David Stephens – författare

Drawing on a wide range of international contexts, International Education and Development provides an innovative and comprehensive critique of developments to improve schooling in the global South. Offering both a theoretical critique of the field and a series of case studies, drawn from recent research, illustrating the usefulness of a narrative approach, it generates a greater understanding of the meta-narratives that shape development and international education. Focusing on three periods of extensive field work in South Africa, Bangladesh and Mauritius, this book reflects upon the combination of narrative and biographical approaches in different national settings. Context is provided in three levels, meta, meso and micro, through a clear and critical examination of the macro ‘stories’ of development and international education over the past fifty years, and an examination of the role that narrative can play at local and micro levels, looking at the stories of individual decision makers – from children in the classroom to education officers at the district education office – and the opportunities and challenges of using these accounts for research, teaching and policy-making purposes.International Education and Development adds a global perspective to an area dominated by a concern with the Northern industrialised world, making it an essential text for students following courses in the social sciences, and individuals working the field of international education. It addresses a fundamental concern of development theory in a unique and engaging manner. A highly original contribution to a growing field, this book synthesises developments both in this field and in the growing topic of narrative research.

The teaching of qualitative research skills in universities is now widespread and the number of institutions offering courses in research methods in education and the social sciences is growing, while professionals in the fields of education, health and the social services are increasingly required to carry out research, evaluation and reviews. Qualitative Research in International Settings will be an invaluable resource for all postgraduates and professionals engaged in research of this kind.Drawing upon the author's extensive experience of educational research in the Developing World, the book focuses upon working in a variety of cultural and national contexts. It combines the practice and theory of qualitative research by clarifying and communicating the core ideas and principles of this form of research and highlighting specific case studies as models of good practice.

The teaching of qualitative research skills in universities is now widespread and the number of institutions offering courses in research methods in education and the social sciences is growing, while professionals in the fields of education, health and the social services are increasingly required to carry out research, evaluation and reviews. Qualitative Research in International Settings will be an invaluable resource for all postgraduates and professionals engaged in research of this kind.Drawing upon the author's extensive experience of educational research in the Developing World, the book focuses upon working in a variety of cultural and national contexts. It combines the practice and theory of qualitative research by clarifying and communicating the core ideas and principles of this form of research and highlighting specific case studies as models of good practice.

Drawing on a wide range of international contexts, International Education and Development provides an innovative and comprehensive critique of developments to improve schooling in the global South. Offering both a theoretical critique of the field and a series of case studies, drawn from recent research, illustrating the usefulness of a narrative approach, it generates a greater understanding of the meta-narratives that shape development and international education. Focusing on three periods of extensive field work in South Africa, Bangladesh and Mauritius, this book reflects upon the combination of narrative and biographical approaches in different national settings. Context is provided in three levels, meta, meso and micro, through a clear and critical examination of the macro ‘stories’ of development and international education over the past fifty years, and an examination of the role that narrative can play at local and micro levels, looking at the stories of individual decision makers – from children in the classroom to education officers at the district education office – and the opportunities and challenges of using these accounts for research, teaching and policy-making purposes.International Education and Development adds a global perspective to an area dominated by a concern with the Northern industrialised world, making it an essential text for students following courses in the social sciences, and individuals working the field of international education. It addresses a fundamental concern of development theory in a unique and engaging manner. A highly original contribution to a growing field, this book synthesises developments both in this field and in the growing topic of narrative research.

This genuinely novel, cutting-edge volume advocates for a teacher education system that re-balances the influences of modernity and tradition, providing a theoretical, critical examination of West-centred notions of teacher education development in order to demonstrate what a culturally re-appropriated teacher education programme of the future might look like. This book explores theoretical and research-focused ways to understand re-appropriation as a new and radical approach to international development generally and teacher training specifically, promoting experiential learning and the integration of indigenous perspectives with a modern system. Chapters showcase a rich variety of research and evidence from field-based studies, looking at contexts such as a mathematics teacher education programme in Nepal; migrant teacher experience in Norwegian schools; play-based pedagogy in early childhood education in Ghana; and conflict and climate education in teacher education in South Sudan. The book explores the concept of ‘recognition’ in teacher education institutions, that is, the linking of taught content to students’ lifeworlds in order to bring the world of the classroom closer to the lived worlds of the teacher and pupil. This volume will appeal to scholars, researchers and postgraduate students in the fields of teacher education, education and development, and educational policy and politics. Policy makers working at national and international levels, as well as NGOs will also find the volume of use.

The passionate historians of the recently formed Honest History group argue that while war has been important to Australia – mostly for its impact on our citizens and our ideas of nationhood – we urgently need to question the stories we tell ourselves about our history. We must separate myth from reality – and to do that we need to reassess the historical evidence surrounding military myths.In this lively collection, renowned writers including Paul Daley, Mark McKenna, Peter Stanley, Carolyn Holbrook, Mark Dapin, Carmen Lawrence, Frank Bongiorno and Larissa Behrendt explore not only the militarisation of our history but the alternative narratives swamped under the khakiwash – Indigenous history, frontier conflict, multiculturalism, the myth of egalitarianism, economics and the environment.

This book covers the key techniques that can be employed in any lab with access to cell imaging equipment, even if it does not currently specialize in imaging. It focuses on live cell imaging and light microscopy applications, but is equally relevant to the imaging of fixed specimens.

John Nelder was one of the most influential statisticians of his generation, having made an impact on many parts of the discipline. This book contains reviews of some of those areas, written by top researchers. It is accessible to non-specialists, and is noteworthy for its breadth of coverage.