‘Decolonising’ has become a buzzword in debates about education in recent years. To what extent can a ‘decolonizing’: Introduction to Education for Development Assignment, UEA, UK

  1. ‘Decolonising’ has become a buzzword in debates about education in recent years. To what extent can a ‘decolonizing’ agenda help address persisting inequalities in education? Please choose a specific focus for your essay and use examples.
  2. In times of climate and ecological emergency, do formal education systems present more hindrances to responses than opportunities for responses? Discuss with reference to at least one case study.
  3. There is extensive research on how to tackle inequalities of gender, disability, rural/urban status, and socio-economic status in access to schooling. Is this research relevant to education in conflict zones?  Your answer should discuss ONE or TWO of these aspects of inequality and should make reference to real-world examples.
  4. What is the role of systems of measurement in improving access to schooling, and reducing inequalities?  Your answer may consider one or more specific types of disadvantage
  5. “Low-cost” or “budget” private, fee-paying schools are promoted by some policymakers as empowering parents through choice, and children through raising the quality of education.   Do you accept these claims?  Your answer should refer to one or more real-world examples in developing countries.
  6. Why might the achievement of gender parity be an inadequate route to gender equality in and through education?  Please critically discuss with evidence from at least one country.
  7. How might we distinguish between education that either reproduce or reduces socio-economic inequalities?

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