Development Education in Japan: A Comparative Analysis of the Contexts for Its Emergence, and Its Introduction into the Japanese School System

By Yuri Ishii | Go to book overview

Notes

Chapter 1 Notes

1
. For example, A.M.A. Al-Ghashm, An Investigation into the Nature, Purpose and Significance of Development Education in the Context of the Emerging Transnational World System (Unpublished Ph.D. thesis, University of London Institute of Education, 1986), p. 63; Ruth Padrun, In-school Development Education in the Industrialized Countries: A Six Country Comparative Study (Paris: UNESCO, 1974), p. 4, quoted in Sarah V. Dudley, Approaches to Development Education with Reference to Teaching and Learning Strategies in Schools and Colleges (Unpublished M.A. dissertation, University of London Institute of Education, 1979), p. 18; Dudley, Approaches, p. 24; Pierre Pradervand, “Would You Please Empty Your Teacup?: Epistemological Aspects of 'Development Education, ' International Review of Education 28 (1982), p. 454.
2
. Robin Burns, Higher Education and Third World Development Issues: An International Comparative Study (Rome: Action for Development/FAO, 1975), p. 5.
3
. NGDO-EC Liaison Committee and Development Education Association (DEA), eds., Education for Change: Grassroots Development Education in Europe (Brussels: NGDO-EC Liaison Committee and DEA, 1994), pp. 9, 32, 44, 82, 131; Pradervand, “Teacup, p. 451.
4
. Pradervand, “Teacup, p. 451.
5
. Toshio Kanaya, “Kaihatsu Kyoiku no Seiritsu to Tenkai” [The Establishment and Development of Development Education], in Kaihatsu Kyoiku Handobukku: 21 Seiki no Kyoiku ni Do Torikumuka [Development Education Handbook: How to Tackle Education for the 21st Century], ed. Kaihatsu Kyoiku Kyogikai (Tokyo: Kaihatsu Kyoiku Kyogikai, 1990), p. 3; NGDO-EC Liaison Committee and DEA, eds., Education for Change.

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