Adult basic literacy “initiatives” in Ethiopia: change and continuity

Posted on August 6, 2014 by pthanop

Ambissa Kenea
Addis Ababa University, Ethiopia

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author:Ambissa Kenea
Journal for Critical Education Policy Studies
Volume 12, Number 1
ISSN 1740-2743

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Imperatives for ‘Right’ Educational Choices in Swedish Educational Policy

Posted on August 6, 2014 by pthanop

Goran Puaca
University of Bor?s, University of Gothenburg, Sweden

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author:Goran Puaca
Journal for Critical Education Policy Studies
Volume 12, Number 1
ISSN 1740-2743

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Art and Fairy Tales in an interdisciplinary interplay: teaching interventions towards negotiation and subversion of gender roles and stereotypes

Posted on August 6, 2014 by pthanop

Evangelia Moula
Mary Kabouropoulou
Evangelia Moula
Mary Kabouropoulou

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author:Evangelia Moula
Mary Kabouropoulou
Journal for Critical Education Policy Studies
Volume 12, Number 1
ISSN 1740-2743

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Technology for Empowering or Subjugating Teachers: Analysis of Ethiopia’s Education Reform Discourse Practice

Posted on August 6, 2014August 6, 2014 by pthanop

Dereje Tadesse Birbirso
Haramaya University, Dire Dawa, Ethiopia

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author:Dereje Tadesse Birbirso
Journal for Critical Education Policy Studies
Volume 11, Number 4
ISSN 1740-2743

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The manifestation of the value of patriotism among Israeli trainee teachers – natives and immigrants: how will they educate their pupils in the light of this value?

Posted on August 6, 2014August 6, 2014 by pthanop

Sara Zamir
Tamar Horowitz
Achva Academic College and Ben-Gurion University at Eilat, Israel
Ben-Gurion University, Beer-Sheba, Israel

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URL: [post]
author:Sara Zamir
Tamar Horowitz
Journal for Critical Education Policy Studies
Volume 11, Number 4
ISSN 1740-2743

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The Song of the Other/ Public Space as a Learning Environment and Gypsy Musicians in Turkey

Posted on August 6, 2014August 6, 2014 by pthanop

Ulas Ozer
Kastamonu University, Kastamonu, Turkey

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author:Ulas Ozer
Journal for Critical Education Policy Studies
Volume 11, Number 4
ISSN 1740-2743

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Inclusion ‘All present and correct?’ A critical analysis of New Labour’s inclusive education policy in England

Posted on August 6, 2014August 6, 2014 by pthanop

Alan Hodkinson
Liverpool Hope University, UK

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author:Alan Hodkinson
Journal for Critical Education Policy Studies
Volume 11, Number 4
ISSN 1740-2743

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University movements as laboratories of counter-hegemony

Posted on August 6, 2014August 6, 2014 by pthanop

Panagiotis Sotiris
University of the Aegean, Greece

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author:Panagiotis Sotiris
Journal for Critical Education Policy Studies
Volume 12, Number 1
ISSN 1740-2743

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Capitalism reborn, chaos and the post-socialist freefall: a view from Europe’s ‘new periphery’

Posted on August 6, 2014August 6, 2014 by pthanop

Bill Templer
Independent Researcher, Shumen, Bulgaria

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URL: [post]
author:Bill Templer
Journal for Critical Education Policy Studies
Volume 12, Number 1
ISSN 1740-2743

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A Critical Pedagogy for Democracy: Confronting Higher Education’s Neoliberal Agenda with a Critical Latina Feminist Episteme

Posted on August 6, 2014August 6, 2014 by pthanop

Lilia D. Monzó
Chapman University, California, United States

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author:Lilia D. Monzó
Journal for Critical Education Policy Studies
Volume 12, Number 1
ISSN 1740-2743

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Founding Editor
Prof Dave Hill
Emeritus Professor of Education at Anglia Ruskin University, Chelmsford, England; Visiting Professor of Education at the National and Kapodistrian University of Athens, Greece; Research Fellow of the Research Center of Contemporary China, Wuhan University, Hubei, China

Co-Editors
Dr Vinicius Neves de Cabral Universidade Estadual de Londrina (UEL), Paraná, Brazil
Dr Sara Carpenter University of Toronto, Canada
Dr Derek Ford DePauw University, Greencastle, Indiana, USA
Dr, Dave Hill Anglia Ruskin University, Chelmsford, England;
Dr Jesus Jaime-Diaz University of Arizona, Tucson, Arizona, USA
Dr. Nurcan Korkmaz University of Ankara, Ankara, Turkey
Dr Alpesh Maisuria University of the West of England, Bristol, UK
Prof Kostas Skordoulis National and Kapodistrian University of Athens, Greece
Dr Spyros Themelis University of East Anglia, Norwich, UK

Joint Deputy Editors
Prof Peter McLaren
Chapman University, Orange, California, USA

Dr Theopula (Polina) Chrysochou
National and Kapodistrian University of Athens, Greece

Editorial Board
The Nine Co-Editors, plus:
Prof Hasan Aksoy
Ankara University, Turkey
Prof Dennis Beach
University of Gothenburg, Sweden
Dr Agnieszka Dziemianowicz-Bak
Educational Research Institute, Warsaw, Poland
Dr Sandra Delgado
Universidad Nacional de Colombia, Bogota
Dr Gail Edwards
Newcastle University, Newcastle, England
Prof Pablo Gentili
State University of Rio de Janeiro, Rio de Janeiro, Brazil
Dr Tom Griffiths
Oslo Metropolitan University, Oslo, Norway
Dr Kemal Inal
Helmut Schmidt University, Hamburg, Germany
Dr Sharon Jones
Independent Researcher, England, UK
Dr Ravi Kumar
South Asian University, New Delhi, India
Dr Curry Malott
West Chester University, West Chester, Pennsylvania, USA
Dr Gregory Martin
University of Technology, Sydney, NSW, Australia
Dr Zinnia Mevawalla
University of Strathclyde, Glasgow, Scotland, UK
Dr Silvia Redon Pantoja
Pontifical Catholic University of Valparaíso, Valparaíso, Chile
Dr Jyoti Raina
University of Delhi, India
Dr Felix Angulo Rasco
Pontifical Catholic University of Valparaíso, Valparaiso, Chile
Dr Lotar Rasinski
The University of Lower Silesia, Wroclaw, Poland
Dr Arturo Rodriguez
Boise State University, Boise, Idaho, USA
Dr Kat Simpson
University of Huddersfield, Huddersfield, England, UK
Dr Alisson Slider do Nascimento de Paula
Centro Universitário Inta – UNINTA, Sobral, Ceará, Brazil
Dr Bill Templer
independent researcher, Bulgaria
Dr Josefine Wagner
University of Innsbruck, Innsbruck, Austria
Dr Hannah Walters
University College London, London, England, UK
Dr Paolo Vittoria
University of Naples Federico II, Naples, Italy
Dr Ahmet Yildiz
Ankara University, Ankara, Turkey

Administrators
Naomi Hill
Joshua Akehurst, MSc
Hannah Hunt, MSc

JCEPS

Articles

Adult basic literacy “initiatives” in Ethiopia: change and continuity

Imperatives for ‘Right’ Educational Choices in Swedish Educational Policy

Art and Fairy Tales in an interdisciplinary interplay: teaching interventions towards negotiation and subversion of gender roles and stereotypes

Technology for Empowering or Subjugating Teachers: Analysis of Ethiopia’s Education Reform Discourse Practice

The manifestation of the value of patriotism among Israeli trainee teachers – natives and immigrants: how will they educate their pupils in the light of this value?

The Song of the Other/ Public Space as a Learning Environment and Gypsy Musicians in Turkey

Inclusion ‘All present and correct?’ A critical analysis of New Labour’s inclusive education policy in England

University movements as laboratories of counter-hegemony

Capitalism reborn, chaos and the post-socialist freefall: a view from Europe’s ‘new periphery’

A Critical Pedagogy for Democracy: Confronting Higher Education’s Neoliberal Agenda with a Critical Latina Feminist Episteme