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人文・社会科学の学術専門洋書 新刊書誌情報

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9211

オーストラリアにおける先住民教育 Shay, Marnee / Oliver, Rhonda (eds.), Indigenous Education in Australia : Learning and Teaching for Deadly Futures. 208 pp. 2021:1 (Routledge, UK) <660-1931 660-L2170>

ISBN 978-0-367-20774-8 hard ￥49,104.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-0-367-20775-5 paper ￥12,668.- (税込) ※（※）価格はご注文時の参考価格となります。
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This is an essential, practical resource for pre- and in-service educators on creating contexts for success for Aboriginal and Torres Strait Islander students. Based on the latest research and practice, this book provides an in-depth understanding of the colonised context within which education in Australia is located, with an emphasis on effective strategies for the classroom. Throughout the text, the authors share their personal and professional experiences providing rich examples for readers to learn from.

Taking a strengths-based approach, this book will support new and experienced teachers to drive positive educational outcomes for Aboriginal and Torres Strait Islander students.

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ブルデューを用いた教育研究 Rawolle, Shaun, Education Research with Bourdieu. (Social Theory and Methodology in Education Research) 256 pp. 2021:3 (Bloomsbury Academic, UK) <660-P5962 661-2123>

ISBN 978-1-350-04945-1 hard ￥28,512.- (税込) ※（※）価格はご注文時の参考価格となります。
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Education Research with Bourdieu demonstrates how education research can be conceived, designed, conducted and analyzed from within a Bourdieuian methodology and what this might mean for the researcher in a reflexive sense. Rawolle highlights the potential of Bourdieu's theories for the analysis of unequal distributions of resources and asymmetries of power within education with a particular focus on the concepts of habitus, practice, field and capital. The author provides case studies from existing research into education policy, educational governance, comparative education and sociology of education and, building on this work, develop new approaches for researching the mediatization of education policy, governance in higher education and the flow of ideas between global and national fields. Dealing with complex theories in an accessible way this book will be essential reading for new and established education researchers who are using Bourdieu's theories for the first time.
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発展途上国における授業料の安い私学と貧困 Härmä, Joanna, Low-fee Private Schooling and Poverty in Developing Countries. 272 pp. 2021:1 (Bloomsbury Academic, UK) <660-1924 660-P6014>

ISBN 978-1-350-08824-5 hard ￥34,848.- (税込) ※（※）価格はご注文時の参考価格となります。
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In Low-fee Private Schooling and Poverty in Developing Countries, Joanna Haermae draws on primary research carried out in sub-Saharan African countries and in India to show how the poor are being failed by both government and private schools. The primary research data and experiences are combined with additional examples from around the world to offer a wide perspective on the issue of marketized education, low-fee private schooling and government systems. Haermae offers a pragmatic approach to a divisive issue and an ideologically-driven debate and shows how the well-intentioned international drive towards 'education for all' is being encouraged and even imposed long before some countries have prepared the teachers and developed the systems needed to implement it successfully. Suggesting that governments need to take a much more constructive approach to the issue, Haermae argues for a greater acceptance of the challenges, abandoning ideological positions and a scaling back of ambition in the hope of laying stronger foundations for educational development.
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グローバルな教育のコンテクストにおける 包括的開発の考察 Johnstone, Christopher J., Considering Inclusive Development across Global Educational Contexts : How Critical and Progressive Movements can Inform Education. (Routledge Research in International and Comparative Education) 188 pp. 2020:10 (Routledge, UK) <660-1925 660-P6018>

ISBN 978-0-367-35464-0 hard ￥54,486.- (税込) ※（※）価格はご注文時の参考価格となります。
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This volume charts the rise of the concept of "inclusive development" and simultaneously recognizes its problematic implications as it shifts the focus of development work from efficiency to justice.

In response to increasing awareness that development projects can all too often lead to the exclusion of marginalized populations, Considering Inclusive Development across Global Educational Contexts sets out to foreground trends and experiences that can inform socially just approaches to development. Structured in three parts, the volume explores several educational themes - aid and development, the human-environment nexus, and economic redistribution. Chapters look in detail at how approaches in these areas can help or hinder inclusive educational development globally, and highlight representative, critical, and relational models of inclusive development that can more strongly inform education by/from broader development trends.

This timely volume will be of interest to academics, researchers, and post-graduate students in the fields of education development, inclusivity, and sustainable development. This book would also benefit graduate students and scholars in development education.

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Monaghan, Christine, Educating for Durable Solutions : Histories of Schooling in Kenya's Dadaab and Kakuma Refugee Camps. 256 pp. 2021:1 (Bloomsbury Academic, UK) <660-L2313 660-L2961>

ISBN 978-1-350-13329-7 hard ￥34,848.- (税込) ※（※）価格はご注文時の参考価格となります。
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What is education for an unknowable future? In Educating for Durable Solutions, Christine Monaghan explores how refugees and policymakers have answered this question over time by reconstructing the contemporary history of education in Kenya's Dadaab and Kakuma refugee camps. Through oral histories and archival research, Monaghan shows how, since the founding of both camps in 1991, refugees and policymakers have conceptualized, developed, implemented and changed refugee education programs. She also shows why and how, despite these changes, real challenges persist in refugee education in Dadaab, Kakuma, and other camps throughout the world; these include high numbers of out-of-school children and youth, high student to teacher ratios, unpredictable funding, and persistent questions regarding what refugee education is for. The author shifts focus from debates over the impacts of specific policies and programs and explores instead how and why different policies and programs were implemented whether they led to meaningful changes in the long-standing challenges of refugee education. She finds that when and where real changes occurred, individuals or small groups of refugees and policymakers acted with tremendous agency and as tireless advocates.
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Rahman, Md Mizanur / Ranjan, Rakesh, Indian Migrant Organizations : Engagement in Education and Healthcare. 264 pp. 2021:3 (Oxford U. Pr., II) <660-P1640 660-P4505>

ISBN 978-0-19-012134-1 hard ￥4,378.- (税込) ※（※）価格はご注文時の参考価格となります。
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The Indian diaspora is increasingly engaging with the homeland by forming a range of migrant organizations - organizations constituting a growing sector of non-State actors who engage with the host country and the country of origin in a sustained and profound way. Research on migrant organizations tends to focus only on transnational migrant organizations in host countries. Indian Migrant Organizations analyses a set of local and transnational organizations formed by Indian migrants, whose activities include mobilizing resources and connections and engaging in numerous development initiatives in India, and studies their engagement particularly in the Indian healthcare and education sectors. In particular, the book discusses how these organizations have evolved, what kind of healthcare and educational projects and activities they are carrying out, and how such collective efforts are affecting development dynamics in India.
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高等教育における異文化研究 de Albuquerque Moreira, Ana Maria / Paul, J.-J. (eds.), Intercultural Studies in Higher Education : Policy and Practice. (Intercultural Studies in Education) 347 pp. 2019 (Palgrave Macmillan, UK) * paper 2020:8 <660-L3067 660-P6104>

ISBN 978-3-030-15757-9 hard ￥40,091.- (税込) ※（※）価格はご注文時の参考価格となります。
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ISBN 978-3-030-15760-9 paper ￥40,091.- (税込) ※（※）価格はご注文時の参考価格となります。
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This book explores the study of policies and practices in Higher Education by comparing systems, institutions, programs, innovations, results and cultures. In a rapidly changing global and international marketplace, the growth of higher education has occurred within distinct cultural contexts, meaning that change is reflected within local, regional, national and global perspectives. Using a single data methodology across countries and continents, the editors and contributors explore higher education reforms between global and local dimensions, the expansion of access and democratisation, and relevant aspects in the organisation and management of higher education. In doing so, this book arrives at an understanding of higher education at a truly intercultural level, which can lead to a deeper and more holistic understanding of policies and practices in higher education. This innovative book will be of interest and value to students and scholars of higher education across the world as well as the study of interculturality.
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Johnson, David (ed.), Enabling Effective Teaching to Raise Learning Outcomes. (Policy Directions for Raising Learning Outcomes in Developing Countries) 256 pp. 2021:6 (Bloomsbury Academic, UK) <660-P6017>

ISBN 978-1-350-08832-0 hard ￥28,512.- (税込) ※（※）価格はご注文時の参考価格となります。
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版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。 GB£ 90.00 お気に入り ★★★ カートに入れる
Enabling Effective Teaching to Raise Learning Outcomes brings together new and cutting-edge research and field-work to offer evidence on policy areas which are currently constraining teachers and education systems in developing countries.This book is part of a three-book series called Policy Directions for Raising Learning Outcomes in Developing Countries, based on new research carried out by an international research programme funded by the Economic and Social Research Council (ESRC) and the Department for International Development (UKAID). The countries covered include Ethiopia, India, Pakistan, Uganda, Honduras, the Democratic Republic of Congo, Kenya, Ghana, Malawi and Botswana. The issues and methods covered in the chapters range from research into students with disabilities and schools in conflict zone to the use of peer tutoring and literacy programmes. This book is open access and will be available on www.bloomsburycollections.com.
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多くの人のための教育史－植民地化と 奴隷制から米国帝国主義の衰退まで－ Malott, Curry, A History of Education for the Many : From Colonization and Slavery to the Decline of US Imperialism. (Radical Politics and Education) 256 pp. 2021:7 (Bloomsbury Academic, UK) <660-P5911 661-P6609>

ISBN 978-1-350-08571-8 hard ￥34,848.- (税込) ※（※）価格はご注文時の参考価格となります。
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版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。 GB£ 90.00 お気に入り ★★★ カートに入れる
This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Offering a novel take on the history of education in the US, A History of Education for the Many examines the development of the education system from a global and internationalist perspective. Challenging the dominant narratives that such development is the product of either a flourishing democracy or a ruling-class project to reproduce structural inequalities, this book demonstrates the link between education and the struggles of working-class and oppressed peoples inside and outside the US. In a country notorious for educating its people with an inability to see beyond its own borders, this book offers a timely corrective by focusing on the primacy of the global balances of forces in shaping the history of US education. Combining Marx's dialectic with W.E.B. Du Bois' historiographical approach, Malott demonstrates how the mighty agency of the world's poor and oppressed have forced the hand of the US ruling class in foreign policy and domestic educational policies. Malott offers a unique view of the dialectical development of social control by examining the role of the police and state violence, along with education or ideology over time. This situates the 2020 uprisings against racism and the movements to defund the police within a historical context dating back to eighteenth-century slave patrols. As US imperialism declines in the 21st century and social movements across the globe continue to swell and intensify, Malott's historical analysis looks backwards as it pushes us, optimistically and realistically, forwards towards a liberated future.
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