Jeffrey Sachs in this volume has unravelled the myths and realities surrounding sustainable development. In September 2016, the UN General Assembly proposes to adopt some sustainable development go...

The age of sustainable development

Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty, by Abhijit Banerjee and Esther Duflo. Jackson, TN: PublicAffairs, 2011. 320 pp. ISBN: 978-1-58648-798-0 (hbk.). US$26.99. Po...

Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty

The Dragon's Gift. The Real Story of China in Africa, Deborah Brautigam, Oxford University Press, Oxford (2009). xiii + 397 pp. US$29.95 (hbk). ISBN 978-0-19-955022-7. Deborah Brautigam, a well-inf...

The Dragon's Gift. The Real Story of China in Africa

Thank you for downloading learning to be the world of education today and tomorrow. Maybe you have knowledge that, people have search hundreds times for their favorite novels like this learning to be the world of education today and tomorrow, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some infectious bugs inside their computer.

Learning To Be The World Of Education Today And Tomorrow

...................................................................................................................................................	  ii Preface	  ....................................................................................................................................................	  iv Table	  of	  Contents	  ...................................................................................................................................	  v List	  of	  Tables	  ...........................................................................................................................................	  x List	  of	  Figures	  .......................................................................................................................................	  xi Acknowledgements	  ..........................................................................................................................	  xvi Dedication	  .........................................................................................................................................	  xviii Chapter	  1:	   	   Introduction	  ............................................................................................................................	  1 1.1	   The	  characteristics	  of	  post-­‐disaster	  reconstruction	  and	  recovery	  process	  ...............................	  8 1.2	   The	  adaptation	  process	  to	  the	  new	  environment	  ...............................................................................	  10 1.3	   Sense	  of	  place,	  place	  memory	  and	  participation	  in	  post-­‐disaster	  reconstruction	  and recovery:	  a	  conceptual	  framework	  ...........................................................................................................	  12 1.3.1	   What	  is	  a	  “sense	  of	  home”?	  ....................................................................................................................................	  13 1.3.2	   Place	  and	  place	  memory	  .........................................................................................................................................	  18 1.3.3	   How	  does	  the	  sense	  of	  place	  relate	  to	  post-­‐disaster	  reconstruction	  and	  recovery?	  ....................	  21 1.3.4	   Group	  and	  citizen	  participation	  and	  the	  establishment	  of	  a	  “sense	  of	  home”	  .................................	  28 1.4	   Research	  questions	  ..........................................................................................................................................	  34 1.5	   Outline	  ...................................................................................................................................................................	  37 Chapter	  2:	   	   Research	  Methodology	  and	  Research	  Field	  Sites	  .....................................................	  41 2.1	   A	  qualitative	  research	  study	  on	  place,	  memory	  and	  reconstruction	  ..........................................	  41 2.2	   The	  research	  methods	  and	  instruments	  .................................................................................................	  43

Post-Wenchuan earthquake rural reconstruction and recovery in Sichuan China : memory, civic participation and government intervention

Disaster, civil society and education in China: A case study of an independent non-government organization working in the aftermath of the Wenchuan earthquake

Report commissioned for the 19th Conference of Commonwealth Education Ministers (CCEM) in the Bahamas, 22-26 June 2015, based around the theme 'Quality Education for Equitable Development: Performance, Paths and Productivity.'

Education in the Commonwealth: Quality Education for Equitable Development

Quality and Equity in Education

Education in the Commonwealth: Towards and beyond the Internationally Agreed Goals.

Research and debate on the value and deployment of Indigenous Knowledge (IK) has become contentious. While many agree that it is something that is both threatened and valuable, there are enormous conceptual difficulties encountered in framing what, exactly, it is that IK proponents should be fighting to preserve. This chapter uses insights from James C. Scott’s work on legibility and Bruno Latour’s work in the sociology of knowledge to privilege what we call relative epistemological performativity. This framework stands in contrast to attempts to privilege problematic essentialist views of “indigenous,” “Western,” or “scientific” knowledge. With this framework we are able to challenge some of the “antipolitics” implicit in educational development agenda that promote cultural and cognitive homogeneity as well as find space for hybrids like using ICT to strengthen IK. Finally, we conclude that the profound differences in conceptualizing the epistemology and ontology of IK should not detract from widespread agreement on the need for pedagogical practices that protect threatened local languages, cultures, and ecological knowledge.

Trey Menefee

Papers

Disaster, civil society and education in China: A case study of an independent non-government organization working in the aftermath of the Wenchuan earthquake

Education in the Commonwealth: Quality Education for Equitable Development

Quality and Equity in Education

Education in the Commonwealth: Towards and beyond the Internationally Agreed Goals.

Beyond Pure Forms: Appraising the Role of Indigenous Knowledge in Teacher Training