Clive Harber – författare

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society:

* that education improves society* that education reproduces society exactly as it is* that education makes society worse and harms individuals.

Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored.

In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace.

This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society:

* that education improves society* that education reproduces society exactly as it is* that education makes society worse and harms individuals.

Whilst educational policy documents and much academic writing and research stresses the first function and occasionally make reference to the second, the third is largely played down or ignored.

In this unique and thought-provoking book, Clive Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread internationally and that schools play a significant role in encouraging violence in wider society. Topics covered include physical punishment, learning to hate others, sexual abuse, stress and anxiety, and the militarization of school. The book both provides detailed evidence of such forms of violence and sets out an analysis of schooling that explains why they occur. In contrast, the final chapter explores existing alternative forms of education which are aimed at the development of democracy and peace.

This book should be read by anyone involved in education - from students and academics to policy-makers and practitioners around the world.

Education and Global Justice discusses key themes concerning the relationship between education and global justice in a varied series of highly relevant national contexts. Major international issues such as war, conflict and peace, social justice and injustice, multicultural education, inclusion, privatisation and democracy are explored in relation to the Middle East, Colombia, South Korea, India, Uganda and Pakistan. An interdisciplinary approach is also taken to explore both the nature of global justice and the possibilities for education for global justice in the future. Some of the contents of the book may surprise or even shock readers who like to think that education is inherently and solely a force for good in an unjust world. Instead, in discussing the realities, resistances and challenges facing education for global justice, the contributors show that education can be harmful to individuals and societies while maintaining a hopeful view of education’s potential to contribute to greater global social justice.This book was originally published as a special issue of Educational Review.

Education and Global Justice discusses key themes concerning the relationship between education and global justice in a varied series of highly relevant national contexts. Major international issues such as war, conflict and peace, social justice and injustice, multicultural education, inclusion, privatisation and democracy are explored in relation to the Middle East, Colombia, South Korea, India, Uganda and Pakistan. An interdisciplinary approach is also taken to explore both the nature of global justice and the possibilities for education for global justice in the future. Some of the contents of the book may surprise or even shock readers who like to think that education is inherently and solely a force for good in an unjust world. Instead, in discussing the realities, resistances and challenges facing education for global justice, the contributors show that education can be harmful to individuals and societies while maintaining a hopeful view of education’s potential to contribute to greater global social justice.This book was originally published as a special issue of Educational Review.

PART 1 - SETTING THE BASELINE

PART 2 - BUILDING A NODE WEB APPLICATION

PART 3 - ADDING A DYNAMIC FRONT END WITH ANGULAR

PART 4 - MANAGING AUTHENTICATION AND USER SESSIONS

This book questions the consensus that contemporary formal schooling is of clear cut and undoubted benefit to pupils. During lockdowns caused by the global COVID-19 pandemic, governments and various other actors have been trying to get children and young people back into school as quickly as possible. While there are any numerous beneficial aspects of schooling, the book asks whether accepted models and practices of schools should change in a post-COVID world. By critically examining the everyday nature of ''normal'' schooling, the book demonstrates that many aspects of schooling are not necessarily beneficial to pupils, and can be directly harmful: in doing so, the author imagines a future of schooling that could better support and benefit its students.

This book is a comprehensive text for those interested in formal education in sub-Saharan Africa. It provides a thought-provoking overview of the key educational ideas, themes and issues facing schooling in Africa today, by drawing on a wide literature to examine evidence concerning both educational policy and the working realities of primary and secondary schools in Africa. Based on the author’s forty years of experience in researching and publishing on education in Africa, it takes a balanced but critical approach to analysing education in Africa, and discusses both positive and negative patterns across the region, as well as identifying differences between and within countries. The book examines major questions of educational provision, structure, content and process but does so in a way that raises challenging questions about gender, inequality, violence, authoritarianism and democracy in education as well the fundamental question of whether education is achieving its desired outcomes. It will be of great interest to students and researchers working in the fields of comparative and international education, education and international development, African education, African studies and development studies.