This article will explain how a series of educator strikes in 2022 in Ghana led to increased awareness of and calls for tax justice and debt relief from a growing movement of public sector workers and civil society or...
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This article will explain how a series of educator strikes in 2022 in Ghana led to increased awareness of and calls for tax justice and debt relief from a growing movement of public sector workers and civil society organisations. We chart how the issues and demands of teacher organisations and other public sector workers shifted and increased over time, bringing in a new public imaginary to critique IMF driven austerity policies, build and link to global campaigns around debt relief, and signal new possibilities for generating more stable domestic public sector tax revenues. We examine the evolving strategies of growing educator strikes and show how unions are joining together with other civil society and advocacy groups to challenge fiscal austerity and government policies that affect not only their schools and classrooms but their lives and livelihoods. This case describing what Ghanaian teacher unions are doing to organise members to learn about and challenge austerity policies highlights the importance of public sector workers' knowledge, understanding and engaging governmental macro-economic policies and offering alternative solutions.
The 10-year anniversary of the first democratic elections in South Africa in 2004 provoked much reflection and fuelled new policy debates on both the progress and failures of educational reform. While a myriad of achi...
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The 10-year anniversary of the first democratic elections in South Africa in 2004 provoked much reflection and fuelled new policy debates on both the progress and failures of educational reform. While a myriad of achievements have been touted and are well-known to international audiences, a swelling critique from inside South Africa shows that much work remains to be done. By glancing backward as a way to understand how to move forward, we review several important recently published books on post-apartheid education policy to learn how policies were conceived, what went well and what went seriously wrong. In engaging this extended analysis we provide a glimpse into the unique set of circumstances and challenges faced by the South African government over the last 15 years (namely the tensions between equity and redress and global competitiveness), while offering a sustained critique of the resulting policy outcomes through a social justice lens.
Literature related to post-secondary education suggests that institutions of higher education have at their core 'a civic mission that calls on faculty, students, and administrators to apply their skills, resource...
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Literature related to post-secondary education suggests that institutions of higher education have at their core 'a civic mission that calls on faculty, students, and administrators to apply their skills, resources, and talents to address important issues affecting communities, the nation, and the world' conceptualized as 'engaged scholarship' (Stanton, 2008). In this article we illustrate the ways in which one study abroad program embraces a model of engaged scholarship though connections to a broader cross-cultural and interdisciplinary network. We demonstrate how long-term international collaborations and field-based experiential learning opportunities between US and southern African institutions reflect core principles of relationships, respect and reciprocity, providing opportunities for purposeful and culturally grounded transformative student learning experiences. One key aspect of this network was to design study abroad opportunities that create pedagogical alternatives that influence civic identity development, build cultural competence, enhance notions of citizenship, and emphasize community engagement. This article presents the findings from a formative evaluation of the experiences of a number of the undergraduate students and others who have participated in the study abroad component of this network.
In the present paper, the researchers historicize the rise and growth of human rights education (HRE) in the post-Cold War era and importantly, periodize changes in the actors involved in the implementation of HRE, th...
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In the present paper, the researchers historicize the rise and growth of human rights education (HRE) in the post-Cold War era and importantly, periodize changes in the actors involved in the implementation of HRE, their approaches to HRE programming. The researchers detail three distinct periods that demonstrate the changing nature of warfare in the post-Cold War era: from sectarian, intra-state conflict to the global war on terror. The researchers' narrative points towards possibilities for subsequent research that either asks new questions about HRE programming or explores old questions about HRE programming in new ways. Finally, the researchers explore the shift from HRE to Global Citizenship Education (GCE) and conclude by arguing for continuing and renewed emphasis and action on behalf of HRE, and examine a handful of key principles necessary for programs to realize the promise of human rights education as the new civics education for the new world order.
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