The essays in this international collection are a response from twenty two educators to political changes brought about by the collapse of old empires and the rise of new democracies. Their ground-breaking work provokes a reassessment of some of the fundamental principles which shape educational thought and practice. They focus in particular on four key clusters of issues to do with the role of education in cultivating national identity, market principles, personal autonomy and democratic citizenship.
The essays in this international collection are a response from twenty two educators to political changes brought about by the collapse of old empires and the rise of new democracies. Their ground-breaking work provokes a reassessment of some of the fundamental principles which shape educational thought and practice. They focus in particular on four key clusters of issues to do with the role of education in cultivating national identity, market principles, personal autonomy and democratic citizenship.
David Bridges is Professor of Education in the School of Education and Professional Development at the University of East Anglia, Norwich, England.
Inhaltsangabe
John White University of London Institute of Education UK; Terence H. McLaughlin University of Cambridge UK; Palmira Juceviciene Kaunas University of Technology Lithuania; Ching-tien Tsai Institute of Education at the National Chung Cheng University Taiwan ROC; David Bridges University of East Anglia Norwich UK; Felisa Tibbitts Human Rights Education Programmes Netherlands Helsinki Committee Utrecht Netherlands; Robert Cowen University of London Institute of Education UK; James Tooley University of Manchester School of Education England; Geoff Whitty Institute of Education London UK; Terry Hyland University of Warwick UK; Colin Wringe University of Keele UK; Richard Smith University of Durham UK; James Kaminski Auburn University USA; Gaye Heathcote Manchaster University UK; Michael Fielding University of Cambridge Institute of Education UK; Akilu Sani Indabawa Bayero University Nigeria; Ken Fogelman University of Leicester UK; Nikolai Nikandrov Russian Academy of Education Moscow Russia; Penny Enslin University of Witwatersrand South Africa; Terry Phillips Univeristy of East Anglia UK; David Aspin Monash University Melbourne Australia; John Arul Phillips University of Malaysia Malaysia
John White University of London Institute of Education UK; Terence H. McLaughlin University of Cambridge UK; Palmira Juceviciene Kaunas University of Technology Lithuania; Ching-tien Tsai Institute of Education at the National Chung Cheng University Taiwan ROC; David Bridges University of East Anglia Norwich UK; Felisa Tibbitts Human Rights Education Programmes Netherlands Helsinki Committee Utrecht Netherlands; Robert Cowen University of London Institute of Education UK; James Tooley University of Manchester School of Education England; Geoff Whitty Institute of Education London UK; Terry Hyland University of Warwick UK; Colin Wringe University of Keele UK; Richard Smith University of Durham UK; James Kaminski Auburn University USA; Gaye Heathcote Manchaster University UK; Michael Fielding University of Cambridge Institute of Education UK; Akilu Sani Indabawa Bayero University Nigeria; Ken Fogelman University of Leicester UK; Nikolai Nikandrov Russian Academy of Education Moscow Russia; Penny Enslin University of Witwatersrand South Africa; Terry Phillips Univeristy of East Anglia UK; David Aspin Monash University Melbourne Australia; John Arul Phillips University of Malaysia Malaysia
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