Education, Cultures, and Economics
Dilemmas for Development
Edited by Angela W. Little, Fiona E. Leach
Published October 1st 1999 by Routledge – 422 pages
This edited volume reviews the conflict between economic prescriptions for improved education in the developing world and local cultures. Among the issues reviewed are: conceptions of culture and economics in development and education literature, economic considerations of school systems to promote cultural goals, the differentiation of schools from other sites of cultural reproduction, learning experiences of various cultural groups, and the cross-cultural work of development agencies.
"This volume serves as a forum for many contrasting perspectives. As one might expect from such a wide-ranging and inclusive collection, the quality of the contribution is not consistent, but the vast majority make thought-provoking reading; many are very insightful and interesting and there are a few true gems. The individual chapters are useful on specific topics and are rich in empirical examples from nearly every part of the world, while the book as a whole opens up these important themes and fills a gap in the field. The book has immediately joined the reading list on modules on Birmingham's International Education Management and Policy Med programme and will no doubt be used similarly elsewhere; it will prove invaluable to researchers and research students alike." -- Comparative Education, Volume 38, No. 1, 2002
"The collection edited by Leach and Little contributes new insights into the many-faceted and subtle influences of culture on the learning and the educational processes of people. In so doing, it offers examples of the misreadings possible from economic analyses and provides clear insights into the limitations of proposed economic solutions. This book provides strong new challenges to the single international development agenda and the single model of education dominating the prescriptions of international agencies and the mimetic policies of national governments." -- Comparative Education Review, November 2001