowns, almost every child in the world has experienced the interruption of their schooling by outside forces. When the world we have taken for granted proves so unstable, it gives rise to the question: what is schooling for? Thrive advocates a new purpose for education, in a rapidly changing world, and analyses the reasons why change is urgently needed in our education systems. The book identifies four levels of thriving: global – our place in the planet; societal – localities, communities, economies; interpersonal – our relationships; intrapersonal – the self. Chapters provide research-based theoretical evidence for each area, followed by practical international case studies showing how individual schools are addressing these considerable challenges. Humanity's challenges are shifting fast: schools need to be a part of the response.
How the story of how missonary schools adopted the Bantu education reforms gives insight into the ongoing legacy of the apartheid in the South African educational system The transition from apartheid to the post-apartheid era has highlighted questions about the past and the persistence of its influence in present-day South Africa. This is particularly so in education, where the past continues to play a decisive role in relation to inequality. Between Worlds: German Missionaries and the Transition from Mission to Bantu Education in South Africa scrutinises the experience of a hitherto unexplored German mission society, probing the complexities and paradoxes of social change in education. It raises challenging questions about the nature of mission education legacies. Linda Chisholm shows that the transition from mission to Bantu Education was far from seamless. Instead, past and present interpenetrated one another, with resistance and compliance cohabiting in a complex new social order. At the same time as missionaries complied with the new Bantu Education dictates, they sought to secure a role for themselves in the face of demands of local communities for secular state-controlled education. When the latter was implemented in a perverted form from the mid-1950s, one of its tools was textbooks in local languages developed by mission societies as part of a transnational project, with African participation. Introduced under the guise of expunging European control, Bantu Education merely served to reinforce such control. The response of local communities was an attempt to domesticate – and master – the ‘foreign’ body of the mission so as to create access to a larger world. This book focuses on the ensuing struggle, fought on many fronts, including medium of instruction and textbook content, with concomitant sub-texts relating to gender roles and sexuality. South Africa’s educational history is to this day informed by networks of people and ideas crossing geographic and racial boundaries. The colonial legacy has inevitably involved cultural mixing and hybridisation – with, paradoxically, parallel pleas for purity. Chisholm explores how these ideas found expression in colliding and coalescing worlds, one African, the other European, caught between mission and apartheid education.
