Titlebook: Laboring and Learning; Tracey Skelton (Editor-in-chief),Tatek Abebe,Johan Reference work 2017 Springer Nature Singapore Pte Ltd. 2017 Cult

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Karin Heisslersigns are revised substantially. Recent ideas and developments have been added, while obsolete and less important designs were dropped. This book is about devices commonly called sensors. The invention of a microprocessor has brought highly sophisticated instruments into our everyday life. Numerous

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Eunsu Ju,Moosung Leesigns are revised substantially. Recent ideas and developments have been added, while obsolete and less important designs were dropped. This book is about devices commonly called sensors. The invention of a microprocessor has brought highly sophisticated instruments into our everyday life. Numerous

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Geographies of Laboring and Learning: Introduction,erse, combining perspectives form the Global South and North. Section . focuses on livelihoods, transitions, and social reproduction. Here, there is more specific attention paid to the questions of age and inter-generationality. The empirical contexts represented are similarly diverse in their geogr

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African Socialization Values and Nonformal Educational Practices: Child Development, Parental Belie contemporary goals of education in Africa and elsewhere. At best, it can serve as a context for learning about health and nutrition, as well as fostering the values of cooperation and nurturant support of others, contributing to peaceful coexistence in society. Participation by children in family w

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Informal Education, Its Drivers and Geographies: Necessity and Curiosity in Africa and the West,ferences between informal learning in these settings are not so stark. Curiosity-driven informal learning is not confined to the West nor necessity-driven learning to less wealthy parts of the world. Indeed, the dichotomy between necessity and curiosity does not stand up to scrutiny, since curiosity

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Achieving Gender Parity in Education: Achievements and Limitations of Millennium Development Goal 3s and the consequent expansion of girls’ enrolment in school. The limitations of parity of enrolment are then considered – firstly in terms of persistent obstacles to girls’ academic success in some education systems and secondly in relation to the failure of girls’ education to bring about social a

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Education, School, and Learning: Dominant Perspectives,points to the positive outcomes that education can achieve, claims that education will necessarily empower women and provide a pathway out of poverty for poor children are – at best – contestable. While global policy rhetoric around Education for All uses universalized and universalizing language, t