Tristan McCowan – författare

Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.

Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.

Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.

Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.

Education is widely recognized as a fundamental human right, yet the nature of the right remains unclear. Is it an entitlement to go to school, to acquire particular forms of knowledge or develop particular skills or attributes? And why exactly is education so important that we might defend all people's right to it? This book provides a much-needed exploration of this key contemporary issue. Highlighting limitations in the approaches of both the Education for All initiative and existing international law, the book presents a radical new vision of how the right can be understood. As well as basic education, there are discussions of higher and lifelong education, of human rights education, and of the intersection of rights-based approaches with others such Amartya Sen's 'capabilities'. The work serves as a stirring defense of the universal right to education against instrumental conceptions of learning, the inactivity of national governments and the abrogation of responsibility of the international community.

Education is widely recognized as a fundamental human right, yet the nature of the right remains unclear. Is it an entitlement to go to school, to acquire particular forms of knowledge or develop particular skills or attributes? And why exactly is education so important that we might defend all people's right to it? This book provides a much-needed exploration of this key contemporary issue. Highlighting limitations in the approaches of both the Education for All initiative and existing international law, the book presents a radical new vision of how the right can be understood. As well as basic education, there are discussions of higher and lifelong education, of human rights education, and of the intersection of rights-based approaches with others such Amartya Sen's 'capabilities'. The work serves as a stirring defense of the universal right to education against instrumental conceptions of learning, the inactivity of national governments and the abrogation of responsibility of the international community.

Rethinking Citizenship Education presents a fundamental reassessment of the field. Drawing on empirical research, the book argues that attempting to transmit preconceived notions of citizenship through schools is both unviable and undesirable. The notion of 'curricular transposition' is introduced, a framework for understanding the changes undergone in the passage between the ideals of citizenship, the curricular programmes designed to achieve them, their implementation in practice and the effects on students. The 'leaps' between these different stages make the project of forming students in a mould of predefined citizenship highly problematic. Case studies are presented of contrasting initiatives in Brazil, a country with high levels of political marginalisation, but also significant experiences of participatory democracy. These studies indicate that effective citizenship education depends on a harmonisation or 'seamless enactment' of the stages outlined above. In contrast, provision in countries such as the UK and USA is characterised by disjunctures, showing insufficient involvement of teachers in programme design, and a lack of space for the construction of students' own political understandings. Some more promising directions for citizenship education are proposed, therefore, ones which acknowledge the significance of pedagogical relations and school democratisation, and allow students to develop as political agents in their own right.

Education is widely recognized as a fundamental human right, yet the nature of the right remains unclear. Is it an entitlement to go to school, to acquire particular forms of knowledge or develop particular skills or attributes? And why exactly is education so important that we might defend all people's right to it? This book provides a much-needed exploration of this key contemporary issue. Highlighting limitations in the approaches of both the Education for All initiative and existing international law, the book presents a radical new vision of how the right can be understood. As well as basic education, there are discussions of higher and lifelong education, of human rights education, and of the intersection of rights-based approaches with others such Amartya Sen's 'capabilities'. The work serves as a stirring defense of the universal right to education against instrumental conceptions of learning, the inactivity of national governments and the abrogation of responsibility of the international community.

Rethinking Citizenship Education presents a fundamental reassessment of the field. Drawing on empirical research, the book argues that attempting to transmit preconceived notions of citizenship through schools is both unviable and undesirable. The notion of 'curricular transposition' is introduced, a framework for understanding the changes undergone in the passage between the ideals of citizenship, the curricular programmes designed to achieve them, their implementation in practice and the effects on students. The 'leaps' between these different stages make the project of forming students in a mould of predefined citizenship highly problematic. Case studies are presented of contrasting initiatives in Brazil, a country with high levels of political marginalisation, but also significant experiences of participatory democracy. These studies indicate that effective citizenship education depends on a harmonisation or 'seamless enactment' of the stages outlined above.In contrast, provision in countries such as the UK and USA is characterised by disjunctures, showing insufficient involvement of teachers in programme design, and a lack of space for the construction of students' own political understandings. Some more promising directions for citizenship education are proposed, therefore, ones which acknowledge the significance of pedagogical relations and school democratisation, and allow students to develop as political agents in their own right.

Rethinking Citizenship Education presents a fundamental reassessment of the field. Drawing on empirical research, the book argues that attempting to transmit preconceived notions of citizenship through schools is both unviable and undesirable. The notion of ''curricular transposition'' is introduced, a framework for understanding the changes undergone in the passage between the ideals of citizenship, the curricular programmes designed to achieve them, their implementation in practice and the effects on students. The ''leaps'' between these different stages make the project of forming students in a mould of predefined citizenship highly problematic. Case studies are presented of contrasting initiatives in Brazil, a country with high levels of political marginalisation, but also significant experiences of participatory democracy. These studies indicate that effective citizenship education depends on a harmonisation or ''seamless enactment'' of the stages outlined above. In contrast, provision in countries such as the UK and USA is characterised by disjunctures, showing insufficient involvement of teachers in programme design, and a lack of space for the construction of students'' own political understandings. Some more promising directions for citizenship education are proposed, therefore, ones which acknowledge the significance of pedagogical relations and school democratisation, and allow students to develop as political agents in their own right.

Education is widely recognized as a fundamental human right, yet the nature of the right remains unclear. Is it an entitlement to go to school, to acquire particular forms of knowledge or develop particular skills or attributes? And why exactly is education so important that we might defend all people's right to it? This book provides a much-needed exploration of this key contemporary issue. Highlighting limitations in the approaches of both the Education for All initiative and existing international law, the book presents a radical new vision of how the right can be understood. As well as basic education, there are discussions of higher and lifelong education, of human rights education, and of the intersection of rights-based approaches with others such Amartya Sen's 'capabilities'. The work serves as a stirring defense of the universal right to education against instrumental conceptions of learning, the inactivity of national governments and the abrogation of responsibility of the international community.

Rethinking Citizenship Education presents a fundamental reassessment of the field. Drawing on empirical research, the book argues that attempting to transmit preconceived notions of citizenship through schools is both unviable and undesirable. The notion of 'curricular transposition' is introduced, a framework for understanding the changes undergone in the passage between the ideals of citizenship, the curricular programmes designed to achieve them, their implementation in practice and the effects on students. The 'leaps' between these different stages make the project of forming students in a mould of predefined citizenship highly problematic. Case studies are presented of contrasting initiatives in Brazil, a country with high levels of political marginalisation, but also significant experiences of participatory democracy. These studies indicate that effective citizenship education depends on a harmonisation or 'seamless enactment' of the stages outlined above.In contrast, provision in countries such as the UK and USA is characterised by disjunctures, showing insufficient involvement of teachers in programme design, and a lack of space for the construction of students' own political understandings. Some more promising directions for citizenship education are proposed, therefore, ones which acknowledge the significance of pedagogical relations and school democratisation, and allow students to develop as political agents in their own right. "Continuum Studies in Educational Research (CSER)" is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the "CSER" series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.

This book analyses the role of the university in working towards the Sustainable Development Goals. In contrast to the previous Millennium Development Goals, higher education is seen to have a crucial role in this new agenda. Yet how can the university fulfil these weighty expectations, and are the dominant trends in higher education supporting or undermining this vision? This book draws on the idea of the ‘developmental university’, a model characterised by its porous boundaries with society and commitment to teaching, research and community engagement in the public interest. The author examines case studies from Latin America, Africa and other regions to analyse how this model can be revived, countering recent trends of marketisation, status competition and unbundling. The book also considers alternatives to the developmental model drawing on indigenous knowledge systems, looking beyond the SDG framework to the creation of a new form of society. This timely volume will be of interestand value to those working in the field of sustainable development, and to students and scholars of comparative education, international development and higher education studies.

This book analyses the role of the university in working towards the Sustainable Development Goals. In contrast to the previous Millennium Development Goals, higher education is seen to have a crucial role in this new agenda. Yet how can the university fulfil these weighty expectations, and are the dominant trends in higher education supporting or undermining this vision? This book draws on the idea of the ‘developmental university’, a model characterised by its porous boundaries with society and commitment to teaching, research and community engagement in the public interest. The author examines case studies from Latin America, Africa and other regions to analyse how this model can be revived, countering recent trends of marketisation, status competition and unbundling. The book also considers alternatives to the developmental model drawing on indigenous knowledge systems, looking beyond the SDG framework to the creation of a new form of society. This timely volume will be of interestand value to those working in the field of sustainable development, and to students and scholars of comparative education, international development and higher education studies.      

This book analyses the role of the university in working towards the Sustainable Development Goals. In contrast to the previous Millennium Development Goals, higher education is seen to have a crucial role in this new agenda. Yet how can the university fulfil these weighty expectations, and are the dominant trends in higher education supporting or undermining this vision? This book draws on the idea of the ‘developmental university’, a model characterised by its porous boundaries with society and commitment to teaching, research and community engagement in the public interest. The author examines case studies from Latin America, Africa and other regions to analyse how this model can be revived, countering recent trends of marketisation, status competition and unbundling. The book also considers alternatives to the developmental model drawing on indigenous knowledge systems, looking beyond the SDG framework to the creation of a new form of society. This timely volume will be of interestand value to those working in the field of sustainable development, and to students and scholars of comparative education, international development and higher education studies.