Roger Openshaw

This book explores the history of higher education in Thailand, and the ways in which excellence and equity have played out over time. Classed as a developing country, Thailand has implemented wide-reaching legislative and regulatory responses relating to the purpose, character of and access to higher education. The authors investigate these changes by interrogating the mechanisms and reciprocities that have operated at the international level to trigger this decision making, and acknowledge that these changes have often run up against long-standing cultural norms and ideologies. Thailand has a highly stratified society, and maintains a strong commitment to the preservation of Thai identity and traditional values: tensions and pressures are likely to arise when history, culture and ideology are not aligned with political decree. Importantly, the push and pull between equity and excellence within the education system are likely to lie at the heart of those tensions.

This book explores the history of higher education in Thailand, and the ways in which excellence and equity have played out over time. Classed as a developing country, Thailand has implemented wide-reaching legislative and regulatory responses relating to the purpose, character of and access to higher education. The authors investigate these changes by interrogating the mechanisms and reciprocities that have operated at the international level to trigger this decision making, and acknowledge that these changes have often run up against long-standing cultural norms and ideologies. Thailand has a highly stratified society, and maintains a strong commitment to the preservation of Thai identity and traditional values: tensions and pressures are likely to arise when history, culture and ideology are not aligned with political decree. Importantly, the push and pull between equity and excellence within the education system are likely to lie at the heart of those tensions.

This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived ‘crisis’ been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates.

This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived ‘crisis’ been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates.

This widely researched comparative study addresses the critical issue of literacy crises around the world and questions their wider sociological and educational impact. The recurring literacy crises in England and English speaking countries such as the US and New Zealand are linked to wider issues of educational standards, concepts of teacher professionalism, debates over curriculum content and the whole purpose of schooling, in order for us to obtain a deeper understanding of specific national contexts and the political pressures involved. The authors' comparative approach enables them to uniquely demonstrate how literacy crises in one country can actually stimulate and shape literacy crises in another, as well as illustrating that these crises frequently share common features across time and geographical boundaries. Rather than championing any 'one best' method of teaching reading, central questions are addressed and discussed, which will make this ground-breaking book essential reading for policy makers, teachers and students in literacy and education studies.

Has ethnicity become institutionalized as a political category? Drawing on international studies, including New Zealand, the book shows that this process of public policymaking creates artificial divisions that can become permanent and detrimental as well as being at odds with the social fluidity of modern societies. Preface by Jonathan Friedman.

Has ethnicity become institutionalized as a political category? Drawing on international studies, including New Zealand, the book shows that this process of public policymaking creates artificial divisions that can become permanent and detrimental as well as being at odds with the social fluidity of modern societies. Preface by Jonathan Friedman.

This widely researched comparative study addresses the critical issue of literacy crises around the world and questions their wider sociological and educational impact. The recurring literacy crises in England and English speaking countries such as the US and New Zealand are linked to wider issues of educational standards, concepts of teacher professionalism, debates over curriculum content and the whole purpose of schooling, in order for us to obtain a deeper understanding of specific national contexts and the political pressures involved. The authors' comparative approach enables them to uniquely demonstrate how literacy crises in one country can actually stimulate and shape literacy crises in another, as well as illustrating that these crises frequently share common features across time and geographical boundaries. Rather than championing any 'one best' method of teaching reading, central questions are addressed and discussed, which will make this ground-breaking book essential reading for policy makers, teachers and students in literacy and education studies.