How we understand education quality is inextricably linked with perspectives on social justice. Questions of inclusion, relevance and democracy in education are increasingly contested, most especially in the global South, and improving the quality of education, particularly for the most disadvantaged, has become a topic of fundamental concern for education policy makers, practitioners and the international development community. The reality experienced by many learners continues to be of inadequately prepared and poorly motivated teachers, struggling to deliver a rapidly changing curriculum without sufficient support, and often using outmoded teaching methods in over-crowded or dilapidated classrooms.
Education Quality and Social Justice in the South includes contributions from leading scholars in the field of education and development. The text draws upon state of the art evidence from the five year EdQual research programme, which focuses upon raising achievement in low income countries, and demonstrates how systems of high quality universal education can be sustained. By exploring recent research initiatives to improve education quality, the importance of supporting local policy makers, educators and parents as agents of change, and students as active inquirers is highlighted, and the challenge of taking successful initiatives to scale is explained.
The book is divided into three main parts:
-Framing Education Quality
-Planning and Policies for Quality
-Implementing Quality in Schools
Education Quality and Social Justice in the South argues that implementing a high quality of education using theories of social justice can inform the understanding of inclusion, relevance and democracy in education. The book should be essential reading for both students and researchers within the fields of international and comparative education, along with educational policy, poverty and development studies.
1: Education Quality and Social Justice in the South: an Introduction Angeline M. Barrett Part 1: Framing Education Quality 2: Education Quality and Social Justice in the Global South: Towards a Conceptual Framework Leon Tikly and Angeline M. Barrett 3: Gender Equality, Capabilities and the Terrain of Quality Education Sheila Aikman and Elaine Unterhalter 4: Reconceptualising Inclusive Education in International Development Guy Le Fanu Part 2: Planning and Policies for Quality 5: Monitoring and Evaluating School Effectiveness: The Case for Longitudinal Datasets Sally M. Thomas, Massoud Salim and Wen Jung Peng 6: Teacher Professionalism and Social Justice Beatrice Avalos and Angeline M. Barrett 7: Quality and Early Childhood Education: Lessons from India and Ghana Rita Chawla-Duggan, Vrinda Datta and Kafui Etsey 8: The South African Education Action Plan: Does it Advance the Quality Agenda? Yusuf Sayed and Rashid Ahmed 9: Scaling Up by Focusing Down: Creating Space and Capacity to Extend Education Reform in Africa Joel Samoff, Martial Dembele and E. Molapi Sebatane Part 3: Implementing Quality in Schools 10: Leading and Managing Change in Schools George K. T. Oduro, Mike Fertig and Hillary Dachi 11: Dilemmas of Language Choice in Education in Tanzania and Ghana Oksana Afitska, Yaw Ankomah, John Clegg, Patrick Kiliku, Lydia Osei-Amankwah and Casmir Rubagumya 12: Implementing Curriculum Change: Small Steps Towards a Big Change Anjum Halai 13: Participatory Professional Development: ICT and Mathematics Education in Rwanda Alphonse Uworwabayeho, Jolly Rubagiza, Federica Olivero and Rosamund Sutherland Part 4: Conclusion 14: Education Quality and Social Justice in the South: Priorities for Policy, Practice and Research Leon Tikly
This series of research-based monographs and edited collections provides new analyses of the relationships between education, poverty and international development. The series offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.
The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics international relations and sociology. It represents a unique opportunity to publish work by some of the most distinguished writers in the fields of education and development along with that of new authors working on important empirical projects. The series contributes important insights on the linkages between education and society based on inter-disciplinary, international and national studies.
Sharp, critical and innovative studies are sought that are likely to have a strategic influence upon the thinking of academics and policy-makers. They may include critical syntheses of existing research and policy, innovative research methodologies, and in-depth evaluations of major policy developments. Some studies will address topics relevant to poverty alleviation, national and international policy-making and aid, whilst others may represent anthropological or sociological investigations on how education works or does not work within local communities, for households living in poverty or for particular socially marginalised groups. Preference will be given to studies with a comparative international approach although some single-country studies will be considered, where they raise interesting theoretical and policy issues with clear relevance for international audiences.