Education, Dominance and Identity -- TABLE OF CONTENTS -- ACKNOWLEDGMENTS -- INTRODUCTION: GLOBAL ISSUES: REGIONAL, NATIONAL AND LOCAL CULTURE CASE STUDIES -- INDIGENOUS IDENTITY AND DEVELOPMENT -- INTEGRATION AND DOMINATION OF ETHNIC MINORITY GROUPS -- LANGUAGE, EDUCATION, LANGUAGE OF INSTRUCTION AND IDENTITY -- TEACHER IDENTITY, REFORM, DOMINATION AND TRANSFORMATION -- IDENTITY, DOMINATION AND REVOLUTION -- REFERENCES -- PART I: INDIGENOUS IDENTITY AND DEVELOPMENT -- DECOLONIZING INDIGENOUS EDUCATION IN CANADA -- INTRODUCTION, METHODOLOGY AND CONCEPTUAL FRAMEWORK -- HISTORICAL PERSPECTIVE -- Traditional Education -- Colonial Period -- SEARCH FOR EQUALITY AND JUSTICE THROUGH DEVOLUTION -- FIRST NATIONS EDUCATION SYSTEMS -- CURRICULUM, INSTRUCTION AND RESOURCES -- CONCLUSION -- REFERENCES -- DISCOVERING THE PAST, UNCOVERING DIVERSITY: The Reclamation of Indigenous Identity through a Community Education Project -- INTRODUCTION -- THEORETICAL FRAMWORK: MUSEUMS IN POSTCOLONIAL CONTEXTS -- METHODOLOGY: EXPLORING PERSONAL EXPERIENCES -- FINDINGS: INDIGENOUS IDENTITY ON DISPLAY -- Change and Persistence in Indigenous Identity -- Heritage Project as Alternative Representational Space -- Revising Identities and Redefining Community -- DISCUSSION AND CONCLUSION: REMOVING THE LOCAL BORDERS OF EXPERIENCE -- REFERENCES -- PART II: INTEGRATION AND DOMINATION OF ETHNIC MINORITY GROUPS -- CLASSMATES: Critical Analysis of School Integration of Roma Children in Nyíregyháza, Hungary -- INTRODUCTION -- METHODOLOGY -- CASE STUDY -- The Field Site: A Brief History And The Case Of Integration In Nyíregyháza -- Image of Integration: Common Perceptions, Different Approaches -- General Concerns: Perceptions of The Presence Of Roma Children -- Junior classes -- Middle school -- Explaining Interethnic Relations: The Dichotomy of School And Home -- CONCLUSION -- REFERENCES.

List of Documents -- SOCIAL EQUALITY VS. CULTURAL IDENTITY: Government Policies and Roma Education in East-Central Europe -- INTRODUCTION -- Aims and Scope -- Government Policies -- Methodical Considerations -- GOVERNMENT POLICIES -- Albania -- Serbia -- Kosovo -- Bulgaria -- Croatia -- Slovenia -- Romania -- Slovakia -- Hungary -- DISCUSSION -- Answer 1: Common Grounds -- Answer 2: Applicable Policy Models -- Answer 3: Combined Policies -- To Sum Up -- ACKNOWLEDGMENTS -- REFERENCES -- CHILDREN'S HOME LANGUAGES IN EARLYCHILDHOOD EDUCATION SYSTEMS:HANDICAP OR ASSET?: A Comparative Study of Parents' and Early Childhood Practitioners' Attitudes -- INTRODUCTION -- National Contexts -- Research Project -- Analysis of the Data -- RESEARCH FINDINGS -- Languages Spoken at Home -- Home Languages in Early Childhood Education Institutions -- CONCLUSION: HOME LANGUAGES - HANDICAP OR ASSET? -- the mother tongue(s) (MTs), that everybody can -- Other languages, -- The relationship between languages, -- Profit from education, -- REFERENCES -- CONSTRUCTING SPANISH: Discourses of language hegemony in Spain -- INTRODUCTION: LINGUISTIC IDEOLOGIES AND LANGUAGE HEGEMONY -- SPAIN: THREE APPROACHES TO NORMALIZATION OF AUTONOMOUS MINORITIZED LANGUAGES -- Catalonia -- The Basque Country -- Galiza -- DISCOURSES OF BALANCE AND CHOICE: FROM NEOLIBERAL DISCOURSE TO HEGEMONIC LANGUAGE POLICY -- IN CONCLUSION -- REFERENCES -- PART III: LANGUAGE, EDUCATION, LANGUAGE OF INSTRUCTION AND IDENTITY -- AN ANALYSIS OF DEBATES ON THE USE OF A GLOBAL OR LOCAL LANGUAGE IN EDUCATION: Tanzania and Malaysia -- INTRODUCTION -- HISTORICAL BACKGROUND FOR THE DEBATES ON LOI -- THEORIES WHICH INFORM THE DEBATES -- QUALITY LEARNING -- CULTURAL IDENTITY AND SOVEREIGNTY -- POLICIES OF LOI -- CONCLUDING COMMENTS -- REFERENCES.

VOICES FROM THE CLASSROOM: Teacher and Learner Perceptions on the Use of the Learners' Home Language in the Teaching and Learning of School Mathematics and Science -- INTRODUCTION AND BACKGROUND -- THE LANGUAGE OF INSTRUCTION IN TANZANIA AND SOUTH AFRICA (LOITASA) RESEARCH PROJECT -- RESEARCH METHOD AND FINDINGS -- Pedagogical and Learning Benefits -- Teacher Perceptions -- Learner Perceptions -- Affective Benefits -- Teacher Perceptions -- Learner Perceptions -- ISIXHOSA AS A MEDIUM OF INSTRUCTION IN SCHOOL MATHEMATICS AND SCIENCE -- Challenges Experienced by Teachers -- Specialized Scientific and Mathematical Terminology -- Terminological ambiguities in science and mathematics -- Dialectical Variation in isiXhosa -- Challenges Experienced by Learners -- IMPLICATIONS FOR TEACHING AND LEARNING -- CONCLUSION -- REFERENCES -- PART IV: TEACHER IDENTITY, REFORM, DOMINATION AND TRANSFORMATION -- REFORM ENVIRONMENT AND TEACHER IDENTITY IN CHILE -- INTRODUCTION -- THE EDUCATIONAL POLICY CONTEXT OF CHILE IN THE 1990S AND 2000S -- TEACHER IDENTITY CONSTRUCTION - KEY CONCEPTS -- Motivation and Commitment -- Work Demands and Satisfaction -- Self-efficacy -- Teachers in the Public Eye -- THE STUDY -- The Population and Sample -- The Survey -- The Focus Group Meetings -- Case Studies -- MAIN RESULTS -- Motivation and Commitment -- Work Demands and Satisfaction -- Educational Policies and Reforms -- School Conditions -- Pupils -- Personal Situations -- Degree of Satisfaction -- Self-efficacy -- Teachers in the Public Eye -- DISCUSSION AND CONCLUSIONS -- REFERENCES -- RESEARCHING AN INITIATIVE ON PEACEFUL COEXISTENCE IN GREEK-CYPRIOT SCHOOLS: A Mixed-Methods Study on Teachers' Perceptions and Emotions -- INTRODUCTION -- RESEARCH CONTEXT -- CONCEPTUAL FRAMEWORK AND PREVIOUS RESEARCH -- Conceptualizing Emotions.

Teachers' Emotions and Peace Education Initiatives in Conflicting Societies -- Education for Peaceful Coexistence -- RESEARCH DESIGN AND METHODOLOGY -- FINDINGS -- Quantitative Phase -- Qualitative Phase -- DISCUSSION AND IMPLICATIONS -- REFERENCES -- PART V: IDENTITY, DOMINATION AND REVOLUTION -- WOMEN'S RIGHTS AND GENDER-EDUCATIONAL INEQUALITY IN EGYPT AND TUNISIA: From Colonialism to Contemporary Revolution -- INTRODUCTION -- COLONIAL LEGACY, EDUCATION, AND THE STATUS OF WOMEN -- WOMEN'S RIGHTS AND SOCIAL PRACTICE: ISLAMIC/LOCAL TRADITIONS VERSUS EUROPEAN COLONIAL PERCEPTION -- INTERNATIONAL POLICY FOR WOMEN'S RIGHTS AND NATIONAL RESPONSES -- GENDER-EDUCATIONAL INEQUALITY: FEMALE PARTICIPATION IN PRE-UNIVERSITY AND HIGHER EDUCATION -- CONCLUSION -- REFERENCES -- THE IMPACT OF EDUCATIONAL SYSTEMS ON POLITICAL VIOLENCE IN THE MIDDLE-EAST REGION -- INTRODUCTION -- POLITICAL VIOLENCE IN THE MIDDLE EAST -- FORMAL EDUCATIONAL SYSTEM -- INFORMAL EDUCATIONAL SYSTEM -- ROLE OF COMPARATIVE EDUCATION -- CONCLUSION -- REFERENCES -- LIST OF CONTRIBUTORS -- THE EDITORS.