Colin Brock – författare

Published in 1981. Throughout the world, education is a highly contentious political issue. Politicians are involved in educational decision making at all levels and very often educational reform is as much motivated by political ideology as by educational considerations.

This book, which draws together the work of many leading authorities, examines the current state of educational politics in many parts of the world. The book looks at the problem from a theoretical and a comparative perspective, and then analyses the problem in particular areas which include North America, Western Europe and Third World countries.

Published in 1981. Throughout the world, education is a highly contentious political issue. Politicians are involved in educational decision making at all levels and very often educational reform is as much motivated by political ideology as by educational considerations.

This book, which draws together the work of many leading authorities, examines the current state of educational politics in many parts of the world. The book looks at the problem from a theoretical and a comparative perspective, and then analyses the problem in particular areas which include North America, Western Europe and Third World countries.

Published in 1988. Christianity has been one of the most potent forces in the development of education. This book critically examines this influence and discusses its political implications.

Published in 1988. Christianity has been one of the most potent forces in the development of education. This book critically examines this influence and discusses its political implications.

Published in 1985. Cultural identity is a key factor in shaping educational policy. In many countries there are significant minority groups who require educating in a certain way in order to meet their specific cultural needs. Also, in countries which are trying to change direction politically, reshaping education is an important factor in bringing about this change. In many countries tension arises and reforms are required because educational policy fails to cater correctly for cultural needs.

This book examines many facets of the problem in many important countries of the world. It looks at policies designed for ethnic minorities and at policies aimed at bringing about far-reaching societal and cultural change. It discusses the tensions caused by policies and the pressures for reform.

Published in 1985. Cultural identity is a key factor in shaping educational policy. In many countries there are significant minority groups who require educating in a certain way in order to meet their specific cultural needs. Also, in countries which are trying to change direction politically, reshaping education is an important factor in bringing about this change. In many countries tension arises and reforms are required because educational policy fails to cater correctly for cultural needs.

This book examines many facets of the problem in many important countries of the world. It looks at policies designed for ethnic minorities and at policies aimed at bringing about far-reaching societal and cultural change. It discusses the tensions caused by policies and the pressures for reform.

This book brings together contributors from the different member states of the European Union in order to understand the different degrees of subscription to the concept of Europe and the role education plays in such a process. This second edition includes the new countries which have become part of the union and also considers recent developments in policy and practice. Countries covered are: Austria; Belgium; Denmark; Finland; France; Germany; Greece; Ireland; Italy; Luxembourg; Netherlands; Portugal; Spain; Sweden and the UK. All sectors of education are dealt with in each case and the central theme of the European dimension is examined throughout.

This book brings together contributors from the different member states of the European Union in order to understand the different degrees of subscription to the concept of Europe and the role education plays in such a process. This second edition includes the new countries which have become part of the union and also considers recent developments in policy and practice. Countries covered are: Austria; Belgium; Denmark; Finland; France; Germany; Greece; Ireland; Italy; Luxembourg; Netherlands; Portugal; Spain; Sweden and the UK. All sectors of education are dealt with in each case and the central theme of the European dimension is examined throughout.

This book is the fourth in a series of volumes to emerge from the commemoration by the University of Hull of the 150th anniversary of the abolition of slavery in the British Empire, and in particular an international conference held to discuss some of the legacies of Caribbean slavery and its abolition. Most of the chapters of this book originated as papers presented on the final day of that conference.

This book is the fourth in a series of volumes to emerge from the commemoration by the University of Hull of the 150th anniversary of the abolition of slavery in the British Empire, and in particular an international conference held to discuss some of the legacies of Caribbean slavery and its abolition. Most of the chapters of this book originated as papers presented on the final day of that conference.

The term ‘space’ is inherently geographical. Educational provision and activity takes place within spaces ranging from a room at home or in a school to a campus to an administrative area which could be a state within a country, a whole country or a group of countries. Such spaces are known as geographical surfaces. Within these spaces the process of learning and teaching takes place at particular points that are often nodes in a network which may be formal, such as a group of schools or universities, or non-formal, such as in cyberspace. Understanding what goes on depends on the scale at which it is observed, ranging from individuals to global outreach. Altogether, this constitutes the geography of educational reality.

This comprehensive volume includes a theoretical background, plus a sample of situations including school level, policy and administration, inequitable access, education hubs, and small states. It offers an introduction to a relatively neglected member of the family of education foundation disciplines, the geography of education.

This book was originally published as a special issue of Comparative Education.

The term ‘space’ is inherently geographical. Educational provision and activity takes place within spaces ranging from a room at home or in a school to a campus to an administrative area which could be a state within a country, a whole country or a group of countries. Such spaces are known as geographical surfaces. Within these spaces the process of learning and teaching takes place at particular points that are often nodes in a network which may be formal, such as a group of schools or universities, or non-formal, such as in cyberspace. Understanding what goes on depends on the scale at which it is observed, ranging from individuals to global outreach. Altogether, this constitutes the geography of educational reality.

This comprehensive volume includes a theoretical background, plus a sample of situations including school level, policy and administration, inequitable access, education hubs, and small states. It offers an introduction to a relatively neglected member of the family of education foundation disciplines, the geography of education.

This book was originally published as a special issue of Comparative Education.

Originally published in 1985. Latin America is a region where widespread economic, social and political changes are taking place. Some countries, such as Brazil, are becoming new industrial giants, whereas others with good prospects are performing poorly in the economic sphere. In politics, countries such as Cuba are leading world revolutionary powers; whilst in others right-wing military regimes prevail. Political revolutions occur frequently. All this change and instability is closely bound up with education. Education systems and courses are greatly affected by social, political and economic changes; and at the same time education is used to steer changes in particular directions. This book surveys the current state of education in Latin America. It reviews the nature of education systems and the content of courses, and discusses a range of key themes, in particular those concerned with the connections between education and political, economic and social change. There is no attempt in the book to provide a blanket coverage of educational issues and problems in Latin America, but rather to concentrate on a description and critical analysis of formal educational provisions in some countries of the region.