The Wiley International Handbook of Educational Foundations

Promotes a model of critique for teachers, scholars, and policy makers to challenge established educational practice in a global context.

The Wiley International Handbook of Educational Foundations features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance.

The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity.

The Wiley International Handbook of Educational Foundations offers unique insight into subjects such as:

Educational reform in India, Pakistan, and China The global implications of equity–driven education Teacher education and inclusionary practices The Global Educational Reform Movement (G.E.R.M.) Education and the arts Maria Montessori and Loris Malaguzzi Legal education in authoritarian Syria

The Wiley International Handbook of Educational Foundations is an important book for current and aspiring educators, scholars, and policy makers.

Dedication

About the Editors

About the Contributors

Preface: Global Accessibility to Education: A View from Space

Acknowledgements

Part I. Challenging Foundational Histories and Narratives of Achievement

Introduction to Part I

1.  A Story of Hegemony: The Globalization of Western Education
Alan S. Canestrari and Margaret M. Foster

2. Learning from Popular Education in Latin America
Liam Kane

3. Educational Reform in India & Pakistan: Successes and Missed Opportunities
Divyanshi Wadhwa and Ali Hamza

4. Rethinking African Educational Development
Elsa Wiehe               

Part II. Challenging Notions of Normalcy and Dominion

Introduction to Part II

5. Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity–Driven Education
Gloria Graves Holmes

6. Linguistic Hegemony and Official Languages
Timothy G. Reagan 

7. Meeting the Educational Needs of New Minorities
Samim Akgönül

8. The Promise of Inclusion
Alemayehu Tekelemariam 

Part III. Challenging the Profession

Introduction to Part III

9.  Teacher Education in an Audit Culture
Alexander Bean and Rachel Rush–Marlowe

10. Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences
Jyoti Raina

11. Teachers Work and Teachers Unions in the Global Educational Reform Movement (G.E.R.M.)
Mary Compton and Lois Weiner

12. Understanding Japan s Sensei: The Status of Teachers in Japan
Ryan Monahan

Part IV. Challenging the Curriculum

Introduction to Part IV

13. Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy
Mariale M. Hardiman

14. Constructivist Foundations of Progressive Education
Marilyn L. Page and Samantha Painter

15. Teaching and Learning with Technology
Matthew T. Marino, Maya Israel, Eleazar Vasquez III, Karin M. Fisher and Benjamin Gallegos

16. Global Health Education: A Case Study in Curriculum Development
Iman A. Basheti and Bandana Saini

Part V. Challenging the Idea of Schooling

Introduction to Part V

17. Less Stress and More Well–Rounded Development: Recent Education Reforms in China and Why They Don t Work
Gaoming Zhang

18. For a Future Tomorrow: The Figured Worlds of Schoolgirls in Kono, Sierra Leone 
Jordene Hale

19.  When More Is Not Necessarily Better: Insights into Romanian Higher Education
Teodora Serban–Oprescu & George Serban–Oprescu

20. Maria Montessori and Loris Malaguzzi
Nicola Barbieri

VI. Challenging Injustice, Inequity, and Enmity

Introduction to Part VI

21. Legal Education in Authoritarian Syria: Reflections from Exile
Abdulhay Sayed

22. Developing Conscientious Institutions of Higher Education in Southeast Asia
Teay Shawyun

23. Obstacles to Peace: Nationalism and Exceptionalism
Edy Kaufman and Manuel Hassass

24. Eugenic Ideology and the Institutionalization of the Technofix on the Underclass
Anne G. Winfield

VII. PISA Appendices

Appendix A Snapshot of performance in science, reading and mathematics (p. 5)

Appendix B Snapshot of students science beliefs, engagement and motivation (p.7)

Appendix C Snapshot of equity in education (pp.8–9)

Appendix D Differences in the requirement to attend regular science lessons, by schools socio–economic profile (p.11)

Appendix E Change between 2012 and 2015 in student truancy (p.12)

Appendix F Correlations between the responsibilities for school governance¹ and science performance (p.13)

Appendix G Change between 2009 and 2015 in grade repetition rates (p.14)

Alan S. Canestrari, EdD, is Professor of Social Studies Education at Roger Williams University.

Bruce Marlowe, PhD, is Professor of Educational Psychology and Special Education and Chair of the Department of Education at the University of South Carolina Beaufort.