"A Different Mirror" is a dramatic new retelling of our nation's history, a powerful larger narrative of the many different peoples who together compose the United States of America. In a lively account filled with the stories and voices of people previously left out of the historical canon, Ronald Takaki offers a fresh perspective - a "re-visioning" - of our nation's past.

A Different Mirror: A History of Multicultural America. First Edition.

* Foreword Sharon Welch. * Introduction: Fashioning Los Olvidados in the Age of Cynical Reason * Writing from the Margins: Geographies of Identity, Pedagogy, and Power with Henry A. Giroux. * Liberatory Politics and Higher Education: A Freirean Perspective * The Ethnographer as Postmodern Flneur: Critical Reflexivity and Posthybridity as Narrative Engagement * Jean Baudrillards Chamber of Horrors: From Marxism to Terrorist Pedagogy with Zeus Leonardo. * Gangsta Pedagogy and Gettoethnicity: The Hip-Hop Nation as Counterpublic Sphere * Global Politics and Local Antagonisms: Research and Practice as Dissent and Possibility with Kris Gutierrez. * Provisional Utopias in a Postcolonial World: An Interview with Peter McLaren Gert Biesta and Siebren Miedema. * Unthinking Whiteness, Rethinking Democracy: Critical Citizenship in Gringolandia * EpilogueBeyond the Threshold of Liberal Pluralism: Toward a Revolutionary Democracy * AfterwordMulticulturalism: The Fracturing of Cultural Souls Donaldo Macedo and Lilia I. Bartolom.

Reconceptualizing Praxis: Dare We Embrace McLaren's Critical Pedagogy?@@@Revolutionary Multiculturalism: Pedagogies of Dissent for the New Millennium

Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parentâ€“ child interactions were completed when children were 3 years old. Caregivers were diverse in raceâ€“ ethnicity, language, and other characteristics.

The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs

BOOK REVIEWS the authors could challenge the dominant paradigm and its efficiency or ineffi- ciency in providing solutions to the basic problems of education, problems most likely found through true understanding in the phenomenological sense of the word. One of the biggest challenges to researchers in CI my emphasis). The idea that parents and pupils are consumers of education does not fit into the type of research they suggest. Also, an expression such as “the rapidly changing demands of the 21st century” (66) causes the reader to ask: Whose demands? Those from the transnational corporations, those from the low-income farmers in Guinea-Bis- sau, or . . . ? It is also difficult to agree when they describe the World Bank as “the largest donor agency” (87). Many educators and others would see the World Bank as a bank and not as a donor agency. Instead of consensus, we need critical and world-systems perspectives. For in- stance, what if the position of a low-income country in the world system is the most important factor contributing to the country’s inability to run a quality and relevant education system? Finally, it is difficult to tell who the target readers are. As mentioned earlier, the book does cover a broad area and a variety of themes, but it is impossible to go deeply into the issues raised within only 142 pages of text. On the other hand, many of the issues, historical and otherwise, are not well known to students in CI yet the book takes for granted that the reader is familiar with the area. As a result, the book is too broad for experts and assumes too much for undergraduate students. In all, the book has an important message, but I feel that the authors attempt to do too much in too few pages. They could have omitted some issues and repetition and gone more deeply into a narrower selection of issues. HOLGER DAUN Stockholm University Education in a Globalized World: The Connectivity of Economic Power, Technology, and Knowledge by Nelly P. Stromquist. Lanham, MD: Rowman & Littlefield, 2002. 221 pp. $22.95 (paper). ISBN 0-7425-1098-0. $65.00 (cloth). ISBN 0-7425-1097- Nelly Stromquist’s ambitious volume, Education in a Globalized World: The Connectivity of Economic Power, Technology, and Knowledge, is a significant contribution to the literature on globalization and education. Adopting an international comparative approach, Stromquist draws on examples from developed and industrializing coun- tries and critically examines the influence of globalization on primary, secondary, and higher education. The author also brings a carefully crafted theoretical frame- February 2004

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Education in a globalized world: The connectivity of economic power, technology, and knowledge

Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform since 2004 to incorporate practicum. However, the critical role of teacher educators has been overlooked by policymakers, and few studies have qualitatively investigated their practice and vision. The study draws on qualitative data from the Ghana component of the Teacher Preparation in Africa (TPA) research project to explore eight teacher educators’ practice and vision of good teaching of primary mathematics. The study found that teacher educators’ practice and vision of good teaching consist of the use of teaching and learning materials (TLMs) and small group activities following specific steps without understanding the principles of learner-centered pedagogy...

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Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana:

This volume is a ‘must’ for all those who work on education policy. Indeed, it has the merit of bringing together the principal authors in this field, which means that it can be used as a reference...

Handbook of global education policy

The issue of quality in basic education in sub-Saharan Africa is inseparable from the quality of the teachers involved. From a review of the literature produced since 2000 in English and French, the present appraisal considers the position of these teachers in terms of changes both in their working conditions and their training. It reveals that they work in tough conditions with typically little job security, poor pay and loss of motivation. It also demonstrates that both their pre-service and in-service training are superficial and inadequate and thus have little bearing on classroom practice. Meeting these two major challenges is vital in achieving any improvement in the quality of basic education in sub-Saharan Africa.

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Teachers and the Quality of Basic Education in Sub-Saharan Africa

La Banque mondiale est un acteur cle dans le secteur de l’education de base en Afrique de l’Ouest francophone, notamment par l'expertise ou les conditionnalites liees aux financements, et a travers elles l’ideologie qu’elle repand. Toutefois, malgre une litterature abondante, la majeure partie des etudes academiques critiques ne prend pas en compte la complexite des processus de developpement des politiques educatives. En particulier, l’analyse critique de l’action d’une organisation internationale doit toujours etre contextualisee pour pouvoir saisir de maniere rigoureuse son influence reelle. Elle n’a de sens qu’en la mettant en resonance avec des contextes nationaux, et en parcourant l’evolution dans le temps. Ainsi, tout l’enjeu de cette recherche a ete de saisir finement l’influence de la Banque mondiale en proposant des outils theoriques et methodologiques peu apprehendes dans la litterature critique sur l’institution pour arriver a des donnees qui permettent de qualifier plus precisement l’influence a partir de contextes specifiques, a savoir au Mali et au Senegal de 1980 a 2010.

L’influence de la Banque mondiale sur les politiques d'éducation de base en Afrique de l'Ouest francophone: les cas du Mali et du Sénégal de 1980 à 2010

This article analyzes the role that international organizations play in orienting education reforms and changes, based on an examination of key texts these organizations produced in the 1990s. The analysis shows that some specific trends persist: UNESCO and UNICEF centre their philosophy on a humanistic and child-centered vision of education, while the World Bank and the OECD give priority to education policy based on assessing skills and learning outcomes. Over the past decade, however, among the major international organizations involved in education, there has been a gradual convergence in the vision of education, towards learning outcomes. This convergence is illustrated by looking at several topics of common concern: quality, good governance, accountability, privatization, benchmarking, and the measurement of learning outcomes.

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The Education Policies of International Organizations: Specific Differences and Convergences.

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Thibaut Lauwerier

Papers

Handbook of global education policy

Teachers and the Quality of Basic Education in Sub-Saharan Africa

L’influence de la Banque mondiale sur les politiques d'éducation de base en Afrique de l'Ouest francophone: les cas du Mali et du Sénégal de 1980 à 2010

The Education Policies of International Organizations: Specific Differences and Convergences.

Review of 'The World Bank and Education. Critiques and Alternatives' by Klees, S.J., Samoff, J. Stromquist, N.P. (eds.)