First Quarter 2003
by Ishengoma, J.M.
This paper discusses the concept of globalization and its application to the context and perspective of higher education in Developing Nations (The term Third World is has prejudicial connotations; “countries in the South would even be better). The paper argues that discussions about the globalization of higher education in the context where there is not even a conceptual framework of what globalization means is a fallacy. It is further argued that globalization of higher education in developing countries is a monumental task because of inherent problems and constraints in higher education systems in these countries. Global imbalances and inequalities in world higher education systems make the globalization of the higher education sector an elusive objective. FULL PAPER
Fourth Quarter 2002
Women’s Education in the Different Egyptian Feminist Discourses of Veil in Late 19th and Through the 20th Century
by El-Halawany, H.
In this paper I am advocating the first section of Sangari’s (1999) definition that “feminist agency consists of the organized initiatives of women and men committed to gender justice within an egalitarian framework: this definition excluded women committed to a right-wing politics with its accompanying set of permissions to ‘other’ women and men from different religions” while I dispute her exclusion of any activist with a religious or even ideological agenda from the feminist list. To sustain my argument I review different Egyptian feminist discourses that took place in late 19th and through 20th century Egypt. In the course of this discussion, I would like to rectify the misconception of classifying feminists with Islamic agenda as anti-feminist while commemorating those with Western ideology as the sincere feminists. FULL PAPER
by Howe, E.
In a world of highly varied cultures, the rapid convergence to a common set of forms of formal schooling is remarkable. It is commonly asserted that these forms of formal schooling have embedded within them the cultural assumptions of Western Europe and North America, where they were invented, and thus create major learning problems when transferred to cultures with differing assumptions and understandings. However, this is not necessarily so, as can be seen in the development of schooling in East Asia, Latin America and elsewhere. While the enculturation of traditional schooling has been a prevailing Westernization of indigenous cultures, there remain pockets of hope in nations that have managed to break the mold. Japan and the Tigers of the East illustrate the possibility of adopting only the educational processes that can be assimilated effectively into their own cultures. Also, the new schools found in Latin America and other regions provide viable alternatives to the Western traditional schools. There remain significant lessons for the West to learn from these cases. FULL PAPER
by Redvers-Lee, P.
Non-formal education is considered a significant avenue of learning for many people in Latin America and the Caribbean. This paper gives an overview of education in the region today and describes the history and development of non-formal education. Reasons for the importance and growth of non-formal education are given and the paper then discusses the role and impact of non-formal education in the formation of human capital. Particular attention is given to non-formal education and the poor. The methodology for measuring human capital has meant the neglect of contributions made by non-formal education. In addition, these contributions have often been contrary to expectations. FULL PAPER
by Sylvester, M.
The phenomenon of globalisation has gained ascendancy within the landscape of contemporary international relations during the last decade. While the term has emerged and absorbed great currency in the literature and in the jargon of political economists, sociologists and other social scientists, there has arisen a divide amongst scholars as they attempt to date the genesis of this perspective. As the world’s polarisation exists presently between the North and the South, it therefore becomes crucial and critical for countries of the South of which the Caribbean is part, to arrest their development formulae to be more reflective of what has been posited by theorists. FULL PAPER