• Consensus and revisionism in educational history / Gary McCulloch
• The urban history of education / Ansley T. Erickson
• Method in the history of education / William Richardson
• Theory in the history of education / Isaac Gottesman
• Education in Greek and Roman antiquity / Mark Joyal
• Education in Medieval Europe / Spencer E. Young
• Education in pre-modern China and Japan / Conrad Schirokauer
• Pre-colonial indigenous education in the Western Hemisphere and Pacific / Adrea Lawrence
• National education systems : Europe / James C. Albisetti
• National education systems : North America / Nancy Beadie
• National education systems : Australia and New Zealand / Craig Campbell and Maxine Stephenson
• National education systems : Latin America / G. Antonio Espinoza
• National education systems : Asia / Elizabeth VanderVen
• National education systems : Africa / Peter Kallaway
• National education systems : Middle East / Heidi Morrison
• Higher education in modern Europe / Vincent Carpentier
• The German university and its influence / Charles E. McClelland
• Higher education in Canada and the United States / Philo Hutcheson
• Higher education in Asia / Anthony Welch
• The professions and professional education / Richard K. Neumann Jr.
• Inequality in education / Judith Kafka
• Gendering the history of education / Lucy E. Bailey and Karen Graves
• Education and migration in history / Paul J. Ramsey
• Race and ethnicity in education history / Yoon K. Pak
• Education and the African diaspora / Christopher M. Span and Brenda N. Sanya
• Colonial education and anti-colonial struggles / Ana Isabel Madeira and Luís Grosso Correia
• Conflicting constructions of childhood and children in education history / Barbara Beatty
• Religion and the history of education / James W. Fraser and Diane L. Moore
• Progressive education / William J. Reese
• The history of school teachers and administrators / Kate Rousmaniere
• Transitions from rural to urban schooling / David A. Gamson
• The modern history of literacy / David Vincent
• Curriculum history / Daniel Tröhler
• The history of non-formal and informal education / Andrew Grunzke
• The history of technology and education / Sevan Terzian
• The history of transnational and comparative education / Marcelo Caruso.

This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
(source: Nielsen Book Data)

• Acknowledgments
• 1. Starting Points: Japan, Asia, and International Higher Education
• 2. Japan, Asia Bound? The Asian Modality in Japanese Higher Education Policy
• 3. Asia as Campus: Enacting Regionalism in Student Mobility
• 4. Japanese Education in Asia: The Cooperative Campus as Narrative and Practice
• 5. Foreign Talent Wanted: Asian Students in Japan's Graduate Employment System
• 6. Articulating Asia: Reflections and Expectations
• Index.
• (source: Nielsen Book Data)

This book is a study of cross-border activity in and around Japanese universities, employing `Asia' as the cornerstone of inquiry. It offers qualitative, case-based analysis of Asia-oriented student mobility and partnership projects, framed by critical evaluation of discourses and texts concerning Japan's positioning in an era of Asian ascendancy. This combination of Asia as theme and international higher education as empirical subject matter allows the book to shed new light on some of the fundamental policy currents in contemporary Japan. It also furnishes a fresh approach to comprehending the modalities of regionalism and regionalisation in the sphere of higher education.
(source: Nielsen Book Data)

• Series Editor's Preface Notes on the Contributors Introduction: Regional Overview, C. M. Posner (Institute of Education, University College London, UK), Christopher Martin (Institute of Education, University College London, UK) and Yvonne Martin (Independent Education Consultant) Part I: Mexico
• 1. Overview, Elsa Guzman (Independent Educational Consultant), Christopher Martin (Institute of Education, University College London, UK) and C. M. Posner (Institute of Education, University College London, UK)
• 2. Educational Reform, Carlos Ornelas (Universidad Autonoma Metropolitana, Mexico)
• 3. Policy and the Political System, Bonifacio Barba (University of Aguascalientes, Mexico)
• 4. Failure of Curricular and Institutional Reform, Rodolfo Ramirez Raymundo (Institute Belisario Dominguez, Mexico)
• 5. Improving Educational Quality, David Turner (University of South Wales, UK) and Maria Guadalupe Gonzalez de Turner (World Education Fellowship, UK)
• Part II: Central America and Panama
• 6. Costa Rica: Selection and Control, Ronulfo Jimenez (Academia de Centroamerica, Costa Rica)
• 7. Honduras: The Failure of Reform, Javier Luque (Pontifical Catholic University, Peru)
• 8. Nicaragua: Education and the Challenge of Sustainable Human Development, Cefas Asensio Florez (Eduquemos, Nicaragua)
• 9. Panama: Towards an Effective Education, Rolando de la Guardia Wald (Florida State University - Panama, USA/Panama and Quality Leadership University, Panama)
• 10. El Salvador: Resistance and Change, Louis Carlos Morales Zuniga (University of Costa Rica, Costa Rica)
• 11. Guatemala, Bienvenido Argueta (Ministry of Education, Guatemala) Part III: The Latin Caribbean
• 12. Cuba: Educational Impact of the Cuban Revolution, Rosemary Smith (University of Nottingham, UK)
• 13. Dominican Republic: Strengthening Public Education, Molly Hamm (Dominican Republic Education and Mentoring Project, Dominican Republic) and Rebeca Martinez (Dominican Republic Education and Mentoring Project, Dominican Republic)
• 14. Haiti: Escaping from the Failed State, Pierre M. Lubin (Columbia University, USA) Index.
• (source: Nielsen Book Data)

Education in Mexico, Central America and the Latin Caribbean examines the development and practice of education in Mexico, Costa Rica, Cuba, the Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Nicaragua and Panama. The chapters, written by local experts, provide an overview of the structure, aims and purposes of education in each of these ten countries with very different socio-economic backgrounds. The authors present curriculum standards, pedagogy, evaluation, accountability and delivery, discussing both how the formal systems are structured and how they actually function. The volume explores the origins of proposed reforms and their implementation, emphasising the distinctiveness of each country and attempting to locate new practices that could lead to better education. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
(source: Nielsen Book Data)

• Dedication List of Figures Foreword by James Ip Acknowledgement Introduction
• Chapter 1: SUCCESS
• Chapter 2: MERITOCRACY Chapter 3:PARENTS
• Chapter 4: SCHOOLING Chapter 5:CRAM SCHOOLS
• Chapter 6: EXAMINATIONS
• Chapter 7: FACE
• Chapter 8: RELATIONSHIPS Afterword
• Appendix I References About the Author.
• (source: Nielsen Book Data)

This book seeks to better understand the intricate elements of Chinese education compared to American education thus helping educators and policy makers to craft win-win decisions in the education encounter of the dragon and the eagle. Many educators are pulling their hair trying to understand how to work well with new Chinese immigrant students and their parents. To get the job done, one has to go beyond the superficial language translation to understanding the culture that shapes the base foundations of learning and thinking.
(source: Nielsen Book Data)

• Chapter 1. Contextualizing the Book and Framing the Approaches to Development in Africa.-
• Chapter 2. Higher Education and Development: Global Trends.-
• Chapter 3. Genesis and Early Developments of Higher Education and Modernisation in Africa.-
• Chapter 4. Governance and Operation of Universities: The Case and State of Higher Education Administration in Mozambique.-
• Chapter 5. Higher Education and Economic Growth in Africa and Supplementary Policy Reforms.
• (source: Nielsen Book Data)

This book critically addresses concepts and analyses related to the higher education and development nexus in Africa. The study explores the expansion of higher education in Africa and its impact on development, modernization and the economy to situate Africa within global debates on higher education governance and investment. Using concrete indicators from economic, social and political domains, the book demystifies dominant narratives which giant institutions have applied to disunite the relationship between universities and growth on the continent.
(source: Nielsen Book Data)

• Series Editor Preface, Colin Brock (University of Durham, UK) Introduction: An Overview of Contrasts and Similarities of Education in Non-EU Countries in Western and Southern Europe, Terra Sprague (University of Bristol, UK)
• 1. Iceland: Educational Structure and Development, Jon Torfi Jonasson (University of Iceland, Iceland) and Gunnhildur Oskarsdottir (University of Iceland, Iceland)
• 2. Norway: Formal Education and its Role in Education and Development, Tone Skinningsrud (University of Tromso, Norway) and Birgit Brock-Utne (University of Oslo, Norway)
• 3. Norway: New Approaches to Governance and Leadership, Jorunn Moller (University of Oslo, Norway)
• 4. Switzerland: Between the Federal Structure and Global Challenges, Matthis Behrens (IRDP Institut de Recherche et de Documentation Pedagogique)
• 5. Switzerland: Teacher Education, Lucien Criblez (University of Zurich, Switzerland)
• 6. Albania: An Overview, Meg P. Gardinier (Florida International University, USA)
• 7. Bosnia and Herzegovina: The Impact of an Unreformed System, Valery Perry (Organisation for Security and Cooperation in Europe) and Matthew T. Becker (The University of Mississippi, USA)
• 8. Kosovo: An Overview, Dukagjin Pupovci (Kosovo Education Center, Kosovo)
• 9. Macedonia: Reforms of the Education System, Ana Mickovska-Raleva (Center for Research and Policy Making, Macedonia)
• 10. Montenegro: An Overview with focus on Higher Education, Veselin Vukotic (University of Donja Gorica, Montenegro)
• 11. Serbia: An Overview, Ana Pesikan (University of Belgrade, Serbia)
• 12. Serbia: Higher Education at the Crossroads, Stamenka Uvalic-Trumbic (formerly UNESCO)
• 13. Micro-States in Western and Southern Europe Outside the European Union, Colin Brock (University of Durham, UK) Index.
• (source: Nielsen Book Data)

Education in Non-EU Countries in Western and Southern Europe is a critical reference guide to the development of education in Albania, Andorra, Bosnia and Herzegovina, the Faroe Islands, Iceland, Kosovo, Liechtenstein, Macedonia, Monaco, Montenegro, Norway, San Marino, Serbia, Switzerland and the Vatican City. The chapters, written by regional experts, provide detailed studies of educational systems, which are considered in the light of the broader international trends and developments. Key themes include educational reform and the quality of education, educational change processes in post-socialist transition, the Europeanization of higher education, and the unique challenges of educational provision faced by microstates. Including guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
(source: Nielsen Book Data)

• Series Editor's Preface, Colin Brock (University of Durham, UK) Introduction: Regional Overview, Simon Schwartzman (Institute for Studies on Labor and Society, Rio de Janeiro, Brazil)
• 1. Argentina: Public Policies in Education Since 2001, Juan Carlos Tedesco (National University of San Martin, Argentina)
• 2. Argentina: Rethinking Government Models of Education, Silvine Gvirtz, Angela Oria and Esteban Torre (Equality Connect , Conectar Igualdad, Buenos Aires, Argentina)
• 3. Bolivia: Perspectives and Challenges for Multicultural Education, Fabricia de Andrade Ramos and Mauricio Blanco Cossio (AFortiori Institute, Rio de Janeiro, Brazil)
• 4. Brazil: Role of States and Municipalities in the Implementation of Education Policies, Maria Helena Guimaraes de Castro (State Foundation for Data Analysis [SEADE], Sao Paulo, Brazil)
• 5. Brazil: Curriculum of Basic Education, Guiomar Namo de Mello (State Board of Education, Sao Paulo, Brazil)
• 6. Brazil: Why Jose Can't Read, Joao Batista Araujo e Oliveira (Alfa e Beto Institute, Brazil)
• 7. Brazil: Costs and Economic Benefits of Education, Fernando Veloso and Fernando de Holanda Barbosa Filho (Brazilian Institute of Economics, Getulio Vargas Foundation, Brazil)
• 8. Chile: The Evolution of Educational Policy, 1980-2014, Christian Bellei and Xavier Vanni (University of Chile, Santiago)
• 9. Chile: Effectiveness of Teacher Education, Beatrice Avalos (University of Chile, Santiago)
• 10. Chile: The Quality of For-profit Schooling. Gregory Elacqua (Universidad Diego Portales, Santiago, Chile)
• 11. Colombia: Upper Secondary Education Reform. Martha Laverne Toscano (Formerly Senior Education Specialist at the World Bank)
• 12. Colombia: Public-Private Partnership to Support Decentralized Education, Santiago Isaza (Luker Foundation, Manizales, Colombia)
• 13. Colombia: Comprehensive Care for Early Childhood, Marina Camargo Abello (La Sabana University, Bogota, Colombia)
• 14. Ecuador: Collaboration Around the Ten-Year Education Plan, Orazio Bellettini, Adriana Arellano and Wendy Espin, Grupo FARO, Quito, Ecuador
• 15. Ecuador: Attempting a Radical Educational Transformation. 2007-2014, Pablo Cevallos Estarellas and Daniela Bramwell (San Francisco de Quito University, Ecuador)
• 16. Paraguay: An Overview, Cynthia Brizuela (National University of Pilar, Paraguay)
• 17. Peru: Socioeconomic Conditions on Student Achievement, Santiago Cueto, Juan Leon and Alejandra Miranda (Group for Analysis and Development [GRADE], Lima, Peru)
• 18. Uruguay: Incentives and Teacher Evaluation, Denise Valliant (University ORT, Montevideo, Uruguay)
• 19. Venezuela: Political and Institutional Transition, 1999-2014, Mabel Mundo (Central University of Venezuela, Caracas) Index.
• (source: Nielsen Book Data)

Education in South America is a critical reference guide to development of education in Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Paraguay, Peru, Uruguay and Venezuela. The chapters, written by local experts, provide an overview of the education system in each country, focusing particularly on policies and implementation of reforms. Key themes include quality and access, multicultural education and the management of education systems. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
(source: Nielsen Book Data)

• Foreword / Lawrence H. Summers
• 1. An economic future imperiled
• 2. Human capital and economic prosperity
• 3. A global view of U.S. student proficiency rates
• 4. U.S. advanced performance in global perspective
• 5. Economic benefits of higher performance
• 6. A global view of growth in U.S. achievement
• 7. Substantive concerns and political obstacles
• Appendixes
• A. Methodology for comparing U.S. and international performance
• B. Two measures of reading proficiency.

The relative deficiencies of U.S. public schools are a serious concern to parents and policymakers. But they should be of concern to all Americans, as a globalizing world introduces new competition for talent, markets, capital, and opportunity. In Endangering Prosperity, a trio of experts on international education policy compares the performance of American schools against that of other nations. The net result is a mixed but largely disappointing picture that clearly shows where improvement is most needed. The authors' objective is not to explain the deep causes of past failures but to document how dramatically the U.S. school system has failed its students and its citizens. It is a wake-up call for structural reform. To move forward to a different and better future requires that we understand just how serious a situation America faces today. For example, the authors consider the Programme for International Student Assessment (PISA), an international mathematics examination. America is stuck in the middle of average scores, barely beating out European countries whose national economies are in the red zone. U.S. performance as measured against stronger economies is even weaker - in total, 32 nations outperformed the United States. The authors also delve into comparative reading scores. A mere 31 percent of U.S. students in the class of 2011 could perform at the "proficient" level as measured by the National Assessment of Educational Progress (NAEP) program, compared with South Korea's result of 47 percent. And while some observers may downplay the significance of cross-globe comparisons, they should note that Canadian students are dramatically outpacing their U.S. counterparts as well. Clearly something is wrong with this picture, and this book clearly explicates the costs of inaction. The time for incremental tweaking the system is long past - wider, deeper, and more courageous steps are needed, as this book amply demonstrates with accessible prose, supported with hard data that simply cannot be ignored.
(source: Nielsen Book Data)

• Foreword by Daniel Gros, Director of CEPS Preface Executive Summary
• 1. Introduction
• 2. Comparative performance of the EU, the US and China in higher education
• 3. Private and public funding of higher education in the EU, the US and China
• 4. Game-changing factors in innovating higher education
• 5. Policy recommendations for the EU: Learning from China and the US References Annex. Members of the CEPS Task Force and invited Speakers Index.
• (source: Nielsen Book Data)

BY 2020, the global map of higher education will be completely redrawn, and by 2030, China is expected to emerge as the world's largest source of brainpower. The European Union should not necessarily view this development as a threat, but rather it can be seen as an opportunity for the EU to become more competitive in attracting foreign human capital. The quality of human capital in the form of university graduates is well-developed in the EU, although there remain stark differences between the member states. EU universities have not managed to penetrate the premium university rankings, with the exception of those in the UK, but their overall performance is comparatively high. This book compares tertiary education in the European Union, the United States and China with the aim of evaluating how the EU as a region fares with respect to the US and China, how to improve higher education in the EU and how to secure its stock of human capital. In the process, we identify a number of game-changing factors that affect higher education. These notably include how digital technology is integrated into education, how education relates to employment and how university institutions are governed. Viewed intra-regionally, Europe is making progress in developing its talent pipeline. But if we take a step back and compare the performance of higher education in the EU with that of the US and China -- and how it is likely to perform in the future -- there are important lessons to be learned that will allow Europe to sustain prosperity and growth and secure its long-term well-being and quality of life.
(source: Nielsen Book Data)

• Section One - Comparative Education and China
• * A Chinese Puzzle
• * Language in Comparative Education: Three Strands
• * Redeeming Modernity
• * Ten Lives in Mine: Creating Portraits of Influential Chinese Educators
• * The Use of Ideal Types in Comparative Education: A Personal Reflection
• * Philosophy and Comparative Education: What Can We Learn from East Asia?
• Section Two - Higher Education and History
• * Universities, Cultural Identity, and Democracy: Some Canada-China Comparisons
• * An Asian Multiversity? Comparative Reflections on the Transition to Mass Higher Education in East Asia
• * Lessons from the Chinese Academy
• * China's Universities, Cross-Border Education and the Dialogue among Civilizations
• * The Idea of a University of Education
• Section Three - Religion, Culture and Education
• * A Chinese Catholic Philosophy of Higher Education in Republican China
• * Christianity and Cultural Transmission
• * Hong Kong's Potential for Global Educational Dialogue: Retrospective and Vision
• * A Bridge Too Far? Comparative Reflections on St. Paul and Confucius.
• (source: Nielsen Book Data)

In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces - extracts from books, key article, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Ruth Hayhoe is a distinguished scholar in Comparative Education and Higher Education, as well as one of the most highly regarded experts on Chinese education in the world. Extremely well respected throughout China as well, she has authored about 75 articles and book chapters, as well as several books on Chinese education and East-West relations in education. This selection of 15 of her most representative papers and chapters documents the most significant works of her research on Chinese education, Higher Education, and Comparative Education. The three sections cover: * Comparative Education and China * Higher Education and History * Religion, Culture and Education The collection not only helps foreign scholars understand Chinese education development in its cultural context comprehensively and systemically, but also provides a fresh point of view for education practitioners and policy makers in China.
(source: Nielsen Book Data)

• Foreword / Lawrence H. Summers
• An economic future imperiled
• Human capital and economic prosperity
• A global view of U.S. student proficiency rates
• U.S. advanced performance in global perspective
• Economic benefits of higher performance
• A global view of growth in U.S. achievement
• Substantive concerns and political obstacles
• Appendixes. A. Methodology for comparing U.S. and international performance
• B. Two measures of reading proficiency.

The relative deficiencies of U.S. public schools are a serious concern to parents and policymakers. But they should be of concern to all Americans, as a globalizing world introduces new competition for talent, markets, capital, and opportunity. In Endangering Prosperity, a trio of experts on international education policy compares the performance of American schools against that of other nations. The net result is a mixed but largely disappointing picture that clearly shows where improvement is most needed. The authors' objective is not to explain the deep causes of past failures but to document how dramatically the U.S. school system has failed its students and its citizens. It is a wake-up call for structural reform. To move forward to a different and better future requires that we understand just how serious a situation America faces today. For example, the authors consider the Programme for International Student Assessment (PISA), an international mathematics examination. America is stuck in the middle of average scores, barely beating out European countries whose national economies are in the red zone. U.S. performance as measured against stronger economies is even weaker - in total, 32 nations outperformed the United States. The authors also delve into comparative reading scores. A mere 31 percent of U.S. students in the class of 2011 could perform at the "proficient" level as measured by the National Assessment of Educational Progress (NAEP) program, compared with South Korea's result of 47 percent. And while some observers may downplay the significance of cross-globe comparisons, they should note that Canadian students are dramatically outpacing their U.S. counterparts as well. Clearly something is wrong with this picture, and this book clearly explicates the costs of inaction. The time for incremental tweaking the system is long past - wider, deeper, and more courageous steps are needed, as this book amply demonstrates with accessible prose, supported with hard data that simply cannot be ignored.
(source: Nielsen Book Data)

• 1. Introduction
• 2. Data and Educational Systems
• 3. Demystifying the stereotype - Do Japanese and Korean schools make talented students mediocre?
• 4. Demystifying the stereotype - do Japanese and Korean students achieve high test scores at the expense of creativity?
• 5. Demystifying the stereotype - are high test scores of Japanese and Korean students due to 'shadow education'?
• 6. Demystifying the stereotype - are Japanese and Korean schools homogenous?
• 7. Conclusion - the troubling turn.
• (source: Nielsen Book Data)

International comparisons of student achievement in mathematics, science, and reading have consistently shown that Japanese and Korean students outperform their peers in other parts of world. Understandably, this has attracted many policymakers and researchers seeking to emulate this success, but it has also attracted strong criticism and a range of misconceptions of the Japanese and Korean education system. Directly challenging these misconceptions, which are prevalent in both academic and public discourses, this book seeks to provide a more nuanced view of the Japanese and Korean education systems. This includes the idea that the highly standardized means of education makes outstanding students mediocre; that the emphasis on memorization leads to a lack of creativity and independent thinking; that students' successes are a result of private supplementary education; and that the Japanese and Korean education systems are homogenous to the point of being one single system. Using empirical data Hyunjoon Park re-evaluates the strengths and weaknesses of the existing education systems in Japan and Korea and reveals whether the issues detailed above are real or unfounded and misinformed. Offering a balanced view of the evolving and complex nature of academic achievement among Japanese and Korean students, this book will appeal to students and scholars of Asian, international and comparative education, as well as those interested in Asian society more broadly.
(source: Nielsen Book Data)

• Hard Work or Natural Ability? The Teacher's Role The Confucian Thread Depth of Understanding - Mathematics Pressure and Exams The Influence of Language Classroom Environment and Discipline Digging Deep Performance and Improvisation Aiming Toward College Imaginative Engagement Ready for the Future?
• (source: Nielsen Book Data)

Educating Young Giants carries readers into Chinese and American elementary and high school classrooms, and highlights the big differences between schooling in China and the United States. Drawing from many experiences in schools both in China and America and conversations with students, teachers, and parents, Nancy Pine reveals how these two countries need to extract themselves from outmoded practice and learn from each other's strengths.
(source: Nielsen Book Data)
In her groundbreaking book, Educating Young Giants, Nancy Pine reveals how reliance on antiquated teaching methods and ineffectual reform efforts has left youth in the United States and China ill-equipped for the demands of modern technology and the global economy. Transporting us into Chinese elementary and high school classrooms, Pine, a U.S. education expert, highlights essential differences and striking similarities between the two systems. She shows how parents, educators, and policymakers can implement practical solutions, drawing the best from both systems and genuinely equipping our children to meet the challenges we face in the twenty-first century.
(source: Nielsen Book Data)

• Foreword / Robert Cowen
• ch. 1. Reimagining Japanese education in the global conversation : borders, transfers, circulations, and the comparative / David Blake Willis & Jeremy Rappleye
• ch. 2. Reimagining self/other : 'catch-up' across Japan's three great education reforms / Jeremy Rappley & Takehiko Kariya
• ch. 3. 'The Ideal Citizen', globalization, and the Japanese response : risk, gate-keeping, and moral education in Japan / Marie Højlund Roesgaard
• ch. 4. The 'internationalization' of Japanese education and the newcomers : uncovering the paradoxes / Ryoko Tsuneyoshi
• ch. 5. Globalization and English language education policy in Japan : external risk and internal inertia / Robert W. Aspinall
• ch. 6. Imagining Japan's 'relaxed education' curriculum : continuity or change? / Christopher Bjork
• ch. 7. Beyond the four walls of the classroom : 'real' and 'imagined' change in Japanese sports and education / Aaron L. Miller
• ch. 8. Redefining internationalization in higher education : Global 30 and the making of global universities in Japan / Mayumi Ishikawa
• ch. 9. Imagining neo-liberalism and the hidden realities of the politics of reform : teachers and students in a globalized Japan / Manubu Sato
• ch. 10. Reconceptualizing the politics of Japanese education, reimagining comparative studies of Japanese education / Keita Takayama
• Afterword / Takehiko Kariya
• Notes on contributors.

Although the period of student protests of the 1960s and 1970s has long passed, Alain Touraine argues, in this wide-ranging and vigorous essay, that the period's problems remain with us. Higher degrees have become less and less valuable on the labor market and the demand for academic reform has become more intense. Community colleges still try to provide equal educational opportunities for the poor and the minorities, without much success. And the university has not yet resolved the conflict between being the home of impartial inquiry and research and serving constituent interests. Touraine views American higher education as a system within a definite, though changing, social context. He compares U.S. student movements with those of other countries. He is skeptical about the way Americans view the relationships between the university and what he regards as the ruling forces of the society, between knowledge and power, between production and education. He offers no facile solutions, but he presents an exciting, nontraditional analysis of the social and political forces that have shaped the modern history of higher education. In the new introduction, Clark Kerr contrasts his own views as an American observer to those of Touraine as a French intellectual. He asserts that the family, not higher education, is the most important "school" in the process of reproducing society. Kerr places more emphasis than does Touraine on the labor market, on the production functions (training of skills and advancing technology) of the vast nonelite segments of American higher education, on the long-term impacts of science in changing society, and on scholarly criticism in affecting transformations, and places less emphasis on sporadic political protests by faculty and students. He agrees with Touraine however, in his two great themes: (1) that you cannot understand the academic system unless you first understand society; and (2) that the rise of the university must be understood to understand modern society, where "knowledge is power." This volume will be important to all those interested in higher education, whether as participants or observers.
(source: Nielsen Book Data)

• Foreword by Carol Geary Schneider-- Preface-- 1) Why Pay Attention to Bologna?-- 2) The Road to Bologna-- 3) A Point of Departure-- 4) Words to Actions: Bologna, Prague, Berlin-- 5) Urgency and Understanding: Bergen and London-- 6) Beginning a New Decade: Leuven-- 7) The Challenge For Bologna: Potholes and Possibilities-- 8) The Challenge Of Bologna: Access and Mobility-- 9) The Challenge Of Bologna: Structure and Sequence-- 10) The Challenge Of Bologna: Accountability and Effectiveness-- 11) Meeting the Challenge: Improving on Europe's Example-- Appendix A: A Guide to Acronyms-- References-- Index.
• (source: Nielsen Book Data)

In 1999, a declaration formalizing 'the European process' was signed at and informally named for Europe's oldest university: Bologna. ""The Bologna Process"" has transformed higher education in Europe. This book is essential reading for anyone concerned about the ability of America's higher education system to position the country for competitiveness in a global economy, about its failure to broaden access and participation, or to respond to calls for accountability, and specifically about whether it is ready to address the redoubtable challenge that Bologna Process represents on all these issues. In this book Paul Gaston assesses the Process' accomplishments, weighing its strengths and weaknesses, and evaluates which features pose a threat, which we can learn from, and which may be inappropriate for our system of higher education. Bologna's achievements in making higher education more accessible, in rationalizing and making consistent the evaluation of credits, and the definition and measurement of learning outcomes for all disciplines, all constitute a major ""wake-up call"" for American higher education. If we consider Europeans' increased participation in higher education, their increased graduation rates, and the fact that Europe is retaining more of its students and attracting more international students, American higher education may be losing its competitive advantage. For all these reasons, it is vital that educators and policy makers understand Bologna and its implications for American higher education. It represents a formidable challenge on a matter of national priority. This book provides that understanding by offering a realistic and balanced account of Bologna's achievements, and suggesting how US higher education can constructively and effectively respond.
(source: Nielsen Book Data)