Titlebook: Second International Handbook of Urban Education; William T. Pink,George W. Noblit Book 2017 Springer International Publishing Switzerland

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Martin Mwongela Kavua art and the challenges that must be overcome in realizing the potential benefits of smart building systems. This edited volume also includes case studies from implementation of these algorithms/sensing strateg978-3-319-88607-7978-3-319-68462-8Series ISSN 1430-9491 Series E-ISSN 2193-1577

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Book 2017d practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend

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Financing of Inclusive Education in Urban Settings of Swazilandery unequal income distribution, 63 % of the population estimated to be living below the poverty line (less than 1$ per day) and 30 % are ultra-poor. Swaziland’s UN Human Development Index (HDI) ranking has fallen from 103rd in 1990 to 148 in 2014.

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Engaging Identities and Cultures in a Globalized, Postcolonial India: Implications for Decolonizing articular reference to urban contexts. The effects of privatization, corporatization, and discourses of efficiency and accountability are evident in the educational contexts of both countries India and the U.S. Educators and scholars confront the challenges of resisting recolonization in terms of curriculum, pedagogy, research, and discourse.

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2197-1951 ow to improve life-options for marginalized students.Offers This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in u

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Transnational Migration and Urban Education in Japanrams has emerged in some localities, and is effective in promoting migrant children’s participation in schooling. The increasing visibility of free out-of-school programs for migrant children has directed public attention to children from poor families who similarly struggle at school.