Education & Pedagogy

In this qualitative research essay, Francine Menashy and Zeena Zakharia advance Charles Mills's concept of White ignorance for understanding racial power hierarchies in global education governance. They reveal how global education organizations "sanitize racial inequities and silence conversations on race" and how in global education racism has been largely considered a US-based problem, which denies the fact that White supremacy is a global system. The authors argue that White ignorance has inhibited structural change in global education policies and practices. And while the Black Lives Matter movement has called for a global reckoning with entrenched racism and White supremacy, limited attention has been paid to racial inequities in global education circles.

This special issue contributes to the vibrant debates concerning the 'responses and intensifying inequalities in the Global South' underway with regard to COVID-19 and the subsequent crises of higher education. With neoliberal globalization in a deeper crisis by the pandemic, transforming higher education and teaching configurations in ways that appease the rich and powerful players, while simultaneously seeking to neutralize forms of equity in education. Rather than pointing fingers at the broken structures and wider external economic framework, we argue that re-centring the humanistic, holistic and bottom-up approach that frames the post-pandemic higher education offers a more useful framework for understanding educational transformation in the contemporary period.

Education gives people the opportunity to become more productive, escape poverty, and improve the quality of their lives. For more than two decades the World Bank has supported the efforts of developing countries to expand and improve education at all levels. This document discusses World Bank efforts in support of education in developing countries as the 1990s begin. Figures on lending for education, as well as Bank support for educational policy and analysis and research are included. Strategies for educational development are presented for several different education levels and representative efforts at each level in individual countries are discussed. A number of figures appear in the booklet, and an appendix detailing World Bank education projects being implemented is 1990 in included. (DB)

Aesthetics, or the philosophy of art, is perhaps the most troublesome discipline advocated in a discipline-based approach to art education. It is troublesome for many reasons, including its largely verbal nature and the lack of experience of most art teachers with its content and modes of inquiry. Nevertheless, aesthetics can serve as a basis for all other content in an art curriculum because of its nature and its foundation of general questions about all works of art. Issues examined in this digest include: (1) relating aesthetics to art education; (2) placement of aesthetics in the art curriculum; (3) philosophical inquiry in art education; and (4) reconstruction of aesthetics in art education. A 9-item reference list concludes the digest. (DB)

This volume looks at the comparative study of educational policies, issues, and problems covering developments in education worldwide. Some educators define education as an applied art that attempts to use scientific approaches. This collection of articles presents the European viewpoint, in which scholars consider key elements in the study of educational issues and concerns. Articles include: (1) "The Philosophy of Education" (O. Reboul); (2) "The History of Education" (A. Leon); (3) "Educational Sociology" (G. Mialaret; V. Isambert-Jamati); (4) "Educational Demography" (G. Mialaret; P. Clerc); (5) "Educational Economics (F. Orivel); (6) "Educational Planning" (S. Lourie); (7) "Educational Administration (L. Tiburcio); and (8) "Comparative Education (Le Thanh Khoi). A 226-item selected bibliography also is included. (NL)

Assisting students in the development of their ability to think has long been a basic goal of education. Creative thinking and critical thinking have been defined jointly as higher-order thinking based on fact and logic, insight and empathy; they are seen as necessary for problem solving, invention, and achievement. Because the primary goal of environmental education is typically described as the development of responsible environmental behavior, higher order thinking is needed. This digest focuses on the relationships between creative thinking and environmental education. Discussed are the behaviors involved in creative thinking, which disciplines are involved, and the curricular approaches which may be used. A list of 12 selected references is included. (CW)

The project group "Preparedness for Peace," at the Malmo School of Education (Sweden), studies possible ways of helping children and young people to deal constructively with questions of peace and war. As part of this work, the project group conducts interviews with people engaged in the problems of peace education. This publication presents conversations with four people from Great Britain--Helen Collinson, Mildred Masheder, Chris Sewell, and Patricia White--who have all been professionally involved in activities related to peace education. (Author)

This pamphlet outlines the National Endowment for the Arts' (NEA's) principles for lifelong learning in the arts and identifies four broad areas that guide the NEA's planning and support. The four areas include: (1) "Pre-K to Post-Secondary Arts Education"; (2) "Pre-Professional and Professional Development in the Arts"; (3) "Avocational Arts Education"; and (4) "Tradition-Based Learning in the Arts." Each of these areas is briefly described with examples. The "Principles and Characteristics of Excellence in Arts Education" and the "Statement of Principles," guiding the beliefs in a quality education and for a lifelong education in the arts, also are defined. (EH)

This proceedings of a conference on rural education includes 2 keynote speeches and abstracts of 50 conference sessions. The following key issues relevant to rural and small schools were emphasized in the conference sessions: (1) innovative uses of emerging technologies in rural and small schools; (2) rural education in transition; (3) rural school finance and facilities; (4) rural education and accountability; (5) innovations and alternatives in rural special education and science education; (6) emerging technologies that enhance multicultural education in rural and small schools; and (7) idea and instructional material exchange for teachers. (LP)

This document provides an overview of the current literature on distance education. A historical perspective and definitions associated with distance education are presented in the first section. The following theories are also discussed: independence and autonomy; industrialization of teaching; and interaction and communication. A synthesis of existing theories and a theoretical framework for distance education is also offered. A review of the research on distance students and distance education systems is highlighted in the second section. Operational issues are examined in the third section: management and administration; personnel; programming; and facilities. Summaries and references are included at the end of each section. Contains 357 references. (AEF)

Position statements of the National Council of Teachers of Mathematics (NCTM) are provided in detail. Topic areas for which position statements are provided include: Calculators and the Education of Youth, Early Childhood Mathematics Education, Evaluation of Teacher Performance, Guiding Students' Attitudes and Decisions Regarding Their Mathematics Education, Mathematics Education of Underrepresented Groups, Mathematics for Language Minority Students, Mathematics Leaders in Elementary/Middle Schools, Mathematics Leaders in Secondary Schools, Metrication, Professional Development of Teachers of Mathematics, Professional Standards for Selection and Implementation of Instructional Materials, Teaching Mathematics in the Middle Grades, and the Use of Technology in the Learning and Teaching of Mathematics. (DDR)

This booklet is an updated and expanded version of a 1983 guide for beginning and experienced vocational-technical education teachers. It contains strategies, resources, and references for further information. The nine chapters of the guide cover the following topics: (1) the role of the vocational instructor; (2) providing career guidance; (3) integrating academic and vocational education; (4) advising a vocational student organization; (5) providing work-based learning; (6) helping students make the transition from school to careers; (7) creating a school and community relations program; (8) evaluating and improving your program; and (9) professional development. (KC)

This paper is part of a larger project comparing civic capacity and urban education in 11 American cities. The paper is divided into four sections. The first section attempts to explain why civic capacity and public education in Pittsburgh (Pennsylvania), Boston (Massachusetts), and St. Louis (Missouri), evolved from different paths, although they share a number of other features. The second section provides a brief statistical introduction to each city and its school system. This is followed by case studies that highlight the development of civic capacity and its relationship to public education. In the final section the study considers common themes around the establishment of civic capacity and its activation on behalf of public education. (EH)

These five newsletter issues focus on potential developments and critical trends in higher education. Feature articles include: (1) "A Reinvented Model for Higher Education" (Richard B. Heydinger); (2) "Redesigning American Public Education" (James S. Coleman); (3) "Envisioning (and Inventing) the Future" (Ian Wilson); (4) "Human Factors: The Problems of Integrating People and Technology in the Workplace" (Arnold Brown); and (5) "School Is Out--Learning Is In" (Terry O'Banion). Regular columns focus on social, technological, economic, environmental, and political issues affecting higher education, as well as commentaries on higher education issues, the Internet, and computer software. (MDM)

Cultural and national history have profoundly modeled Greek society and continue to play a vital role in Greek policy and in cultural and social life. This handbook provides a brief overview of secondary education in Greece. The first part describes the country's societal, historical, and political background; educational history and current education system; the structure of secondary education; and administrative structure of the education system. The second part examines specific issues in Greek secondary education, including curricula and innovation; the relationship between school and society and between the internal and external support structures; evaluation and assessment, training, functions, and employment conditions of teachers and principals; and financing and budgeting. Eight tables and one figure are included. (Contains 5 references.) (LMI)