Education and Social Transition in the Third World

Carnoy, Martín; Samoff, Joel

doi:10.1515/9781400860692

Cited by 119 publications

(38 citation statements)

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“…A new regime may perpetuate old structures and processes, only the identity of those in power having changed, and any regime will impose its own vision and preferred means to achieve it (e.g. Carnoy and Samoff, 1990).…”

Section: Education and Social Transformationmentioning

confidence: 99%

Education in Timor-Leste: Envisioning the Future

Burns

2017

JICE

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Section: Education and Social Transformationmentioning

confidence: 99%

Education in Timor-Leste: Envisioning the Future

Burns

2017

JICE

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“…There is an established literature in political science about social transitions (O'Donnell, Schmitter, & Whitehead, 1986) as well as studies about the relationship between education and social transitions in different states (Carnoy & Samoff, 1990).…”

Section: Change and Transitionmentioning

confidence: 99%

The Leadership of Transition: Correction, Conciliation and Change in South African Education

Jansen

2007

J Educ Change

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This paper focuses on educational leadership in the context of social transition to postapartheid democracy in South Africa. Transitional leaders manifest behaviours, attitudes, values and strategies that are deeply related to the contexts within which they work. Social norms and political climate may not be supportive of educational leaders wishing to rise to the challenge of unplanned transition; however this paper focuses on leaders who take up this challenge. Narratives of three educational leaders, two white and one black, provide an understanding of the complexities and challenges involved in bringing about change that goes against the grain of social, community, or institutional expectations. Five common strands that bind the narratives of the three leaders are revealed. These commonalities are: a sense of moral purpose, a sense of human frailty, a sense of racial inclusion, a sense of political complexity, and a sense of personal growth. In conclusion, seven propositions that may form the building blocks for new ways of thinking about leadership in post conflict societies are presented.

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“…To some extent, changes in policies and practices in Latin America have been 'structurally adjusted' as part of World Bank and International Monetary Fund packages to address the fiscal and debt crises of countries (Carnoy & Samoff, 1990). At the same time, the changes have been quite politicized and in many cases strongly resisted.…”

Section: Developing a Modelo Distintivo De Universidad Latinoamericanamentioning

confidence: 99%

Imagining Alternativas to Global, Corporate, New Economy Academic Capitalism

Rhoades

Maldonado‐Maldonado

Ordorika

et al. 2004

Policy Futures in Education

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In this article, the authors detail the conditions and patterns of academic capitalism and the new economy in US higher education. Subsequently, a conceptual model is offered for considering the international reach and national and local patterns of academic capitalism. Further, a distinctive Mexican case of entrepreneurialism is offered. The article concludes with a discussion of alternatives for a model of a universidad latinoamericana that is grounded in the historical role of Latin American universities.

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Education and Social Transition in the Third World

Cited by 119 publications

References 0 publications

Education in Timor-Leste: Envisioning the Future

Education in Timor-Leste: Envisioning the Future

The Leadership of Transition: Correction, Conciliation and Change in South African Education

Imagining Alternativas to Global, Corporate, New Economy Academic Capitalism

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