By Donald B. Holsinger, W. James Jacob
Inequality in schooling: Comparative and foreign views is a compilation of conceptual chapters and nationwide case experiences that features a sequence of tools for measuring schooling inequalities. The ebook presents up to date scholarly examine on worldwide developments within the distribution of formal education in nationwide populations. It additionally bargains a strategic comparative and overseas schooling coverage assertion on contemporary shifts in schooling inequality, and new methods to discover, enhance and enhance comparative schooling and coverage study globally. Contributing authors study how schooling as a procedure interacts with executive finance coverage to shape styles of entry to schooling companies. as well as case views from 18 nations throughout six geographic areas, the amount comprises six conceptual chapters on themes that impact schooling inequality, akin to gender, incapacity, language and economics, and a precis bankruptcy that provides new facts at the pernicious outcomes of inequality within the distribution of schooling. The booklet deals (1) a greater and extra holistic figuring out of how to degree schooling inequalities; and (2) ideas for dealing with the problem of inequality in schooling within the tactics of coverage formation, making plans and implementation on the neighborhood, nearby, nationwide and international degrees.
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Extra info for Inequality in Education: Comparative and International Perspectives (CERC Studies in Comparative Education)
In addition, while many African languages are used in the primary education sector, most are not included in national curricula in the secondary subsector. The promulgation of indigenous African languages is accordingly stifled by the lack of government support and donor agency funding. Brock-Utne concludes that democracy in African societies cannot be achieved without leveling the language playing field. Part II of this volume is constituted by six chapters which provide national case studies on six Asian countries: Cambodia, China, India, Republic of Korea, Taiwan, and Vietnam.
Will Chinese higher education become increasingly elitist with a well-crafted façade hiding an elitist agenda? How will mass higher education be financed? Mary Ann Maslak’s Chapter 10 on enrollment and attainment in India provides a historical overview of that country’s education sector and an education policy analysis based on a literature review. Maslak identifies a gap in the scholarly literature on Indian secondary and tertiary education subsector enrollment and attainment where a disproportionate number of studies target only the primary subsector as is the case in many developing country contexts.
Gewirtz et al. make a distinction between these two terms and define equality as a matter of education based on facts and equity as a matter of education based on values. Farrell (1999) largely supports Bronfenbrenner’s definitions yet also recognizes that these definitions may very well differ depending on individual, subgroup, or group perspectives. Scholars have identified factors that lead to or perpetuate inequalities in education, including but not limited to opportunities for educational attainment (Breen & Jonsson 2005; Connolly 2006; Shavit & Blossfeld 1993), culture (Bourdieu 1977; Reagan 2005; Reay 2004), disabilities (Carrier 1986; Peters 2003), gender (Stromquist 2005; UNICEF 2007), globalization (Carnoy 1999; Rambla 2006), HIV/AIDS (Jacob & Collins 2008; UNAIDS/UNESCO 2005), language (Brock-Utne 2007; Hungwe 2007), natural disasters (Gitter & Barham 2007; Skoufias 2003), neoliberalism (Apple 2001, 2005; Colclough 1996; Hershock, Mason & Hawkins 2007), political economy (Collins 2004; Holsinger 2005), politics (Dale 1989; Marginson & Mollis 2002), poverty (Narayan 2000; Reimers 2000), privatization (Belfield & Levin 2002; Geo-JaJa 2004; Torche 2005), race or ethnicity (Ogbu 1988; Persell, Arum & Seufert 2004; Phalet, Deboosere & Bastiaenssen 2007), religion (Driessen 2002; Mehrotra & Panchamukhi 2006), social class (Erikson & Goldthorpe 1992; Jonsson, Mills & Müller 1996; Persell 1977; Stromquist 2004), societal values and norms (Foster, Gomm & Hammersley 2000; Goddard 2003), socioeconomic status (Ellwood & Jencks 2001; Filmer & Pritchett 1999; Treiman & Yip 1989), standardized tests (Baker, Goesling & LeTendre 2002; Freeman 2004; Reimers 2000), and war (Davies 2005; Nafziger & Auvinen 2002; Stewart, Humphreys & Lea 1997).