Welcome to our book review site www.go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
The Elgar Companion to Intellectual Property and the Sustainable Development Goals
Complex geopolitical debate surrounds the role of intellectual property (IP) in advancing and achieving the UN’s Sustainable Development Goals (SDGs). Summarising and advancing this discourse, this prescient Companion is a thorough examination of how IP law interacts, influences and impacts each of the seventeen SDGs.
Coloniality and the Governance of Education in West Africa
This book explores the agenda-setting and mediation of the education decentralisation policy in Benin as a postcolonial, francophone context in West Africa. As such, it throws into sharp relief how far education decentralisation, as a global governance reform, informs policy and practice. The research draws on qualitative data with more than 80 research participants, including semi-structured interviews with high and middle-ranking officials from the Education, Decentralisation and Planning Ministries as well head teachers, teachers, parents and members of teacher unions in Benin. Bulgrin shows how decentralisation remains core tool of international organisations for promoting democracy, goo...
Grading Goal Four
For the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but broad priorities within the goal are vulnerable to cherry-picking and misrepresentation, plac...
The Education Alibi
Education is generally promoted as the key to the future of Africa in global development discourses about the continent. Education’s official story in Africa continues to be one of innocence and public good, yet, since colonial times, education has constituted an area of intense contestation. The Education Alibi asks if it is possible that while claiming to be doing one thing, education has also been doing another in African communities. The concept of the “alibi” shines an interrogative light on institutions’ and actors’ use of education to divert scrutiny from other effects. Through ethnographic research and critical analysis across the continent, this volume focuses on people’s lived experiences to demonstrate how contemporary education systems in fact deepen economic, racialized, gendered, urban-rural, linguistic, religious, and other intranational and international inequalities.
Reflections on School Integration
School integration means, among other things, that the divisions created by apartheid need to be addressed systematically and systemically. Integration is not merely about changing the racial demographics of learner and educator bodies. It means schools changing to meet the needs of all children, fostering meaningful interaction among learners in the classroom, on the playground and in extra-mural activities as well as instilling a human rights culture. It means constructing curricula, texts and pedagogies that are informed by a democratic ethos and it requires teachers, school managers and communities that are equipped to promote a democratic school environment. In short, it is about inclusivity and social cohesion. And the issue of integration is as pertinent internationally as it is in South Africa - questions of race, racism, citizenship and diversity are central to school systems throughout the world. This book contains the proceedings of a colloquium held in October 2003, attended by leading South African and international researchers, to take stock of the status quo in school integration and identify new directions research should be taking to support the process of change.
The Chatsfield Collection Books 1-8: Sheikh's Scandal / Playboy's Lesson / Socialite's Gamble / Billionaire's Secret / Tycoon's Temptation / Rival's Challenge / Rebel's Bargain / Heiress's Defiance
The Chatsfield Collection Books 1-8 Welcome to The Chatsfield London’s most stylish – and scandalous – hotel! Eight passionate, glamorous novels by bestselling authors await...
Nelson Mandela
The death of Nelson Mandela, the great South African fighter for freedom, in December 2013 prompted several colleagues within the World Council of Comparative Education Societies community to come together to think about the significance of his life and his work for education. This book is the result of that coming together. The contributing authors reflect on what his life, the commitments he made and principally the values he took into the struggle for freedom in South Africa mean for education. The point of departure for the book is that of honouring the man. It begins with the argument that the values for which he stood, namely, the unconditional dignity of all human beings, respect for ...
Rethinking Higher Education in Post-Apartheid South Africa
This book explores the opportunities and epistemological and structural challenges facing higher education in postcolonial South Africa and argues for a fundamental transformation to meet the needs of the 21st century. Taking the concept of transformation as a unifying thread, this book discusses the evolving trajectories of higher education in South Africa, with particular emphasis on the decolonial initiatives that have emerged in the post-Apartheid era. During this time, there have been persistent calls for South Africa to move beyond Eurocentric education programmes and curricula in favour of a system that reflects the continent’s culture and identities of all South Africans. The book ...
Telling Stories Differently
ÿThe aim of this book is to share a relatively loose collection of studies using digital storytelling as a pedagogical tool in Cape Peninsula University of Technology (CPUT). The book takes an informed social justice approach to teaching and learning, at the heart of which is the exploration of DST as a practice of voice and agency. Voice and agency are important in excavating and recovering subjugated identities, and moving the concerns of those occupying subaltern spaces to the mainstream of teaching and learning. Yet this discursive shift is not without inherent challenges. Multi-modal technologies are reflective of wider inequities in the so-called technological divide. Whilst this is a book about higher education, there are important lessons for schooling. On the one hand, the book is a powerful demonstration of the potential of DST for enhancing learning in schools, particularly in schools serving the poor and marginalised. On the other hand, improving teaching and learning in higher education, through the creative use of technology, is essential to overcome the learning challenges of those entering tertiary level institutions.
Educating for Social Justice and Inclusion in an African Context
The proposed book moves away from a special education course, reflecting a broad consideration of social justice and inclusion that encompasses a variety of concerns about the lived experience of domination, oppression and injustice, and seeks to understand the complex intersections of a number of often overlapping categories of social identity and conflict, including cultural, ethnic, and racialised identities, gender sexual orientation, class and disability.
