Hurricane Andrew, the Public Schools, and the Rebuilding of Community

SUNY Press
Free sample

"Hurricane Andrew, the Public Schools, and the Rebuilding of Community addresses the experience of the Dade County Public School - its teachers and students, administrators and staff - during the first school year following the storm. In particular, it examines the role of the schools in helping people cope with a disaster of the magnitude of Hurricane Andrew, and more specifically, with their role in rebuilding community."--BOOK JACKET.
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About the author

Eugene F. Provenzo, Jr. is a Professor in the Social and Cultural Foundations of Education, University of Miami. He is the author of a wide-range of books on the History and Sociology of Education.

Sandra H. Fradd is Associate Professor of Education, University of Miami. She specializes in Bilingual Education and the Teaching of English to Speakers of Other Languages, and is the author of a number of books dealing with different aspects of bilingual instruction and assessment.

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Additional Information

Publisher
SUNY Press
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Published on
Jan 1, 1995
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Pages
177
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ISBN
9781438416526
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Best For
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Language
English
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Genres
Education / General
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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Development in Unity Volume Two represents an eclectic repertoire of over forty years exploits and profile of a renowned international scholar and an eminent cultural African leader, Daasebre Professor (Emeritus) Oti Boateng, to inspire a new generational philosophy of development. In this treatise, the author, a distinguished authority in statistics, a United Nations Commissioner, and a recipient of several national and international awards, including recognition by the American Biographic Institute as one of the five hundred best thinkers of the twenty-first century, seeks to blend scholarship and culture as mutually inclusive prerequisites to underpin contemporary models in addressing pertinent development challenges. The book pioneers an alternative innovative root-based development model to harness the potential of indigenous institutions of governance in ensuring self-sustaining inclusive local economic development as a hedge against poverty, insurgency mobilization, migration, and radicalization in response to the demands of contemporary global development challenges. It elucidates the truth that development has manifold aspects, dealing with every aspect of human life, and addresses its intrinsic challenges from an eclectic and multidisciplinary perspective. In this respect, the book covers diverse areas ranging from entrepreneurial collaboration for sustainable microprogress, gender-sensitive statistics to democratic governance through credible elections. Other areas include harmonization of tradition and modernity in the chieftaincy institution, integration of ECOWAS statistical systems, space science and satellite technology, oil and gas exploration, construction of poverty profiles, religion, and the cocoa industry. Every section of the book is filled with leadership lessons to inspire a new development approach and intellectual assertiveness. This very penetrating book fills an important knowledge gap between theory and experiential learning in the development process. It is a melting pot of lessons for all readers.
Under various names – education and conflict, education and fragility, education and insecurity, etc – the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development.

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