Tend the olive, water the vine : globalization and the negotiation of early childhood in Palestine
Author(s)
Bibliographic Information
Tend the olive, water the vine : globalization and the negotiation of early childhood in Palestine
（Educational policy in practice : critical cultural studies）
IAP-Information Age Pub., c2006
- : pbk
- : hardcover
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Note
Includes bibliographical references (p. 185-197)
Contents of Works
- History and context
- Civil society, education, and the world system : rethinking globalization theories
- Local capacity and local control : teacher training as a lever for change
- Reflection into action : community support and the empowerment agenda
- Paper policies, shadow policies, and local control : ECRC and national programming for the early childhood sector
- Filtering up? ECRC's influence on donor agencies and institutions
- Localization, globalization, and the reflective lens : implications for development from the ECRC case
- Epilogue: A dream deferred
- Appendix: Ethnographic methods in a case study of a nongovernmental organization
Description and Table of Contents
Description
This book examines the complexities of these negotiations in a particularly complicated and volatile context (Palestine) and a particularly ""hot"" development field (early childhood development). The international community's efforts to support early childhood programming in the developing world fall more broadly within the empowerment camp than other development sectors, and, through their greater-than-average integration of civil society institutions, local communities, and governments, may serve as a source of important lessons about ""fishing expeditions"" in development more generally. This case, in particular, speaks to the conflux of interests, priorities, and dreams that shape local initiatives for early childhood development, and examines the ways in which the supposed students of fishing may, sometimes, teach their instructors a thing or two.
Table of Contents
- Foreword
- Biographical Notes on the Editors
- Biographical Notes on the Authors
- Acronyms
- Introduction: Bridging the Knowledge Divide: Educational Technology for Development, Stewart Marshall, Wanjira Kinuthia, and Wal Taylor
- SECTION 1: FLEXIBLE EDUCATION FOR EMPOWERMENT
- Flexible Education and Community Development, Martin Franklin and Roger Hosein
- Flexible Learning for Community Economic Development, Haaveshe Nekongo-Nielsen
- Contribution of the IDE in Promoting Gender Equality and in Empowering Women in Swaziland, C. W. S. Sukati, Esampally Chandraiah, and Nokuthula T. Vilakati
- A Virtual Wheel of Fortune?: Enablers and Constraints of ICTs in Higher Education in South Africa, Laura Czerniewicz and Cheryl Brown
- Delivering Distance Education for the Civil Service in the UK: The University of Chester's Foundation for Government Program, Jon Talbot
- SECTION 2: MANAGING AND COMMUNICATING KNOWLEDGE
- Knowledge Management Strategies for Distance Education, Neil Butcher
- The Effectiveness of Mobile Short Messaging Service (SMS) Technologies in the Support of Selected Distance Education Students of Makerere University, Uganda, Richard Kajumbula
- The Impact of Video Conferencing on Distance Education Courses: A University of Namibia Case Study, Trudie Frindt
- Open Resources for Open Learning in Developing Countries: Deciphering Trends for Policies, Quality, and Standards Considerations, Wanjira Kinuthia
- Freedom, Innovation, and Equity with Open Source Software, Richard Wyles
- Copyright Issues and their Impact on Flexible Education in Africa, Pauline Ngimwa
- SECTION 3: FLEXIBLE DELIVERY IN HIGHER EDUCATION
- University Education for National Development: Makerere University's Dual Mode Experience, Jessica N. Aguti
- Considerations for Higher Education Distance Education Policy for Development: A Case of the University of Botswana, Judith W. Kamau
- Blended Online and Face-to-Face Learning: A Pilot Project in the Faculty of Education, Eduardo Mondlane University, Xavier Muianga
- Evaluating the Impact of CABLE: A Cognitive Apprenticeship-Based Learning Environment, Ioana Chan Mow, Wing Au, and Greg Yates
- From Distance Learning to E-learning in Central and Northern Mozambique, Aurelio Gomes and Elizabeth Walker
- A Framework for the Delivery of Cross-Regional Distance Education to Professionals in Developing Countries, Kim I. Mallalieu and Pamela Collins
- Distance Learning-Challenges and Opportunities for Postgraduate Medical Education: A Case Study of Postgraduate Training in Family Medicine Using Distance Learning at the University of the West Indies (2001-2006), Pauline Williams-Green
- SECTION 4: PREPARING TEACHERS USING FLEXIBLE APPROACHES
- Preservice Teacher Preparation and Effective eLearning, Susan Crichton and Gail Shervey
- Distance Teacher Training in Rwanda: Comparing the Costs, Alison Mead Richardson
- Beckoning E-Learners through Exploration of Computer Technology, Pier Angeli Junor Clarke
- Educational Technology and Flexible Education in Nigeria: Meeting the Need for Effective Teacher Education, Nwachukwu Prince Ololube and Daniel Elemchukwu Egbezor.
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