Development Of Mass Education Research Articles

Promoting equity in an early years context: the role of participatory educational teams

ABSTRACTThis article presents an alternative participatory pedagogy in Early Years as a contribution to the promotion of equity and social justice for children, particularly those from ethnic minorities and low income families, enhancing their chances of educational success. The development of mass education was implemented in many countries by centralised educational systems through curricular uniformity that assumed cultural homogeneity. The increase of cultural diversity in current societies and schools make this bureaucratic assumption grossly inadequate for educating children in a school for all. To counteract this strategy, the Childhood Association, supported by the Aga Khan Foundation, has been developing a participatory pedagogy in Early Years alternative contexts, entitled Pedagogy-in-Participation. This article presents the development of participatory professional teams within this pedagogical perspective as a means to promoting equity and social justice. The initiative requires substantial investment in building up the capacity of the entire workforce to work with all type of diversities, including ethnic and socioeconomic diversity.

Dakwah, competition for authority, and development

Da`wah – usually spelt dakwah in Indonesian – has been an important aspect of Islam from its very birth. Since the late nineteenth century, however, as a result of political and social transformations it has taken new forms. In one form or others, da`wah has been practised by a large variety of Islamic movements and organizations. Although complementary to each other in certain cases, in others their relations have rather been characterized by competition for authority and power, not only between various da`wah organizations, but also, through these organizations, between regimes, categories of religious and social leaders, and social categories of Muslims. For this reason, da`wah has had important dimensions beyond the domain of religion proper. Moreover, da`wah has been connected to political and social causes such as the struggle against communism and Christianity – sometimes emulating them in certain respects – and community development. Quite a few da`wah initiatives, state-sponsored or non-governmental, have taken transnational scopes. Indonesian dakwah has shared most of the above features. This article, analyzing dakwah in Indonesia, confirms their existence and adds to their understanding. It substantiates theories on the objectification of Islam in modern societies: the spread of mass education has led to the fragmentation of religious understanding, which has stimulated a fierce competition for religious authority and the control of religious institutions and organizations. Just as in many other Muslim-majority countries, in Indonesia the state has played a prominent role in the development of mass education, the ensuing competition for religious authority, as well as the functionalization of religion. As was the case elsewhere, in Indonesia dakwah has had important dimensions beyond the religious domain. On the other hand, Indonesian dakwah has shown a number of particularities. In order to illustrate the combination of similarities with da`wah as it developed elsewhere and Indonesian particularities, the article pays particular attention to dakwah pembangunan – development da`wah – of the New Order period. It concludes that, although both the functionalization of Islam for the benefit of economic development and state involvement in religious beliefs and practices have been known in other countries, dakwah pembangunan was a unique, Indonesian phenomenon.

From development comparatism to globalization comparativism: towards more normative international education statistics

The comparability and quality of UNESCO's international education statistics have been questioned since the end of the 1980s, when other international agencies started producing their own indicators on education. This evolution coincides with the new strategic role given to education in national and international economic programmes, and marks the transition from the era of development to that of globalization. According to OECD or the World Bank, more emphasis should be placed on the comparability of education outputs than on the measurement of the development of mass education. Moreover, indicators should be used not only to compare the characteristics of national education systems but also to compare underlying political decisions. The latter would be evaluated based on performance criteria established by external assessments. This new kind of comparability, which was justified by the quest for data quality, is, in a sense, less robust from a statistical point of view, but more ambitious in terms of objectives and consequences. This comparability has also been accompanied by the reshaping of international decision‐making.

Teaching the Day After: An Assessment of American University Pedagogy in the Wake of September 11, 2001

This article presents data drawn from a confidential, voluntary survey conducted the week after September 11, 2001, at a large, state‐funded Midwestern university, asking university faculty to describe the ways they engaged with students in their classrooms in the wake of the events. Acknowledging the charges against academics by some who felt faculty had abused their responsibilities as teachers and public intellectuals, we recast the debate over the political nature of faculty classroom strategies by setting the questions raised by critics, and by faculty responses to the survey, in the context of the development of mass education in the United States.

To ‘Blaise the Trail for Women to Follow Along: Sex, gender and the politics of education on the London School Board, 18701904

Drawing on the autobiographical writings of Florence Fenwick Miller in regard to the development of mass education, the article explores the part women played as education-makers in the period 18701904. The articles focuses on the 29 women elected to serve on the School Board for London, examining contributions from Miller in order to consider the links between gender and the politics of education. Moving on, the article discusses the varied influence and policy priorities of women members through the use of three case studies: the schoolgirls’ curriculum, the interests of women teachers and school attendance. Analysis of these activist women reveals the tension between more radical independent women who wanted to change the business of politics and those who gave high priority to their role as party representatives.

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740–1891. By John T. Flint. Arnold and Caroline Rose Monograph Series of the American Sociological Association. New York: Cambridge University Press, 1990. xvi + 148 pp. $34.50.

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740–1891. By John T. Flint. Arnold and Caroline Rose Monograph Series of the American Sociological Association. New York: Cambridge University Press, 1990. xvi + 148 pp. $34.50.

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891.

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891.

John T. Flint. <italic>Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740–1891</italic>. (The Arnold and Caroline Rose Monograph Series of the American Sociological Association.) New York: Cambridge University Press. 1990. Pp. xv, 148

John T. Flint. <italic>Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740–1891</italic>. (The Arnold and Caroline Rose Monograph Series of the American Sociological Association.) New York: Cambridge University Press. 1990. Pp. xv, 148

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891.

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891.

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891

List of tables Preface Note on Norwegian place names Map of provinces and dioceses of Norway, c. 1865 1. Introduction 2. Clerical generations, educational role systems, and lay religiosity, 1740-1840 3. Organizational indicators of religious differentiation in Norwegian society, 1850-91 4. Elite literacy and styles of religious expression 5. Mass educational experience and styles of religious expression 6. Religious diversity and the ambiguity of secularity Notes Bibliography Index.

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891

Historical Role Analysis in the Study of Religious Change: Mass Educational Development in Norway, 1740-1891

The Impact of Subsidies to Elementary Schooling on Enrolment Rates in Nineteenth-century England

Considerable controversy exists about the role of public elementary schooling in the development of mass education in nineteenth-century England. Some recent accounts continue to support the long-standing view that the development of a public system of elementary schooling was the central force behind the rise in working-class educational attainment during the nineteenth century. Other accounts have suggested instead that this rise can be attributed to the growth in working-class demand for education and that this demand could have been met by private schooling. However, little attempt has been made to assess directly the effect of public elementary schooling on working-class educational attainment. Much of the debate has focused on the extent and quality of the private provision of working-class schooling in the first half of the nineteenth century. West and Laqueur have argued that an active private market financed in large part by fees was present. However, Hurt and Kiesling have argued that many of the schools West and Laqueur consider private were dame schools primarily providing childcare not instruction, or were aimed at a middle-class clientele, or were financed in part by subsidies from religious, philanthropic, or government sources. Although the state of the private schooling market in the first half of the nineteenth century is of interest as an indicator of the potential for the growth of working-class education under the circumstances of the time, it does not establish how much of the actual rise in school enrolment rates observed in the last half of the nineteenth century can be attributed to the development of a system of public elementary schooling. An initially limited private schooling market could have become much larger with extensive growth in working-class demand for schooling. On the other hand, the extent of education achieved with an initially active private market could perhaps have been markedly increased by the further development of public elementary schooling. 1 Those studies which have considered the relationship between the development of public elementary schooling and the rise of working-class education in the last half of the nineteenth century have tended to rely on post hoc,