Tools
ToolsAikman, Sheila (2015) Language and identities. In: Education and International Development. Bloomsbury Academic, pp. 221-236. ISBN 9781472510686
Full text not available from this repository. (Request a copy)Abstract
Education is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field. - See more at: http://www.bloomsbury.com/uk/education-and-international-development-9781472510686/#sthash.wbGqVlXR.dpuf
| Item Type: | Book Section |
|---|---|
| Uncontrolled Keywords: | sdg 4 - quality education ,/dk/atira/pure/sustainabledevelopmentgoals/quality_education |
| Faculty \ School: | Faculty of Social Sciences > School of Global Development (formerly School of International Development) |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Gender and Development Faculty of Social Sciences > Research Groups > Literacy and Development Group |
| Related URLs: | |
| Depositing User: | Pure Connector |
| Date Deposited: | 01 Dec 2015 07:37 |
| Last Modified: | 30 Sep 2021 17:13 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/55576 |
| DOI: |
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