Comparative International Perspectives on Education and Social Change in Developing Countries and Indigenous Peoples in Developed Countries

Edited by:
Gaëtane Jean-Marie, University of Louisville
Steve Sider, Wilfrid Laurier University
Charlene Desir, Nova Southeastern University

A volume in the series: International Advances in Education: Global Initiatives for Equity and Social Justice. Editor(s): Elinor L. Brown, University of Kentucky. Rhonda G. Craven, University of Western Sydney. George McLean, Catholic Universities of America.

Published 2015

Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long‐term effects of educational policies that have been forced on them.

Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity‐building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (Māori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean‐Marie, Normore & Brooks, 2009).

Introduction, Elinor L. Brown, Rhonda G. Craven and George McLean. Prologue, Elizabeth Murakami. Part I. Foundation of Educational and Social Change in Developing Countries and Indigenous Peoples in Developed Countries. Educational Attainment Across the Global Context: Complexities, Turbulence and Possibilities, Gaёtane Jean‐Marie and Cara Dimattina Ryan. Social Entrepreneurship and Social Change: Challenges and Opportunities, Malini Sivasubramaniam and Steve Sider. Part II. Research Perspectives on Educational Reform Initiatives in Developing Countries and Indigenous Peoples in Developed Countries. Education and Social Change in Rural Ghana: A Community‐Based Model, Mary Ashun, John Apea, and Emmanuel Apea. Embracing the Tension: Relating Treaty Responsive Pedagogy in Aotearoa New Zealand to Context Responsive Education in the United States and Similar Countries, Lorri J. Santamaría, and Te Kawehau Hoskins. Haiti: Leadership for Social Capital and Change, Steve Sider, Gaёtane Jean‐Marie and Charlene Desir. Honoring the Cultural Integrity of Canada's First Nations: Authentic and Adaptive Leadership, Anthony H. Normore. Toward Achieving Universal Primary Education in Kenya: The Free Primary Education Policies, Macrina C. Lelei and John C. Weidman and Katsuki Sakaue. National Human Resource Development and Educational Challenges Facing India and China: A Comparative Assessment, Meera Alagaraja. Education Reform in Indian Country: Exploring Systemic Barriers Through Strategies for Social Change, Hollie J. Mackey. The Challenge of Multicultural Education During Insurgency: The Case of Southernmost Thailand, Melanie C. Brooks and Ekkarin Sungtong. Women, Poverty, and Education in Peru: An Overview of Access and Performance, Oscar A. Aliaga. Schooling on the Canadian prairies: Aboriginal peoples and the Quest for Social Justice Through Treaty Education, Paul Orlowski and Michael Cottrell. Part III. Building Capacity for Educational Equity and Social Justice in Developing Countries and Indigenous Peoples in Developed Countries Leading International Baccalaureate Diploma Programme Schools in Developing Countries: A Review of Issues and Challenges, Moosung Lee, Ewan Wright, Allan Walker, Lynette Leung. A Glocal Perspective on Educational Leadership, Jeffrey S. Brooks and Anthony H. Normore. Mobilization of Local Networks to Build Capacity for Educational Systems in Developing Countries and Indigenous Peoples in Developed Countries, Charlene Desir, Suzanne Gallagher and Deidra Suwanee Dees. Epilogue, Ann Lopez.