Perspectives on educational practice around the world
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Perspectives on educational practice around the world Sue Hammond and Margaret Sangster (eds). Bloomsbury Academic, London, New York, 2019, 232 pp. ISBN 978-1-3500-7634-1 (hbk), ISBN 978-1-3500-7633-4 (pbk), ISBN 978-1-3500-7635-8 (ePUB), ISBN 978-1-3500-7636-5 (ePDF) Daniel H. Jarvis1
© UNESCO Institute for Lifelong Learning and Springer Nature B.V. 2020
Co-edited by Sue Hammond (senior lecturer in Primary Education, Canterbury Christ Church University, UK) and Margaret Sangster (formerly a principal lecturer in Primary Education at Canterbury Christ Church University, UK), Perspectives on Educational Practice Around the World features a collection of 28 chapters written by international scholars from fifteen countries. As Sangster explains in her Introduction, the collection is structured into three parts. Part I, A view from the inside, deals with views from around the world about individual countries and existing structures for children’s education; Part II, A view from the outside, focuses on chapters written by individuals who have experienced an aspect of education in a country other than their own; and Part III, A meeting of minds, explores educational issues from a range of countries and deals with the influence of politics, policy, cultures and student needs. The opening chapter of Part I takes us to Latin America. In What is the purpose of education in a country infected by poverty and corruption?, Andrea Ramos-Arias decries the Venezuelan situation of extreme poverty and political corruption amid the institution of publicly touted educational reforms. In Chapter 2, How practical is it to implement national standards in an international setting?, Molly Metcalf questions the implementation of a curriculum designed for children in England in international school contexts, using Qatar as a specific example of related issues. Chapter 3, An imperial relic or preparation for a global society? What are the issues of having English-medium schools? by Simon Hoult and Christudas Amala Lal, focuses on English-medium schools in Kerala, South India, and the related advantages and challenges that this reality has for Keralite teachers and students. In Chapter 4, Who decides what should be taught in our schools and why?, Yvonne S. Findlay discusses the Australian school system in terms of national and state legislation, * Daniel H. Jarvis [email protected] 1
Schulich School of Education, Nipissing University, North Bay, ON, Canada
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curriculum implementation, and the effects of standardised assessment. In Mas Norbany binti Abu Samah’s Chapter 5, What are the effects of changing curriculums?, the author describes the recent revision of the mathematics curriculum in Malaysia, comparing the expressed curricular goals with some of the related student consequences in school implementation. In Chapter 6, Are there strategies that provide successful inclusion for all students in general education?, Ellen Warrington discusses the concept of “Universal Design for Living (UDL)”1 i
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