This edited collection challenges the common preoccupation with knowledge acquisition and academic achievement by comparing the aims and cultural beliefs which drive education in different countries throughout the world. Through case studies from countries in Asia, Latin America, Africa, and Europe, the authors present how education can be…

This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today--from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those…

Offering contributions from international leaders in the field, this volume builds on empirically informed meta-analyses to foreground relationship-based aspects of parental involvement in children's education and learning. Chapters explore how factors including parent-child communication, cultural and parental expectations, as well as…

Explores the work of Martin Bernal in tracing the roots of Greek civilization to Africa. Discusses the Ancient, Aryan, and Revised Ancient models for explaining Greek origins. Observes that Bernal's thesis comes at a time of increased interest in non-Western history. Suggests that views of ancient Greece will never be the same. (SG)

Edited by three authorities in the field, this "Handbook" presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching. A…

Contends that, in the past 30 years, a dramatic upsurge has taken place in activities designed to promote human rights for indigenous peoples around the world. Asserts that, in the case of Africa, attention generally has been concentrated on socioeconomic rights, such as health care, sufficient water, food, and shelter. (CFR)

Discusses the educational philosophy of the Society of the Holy Child Jesus and its impact upon the women of Nigeria and Ghana. This religious instruction allowed them to attain a liberated means of self-expression and leadership faithful to their cultural heritage as African women and their formation as Christians. (MJP)

Maintains that, in many African nations, the structure of educational institutions remains determined largely by colonial foundations. Discusses educational history in Zimbabwe from the 1920s until 1987. Contends the most significant feature of Zimbabwe's educational system has been continuous and rapid sociopolitical change. (CFR)

Although women are a crucial element in national rural development, their role continues to be neglected in plans and programs for change--especially in Third World countries. In addition to the burden faced by rural people generally in developing countries, women carry a double burden because of their low social status, high illiteracy rate, lack…