Is there one global culture of schooling, or many national and local cultures? Do educational reforms take school systems on diverging or parallel paths? These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology's world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate 'within and against' global models. Anthropologists need to recognize the global presence in local schooling as well as local transformation of global models. This is a collection that scholars in the field of the anthropology of education will not want to be without.
|Publication date:||5th June 2003|
|Author:||Kathryn M. Anderson-Levitt|
|Publisher:||Palgrave Macmillan an imprint of Palgrave USA|
|Categories:||Teaching of students with English as a second language (TESOL), Curriculum planning & development,|
LESLEY BARTLETT, Teachers College, Columbia University BOUBACAR BAYERO DIALLO, Universite de Conakry and Universite de Quebec a Montreal DIANE BROOK NAPIER, University of Georgia THOMAS HATCH, Carnegie Foundation for the Advancement of Teaching SUSAN JUNGK, National-Louis University BOONREANG KAJORNSIN, Kasetsart University, Bangkok JOHN D. NAPIER, University of Georgia HUAHUA OUYANG, Guangdong University of Foreign Studies FRANCISCO O. RAMIREZ, Stanford University DEBORAH REED-DANAHAY, University of Texas-Arlington LISA ROSEN, University of Chicago KALANIT SEGAL-LEVIT, Haifa University AMY STAMBACH, University of Wisconsin, MadisonMore About Kathryn M. Anderson-Levitt