ALAN S. CANESTRARI, EdD, is Professor of Social Studies Education at Roger Williams University. BRUCE A. MARLOWE, PhD, is Professor of Educational Psychology and Special Education, and Chair of the Department of Education at the University of South Carolina Beaufort.

• Dedication vAbout the Editors xiAbout the Contributors xiiiPreface: The Wiley International Handbook of Educational Foundations xviiAcknowledgments xxiiiPart I Challenging the Foundations Narrative 11 A Story of Hegemony: The Globalization of Western Education 3Alan S. Canestrari and Margaret M. Foster2 Community Development: Learning from Popular Education in Latin America 21Liam Kane3 Educational Reform in India and Pakistan: Successes and Missed Opportunities 31Ali Hamza and Divyanshi Wadhwa4 Rethinking African Educational Development 47Elsa WiehePart II Challenging Notions of Normalcy and Dominion 655 Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity‐Driven Education 67Gloria Graves Holmes6 Linguistic Hegemony and “Official Languages” 89Timothy Reagan7 National Education in France: From Ideological Rigidity to Identity Flexibility 107Samim Akgönül8 The Move Towards Inclusive Education in Ethiopia 123Alemayehu Tekelemariam HayePart III Challenging the Profession 1419 Teacher Education in an Audit Culture 143Alexander Bean and Rachel Rush‐Marlowe10 Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences 157Jyoti Raina11 Teachers’ Work and Teachers’ Unions in the Global Education Reform Movement (GERM) 175Lois Weiner and Mary Compton12 Understanding Japan’s Sensei: The Status of Teachers in Japan 189Ryan MonahanPart IV Challenging the Curriculum 20513 Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy 207Mariale M. Hardiman14 Constructivist Foundations, Learning Standards, and Adolescents: The Chaotic World of American Secondary Education 229Marilyn Monks Page and Samantha Painter15 Teaching and Learning with Technology 245Matthew T. Marino, Maya Israel, Eleazar Vasquez III, Karin M. Fisher, and Ben Gallegos16 Advancing Pharmaceutical Health: Education towards Better Global Health 261Iman A. Basheti and Bandana SainiPart V Challenging the Idea of Schooling 28317 Less Stress and More Well‐Rounded Development : Recent Education Reforms in China and Why They Don’t Work 285Gaoming Zhang18 “For a Future Tomorrow”: The Figured Worlds of Schoolgirls in Kono, Sierra Leone 301Jordene Hale19 When More Is Not Necessarily Better: Insights into Romanian Higher Education 321Teodora A. Șerban‐Oprescu and George L. Șerban‐Oprescu20 Historical Features of Early Childhood Education: Maria Montessori and Loris Malaguzzi 335Nicola S. BarbieriPart VI Challenging Injustice, Inequity, and Enmity 35121 Legal Education in Authoritarian Syria: Reflections on Studying and Teaching in the Damascus Law Faculty 353Abdulhay Sayed22 Developing Conscientious Institutions of Higher Education in Southeast Asia: A Framework for Action 369Teay Shawyun23 Can Academics Across the Divide Teach Together?: The Israeli/Palestinian Experiment 399Manuel Hassassian and Edward (“Edy”) Kaufman24 Eugenic Ideology and the Institutionalization of the “Technofix” on the Underclass 415Ann G. WinfieldPart VII PISA Appendices 437Appendix A 439Appendix B 441Index 445

ALAN S. CANESTRARI, EdD, is Professor of Social Studies Education at Roger Williams University. BRUCE A. MARLOWE, PhD, is Professor of Educational Psychology and Special Education, and Chair of the Department of Education at the University of South Carolina Beaufort.

• Dedication vAbout the Editors xiAbout the Contributors xiiiPreface: The Wiley International Handbook of Educational Foundations xviiAcknowledgments xxiiiPart I Challenging the Foundations Narrative 11 A Story of Hegemony: The Globalization of Western Education 3Alan S. Canestrari and Margaret M. Foster2 Community Development: Learning from Popular Education in Latin America 21Liam Kane3 Educational Reform in India and Pakistan: Successes and Missed Opportunities 31Ali Hamza and Divyanshi Wadhwa4 Rethinking African Educational Development 47Elsa WiehePart II Challenging Notions of Normalcy and Dominion 655 Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity‐Driven Education 67Gloria Graves Holmes6 Linguistic Hegemony and “Official Languages” 89Timothy Reagan7 National Education in France: From Ideological Rigidity to Identity Flexibility 107Samim Akgönül8 The Move Towards Inclusive Education in Ethiopia 123Alemayehu Tekelemariam HayePart III Challenging the Profession 1419 Teacher Education in an Audit Culture 143Alexander Bean and Rachel Rush‐Marlowe10 Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences 157Jyoti Raina11 Teachers’ Work and Teachers’ Unions in the Global Education Reform Movement (GERM) 175Lois Weiner and Mary Compton12 Understanding Japan’s Sensei: The Status of Teachers in Japan 189Ryan MonahanPart IV Challenging the Curriculum 20513 Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy 207Mariale M. Hardiman14 Constructivist Foundations, Learning Standards, and Adolescents: The Chaotic World of American Secondary Education 229Marilyn Monks Page and Samantha Painter15 Teaching and Learning with Technology 245Matthew T. Marino, Maya Israel, Eleazar Vasquez III, Karin M. Fisher, and Ben Gallegos16 Advancing Pharmaceutical Health: Education towards Better Global Health 261Iman A. Basheti and Bandana SainiPart V Challenging the Idea of Schooling 28317 Less Stress and More Well‐Rounded Development : Recent Education Reforms in China and Why They Don’t Work 285Gaoming Zhang18 “For a Future Tomorrow”: The Figured Worlds of Schoolgirls in Kono, Sierra Leone 301Jordene Hale19 When More Is Not Necessarily Better: Insights into Romanian Higher Education 321Teodora A. Șerban‐Oprescu and George L. Șerban‐Oprescu20 Historical Features of Early Childhood Education: Maria Montessori and Loris Malaguzzi 335Nicola S. BarbieriPart VI Challenging Injustice, Inequity, and Enmity 35121 Legal Education in Authoritarian Syria: Reflections on Studying and Teaching in the Damascus Law Faculty 353Abdulhay Sayed22 Developing Conscientious Institutions of Higher Education in Southeast Asia: A Framework for Action 369Teay Shawyun23 Can Academics Across the Divide Teach Together?: The Israeli/Palestinian Experiment 399Manuel Hassassian and Edward (“Edy”) Kaufman24 Eugenic Ideology and the Institutionalization of the “Technofix” on the Underclass 415Ann G. WinfieldPart VII PISA Appendices 437Appendix A 439Appendix B 441Index 445

ALAN S. CANESTRARI, EdD, is Professor of Social Studies Education at Roger Williams University. BRUCE A. MARLOWE, PhD, is Professor of Educational Psychology and Special Education, and Chair of the Department of Education at the University of South Carolina Beaufort.

• Dedication vAbout the Editors xiAbout the Contributors xiiiPreface: The Wiley International Handbook of Educational Foundations xviiAcknowledgments xxiiiPart I Challenging the Foundations Narrative 11 A Story of Hegemony: The Globalization of Western Education 3Alan S. Canestrari and Margaret M. Foster2 Community Development: Learning from Popular Education in Latin America 21Liam Kane3 Educational Reform in India and Pakistan: Successes and Missed Opportunities 31Ali Hamza and Divyanshi Wadhwa4 Rethinking African Educational Development 47Elsa WiehePart II Challenging Notions of Normalcy and Dominion 655 Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity‐Driven Education 67Gloria Graves Holmes6 Linguistic Hegemony and “Official Languages” 89Timothy Reagan7 National Education in France: From Ideological Rigidity to Identity Flexibility 107Samim Akgönül8 The Move Towards Inclusive Education in Ethiopia 123Alemayehu Tekelemariam HayePart III Challenging the Profession 1419 Teacher Education in an Audit Culture 143Alexander Bean and Rachel Rush‐Marlowe10 Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences 157Jyoti Raina11 Teachers’ Work and Teachers’ Unions in the Global Education Reform Movement (GERM) 175Lois Weiner and Mary Compton12 Understanding Japan’s Sensei: The Status of Teachers in Japan 189Ryan MonahanPart IV Challenging the Curriculum 20513 Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy 207Mariale M. Hardiman14 Constructivist Foundations, Learning Standards, and Adolescents: The Chaotic World of American Secondary Education 229Marilyn Monks Page and Samantha Painter15 Teaching and Learning with Technology 245Matthew T. Marino, Maya Israel, Eleazar Vasquez III, Karin M. Fisher, and Ben Gallegos16 Advancing Pharmaceutical Health: Education towards Better Global Health 261Iman A. Basheti and Bandana SainiPart V Challenging the Idea of Schooling 28317 Less Stress and More Well‐Rounded Development : Recent Education Reforms in China and Why They Don’t Work 285Gaoming Zhang18 “For a Future Tomorrow”: The Figured Worlds of Schoolgirls in Kono, Sierra Leone 301Jordene Hale19 When More Is Not Necessarily Better: Insights into Romanian Higher Education 321Teodora A. Șerban‐Oprescu and George L. Șerban‐Oprescu20 Historical Features of Early Childhood Education: Maria Montessori and Loris Malaguzzi 335Nicola S. BarbieriPart VI Challenging Injustice, Inequity, and Enmity 35121 Legal Education in Authoritarian Syria: Reflections on Studying and Teaching in the Damascus Law Faculty 353Abdulhay Sayed22 Developing Conscientious Institutions of Higher Education in Southeast Asia: A Framework for Action 369Teay Shawyun23 Can Academics Across the Divide Teach Together?: The Israeli/Palestinian Experiment 399Manuel Hassassian and Edward (“Edy”) Kaufman24 Eugenic Ideology and the Institutionalization of the “Technofix” on the Underclass 415Ann G. WinfieldPart VII PISA Appendices 437Appendix A 439Appendix B 441Index 445