Abstract: Two global trends are taking place within our emerging knowledge society: (1) multinational private corporations are increasingly incorporating corporate social responsibility (CSR) principles into their business strategies and operations; (2) and international rights institutions and frameworks are increasingly recognizing the role of private corporations and CSR principles in development efforts. This paper seeks to situate [...]
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In his book, Development as Freedom, Amartya Sen (winner of the Nobel Prize in Economics) examines the substantial issue of participation as a part of the process of economic development. Participation represents a critical component of freedoms that individuals must exercise in a progressive economic society–which also relies on freedoms in political and social engagements.
Sen [...]
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Most national governments have ratified the various international agreements that recognize the importance and vulnerability of children. Most recognize that special attention most go towards developing an effective educational system to tackle the complexity involved in human development. However, for most national governments, often the benefits of early childhood education (ECE) is not viewed from [...]
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Abstract: This paper presents a critical literature review on the subject of international aid for education and the associated global education discourse that is marked by various international frameworks on Universal Primary Education (UPE) and Education for All (EFA). Through analysis of selected journal articles and agency reports, this author discusses three broad themes [...]
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Introduction
The Education for All (EFA) movement is global in scope and involves a wide set of actors in various levels of its implementation. The EFA movement has become instrumental in progressing the 2nd Millennium Development Goal (MDG): Universal Primary Education (UPE) for all children in the world. EFA has been articulated through various international [...]
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The Ontario Curriculum, Grades 1-8: The Arts, 2009 presents a rare opportunity in the education discourse to analyze the often polarized roles of epistemology and pedagogy in inclusive education practice.
In this paper, we will explore educators’ epistemological beliefs in the arts and how these beliefs inform their inclusive pedagogy and whether the language in [...]
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