First published in 1998. As the first of the newly independent nations of Africa, Ghana has received fulsome attention from scholars in many fields. In this intensive case study on educational development by two principal considerations. The documentary materials relating to the earlier history of the Gold Coast and adjacent areas were unusually extensive and well organized. Ghana now possesses the most elaborated school system in sub-Saharan Africa. But the expansion of this system has given rise to many perplexing problems and revealed many unexpected consequences, and the author suggests that similar experiences will be the lot of many other countries, even outside Africa. So this is not just study of Ghanaian education alone but a case study wherein some of the basic processes underlying educational growth in states newly emerging from colonial rule are delineated.This is Volume III of eighteen in a series on the Sociology of Development. Originally published in 1965. As the first of the newly independent nations of Africa, Ghana has received fulsome attention from scholars in many fields. In this intensive case study on educational development by two principal considerations. The documentary materials relating to the earlier history of the Gold Coast and adjacent areas were unusually extensive and well organized. Ghana now possesses the most elaborated school system in sub-Saharan Africa. But the expansion of this system has given rise to many perplexing problems and revealed many unexpected consequences, and the author suggests that similar experiences will be the lot of many other countries, even outside Africa. So this is not just study of Ghanaian education alone but a case study wherein some of the basic processes underlying educational growth in states newly emerging from colonial rule are delineated.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Education policy and practice has historically been developed within the national/regional context. However, globalization has prompted educationalists to review their practice in the light of international influences. World issues such as global warming, conflict and the depletion of earth resources have also contributed to an increased awareness of the role that education can play in resolving these problems. The contributors focus on how education can bring about social change while connecting with theory at the level of cultural impact and policy implications. They investigate the potential for creating a transnational value system in education, focusing on some key human rights issues both at home and overseas. Truly international in scope, this text lays the groundwork for future research by exposing the commonalities and differences in approaches to knowledge production and its dissemination, drawing together contributions from a variety of cross cultural contexts.

With Ghana's colonial and postcolonial politics as a backdrop, this book explores the ways in which historically marginalized communities have defined and redefined themselves to protect their interests and compete politically and economically with neighbouring ethnic groups.

Using the Ghanian schooling experience as a case study, this book explores how research can contribute to the development of a body of knowledge for educational change in Africa. Education in Africa is often said to be in a crisis' caused in part by the colonial legacy, but also due to inappropriate and uncontextualised current educational policies in relation to local human conditions and African realities. This book offers a critical analysis of current educational reform strategies and the actual practice of reform in an African context.'

Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks, 2009).

Authors show that teaching of art stimulates social changes among the participants of the communities in the Far East and Africa, schools and community arts organizations. Attention is also given to how art can support the skills, confidence, and empowerment of the participants.

This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain.

This book employs sociohistorical, narrative, and discourse frameworks to discuss the sociopolitical complexities and ambiguities of educating marginalized groups in sub-Saharan Africa since western education was introduced in the region. It outlines the systemic and structural challenges faced by marginalized children in the education system that prevent them from fully participating in the education process. This book focuses on how the props underlying Christian missionary education, colonial education, and early postcolonial educational enterprise all served to marginalize certain groups, including women, some geographical regions and/or communities, such as Islamic communities and people with disabilities, from the colonial and postcolonial economic discourses. This historical background provides the springboard for discussions on the complexities and ambiguities of educating marginalized groups in some communities in sub-Saharan Africa in the contemporary times. This book also highlights the challenges of the recent policies of policy makers and the strategies and initiatives of civic societies, non-governmental organizations, and local communities to promote marginalized children’s participation in education. This book elucidates the varied ways certain groups and communities continue to interrogate the structural and systemic challenges that marginalize them educationally. It argues that the level of marginalized groups’ participation in education in sub-Saharan African in the 21st century will determine the progress the region will make in the Education for All (EFA) initiative and the Millennium Development Goals (MDG). Furthermore, it argues that increasing educational participation in marginalized communities requires implementation of educational programs that address marginalized groups’ structural social arrangements and socioeconomic contexts.