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Education, Dominance and Identity

  • Book
  • © 2013

Overview

Editors:
  1. Diane B. Napier

    1. University of Georgia, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Suzanne Majhanovich

    1. The University of Western Ontario, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Comparative and International Education: A Diversity of Voices (CIEDV, volume 1)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-x
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    1. Introduction: Global Issues

      • Diane B. Napier, Suzanne Majhanovich
      Pages 1-7

  3. Indigenous Identity and Development

    1. Front Matter

      Pages 9-9
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    2. Decolonizing Indigenous Education in Canada

      • K. P. Binda, Mel Lall
      Pages 11-27

    3. Discovering the Past, Uncovering Diversity

      • Lesley Graybeal
      Pages 29-46

  4. Integration and Domination of Ethnic Minority Groups

    1. Front Matter

      Pages 47-47
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    2. Classmates

      • Éva Földesi
      Pages 49-64

    3. Social Equality versus Cultural Identity

      • Katalin R. Forray, Tamas Kozma
      Pages 65-81

    4. Children’s Home Languages in Early Childhood Education Systems

      • Nathalie Thomauske
      Pages 83-99

    5. Constructing Spanish

      • Renée DePalma, Cathryn Teasley
      Pages 101-118

  5. Language, Education, Language of Instruction and Identity

    1. Front Matter

      Pages 119-119
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    2. A Study of Escalating Debates on the Use of a Global or Local Language in Education

      • Zehlia Babaci-Wilhite
      Pages 121-132

    3. Voices from the Classroom

      • Monde Mbekwa, Vuyokazi Nomlomo
      Pages 133-149

  6. Teacher Identity, Reform, Domination and Transformation

    1. Front Matter

      Pages 151-151
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    2. Reform Environment and Teacher Identity in Chile

      • Beatrice Avalos, Danae De Los Rios
      Pages 153-175

    3. Researching an Initiative on Peaceful Coexistence in Greek-Cypriot Schools

      • Michalinos Zembylas, Constadina Charalambous, Panayiota Charalambous, Panayiota Kendeou
      Pages 177-198

  7. Identity, Domination and Revolution

    1. Front Matter

      Pages 199-199
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    2. Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia

      • Nagwa Megahed, Stephen Lack
      Pages 201-222

    3. The Impact of Educational Systems on Political Violence in the Middle-East Region

      • Amir Sabzevar Qahfarokhi, Abbas Madandar Arani, Lida Kakia
      Pages 223-235

  8. Back Matter

    Pages 237-243
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Keywords

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.

Editors and Affiliations

  • University of Georgia, USA

    Diane B. Napier

  • The University of Western Ontario, Canada

    Suzanne Majhanovich

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