This volume consists of selected papers from the 10th Congress of the World Council of Comparative Education Societies. An Editorial Introduction, giving an overview of the contents, is followed by 14 contributions from different parts of the world. The papers examine the themes of equity and transformation in relation to many educational issues including gender equity, globalisation, the erosion of state provision, the growth of free-market approaches, the weakening of theoretical perspectives, the post-colonial heritage and the emancipatory potential of lifelong learning. Content: Front Matter....Pages i-vii Editorial Introduction....Pages 377-383 How Choice Changes the Education System: A Michigan Case Study....Pages 385-416 Girls’ Education in Zambia: Everyone’s Responsibility — A Policy Framework for Participatory Process....Pages 417-430 Gender Equity in Success at School....Pages 431-443 Theoretical Perspectives on Gender in Education: The Case of Eastern and Southern Africa....Pages 445-460 The Spectre of Theory in Curriculum for Educational Researchers: A Mexican Example....Pages 461-478 Curriculum and Society: Rethinking the Link....Pages 479-490 No Matter How Long the Night, the Day is Sure to Come: Culture and Educational Transformation in Post-Colonial Namibia and Post-Apartheid South Africa....Pages 491-506 Beyond the Entrepreneurial University: The Potential Role of South Africa’s Historically Disadvantaged Institutions in Reconstruction and Development....Pages 507-527 Les Systèmes Éducatifs � La Réunion Et L’île Maurice: Quelle Efficacité Sociale?....Pages 529-546 Discourse, Structure and Practice of Continuing Education: A Comparison Between Switzerland and Germany....Pages 547-560 Critical Approaches to Lifelong Education....Pages 561-574 Lifelong Learning within Higher Education in South Africa: Emancipatory Potential?....Pages 575-587 Understanding the Experiences of Beginning Secondary School Teachers....Pages 589-602 Postcolonialism and Comparative Education....Pages 603-621 Back Matter....Pages 618-621 The papers for this special issue were selected from a pool of nearly 700 presentations which were made at the 10th Congress of the World Council of Comparative Education Societies (WCCES), which was held in Cape Town, South Africa, from 12 to 17 July 1998. The congress was hosted by the Southern African Comparative and History of Education Society (SACHES) and held on the campuses of the University of the Western Cape and the University of Cape Town. The papers were selected by the convenors of the conference's standing commissions, which provided a significant focus for the conference proceedings. These commissions were on the following themes: Teachers and teacher education Curriculum - Higher education - Lifelong learning - Language, literacy and basic education - Gender and education Policy - Theory and theory shifts Basic education in Africa Peace and Justice Dependency European Education Policy Research in Africa Culture, Indigenous Knowledge and Learning The papers presented, as the discussion below makes clear, ranged widely in subject matter and theoretical perspective and addressed issues of concern both to individual countries and to regions of the world. While some of the papers use comparison as an approach, it remains a matter of concern that the comparative perspective is so little in evidence. It is hoped that the com parative research approach will be more in evidence in the future. This text examines the themes of equity and transformation in relation to many educational issues including gender equity, globalization, the erosion of state provision, the growth of free-market approaches, the weakening of theoretical perspectives and the post-colonial heritage. Edited By Crain Soudien And Peter Kallaway With Mignonne Brier. Reprinted From International Review Of Education, Vol. 45. Nos. 5-6, 1999- T.p. Includes Bibliographical References. Published In Cooperation With Unesco Institute For Education, Hamburg. Zusammenfassung - In vielen Ländern der Welt wird von Politikern vorgeschlagen, daß Eltern einen starken Einfluß auf die Wahl der Schule, die ihre Kinder besuchen, ausüben sollten.
