Ulteriori informazioni
Sommario
Preface.- Section 1: THE CREATION AND RE-CREATION OF A field.- 1. Joint Editors' Introduction.- 2. Cowen - short Editorial.- 3. Kaloyiannaki and Kazamias.- 4. Kazamias.- 5. Mattheou.- 6. Olmos and Torres.- 7. Mitter.- 8. Arnove.- 9. Val Rust.- 10. Kazamias.- Section 2: POLITICAL FORMATIONS AND EDUCATIONAL SYSTEMS.- 11. Kazamias - short Editorial.- 12. McCulloch.- 13. Madeira.- 14. Palomba.- 15. Pereyra.- 16. Kazamias.- 17. Law.- 18. Metzler.- 19. Silova.- 20. Garrido.- Section 3: THE NATIONAL, THE INTERNATIONAL, AND THE GLOBAL.- 21. Cowen - short Editorial.- 22. Beech.- 23. Sobe.- 24. Coulby.- 25. Popkewitz.- 26. Grant.- 27. Kendall.- 28. Rizvi.- 29. Castro.- 30. Pasias & Roussakis.- Section 4: INDUSTRIALISATION, KNOWLEDGE ECONOMIES AND EDUCATION.- 31. Cowen - short Editorial.- 32. Carl.- 33. Ferreira.- 34. Bash.- 35. Neave.- 36. Weymans.- 37. Welch.- 38. Jarvis.- 39. Gamarnikow.- 40. Karadja & Lambropoulos.- Section 5: Postcolonialism.- 41. Unterhalter - short Editorial.- 42. Sharma.- 43. Ramchandran.- 44. Chisholm and Leyendecker.- 45. Bhana.- 46. McCowan.- 47. Parkes.- 48. Rampal.- 49. Carrim.- 50. Unterhalter.- Section 6: CULTURES, Knowledge and Pedagogies.- 51. Kazamias - short Editorial.- 52. Lawton.- 53. Winther-Jensen.- 54. Figueiredo and Gvirtz.- 55. Kim.- 56. Elder.- 57. Ashkenazi.- 58. Grace.- 59. Alexander.- 60. Hargreaves.- Section 7: NEW THINKING.- 61. Cowen - short Editorial.- 62. Paulston.- 63. Apple & Au.- 64. Gundara.- 65. Stromquist.- 66. Larsen.- 67. Phillips.- 68. Kazamias - Agamemnon contra Prometheus.- 69. Dale and Robertson.- 70. McLaughlin.- Section 8: The Cutting Edge: questioning the Future.- 71. Steiner-Khamsi.- 72. Brown.- 73. Crossley.- 74. Mehta.- 75. Wang/Dong.- 76. Klerides.- 77. Broadfoot.- 78. Kazamias.- 79. Cowen.- 80. Joint Editors' Conclusion.- Index.
Riassunto
A big project like this Handbook means that you incur debts, and not only to your authors and your publisher. As editors we, along with our colleague Elaine Unterhalter who edited the section on postcolonialism, would like to thank most warmly those authors who delivered on time, and who did not fuss but just got on and did a ? r- rate job. We would also like to thank all authors who did deliver – which was almost everyone we asked. We know that some of our authors worked in very dif? cult private circumstances as they were ? nishing their chapters and we hope the publication of the Volumes will, later, be for them a happy reminder of dif? culties and disasters overcome. The only sad theme is that some very close colleagues, with whom we were wo- ing and for whom we had the greatest respect and liking, became very ill (and died) while the volumes were being prepared. We decided to ask for copyright permissions to publish something of theirs. These permissions were graciously given by two major journals and with the agreement also of our publishers Springer, Rolland Paulston and Terry McLaughlin have examples of their writing in this Handbook.
Testo aggiuntivo
From the reviews:
“It is … weighty in a conceptual sense and adds significantly to the field of comparative education. The editors are distinguished figures in the field … . They have assembled a wide range of contributors including many well-known authors; and their Handbook has both breadth and depth. … the Handbook indeed achieves its goal of assessing the past and present of the field, and of suggesting future directions. It will serve as a lasting benchmark and reference, both for individual chapters and in its entirety.” (Mark Bray, International Review of Education, Vol. 57 (1-2), April, 2011)
