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In 2000, the Education for All (EFA) dedication was made in Senegal at the Dakar World Education Forum. It was a call to governments around the world to make education available at all levels and for all people. The reality is that the majority of monitored countries have only marginally reduced the numbers of their illiterate citizens. Eighty million children and almost a billion adults still do not receive any education. The disproportionately large number of people without an opportunity for schooling live in the least economically developed countries. This book is a collection of essays reporting the successes, failures, and barriers contributing to a lack of educational access in developing countries. The international contributors to this volume work in communities that are in the front lines of the battle to achieve universal access to education for everyone.
|Product dimensions:||5.90(w) x 8.90(h) x 0.50(d)|
About the Author
Gowri Parameswaran is chair in the Department of Educational Studies in the School of Education at SUNY New Paltz and has contributed many book chapters and articles on diversity and social justice in education. Themina Kader teaches at undergraduate and graduate levels in the pedagogy of art education and is the author of numerous articles on the concepts of multiculturalism and diversity.
Table of Contents
Part 1 Preface Part 2 Introduction Part 3 Part I: Public Schooling and Unequal Access to Resources Part 4 Chapter 1Education in Fiji: Is is Still a Public Service? Part 5 Chapter 2United Arab Emirates Pre-service Teachers' Attitudes Towards Gifted/Talented Children with Disabilities Part 6 Chapter 3'Poor Girls': A Comparative Analysis of their Educational Experiences in England and India Part 7 Chapter 4Access to Education: a Distant Dream for Many in India Part 8 Part II: Social Justice Issues in Higher Education Part 9 Chapter 5Social Justice and Higher Education For All: The Bolivarian University of Venezuela Part 10 Chapter 6Navigating Art Education Across Three Domains: Cultural, Pedagogical and Political Part 11 Chapter 7Out and Abroad: GLBT Resources Part 12 Part III: Teacher Training and Social Justice Part 13 Chapter 8Drama and Social Equity in Teacher Education Programs in Palestine Part 14 Chapter 9Measuring the Extent to which Teachers Interpret their Roles in Educational Terms Part 15 Chapter 10Rethinking Equal Voices in Classroom Discourse: Arab Female College Students' Views on Literacy Empowerment Part 16 About the Authors