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International Handbook of Comparative Education
Paideia and Politeia: Education, and the Polity/State in Comparative Education
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Author(s):
Andreas M. Kazamias
Publication date
(Print):
2009
Publisher:
Springer Netherlands
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Film Education Journal
Author and book information
Book Chapter
Publication date (Print):
2009
Pages
: 161-168
DOI:
10.1007/978-1-4020-6403-6_11
SO-VID:
8add9376-be38-48cd-8f0c-05d997e9744b
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Book chapters
pp. 3
Joint Editorial Introduction
pp. 7
On History and on the Creation of Comparative Education
pp. 11
The Modernist Beginnings of Comparative Education: The Proto-Scientific and the Reformist-Meliorist Administrative Motif
pp. 37
Forgotten Men, Forgotten Themes: The Historical-Philosophical-Cultural and Liberal Humanist Motif in Comparative Education
pp. 59
The Scientific Paradigm in Comparative Education
pp. 73
Theories of the State, Educational Expansion, Development, and Globalizations: Marxian and Critical Approaches
pp. 87
Comparative Education in Europe
pp. 101
World-Systems Analysis and Comparative Education in the Age of Globalization
pp. 121
Reflections on the Development of Comparative Education
pp. 139
Comparative Education: Historical Reflections
pp. 161
Paideia and Politeia: Education, and the Polity/State in Comparative Education
pp. 169
Empires and Education: The British Empire
pp. 181
Comparing Colonial Education Discourses in the French and Portuguese African Empires: An Essay on Hybridization
pp. 195
Education and State Formation in Italy
pp. 217
Social Change and Configurations of Rhetoric: Schooling and Social Exclusion–Inclusion in Educational Reform in Contemporary Spain
pp. 239
Modernity, State-Formation, Nation Building, and Education in Greece
pp. 257
The Developmental State, Social Change, and Education
pp. 277
The Developing States and Education: Africa
pp. 295
Varieties of Educational Transformation: The Post-Socialist States of Central/Southeastern Europe and the Former Soviet Union
pp. 321
The European Union and Education in Spain
pp. 337
Editorial Introduction: The National, The International, and the Global
pp. 341
Who is Strolling Through the Global Garden? International Agencies and Educational Transfer
pp. 359
Mobility, Migration and Minorities in Education
pp. 373
Fundamentalisms and Secularisms: Education and La Longue Durée
pp. 385
The Double Gestures of Cosmopolitanism and Comparative Studies of Education
pp. 403
Multicultural Education in a Global Context: Addressing the Varied Perspectives and Themes
pp. 417
International Development Education
pp. 437
The OECD and Global Shifts in Education Policy
pp. 455
Can Multilateral Banks Educate the World?
pp. 479
Towards the European Panopticon: EU Discourses and Policies in Education and Training 1992–2007
pp. 499
Editorial Introduction: Industrialisation, Knowledge Societies and Education
pp. 503
Industrialization and Public Education: Social Cohesion and Social Stratification
pp. 519
Industrialisation, Knowledge Economies and Educational Change: A Note on Argentina and Brazil
pp. 539
Education, Jobs, and Vocational Training
pp. 551
The Evaluative State as Policy in Transition: A Historical and Anatomical Study
pp. 569
From Coherence to Differentiation: Understanding (Changes In) the European Area for Higher Education and Research
pp. 587
Mammon, Markets, and Managerialism — Asia-Pacific Perspectives on Contemporary Educational Reforms
pp. 601
Lifelong Learning and Globalisation: Towards a Structural Comparative Model
pp. 619
Education in Network Society: Critical Reflections
pp. 633
Education and Economic Development: Evaluations and Ideologies
pp. 653
Editorial Introduction
pp. 655
Reflecting On Postcolonialism and Education: Tensions and Dilemmas of an Insider
pp. 669
Democratic Inequalities: The Dilemma of Elementary Education in India
pp. 685
Curriculum Reform in Sub-Saharan Africa: When Local Meets Global
pp. 703
Gender and Education in Developing Contexts: Postcolonial Reflections on Africa
pp. 715
Reinventing Educational Spaces, Building Active Citizenship: Two Brazilian Experiences
pp. 733
Perspectives on Children and Violence
pp. 749
An Indigenous Discourse to Cradle Our Cognitive Heritage and Script Our Aspirations: Reflections from India and Africa
pp. 765
Human Rights and the Limitations of Releasing Subaltern Voices in a Post-Apartheid South Africa
pp. 781
Social Justice, Development Theory and the Question of Education
pp. 803
On Educational Knowledge — A Neglected Theme in Comparative Education
pp. 813
What Knowledge is of Most Worth? An Old Question Revisited in England
pp. 823
The Enlightenment and Religion, Knowledge and Pedagogies in Europe
pp. 837
The Church and the State in Argentina and Brazil: Knowledge, Religion and Pedagogy
pp. 857
Confucianism, Modernities and Knowledge: China, South Korea and Japan
pp. 873
Hinduism, Modernity and Knowledge: India
pp. 889
Reflections On Educational Transitions In Egypt, Lebanon and Turkey
pp. 907
Christianity, Modernities and Knowledge
pp. 923
Towards a Comparative Pedagogy
pp. 943
Pedagogical and Educational Change for Sustainable Knowledge Societies
pp. 961
Editorial Introduction: New Thinking
pp. 965
Mapping Comparative Education After Postmodernity
pp. 991
Politics, Theory, and Reality in Critical Pedagogy
pp. 1009
The Future of Intercultural Studies In Multicultural Societies
pp. 1027
Feminism, Liberation, and Education
pp. 1045
Comparative Education, Postmodernity and Historical Research: Honouring Ancestors
pp. 1061
Aspects of Educational Transfer
pp. 1079
Agamemnon Contra Prometheus: Globalisation, Knowledge/Learning Societies and Paideia in the New Cosmopolis
pp. 1113
Beyond Methodological ‘ISMS’ in Comparative Education in an Era of Globalisation
pp. 1129
Education, Philosophy and the Comparative Perspective
pp. 1141
Comparison: QUO Vadis?
pp. 1159
Digital Technology and Education: Context, Pedagogy and Social Relations
pp. 1173
Rethinking Context in Comparative Education
pp. 1189
Big Stories, Small Stories: Beyond Disputatious Theory Towards ‘Multilogue’
pp. 1209
Comparative Education in two Asian Contexts: A Juxtaposition and Some Questions
pp. 1225
National Cultural Identities, Discourse Analysis and Comparative Education
pp. 1249
Time for a Scientific Revolution? From Comparative Education to Comparative Learnology
pp. 1267
Reclaiming a Lost Legacy: The Historical Humanist Vision in Comparative Education
pp. 1277
Then and Now: Unit Ideas and Comparative Education
pp. 1295
Conclusion
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