Education, Dominance and Identity

  • Diane B. Napier
  • Suzanne Majhanovich

Part of the Comparative and International Education book series (CIEDV, volume 1)

Table of contents

  1. Front Matter
    Pages i-x
    1. Diane B. Napier, Suzanne Majhanovich
      Pages 1-7
  2. Indigenous Identity and Development

    1. Front Matter
      Pages 9-9
    2. K. P. Binda, Mel Lall
      Pages 11-27
    3. Lesley Graybeal
      Pages 29-46
  3. Integration and Domination of Ethnic Minority Groups

    1. Front Matter
      Pages 47-47
    2. Éva Földesi
      Pages 49-64
    3. Katalin R. Forray, Tamas Kozma
      Pages 65-81
    4. Renée DePalma, Cathryn Teasley
      Pages 101-118
  4. Language, Education, Language of Instruction and Identity

    1. Front Matter
      Pages 119-119
    2. Monde Mbekwa, Vuyokazi Nomlomo
      Pages 133-149
  5. Teacher Identity, Reform, Domination and Transformation

    1. Front Matter
      Pages 151-151
    2. Beatrice Avalos, Danae De Los Rios
      Pages 153-175
    3. Michalinos Zembylas, Constadina Charalambous, Panayiota Charalambous, Panayiota Kendeou
      Pages 177-198
  6. Identity, Domination and Revolution

    1. Front Matter
      Pages 199-199
    2. Amir Sabzevar Qahfarokhi, Abbas Madandar Arani, Lida Kakia
      Pages 223-235
  7. Back Matter
    Pages 237-243

About this book


This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors’ experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East.


contemporary contexts dominance historical contexts identity education

Editors and affiliations

  • Diane B. Napier
    • 1
  • Suzanne Majhanovich
    • 2
  1. 1.University of GeorgiaUSA
  2. 2.The University of Western OntarioCanada

Bibliographic information