Author: Judithe BizotPublisher:
ISBN:
Category : Education
Languages : en
Pages : 76
Book Description
Educational Reform in Peru
Author: Judithe BizotPublisher:
ISBN:
Category : Education
Languages : en
Pages : 76
Book Description
Experiments and Innovations in Education
Author: Examining Educational Policy in Latin America
Author: Axel RivasPublisher: Routledge
ISBN: 1000515699
Category : Education
Languages : en
Pages : 231
Book Description
This book synthesizes and analyzes the complex map of educational reforms in Latin America in the first two decades of the 21st century. The book offers insights into the agendas, processes and political economy of educational reforms in Argentina, Brazil, Chile, Colombia, Mexico and Peru. Written by renowned contributors from each country, chapters present systematic, critical and reflective accounts of an intense period of education reforms. The book fills a gap in educational research and provides a systematic study that compares the cases analyzed. The first broad, comparative collection of its kind, the book is well-suited to courses in international and comparative education policy.
Peru's Education Reform
Author: Norman GallPublisher:
ISBN:
Category : Education
Languages : en
Pages : 88
Book Description
Educational Documentation and Information
Author: Society, Schools and Progress in Peru
Author: Rolland G PaulstonPublisher: Elsevier
ISBN: 1483150097
Category : Education
Languages : en
Pages : 337
Book Description
Society, Schools, and Progress in Peru presents a descriptive analysis of the Peruvian educational system, with particular emphasis on socio-cultural changes that have transpired. The publication first elaborates on cultural and educational traditions, emergence of public schooling, and the social, economic, and political context of education. Concerns cover political organization, economic setting, educational consequences of socio-cultural stratification, social organization, race and culture, US education missions, Indian and Spanish heritage, and colonial and Republican education. The text then takes a look at educational objectives and administration, formal school programs, nonformal education, and preparation of teachers. Topics include teacher supply and demand, teacher-preparation programs, reform efforts, education in the military, education and industry, first-level educational programs, and administrative organization. The text ponders on education, revolution, and nation-building, higher education, and teacher professionalization programs. The book is a valuable source of data for historians and educators interested in the development of the educational system in Peru.
Resources in Education
Author: Research in Education
Author: The Peculiar Revolution
Author: Carlos AguirrePublisher: University of Texas Press
ISBN: 1477312145
Category : History
Languages : en
Pages : 364
Book Description
On October 3, 1968, a military junta led by General Juan Velasco Alvarado took over the government of Peru. In striking contrast to the right-wing, pro–United States/anti-Communist military dictatorships of that era, however, Velasco’s “Revolutionary Government of the Armed Forces” set in motion a left-leaning nationalist project aimed at radically transforming Peruvian society by eliminating social injustice, breaking the cycle of foreign domination, redistributing land and wealth, and placing the destiny of Peruvians into their own hands. Although short-lived, the Velasco regime did indeed have a transformative effect on Peru, the meaning and legacy of which are still subjects of intense debate. The Peculiar Revolution revisits this fascinating and idiosyncratic period of Latin American history. The book is organized into three sections that examine the era’s cultural politics, including not just developments directed by the Velasco regime but also those that it engendered but did not necessarily control; its specific policies and key institutions; and the local and regional dimensions of the social reforms it promoted. In a series of innovative chapters written by both prominent and rising historians, this volume illuminates the cultural dimensions of the revolutionary project and its legacies, the impact of structural reforms at the local level (including previously understudied areas of the country such as Piura, Chimbote, and the Amazonia), and the effects of state policies on ordinary citizens and labor and peasant organizations.
International Deficit Thinking
Author: Richard R. ValenciaPublisher: Routledge
ISBN: 1000754065
Category : Education
Languages : en
Pages : 334
Book Description
International Deficit Thinking: Educational Thought and Practice explores the incontrovertible reality of the persistent and pervasive academic achievement gap in many countries between marginalized students (primarily of color) and their economically advantaged White counterparts. For example, International Deficit Thinking discusses the cases of low-socioeconomic Black and Mexican American students in the United States, Indigenous Māori students in New Zealand, and immigrant Moroccan and Turkish pupils in Belgium. The predominant theoretical perspective that has been advanced to explain the school failure of marginalized students is the deficit thinking paradigm—a parsimonious, endogenous, and pseudoscientific model that blames such students as the makers of their own school failure. Deficit thinking asserts that the low academic achievement of many marginalized students is due to their limited intellectual ability, poor academic achievement motivation, and being raised in dysfunctional families and cultures. Drawing from, in part, critical race theory, systemic inequality analysis, and colonialism/postcolonialism, award-winning author and scholar Richard R.Valencia examines deficit thinking in education in 16 countries (e.g., Canada; Peru, Australia; England; India; South Africa). He seeks to (a) document and debunk deficit thinking as an interpretation for school failure of marginalized students; (b) offer scientifically defensible counternarratives for race-, class-, language-, and gender-based differences in academic achievement; (c) provide suggestions for workable and sustainable school reform for marginalized students.