Juanita was seventeen years old and pregnant with her first child when she began an activity that would "open" her mind. Living in a remote Garifuna village in Honduras, Juanita had dropped out of school after the sixth grade. In 1996, a new educational program, Sistema de Aprendizaje Tutorial (Tutorial Learning System or SAT), was started in her community. The program helped her see the world differently and open a small business.

Empowering women through education has become a top priority of international development efforts. Erin MurphyGraham draws on more than a decade of qualitative research to examine the experiences of Juanita and eighteen other women who participated in the SAT program. Their narratives suggest the simple yet subtle ways education can spark the empowerment process, as well as the role of men and boys in promoting gender equality.

Drawing on indepth interviews and classroom observation in Honduras and Uganda, MurphyGraham shows the potential of the SAT program to empower women through expanded access and improved quality of secondary education in Latin America and Africa. An appendix provides samples of the classroom lessons.

À travers huit textes suivis d’un entretien inédit dans lequel il revient sur certaines de ses idées pour les actualiser ou les préciser, Chomsky donne un exemple profondément inspirant à quiconque a à cœur la survie de cet idéal de l’université qu’il n’a cessé de défendre.

The Philosophy of Music Education Review disseminates philosophical research in music education to an international community of scholars, artists, and teachers. It regularly includes articles that address philosophical or theoretical issues relevant to education, including reflections on current practice, research, issues, or questions; reform initiatives; philosophical writings; theories; the nature and scope of education and its goals and purposes; and cross-disciplinary dialogue relevant to the interests of music educators.

Published jointly by the Indiana University Press and the Indiana Jacobs School of Music, the Philosophy of Music Education Review is the premier journal in the philosophy of music education internationally. Its founding editor is Estelle R. Jorgensen of the Jacobs School and its assistant editor is Iris M. Yob of Walden University.

How can sincere, well-meaning people unintentionally perpetuate discrimination based on race, sex, sexuality, or other socio-political factors? To address this question, Lara Trout engages a neglected dimension of Charles S. Peirce's philosophy - human embodiment - in order to highlight the compatibility between Peirce's ideas and contemporary work in social criticism. This compatibility, which has been neglected in both Peircean and social criticism scholarship, emerges when the body is fore-grounded among the affective dimensions of Peirce's philosophy (including feeling, emotion, belief, doubt, instinct, and habit). Trout explains unintentional discrimination by situating Peircean affectivity within a post-Darwinian context, using the work of contemporary neuroscientist Antonio Damasio to facilitate this contextual move. Since children are vulnerable, nave, and dependent upon their caretakers for survival, they must trust their caretaker's testimony about reality. This dependency, coupled with societal norms that reinforce historically dominant perspectives (such as being heterosexual, male, middle-class, and/or white), fosters the internalization of discriminatory habits that function non-consciously in adulthood. The Politics of Survival brings Peirce and social criticism into conversation. On the one hand, Peircean cognition, epistemology, phenomenology, and metaphysics dovetail with social critical insights into the inter-relationships among body and mind, emotion and reason, self and society. Moreover, Peirce's epistemological ideal of an infinitely inclusive community of inquiry into knowledge and reality implies a repudiation of exclusionary prejudice. On the other hand, work in feminism and race theory illustrates how the application of Peirce's infinitely inclusive communal ideal can be undermined by non-conscious habits of exclusion internalized in childhood by members belonging to historically dominant groups, such as the economically privileged, heterosexuals, men, and whites. Trout offers a Peircean response to this application problem that both acknowledges the blind spotsof non-conscious discrimination and recommends a communally situated network of remedies including agapic love, critical common-sensism, scientific method, and self-control.

This book addresses the implications of this development in Kenya, with regard to the responsiveness of private higher education to issues of broadening access, equity and the traditional research function of universities.

"This provocative and timely book challenges Americans to rethink what it means to take democracy and religious freedom seriously in public education. Emile Lester takes the reader beyond culture war conflicts rooted in religious divisions and offers bold, new solutions for addressing our differences with fairness and robust toleration. Instead of battlegrounds, he argues, public schools can and should be places that include all voices in ways that prepare citizens to engage one another with civility and respect. Teaching about Religions is essential reading for all who care about the future of public schools---and the health of American democracy." --- Charles C. Haynes, Senior Scholar, Freedom Forum First Amendment Center "More than simply a synthesis of existing scholarship, [this book is] an original contribution to the field. [The] major themes are timely, and this book might well contribute to public discussion of important issues in our culture wars." ---Warren Nord, University of North Carolina–Chapel Hill "Arriving in the wake of a bitter battle over the place of Islam in America and in the midst of calls for greater understanding and civility, Emile Lester's new book is a timely contribution to the debate about the best ways to teach about religion in our nation's public schools. A pioneering researcher in this field, Lester offers thoughtful critiques of existing proposals as well as fresh ideas. His recommendations reflect painstaking efforts to understand the concerns of groups (most notably, conservative Christians) to which he does not belong, and a firm grasp of the difference between fostering understanding of other faiths and pressing for acceptance of them. Lester's prescriptions, always informed and fair-minded and sometimes provocative, should drive the debate forward in productive ways." ---Melissa Rogers, Director, Center for Religion and Public Affairs at Wake Forest University School of Divinity and Nonresident Senior Fellow, The Brookings Institution Frequent news stories about the debates waged between secularists and religious conservatives have convinced most Americans that public schools must choose between promoting respect for religious minorities and respecting the interests of conservative Christians. As a result, public schools fail to teach students about the meaning and value of protecting religious liberty and consequently perpetuate mistrust across the cultural divide, further empower extremists, and obscure the fact that most Americans of all religious backgrounds share a commitment to basic democratic principles. In response, the public schools in the religiously diverse and divided community of Modesto, California, have introduced a widely acclaimed required world religions course. Drawing on groundbreaking research on the creation of and response to the Modesto course as well as on political philosophy, Emile Lester advocates a civic approach to teaching about religion in public schools that at once emphasizes respect for all views about religion and provides a special recognition of conservative Christian beliefs.

"An immensely valuable and detailed analysis of foreign, mainly American, assistance to Latin American higher education, To Export Progress provides an understanding of the 'what' and the 'why' of foreign aid to a key sector. This book will be a classic in its field." -- Philip G. Altbach, Monan Professor of Higher Education, Boston College

"Professor Daniel C. Levy, a leading authority in the field of higher education and the nonprofit sector in Latin America, once again has opened an otherwise neglected field through his carefully researched and reported study of philanthropic support for university reform in the region. Drawing on a wealth of archival material, documentary evidence, interviews, and first hand experience with the actors and agencies involved, To Export Progress illuminates the vision and ideals inspiring international agencies, as much as the realities they confronted in deciding on grants and loans policy, from the 1960s to the 1980s. The book is strongly recommended for scholars and students of international education, for Latin American experts, and for philanthropic managers and educational administrators in the developing world." -- Jorge Balan, Senior Program Officer for Higher Education, The Ford Foundation.

In this study of the attempts to export the modern Western university, its ideas, and its form to the Third World, Daniel C. Levy examines the development assistance provided by the Ford Foundation, the U.S. Agency for International Development, and the Inter-American Development Bank and their relations with local partners in Latin America in the 1960s and 1970s. Levy considers the funders, how they selected partners, which countries and institutions were favored, and to what effect. Based on meticulous research and careful analysis, the book provides a detailed look at philanthropic assistance to the region during the era of modernization and development in Latin America.

In this wide-ranging work, David Kennedy undertakes a philosophically grounded analysis of the history of childhood, the history of adulthood, and their interrelationship. Using themes and perspectives from the history of childhood, mythology, psychoanalysis, art, literature, philosophy, and education, the author locates the experience of childhood across all stages of the human life cycle, and thereby weighs its transformative potential for human culture. He offers a nuanced approach to child study that raises issues about how adults see children and how children see themselves, which could lead to a qualitatively different system of teacher preparation—a system that views the child as participant rather than object in the structure of social reproduction. This sweeping review of conceptions of and approaches to childhood yields a profound vision of what schooling should be like.