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Informal Learning and Literacy among Maasai Women
Informal Learning and Literacy among Maasai Women highlights the importance and role of informal education in the emancipation and development of Maasai village women in Kenya. At present, knowledge and research on the impact of informal learning and literacy on community development is limited, and there is a gap between policy level discussions and women’s lived experiences. Using a postcolonial feminist framework, this book sets out to examine linkages between informal learning and literacy, human development and gender inequality. Despite improvements in recent years, access to traditional education remains restricted for many women in rural communities across Kenya. Takayangi’s book...
A History of Japanese Journalism
In Japan, the kisha-clubs are the focal point between the authorities and the media - they are not the counterpart of the leisurely, informal nature of western press clubs of which the free access to information is of the essence.
Transculturalism and Teacher Capacity
Based on new research data, with a 135-teacher study over 8 countries, this book challenges the assumption that all teachers automatically have the expertise to teach cultural understanding and argues, instead, that there is the need for teachers to acquire transcultural expertise to teach cultural understanding effectively in the present age, rather than depending on current multicultural and intercultural approaches. By outlining a new model to teach cultural understanding that is appropriate and relevant, this volume focuses on the expertise of teachers to address this gap in current teaching practice. Using the framework of education in Britain and its former empire, this book traces the...
Anthology of Modern Japanese Poetry
This collection of modern Japanese poetry presents carefully selected works for Western readers. The state of Japanese poetry in the twentieth century, its high quality and individuality is clearly shown in this book. The introduction gives a brief, lucid history of poetry in Japan, with the emphasis on modern poetry. The body of the book is taken up with the translation of the work of forty–nine widely acclaimed poets: free–verse poets, tanka poets, and haiku poets. At the back are notes giving illuminating biographical and literary information about each poet. The excellence of the translations and the lucidity of the introduction and notes make the book a treasure for poetry lovers everywhere. Poets include: Kotaro Takamura Yoshiaki Sasazawa Iku Takenaka Saburo Kuroda Shuntaro Tanikawa Mokichi Saito Kuniyo Takayasu Suju Takano Kiyoko Takayanagi
Transnational Perspectives on Curriculum History
This book offers a remarkable range of research that emphasises the need to analyse the shaping of curricula under historical, social and political variables. Teachers’ life stories, the Cold War as a contextual element that framed curricular transformations in the US and Europe, and the study of trends in education policy at transnational level are issues addressed throughout. The book presents new lines of work, offering multidisciplinary perspectives and provides an overview of how to move forwards. The book brings together the work of international specialists on Curriculum History and presents research that offers new perspectives and methodologies from which to approach the study of the History of Education and Educational Policy. It offers new debates which rethink the historical study of the curriculum and offers a strong interdisciplinary approach, with contributions across Education, History and the Social Sciences. This book will be of great interest for academics and researchers in the fields of education and curriculum studies. It will also appeal to educational professionals, teachers and policy makers.
Japanese Schooling and Identity Investment Overseas
This book is about education, ideology, power and identity investment and concerns an influential East Asian expatriate community. Specifically, it seeks to understand particular ways in which the Japanese white-collar elite live as a closed and self-referentially defined in-group, despite the manifestly multicultural ethos of their Singaporean domicile. The study attends to issues regarding schooling, unity, diversity and community based on grounded anthropological observations. Specific observations centre around the particularities of Japanese nation-state schooling practices set in cosmopolitan Singapore, a contrastingly non-Japanese setting. The insights therein are made possible by way...
Parental Involvement Across European Education Systems
This book addresses central questions regarding parental involvement across European educational systems; exploring the commonalities and differences across European countries and the extent to which current policy and practice pertaining to parental involvement is inclusive of diversity. Adopting an interdisciplinary approach that draws from the fields of education, sociology and psychology, it presents a description of the policy context and empirical research on critical perspectives relating to parental involvement. Comprising a rich varied cross-section of national experiences from eleven European countries and the contexts surrounding them, case studies provide insights into parental involvement across Europe and identify challenges in the field. This volume’s in-depth approach and comprehensive interrogation of parental involvement across European education systems make it an ideal resource for parents, teachers and academics, researchers and post-graduate students in the fields of education policy and comparative education, as well as teacher educators and policy makers.
50 Years of US Study Abroad Students
Since the 1960s, Japan has been a historical leading study abroad destination for US undergraduate students. This book explores the long-term impacts of study abroad through a lens of knowledge diplomacy and the cultivation of individuals with understanding of the host country and world through transformative international experiences. Based on extensive original survey data and interviews with alumni over nearly 50 years of the Japan Study Program, the book provides a historical perspective on the personal impacts of study abroad on academic, professional, and personal development. The author further explores knowledge diplomacy seen as the creation of an in-depth understanding of the host country, familiarity of the host region, and awakened consciousness of the world through subsequent life experiences. Recipient of the 2020 Best Book Award from the Comparative and International Education Society (CIES) Study Abroad and International Students Special Interest Group.
Informal Learning and Literacy among Maasai Women
Informal Learning and Literacy among Maasai Women highlights the importance and role of informal education in the emancipation and development of Maasai village women in Kenya. At present, knowledge and research on the impact of informal learning and literacy on community development is limited, and there is a gap between policy level discussions and women’s lived experiences. Using a postcolonial feminist framework, this book sets out to examine linkages between informal learning and literacy, human development and gender inequality. Despite improvements in recent years, access to traditional education remains restricted for many women in rural communities across Kenya. Takayangi’s book...
Residential Schools and Indigenous Peoples
Residential Schools and Indigenous Peoples provides an extended multi-country focus on the transnational phenomenon of genocide of Indigenous peoples through residential schooling. It analyses how such abusive systems were legitimised and positioned as benevolent during the late nineteenth century and examines Indigenous and non-Indigenous agency in the possibilities for process of truth, restitution, reconciliation, and reclamation. The book examines the immediate and legacy effects that residential schooling had on Indigenous children who were removed from their families and communities in order to be ‘educated’ away from their ‘savage’ backgrounds, into the ‘civilised’ ways of the colonising societies. It brings together Indigenous and non-Indigenous authors from Aotearoa/New Zealand, Australia, Greenland, Ireland, Norway, the United Kingdom, and the United States in telling the stories of what happened to Indigenous peoples as a result of the interring of Indigenous children in residential schools. This unique book will appeal to academics, researchers, and postgraduate students in the fields of Indigenous studies, the history of education and comparative education.
