The Wiley International Handbook of Educational Foundations: (Wiley Handbooks in Education)

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.

Table of Contents:
Dedication v About the Editors xi About the Contributors xiii Preface: The Wiley International Handbook of Educational Foundations xvii Acknowledgments xxiii Part I Challenging the Foundations Narrative 1 1 A Story of Hegemony: The Globalization of Western Education 3 Alan S. Canestrari and Margaret M. Foster 2 Community Development: Learning from Popular Education in Latin America 21 Liam Kane 3 Educational Reform in India and Pakistan: Successes and Missed Opportunities 31 Ali Hamza and Divyanshi Wadhwa 4 Rethinking African Educational Development 47 Elsa Wiehe Part II Challenging Notions of Normalcy and Dominion 65 5 Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity‐Driven Education 67 Gloria Graves Holmes 6 Linguistic Hegemony and “Official Languages” 89 Timothy Reagan 7 National Education in France: From Ideological Rigidity to Identity Flexibility 107 Samim Akgönül 8 The Move Towards Inclusive Education in Ethiopia 123 Alemayehu Tekelemariam Haye Part III Challenging the Profession 141 9 Teacher Education in an Audit Culture 143 Alexander Bean and Rachel Rush‐Marlowe 10 Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences 157 Jyoti Raina 11 Teachers’ Work and Teachers’ Unions in the Global Education Reform Movement (GERM) 175 Lois Weiner and Mary Compton 12 Understanding Japan’s Sensei: The Status of Teachers in Japan 189 Ryan Monahan Part IV Challenging the Curriculum 205 13 Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy 207 Mariale M. Hardiman 14 Constructivist Foundations, Learning Standards, and Adolescents: The Chaotic World of American Secondary Education 229 Marilyn Monks Page and Samantha Painter 15 Teaching and Learning with Technology 245 Matthew T. Marino, Maya Israel, Eleazar Vasquez III, Karin M. Fisher, and Ben Gallegos 16 Advancing Pharmaceutical Health: Education towards Better Global Health 261 Iman A. Basheti and Bandana Saini Part V Challenging the Idea of Schooling 283 17 Less Stress and More Well‐Rounded Development : Recent Education Reforms in China and Why They Don’t Work 285 Gaoming Zhang 18 “For a Future Tomorrow”: The Figured Worlds of Schoolgirls in Kono, Sierra Leone 301 Jordene Hale 19 When More Is Not Necessarily Better: Insights into Romanian Higher Education 321 Teodora A. Șerban‐Oprescu and George L. Șerban‐Oprescu 20 Historical Features of Early Childhood Education: Maria Montessori and Loris Malaguzzi 335 Nicola S. Barbieri Part VI Challenging Injustice, Inequity, and Enmity 351 21 Legal Education in Authoritarian Syria: Reflections on Studying and Teaching in the Damascus Law Faculty 353 Abdulhay Sayed 22 Developing Conscientious Institutions of Higher Education in Southeast Asia: A Framework for Action 369 Teay Shawyun 23 Can Academics Across the Divide Teach Together?: The Israeli/Palestinian Experiment 399 Manuel Hassassian and Edward (“Edy”) Kaufman 24 Eugenic Ideology and the Institutionalization of the “Technofix” on the Underclass 415 Ann G. Winfield Part VII PISA Appendices 437 Appendix A 439 Appendix B 441 Index 445

About the Author :
ALAN S. CANESTRARI, EdD, is Professor of Social Studies Education at Roger Williams University. BRUCE A. MARLOWE, PhD, is Professor of Educational Psychology and Special Education, and Chair of the Department of Education at the University of South Carolina Beaufort.