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Catherine A Odora Hoppers 《Compare》2001,31(1):21-38
An end-of-century critique of the political and economic assumptions underlying five decades of international development assistance conceives it as a system of structural violence that prevented the people of Africa from realising post-colonial self-reliance. New impoverishment through neo-liberal democratisation and the conditionalities attached to structural adjustment, is reducing the quality of life through cuts in hard won economic, social and educational opportunity and their liberatory potential. Moving beyond schooling for sub-ordinate roles in the new society is the current conceptualisation of humans as depoliticised resources interfacing the machines of capitalist enterprise. This links to aid inspired capacity-building initiatives, which undermine the abilities of organisations and states to sustain essential routines and initiate indigenous innovation. At the same time, the victims of colonial and neo-colonial oppression, particularly women and peasants, as victims of other people's progess and mal-development, have unparalled holistic and ecological knowledge of what the production and protection of life is all about. From a post-victimology perspective, theirs are the new voices for liberation and transformation. 相似文献
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Catherine A Odora Hoppers 《Compare》2000,30(3):283-291
This paper examines the new configurations in global relations and the centrality of knowledge as the emerging currency in that relationship. Taking into account the vacuum created by the collapse of the Soviet Union, and especially the subduing effect that this has had on Marxist scholars and scholarship as the once core critical paradigm, the paper argues that the 'centre-periphery' fault line and dichotomy may be far less obvious to the younger generation than to the predecessors. This has to do with the fact that on the one hand, discourses of concealment with benign exteriors have so permeated the life spaces including those in the 'periphery', making it ever more difficult to separate what is real and what is not. On the other hand, the forces of the new global economy have led to structural acquiescence of the economies of the South to the extent that one witnesses the poor countries becoming quite desperate to become, and remain, attractive to globalised capital. In the far less categorical scenario in which the younger generation of scholars in the North and the South are now growing, the paper first presents an argument for a closer scrutiny of knowledge, its construction, legitimation and dissemination in the light of intensifying North-South disparities. Second, it argues for recognition to be given to scholarships that have transcended this dangerous ravine. It finally argues for even greater acknowledgment to those scholars in the South who, with their piercing de-constructive and generative theorisation and analyses of knowledge as an intrinsic part of democratic politics, promise to bring out the hitherto underplayed issue of cognitive justice and the challenge of the integration of knowledge systems. 相似文献
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Hoppers Wim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):5-30
This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within. 相似文献
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This article explores the nature of participatory practices in policy-making in basic education and their impact on the directions and outcomes of policy. Drawing on theoretical developments in policy studies, the focus is on non-formal education as a policy challenge for EFA. Data are presented from a recent field study undertaken in Uganda of the process to establish a policy framework for basic education for disadvantaged children. A multi-dimensional frame is used for the analysis of the practice of policy development. It is argued that NFE, because of its amorphous and marginal nature, is an important arena for contesting the orthodoxy of educational thinking, policies and practices. Yet the full engagement by all stakeholders by itself cannot guarantee a democratic outcome, as the nature of policy processes may allow for counter-actions that preserve the existing education hierarchy. 相似文献
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Wim Hoppers 《Prospects》2008,38(3):377-391
This article explores the extent to which and how non-formal education (NFE) contributes to the development of a more diversified
basic education system and thus to the achievement of EFA. It outlines the current nature of NFE, the frameworks provided
by the EFA movement, and the evolution of reflection, policies and practices in NFE in relation to basic education as a whole.
Based on significant developments in various countries across the South, the article also discusses some key challenges that
ministries of education and their partners need to face in moving towards relevant and equitable diversity in education. The
article posits that, despite the many problems faced by NFE, there is justification for building on its experiences and integrating
these within a larger policy and systems framework that responds more effectively to needs and circumstances of children and
young people.
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
| Wim HoppersEmail: |
Wim Hoppers (Netherlands) is currently a consultant to ADEA and Visiting Professor at the Institute of International Education (IIE) at Stockholm University. He also holds an Honorary Professorship at the University of the Witwatersrand, Johannesburg. He obtained his PhD from the Institute of Education, University of London. He is a policy analyst and researcher in education and development, interested in education policy and planning, and comparative education, with a particular focus on the political economy of educational alternatives and issues of institutional development. Over time he has served as an academic and education adviser in East and Southern Africa and South-Asia. Between 1993 and 2003 he worked as a regional education adviser for the Netherlands Government Development Cooperation in Southern Africa, based in Harare and Pretoria. He has published widely on vocational education and work, and on policy issues in basic education development. 相似文献
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Benavot Aaron Hoppers Catherine Odora Lockhart Ashley Stepanek Hinzen Heribert 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2022,68(2):165-194
International Review of Education - 相似文献
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Wim H.M.L. Hoppers 《International Journal of Educational Development》1983,3(2):113-128
The article analyses the nature of apprenticeship in the petty sector of Lusaka and its value partly for producers in the small workshops partly for out-of-school youths, who are currently its main clientele. The poorer youth especially attempt to utilize this training as an alternative route towards more rewarding work-positions in the economy. It is argued, however, that unlike in the early 1970s, youths even with apprenticeship training have great difficulties in entering the more profitable levels of petty production and that apprenticeship itself has turned into a mechanism for the recruitment of semi wage-labour, enabling workshops to survive under adverse economic conditions. 相似文献
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Wim Hoppers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,1(3):5-30
This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within. 相似文献
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Wim Hoppers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,40(3):115-137
With a view to basic formal education, this study explores actual experiences and potential values of current community-school initiatives in Africa. Using data from different programmes around the continent, it examines their dynamics in terms of various conceptions about alternative provisions for basic education. The wider policy question posed is whether community schools can respond in a meaningful and viable manner to the interests of learners and their communities, meet social-policy goals of equity and social justice, and foster reform. While its conclusions remain tentative, the study explores effective but problematic approaches supported by communities, non-governmental organizations and governments. It gives particular attention to those elements promoting empowerment and transforming educational provision and local socio-economic conditions. It also raises fundamental questions about sustainability and equity as well as the responsiveness of schools to community needs and their ability to assist learners in overcoming disadvantage and marginality. 相似文献
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