Elite Education – International Perspectives is the first book to systematically examine elite education in different parts of the world. Authors provide a historical analysis of the emergence of national elite education systems and consider how recent policy and economic developments are changing the configuration of elite trajectories and the social groups benefiting from these. Through country-level case studies, this book offers readers an in-depth account of elite education systems in the Anglophone world, in Europe and in the emerging financial centres of Africa, Asia and Latin America. A series of commentaries highlight commonalities and differences between elite education systems, and offer insights into broader theoretical issues, with which educationalists, researchers and policy makers are engaging . With authors including Stephen J. Ball, Donald Broady, Rubén Gaztambide-Fernández, Heinz-Hermann Krüger, Maria Alice Nogueira, Julia Resnik and Agnès van Zanten, the book offers a benchmark perspective on issues frequently glossed over in comparative education, including the processes by which powerful groups retain privilege and ‘elite’ status in rapidly changing societies. Elite Education – International Perspectives will appeal to policy makers and academics in the fields of education and sociology. Simultaneously it will be of special relevance to post-graduates enrolled on courses in the sociology of education, education policy, and education and international development.

This book offers both a theoretical and empirical examination of elite education, at all stages from the early years to university level. The book explores the various manifestations of internationalisation of education; the implications of these for national education systems; the formation and re-articulation of elite forms of education locally and globally; and how these facilitate the reproduction or disruption of processes of inequality. The collection critically considers these questions by drawing on contributions from around the world, and focuses on how internationalisation processes shape the various stages of the education system – from early years settings to higher education – in oftentimes quite different ways. At the same time, by engaging with the issues through a range of theoretical lenses, the book invites readers to consider in greater depth the various ways we can come to understand how processes of internationalisation are both embedding but also at times destabilising the formation and purpose of elite education provision and potentially the configuration of elite groups themselves. The book will be relevant to academics, researchers, students, policymakers and educators working in or on the field of ‘education’ across the world.

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Few American social programs have been more unpopular, controversial, or costly than Aid to Families with Dependent Children (AFDC). Its budget, now in the tens of billions of dollars, has become a prominent target for welfare reformers and outraged citizens. Indeed, if public opinion ruled, AFDC would be discarded entirely and replaced with employment. Yet it persists. Steven Teles's provocative study reveals why and tells us what we should do about it. Teles argues that, over the last thirty years, political debate on AFDC has been dominated by an impasse created by what he calls "ideological dissensus"—an enduring conflict between opposing cultural elites that have largely disregarded public opinion. Thus, he contends, one must examine the origins and persistence of elite conflict in order to fully comprehend AFDC's immunity to the reform it truly needs-the kind that unites the elements of order, equality, and individualism central to the American creed. One of the first studies to analyze AFDC from a "New Democrat" position, Whose Welfare? sheds new light on the controversial role of the courts in AFDC, the rise of welfare waivers in the mid 1980s, the failure of the Clinton welfare plan, and the victory of block-granting over policy-oriented welfare reform. Teles, however, goes beyond mere critical analysis to advocate specific approaches to reform. His thoughtful call for compromise built around the centrality of work, individual responsibility, and opportunity offers a means for dissolving dissensus and genuine hope for changing an outdated and ineffectual welfare system. Based on interviews with participants in the AFDC policymaking process as well as an unparalleled synthesis of the voluminous AFDC literature, Whose Welfare? will appeal to a wide array of welfare scholars, policymakers, and citizens eager to better understand the tumultuous history of this problematic program and how it might fare in the wake of the fall elections.

This book presents a unique opportunity to read many original source materials written by authors representing diverse points of view and a broad spectrum of history in the field of education. It offers a personal philosophical perspective on the work of teaching; the function of schools in our society; and the relationships between education and productivity. Unlike most introductions to the profession, the issues raised in this book bring readers face-to-face with themselves and with the challenging dilemmas they will confront as teachers. It provides exceptional coverage of community and the changing social, cultural, linguistic, and ethnic landscape of our society and its impact on schools, children, and teaching. In addition, the book answers the following questions: What are the relationships between culture, society, and education?, What are the dynamics of daily life in schools as institutions in particular organizational and community contexts?, In what ways are gender, language, culture, race, social class, and the relationship between school and work important to education?, and What orientations and strategies can teachers adopt that will enable them to become more transformative educators? For individuals contemplating a career in teaching.

Discussion of the main problems of the reform of our universities by internationally wellknown scholars from different disciplines.