Modern education in ?non-Western? societies in the light of the world systems approach in Comparative Education

Adick, Christel

doi:10.1007/bf01101431

Cited by 26 publications

(12 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…At community level, modernisation and development approaches remain limited in their explanatory power. Their implied progress-entrenched metanarrative-as suggested by models of 'world systems' (Adick, 1992), 'social transition' (Massialas & Jarrar, 1987, 'dual perception' or even 'parallel growth' (Moghaddam & Taylor, 1985)-expresses essentially an explanatory syntax that reproduces, by and large, a hegemonic Western politico-cultural and value-laden discourse. Elsewhere, I have argued at length that such models account for educational expansion in developing states in general, and in Arab states in particular, in terms of rationalising the discourse and perspectives of state-entrenched elites (Mazawi, 1999, pp.…”

Section: Resultsmentioning

confidence: 99%

Educational Expansion and the Mediation of Discontent: The cultural politics of schooling in the Arab states

Mazawi¹

2002

Discourse: Studies in the Cultural Politics of Education

View full text Add to dashboard Cite

This paper probes the socioeconomic and political processes underlying the expansion of schooling in the Arab states. The paper, which does not report new data but rather critically reviews studies published so far, argues that both development and modernisation approaches, as well as class reproduction theories remain largely unable to account for the complex web of factors affecting educational expansion in the Arab states. These theories fail to point to the articulation of multi-level processes ultimately shaping the social and cultural underpinnings of educational expansion. Moreover, these theoretical approaches, beyond their paradigmatic differences, have con ned Arab civil societies essentially to the structural outcome of state policies. Consequently, processes of civil dissent and resistance and their effects on educational expansion are naively conceptualised in terms of 'forces of tradition' versus 'forces of change'. The community-based, and con ict-laden power conjunctures shaping educational expansion in the Arab states have been largely left outside the analysis and the voices they represent often discarded. To probe the argument, rst, the paper outlines the major macro-structural and historical factors affecting levels of literacy and access to educational resources in different Arab states. Secondly, published eldwork research undertaken by others into community-based settings is examined in order to explore points of articulation between state policies, civil society processes and their sociopolitical and cultural effects on patterns of educational expansion. Thirdly, within the frame of a concluding discussion, the major implications are discussed and possible research paths are pointed to.

show abstract

Section: Resultsmentioning

confidence: 99%

Educational Expansion and the Mediation of Discontent: The cultural politics of schooling in the Arab states

Mazawi¹

2002

Discourse: Studies in the Cultural Politics of Education

View full text Add to dashboard Cite

show abstract

“…The establishment that is taking place in our country and around the world is also associated with the modernization of the education system. As a developing society needs to choose modern education (Adick, 1992), the new education system must focus on the formation of a constant supply of knowledge, the development of skills and abilities, their consolidation and transformation into competence. It is not necessary to use all the resources of the native language in the formation of reading competence.…”

Section: Practical Importancementioning

confidence: 99%

Development of Students Reading Competence through the Novel “The Day Lasts More than a Hundred Years”

Bekmuratova¹,

Тилекова²,

Usarova³

et al. 2020

OJML

View full text Add to dashboard Cite

This article is investigating the development of students reading competence through the reading of Chyngyz Aitmatovs novel "The day lasts more than a hundred years" by using the Bloom's chamomile flower strategy. Research process significance is to develop students thinking with problem solving skills through the questions in the Blooms flower. The topic practically tested in the first-year groups of Finance and Law College of Osh State University in groups' ФКК-1-18, ННК-1-18, ЭБК-3-18, and ЭБК-2-18. During this class, students were able to understand the novel by answering various types of questions in groups, creating concept maps and cinquain strategies. At the end of class, students were able to improve their reading competence by developing their summarizing skills, accept explanations, key theses, and conclusions. Students improved their reading, listening to audio and video materials, reading and narration, searching for new methods of analysis and interpretation.

show abstract

“…Instead of devaluing this self-directed African initiative as a "colonial heritage" or a mere imitation of a "Western" model, the education-related sections of the Fante Constitution of 1871 should be seen as a specific variety of a universal model of modern schooling (Adick 1992) which is characterised (over and above cultural peculiarities) by structural features common to all national, state-controlled education systems. These include, but are not limited to: compulsory education; a differentiated school system (school classes and levels and types of schools); public finances and regulations; professional teaching personnel; and development orientation.…”

Section: Looking For Explanations: How the Fante Constitution Came About And Why It Ultimately Failedmentioning

confidence: 99%

An African contribution to the constitutional right to modern schooling 150 years ago

Adick

2020

Int Rev Educ

Self Cite

View full text Add to dashboard Cite

This article highlights the stipulation of the provision of formal schooling in a regional constitution drafted in West Africa in 1871, almost 150 years ago. The constitution under discussion originated in Fanteland, a coastal region of the Gold Coast (modern-day southern Ghana), and was the main achievement of a historical movement which sought to unite several smaller kingdoms and communities into a Fante Confederation (1868–1873). While the whole idea of a written constitution which includes the aspect of formal schooling may seem rather “European” or “Western” at a first glance, it is remarkable in that one would not expect it to have occurred in West Africa at that time. The author of this article argues that the Fante Constitution in fact represents a unique early African attempt to construct a modern nation-state based on a written constitution, and that the sections which stipulate and regulate formal schooling are central to its vision. The author embeds the sections concerning education in an analysis of the specific historical situation of the Fante people in West Africa before the establishment of formal British colonial rule on the Gold Coast. She develops two main theses: the constitution (a) is an “African” contribution to educational policymaking, which (b) accords “modern” schooling a crucial role in state-building. She presents these theses in the light of the historical record and competing interpretations in historical discourse.

show abstract

Modern education in ?non-Western? societies in the light of the world systems approach in Comparative Education

Cited by 26 publications

References 9 publications

Educational Expansion and the Mediation of Discontent: The cultural politics of schooling in the Arab states

Educational Expansion and the Mediation of Discontent: The cultural politics of schooling in the Arab states

Development of Students Reading Competence through the Novel “The Day Lasts More than a Hundred Years”

An African contribution to the constitutional right to modern schooling 150 years ago

Contact Info

Product

Resources

About