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India has one of the largest populations in the world with around 1.4 billion people. It also has a rich culture dating back over 10,000 years. Recently, scholars around the globe are showing increased interest in India and Indian students are actively involved in premier institutions in every region.
Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.
In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.
In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
India has one of the largest populations in the world with around 1.4 billion people. It also has a rich culture dating back over 10,000 years. Recently, scholars around the globe are showing increased interest in India and Indian students are actively involved in premier institutions in every region.
Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.
In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.
In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
Rebalancing Power in the Co-Construction of Knowledge
Establishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
Rebalancing Power in the Co-Construction of Knowledge
Establishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
This volume contributes to the advancement of comparative education in the world, more specifically in expanding understandings of the discourse of comparative education vis-à-vis educational transformation. Throughout the text, three critical elements that reflect comparative education as an open, inconclusive discourse come up: (1) There is sufficient pedagogical space for dissonance. It is always possible to compare one’s own authenticity with the epistemological position others hold dear and argue for. (2) The contributions in this book should not be read as absolute pieces of writing as that would undermine the flexible nature of education. It is important to point out that the opinions of the authors are temporary moments of attachment to persuasive claims. However, these claims are not cast in stone as new views continue to emerge from epistemological (re)positioning. (3) Our own reading of the book corroborates our interest in comparative education as a continuous discourse in the making. The contributions of scholars at the third symposium organized by WCCES provided a platform for them to pursue their knowledge interests. In addition, these interests have and will or ought never to be homogenous for that would be incommensurate with a defensible practice of comparative education.
This volume contributes to the advancement of comparative education in the world, more specifically in expanding understandings of the discourse of comparative education vis-à-vis educational transformation. Throughout the text, three critical elements that reflect comparative education as an open, inconclusive discourse come up: (1) There is sufficient pedagogical space for dissonance. It is always possible to compare one’s own authenticity with the epistemological position others hold dear and argue for. (2) The contributions in this book should not be read as absolute pieces of writing as that would undermine the flexible nature of education. It is important to point out that the opinions of the authors are temporary moments of attachment to persuasive claims. However, these claims are not cast in stone as new views continue to emerge from epistemological (re)positioning. (3) Our own reading of the book corroborates our interest in comparative education as a continuous discourse in the making. The contributions of scholars at the third symposium organized by WCCES provided a platform for them to pursue their knowledge interests. In addition, these interests have and will or ought never to be homogenous for that would be incommensurate with a defensible practice of comparative education.
Swedish and International Perspectives
In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
Swedish and International Perspectives
In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
Developing teacher education policies calls for a collaborative dialogue of teacher educators, student teachers, researchers, teachers, school heads and school boards, as well as policy makers at regional, national and European levels. The Teacher Education Policy in Europe Scientific Network (TEPE Network) focuses on improving the quality of teacher education in Europe. This aim is reached through careful comparison and analysis of teacher education practices in Europe, sharing of existing practices and outcomes of research on teacher education, and by discussing the implications of these outcomes for teacher education policies at faculty, institutional, regional, national and European level. Key Issues in Teacher Education: Policy, Research and Practice is a series of scholarly texts that inspires and facilitates this dialogue regarding teacher education as an ongoing process of professional development within the continuum of the teaching profession, from initial teacher education, through induction and on to continuing professional development throughout teacher careers. Such teacher education aims to support prospective, novice and experienced teachers to develop their professional capability in fostering the individual and collective learning needs of pupils and in creating and strengthening learning environments and school environments that are inclusive and democratic, that aim at equity and that are exemplary for an inclusive and democratic society. The coherence of the TEPE series is created by a common focus of each volume that is characterized by: • A comparative European (international) perspective cherishing diversity in perspectives and viewpoints; • Addressing the continuum of teacher education; • Bridging research, practice and policy; • With a focus on the implications for local, national or international policies, practices and research. Authors are cordially invited to submit proposals and/or full manuscripts to the Series Editors, Maria Assunção Flores, Joanna Madalińska-Michalak, and Marco Snoek.
A Mexican Account
Author:
Over the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these “assessment assemblages”, much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings.
A Mexican Account
Author:
Over the past few decades, it has become increasingly frequent to come across the co-existence of multiple large-scale assessment surveys within national, subnational, or local settings. Despite the overlapping of tests, time, efforts, and economic resources invested in these “assessment assemblages”, much remains to be learned about their origins, development, tensions, frictions, outcomes, and challenges. Harmony and Cacophony in Large-scale Assessments in Education delves into these issues via a critical lens and offers a case in point against which readers can place their own situations. In other words, it serves as an empirically grounded thinking toolbox to help readers problematize emerging, ongoing, or upcoming challenges related to their large-scale assessment settings.