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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

This volume enlarges upon questions concerning censorship and self-censorship and provides case studies as well as theoretical reflection on the relationship between new technology and media freedom. The seven essays included in this collection deal with two central contemporary problems of the mass media--freedom and democracy. The papers are: "Exit the Censor, Enter the Regulator" (Leonard R. Sussman); "Impact of New Information and Communication Technologies on Information Diversity in North America and Western Europe" (Nicholas Garnham); "The Impact of Electronic Mass Media in Sweden" (Charly Hulten); "Video-Cassette Recorders in Ghana: Impact on Press Freedom in Sub-Saharan Africa" (S. T. Kwame Boafo); "New Communication Technologies and Information Freedom in Latin America" (Rafael Roncagliolo); "New Communication Technologies and Press Freedom: A Chilean Case Study" (Fernando Reyes Matta); and "The Media as Fourth Estate: A Survey of Journalism Educators' Views" (Colin Sparks and Slavko Splichal). The first three papers are concerned with the larger picture and the larger media; the second three are concerned with the "marginal" rather than the dominant media; and the final paper deals with some of the problems of the media and democracy in terms of their staff and resources. (TMK)

This monograph offers papers presented at the 1998 annual meeting of the British Association for Applied Linguistics. After an introduction entitled "The Pluralisation of Literacy" (Teresa O'Brien), the papers are: (1) "National Literacy Strategies: A Debate" (Jill Bourne, Gunther Kress, Brian Street, and Alison Sealey); (2) "Literacy and Oracy Assessment in an Early Years Intervention Project" (Sheena Gardner and Pauline Rea-Dickins); (3) "The Role of Social Class and Home Literacy Practices in Literacy Proficiency in a Group of Chilean Adolescents" (John Gibbons, Elizabeth Lascar, and Maria Isabel Mizon Morales); (4) "'How Many Bumps Does a Dromedary Have?': Literacies in the EFL Classroom" (Paula Kalaja and Ann Pitkanen-Huhta); (5) "Critical Literacy as Classroom Interaction" (Catherine Wallace); (6) "Authoring in Student Academic Writing: Regulation and Desire" (Theresa Lissis); (7) "Contrastive Rhetoric: New Research Avenues" (Ulla Connor); (8) "The 1998 Reform of German Orthography" (Sally Johnson); (9) "Women's Literacy in a Rural Pakistani Community" (Shirini Zubair); (10) "Issues for a Working Agenda in Literacy" (Gunther Kress); and (11) "Label Literacy: Factors Affecting the Understanding and Assessment of Baby Food Labels" (Guy Cook and Kieran O'Halloran). (Papers contain references.) (SM)

Drawing from the information presented at a conference sponsored by the Harvard Graduate School of Education and the Mid-Atlantic Regional Technology in Education Consortium, educators, researchers, and policymakers translate theory into practice to provide a hands-on resource that describes different models for scaling up success. This resource includes illustrative examples of best practices that are grounded in real-life case studies of technology-based educational innovation, from networking a failing school district in New Jersey to using computer visualization to teach scientific inquiry in Chicago. The book demonstrates how lessons learned from technology-based educational innovation can be applied to other school improvement efforts. Following a Foreword (Ellen Condliffe Lagemann) and Preface, the book includes eleven chapters: (1) Moving from Successful Local Practice to Effective State Policy: Lessons from Union City (Fred Carrigg, Margaret Honey, and Ron Thorpe); (2) Dewey Goes Digital: Scaling Up Constructivist Pedagogies and the Promise of New Technologies (Martha Stone Wiske and David Perkins); (3) Adapting Innovations to Particular Contexts of Use: A Collaborative Framework (Barry J. Fishman); (4) Designing for Scalable Educational Improvement: Processes of Inquiry in Practice (Susan R. Goldman); (5) Scaling Up Professional Development in the United Kingdom, Singapore, and Chile (Laurence C. Peters); (6) Technology as Proteus: Digital Infrastructures That Empower Scaling Up (Chris Dede and Robert Nelson); (7) Scaling Up Data Use in Classrooms, Schools, and Districts (Sam Stringfield, Jeffrey C. Wayman, and Mary E. Yakimowski-Srebnick); (8) Foundations for Success in the Great City Schools: Lessons from Some Faster-Improving Districts (Michael Casserly and Jason C. Snipes); (9) Scaling Up Technology-Based Educational Innovations (Barbara Means and William R. Penuel); (10) Critiquing and Improving the Use of Data from High-Stakes Tests with the Aid of Dynamic Statistics Software (Jere Confrey and Katie M. Makar); and (11) Scaling Up Success: A Synthesis of Themes and Insights (Chris Dede and James P. Honan). Information about the contributors, acknowledgments, and indexes by both name and subject conclude the book.

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

This collection of 20 papers addresses child development and early intervention issues related to literacy acquisition from a cross-cultural perspective. Titles of the papers are: (1) "Preparing Young Children for Literacy: Issues in Theory and Practice" (Lotty Eldering and Paul Leseman); (2) "Jomtien Revisited: A Plea for a Differentiated Approach" (John Bennett); (3) "Interaction of Context with Development: Theoretical Constructs for the Design of Early Childhood Education Programs" (Robert Serpell); (4) "Orientations on Culture: Some Comments on Intervention Programs" (Ype Poortinga); (5) "Interaction between Development Processes and Social-Cultural Context" (T. S. Saraswathi); (6) "Modification of Cognitive Components: Consequences for Early Intervention" (Fons van de Vijver); (7) "Many Kinds of Deprivation: Young Children and Their Families in South Africa" (Linda Richter); (8) "The Developmental Niche: Implications for Children's Literacy Development" (Sara Harkness and Charles Super); (9) "Linguistic Development as Related to Literacy" (Catherine Snow); (10) "How Parents Provide Young Children with Access to Literacy" (Paul Leseman); (11) "Literacy Development in a Multilingual Context" (Ludo Verhoeven); (12) "Responding to Children's Needs: Integrated Child Development Services in India" (Rajalakshmi Muralidharan and Venita Kaul); (13) "Empowerment of Parents: 'Proyecto Padres e Hijos' in Chile" (Johanne Filp and Ximena Valdes); (14) "Culture Sensitive Home Intervention: The Dutch HIPPY Experiment" (Lotty Eldering and Paul Vedder); (15) "A Model of Multipurpose Non-Formal Education: The Case of the Turkish Early Enrichment Project" (Cigdem Kagitcibasi); (16) "Success for All: Prevention and Early Intervention in Elementary Schools" (Robert Slavin and Nancy Madden); (17) "Critical Issues in the Evaluation of Preschool Intervention Programs" (Jan Slavenburg); (18) "Cooperative, Community-Based Evaluation of Preschool Programs" (Howard Richards and Loren Pierce); (19) "Researchers, Program Developers, and the Children Out There" (Nico van Oudenhoven); and (20) "Family, School, and Literacy: Recommendations for Intervention Programs." Most papers include a reference list. (MDM)

The School Textbook Division from the Chilean Ministry of Education has carried out experience-sharing instances and reflection processes oriented to improve the quality of textbooks, adapting them to new learning strategies, to the demands of the school system as well as to the state-of-the-art in research in education worldwide. Since the successful First international Seminar on school textbooks--SITE 2006, the Textbook Division has decided to keep on with these initiatives that feedback Public Politicies in relation to the provision of textbooks and the development of academic competences. Along the same lines, the International Seminar on History and Social Science Textbooks took place in November 2008; forty outstanding Chilean and foreign experts lectured in conferences and panels full of enthusiastic audiences. This experience allowed the exchange of studies and researches among those who work in the didactic of social sciences and/or are involved in the area of history and social sciences textbooks, both nationally and internationally, and contribute to their quality concerning the didactic design and the treatment of their contents, considering new approaches in relation to historicity and spatiality of the social phenomena. Diversity and richness of the works that dealt with the key topics of the Seminar--didactic of history and social sciences in textbooks; new approaches to the didactic of history, geography and other social sciences and its application to school textbooks; analysis of contents in history and social science textbooks and the formation of citizens through these textbooks--also favored the exchange of experiences and orientations in relevant topics such as historical memory and construction of local identities, national and global, cultural and social diversity: multiculturalism and cultural pluralism. In this way we have been able to put forward the discussion about the importance and the real value of history and social sciences textbooks in the formation of our students as citizens, comparing the Chilean experiences to those of other countries. The publication of the works exposed in the Seminar, expresses the commitment of the Ministry of Education to the development of textbooks as an important pedagogical resource. At the same time, it is an invitation to the academic community, especially in the area of Education and Social Sciences, to develop competences and increase the existing capacities in the production, use, training and research on school textbooks. (Individual papers contain references, tables, and figures.) [This book was produced by the Gobierno de Chile, Ministerio de Edcucacion de Chile. Cover title may vary. The contents presented herein represent the proceedings of the International Seminar on History and Social Sciences Textbook (Santiago, Chile, November 11-12, 2008).]

The chapters in this book originated as papers for a conference, School Choice and Educational Change, held in March 2000 at Michigan State University. An introductory chapter provides a comparative analysis of the lessons learned from international experience with school-choice policies, based on a review of case studies in several countries. The papers/chapters are as follows: "Does Privatization Improve Education? The Case of Chiles National Voucher Plan" (Martin Carnoy and Patrick J. McEwan); "School Choice in New Zealand: A Cautionary Tale" (Edward B. Fiske and Helen F. Ladd); "School Choice and Educational Change in England and Wales" (Geoffrey Walford); "Market Forces and Decentralization in Sweden: Impetus for School Development or Threat to Comprehensiveness and Equity?" (Holger Daun); "School Choice Policies and Their Impact on Public Education in Australia" (Max Angus); "Education Reform and School Choice in South Africa" (John Pampallis); "School Choice in the Peoples Republic of China" (Mun C. Tsang); "Public Support for Private Schools in Post-Communist Central Europe: Czech and Hungarian Experiences" (Randall K. Filer and Daniel Munich). (WFA)

In June 2001, the International Institute for Educational Planning convened a policy forum on the organization, functioning, and effectiveness of national ministries of education. This book presents eight key papers from that forum. The forum discussed how differences in organizational structures and mechanisms affect adjustability and effectiveness of educational policies and their implementation process. The forum also attempted to compare and draw lessons from a selected number of experiences in which the absence or presence of sound political leadership and adequate links with stakeholders at all levels of the system have played a major role in the success or failure of educational reform. The discussions, and the papers in the book, were arranged around four major points: (1) steering from above: the link between political leadership and administration; (2) steering from below: the ministry's interaction with the operational level (schools, teachers, students, etc.); (3) steering from outside: the relationship between the ministry and the main stakeholders outside the system (teachers' unions, parents' associations, mass media, etc.); and (4) steering from within: the ministry's internal organizational structures and regulating mechanisms. (Author/WFA)

This collection of essays examines efforts by groups and lobbyists to move education from the public to the private sector. There are 14 papers in 7 sections: The first section, "Introduction," includes: (1) "Studying Privatization in Education" (Henry M. Levin) and (2) "Educational Vouchers and the Media" (Lee D. Mitgang and Christopher V. Connell). The second section, "Implementation Issues," includes: (3) "The Legal Status of Privatization and Vouchers in Education" (Frank R. Kemerer) and (4) "Information and Choice in Educational Privatization" (Mark Schneider). The third section, "Preschools and Higher Education," includes: (5) "Preschools and Privatization" (Ellen Magenheim) and (6) "Privatization in Higher Education" (Arthur Levine). The fourth section, "International Dimensions," includes: (7) "Privatization through Vouchers in Developing Countries: The Cases of Chile and Columbia" (Martin Carnoy and Patrick J. McEwan) and (8) "Privatization in Industrialized Countries" (Geoffrey Walford). The fifth section, "Charter Schools," includes: (9) "Assessing the Growth and Potential of Charter Schools" (Pearl Rock Kane and Christopher J. Lauricella) and (10) "Privatization and Charter School Reform: Economic, Political, and Social Dimensions" (Amy Stuart Wells and Janelle Scott). The sixth section, "Perspectives of Stakeholders," includes: (11) "Vouchers, Privatization, and the Poor" (Gary Natriello) and (12) "Teachers and Privatization" (Caroline Hodges Persell). The seventh section, "Evaluation Designs," includes: (13) "Criteria for Evaluating School Voucher Studies" (David E. Myers) and (14) "Designing Education Voucher Experiments: Recommendations for Researchers, Funders, and Users" (Fred Doolittle and Wendy Connors). (Each paper contains references.) (SM)

This volume collects several case studies on the relationship between government and higher education in developing nations in Africa, Asia, and Latin America. In particular these studies ask whether specific forms of government regulation help to solve the crisis of higher education in the developing world better than other forms of regulation. The papers are: "Government and Higher Education in Developing Nations: A Conceptual Framework" (G. Neave and F. van Vught); "Ghana: Relations between Government and Universities" (A. Sawyerr); "Kenya: Management of Higher Education in Developing Countries: The Relationship between the Government and Higher Education" (I. M. Omari); "Tanzania: The State and Higher Education" (J. C. Sivalon and B. Cooksey); "Uganda: Higher Education and the State" (T. O. Eisemon); "People's Republic of China: Autonomy and Accountability: An Analysis of the Changing Relationships between the Government and Universities" (W. Min); "India: Government and Higher Education" (T. Majumdar); "Philippines: The Anatomy of the Government-Higher Education Relationship" (A. Gonzalez); "Singapore: University Autonomy versus State Control: The Singapore Experience" (V. Selvaratnam); "Argentina: The Federal Government and the Universities": (C. Marquis); "Brazil: Higher Education and Government" (S. Schwartzman and L. Klein); "Chile: Government and Higher Education" (J. J. Brunner); "Mexico: Towards State Supervision? Changing Patterns of Governance in Mexican Higher Education" (D. C. Levy); "Conclusion" (G. Neave and F. van Vught). Contains a subject index. Most papers contain references. (JB)

This volume contains 13 papers on experiences with reform and innovation in higher education and their implications for developing countries. Four themes are highlighted: higher education and development, performance assessment, sustainable financing, and effectiveness in governance and management. The papers include: "Introduction: Improvement and Innovation in Higher Education" (Adriaan M. Verspoor); "The University System: Engine of Development in the New World Economy" (Manuel Castells); "Universities, Technological Change, and Training in the Information Age" (Martin Carnoy); "Economic Returns from Investments in Research and Training" (Edwin Mansfield); "Performance of Higher Education: Measures for Improvement. Evaluation of Outcomes" (Ulrich Teichler and others);"Performance Indicators for Higher Education: A Critical Review with Policy Recommendations" (Herbert R. Kells); "Enhancing the Financial Sustainabilty of Higher Education Institutions" (Adrian Ziderman); "Mechanics of Allocating Public Funds to Universities, Their Implications on Efficiency and Equity" (Edita A. Tan); "Foreign Assistance for University Development in Sub-Saharan Africa and Asia" (Thomas Owen Eisemon and Moussa Kourouma); "Problems of Privatization" (Daniel C. Levy); "Autonomy and Accountability in Government/University Relationships" (Frans A. van Vught); "Higher Education in Chile: Effects of the 1980 Reform" (Jose Joaquin Brunner and Guillermo Briones); and "Conclusion: Higher Education Reform in Perspective" (Jamil Salmi). Most papers contain references. (JB)

This book on the culture and processes of adult learning contains 16 papers organized into sections on power, purpose, and outcomes; adulthood and learning; and learners' experience and facilitating learning. The following papers are included: "'Really Useful Knowledge', 1790-1850" (Johnson); "Feminist Challenges to Curriculum Design" (Parsons); "Competency and the Pedagogy of Labour" (Field); "Chile, Santiago: Breaking the Culture of Silence" (Archer, Costello); "Unpaid Work in the Home and Accreditation" (Butler); "Education for Adults" (Squires); "Is There Any Way out of the Andragogy Morass?" (Davenport); "Adult Development" (Tennant); "The Process of Experiential Learning" (Kolb); "Access: Towards Education or Miseducation? Adults Imagine the Future" (Weil); "Black Students in Higher Education" (Rosen); "Teaching Learning: Redefining the Teacher's Role" (Gremmo, Abe); "Developing Learning Skills in Vocational Learning" (Downs); "The Interpersonal Relationship in the Facilitation of Learning" (Rogers); "The Utilization of Learning Objectives--A Behavioural Approach" (Curzon); and "What Is Skill and How Is It Acquired?" (Sloboda). Many papers contain substantial bibliographies. Also included are 25 tables/figures. (MN)

This book contains the following papers on distance vocational education programs: "Vocational Education at a Distance" (Oliveira, Rumble); "An Introduction to Case Studies" (Oliveira, Rumble); "'Working on Work': Orientation on Work and the Labour Market in the Netherlands" (Bender, Bronkhorst); "Expanding Distance Learning through Technology Transfer to Employers in Colombia" (Ruiz); "The British Open College: A Flexible Response" (Innes); "Vocational Training at a Distance in Chile: Struggling to Survive" (Irigoin); "Distance-Taught Computer Education for Managers and Professional at the University of Victoria" (Muzio); "The Technician Training Scheme at the National Extension College, United Kingdom" (Morpeth, Rumble); "Banking Education in Indonesia" (Budimulia, Suparman, Romiszowski); "The Wye College External Programme and Third World Agriculture" (Bryson, Hakimian); "The National Technological University (NTU)" (Fwu et al.); "Use of Interactive Multimedia for In-company Training" (Dondi, Ricuperati); "Distance Training for Telecommunications Managers: The Telecom/Telematique International Course on Project Management" (Nettleton); "The Technical Open Polytechnic, New Zealand" (Rajasingham, Nicoll, Romiszowski); and "The Future of Vocational Education at Distance" (Oliveira, Rumble). Several papers contain substantial bibliographies. (MN)

This book presents research into the ways in which Indigenous peoples of the Andes create, transmit, maintain, and transform their knowledge, and the related processes of teaching and learning. Most chapters are based on papers delivered at a round-table conference at the University of Cambridge (England) in 1996 and include contributions from researchers in anthropology, sociology, cultural studies, and linguistics in Ecuador, Peru, Bolivia, and northern Chile. Sections focus on multiple media in the creation and transmission of knowledge (social and linguistic contexts of knowledge, weaving, color perception, and music); knowledge and power (within the community and across cultures); and conflicting paradigms of knowledge (school-community relations, health knowledge, and agricultural knowledge). Following an introduction by Rosaleen Howard, Francoise Barbira-Freedman, and Henry Stobart, the chapters are: (1) "'Yachay': The 'Tragedia del fin de Atahuallpa' as Evidence of the Colonisation of Knowledge in the Andes" (Rosaleen Howard); (2) "Transmission of Knowledge through Textiles: Weaving and Learning How To Live" (Lindsey Crickmay); (3) "Coloured Knowledges: Colour Perception and the Dissemination of Knowledge in Isluga, Northern Chile" (Penny Dransart); (4) "Interlocking Realms: Knowing Music and Musical Knowing in the Bolivian Andes" (Henry Stobart); (5) "Coming to Power: Knowledge, Learning and Historic Pathways to Authority in a Bolivian Community" (Astvaldur Astvaldsson); (6) "Juggling Knowledge, Juggling Power: The Role of the Professional Indigenous Activist in San Pablo, Ecuador" (Janet Lloyd); (7) "Why Nazario Is Leaving School: Community Perspectives on Formal Schooling in Rural Bolivia" (Pedro Plaza Martinez); (8) "Local Knowledge in Health: The Case of Andean Midwifery" (Barbara Bradby); and (9) "Learning and Re-Learning How To Plant: The Impact of New Crops on the Spread and Control of New Agricultural Knowledge in the Ecuadorian Andes" (Nicole Bourque). (Contains references in each chapter and an index) (SV)

This book, consisting of 13 papers, deals with the theory, practice, and reactions to participatory research in the area of social research for development. Included in the volume are the following papers: "Breaking the Monopoly of Knowledge: Research Methods, Participation, and Development," by Budd Hall; "Creating Alternative Research Methods: Learning to Do It by Doing it," by Paulo Freire; "The Militant Observer: A Sociological Alternative," by Rosisca Darcy and Miguel Darcy de Oliveira; "Persons, Not Respondents: Alternative Approaches in the Study of Social Processes," by Michael Pilsworth and Ralph Ruddock; "A Critique of Monopolistic Research," by Rajesh Tandon; "Participatory Research or Pretense? Reflections on the Research Phase of an Indonesian Experiment in Non-Formal Education," by Nat J. Colletta; "The Ambiguities of Peasant Participation: Problems of Participatory Research in a Non-conventional Education Project in Senegal," by Oliver LeBrun; "Research as Education for Development: A Tanzanian Case," by Marja-Liisa Swantz; "Research in the New Communities Project: An Urban Housing Estate in England," by Paul Fordham, Geoff Poulton, and Lawrence Randle; "Peasant Participation, Adult Education, and Agrarian Reform in Chile," by Francisco Vio Grossi; "One Step Forward: A Community Project in Northern Canada," by James A. Draper; "Agricultural Farm Workers' Union in India," by Kalpana Tandon and Kawaljit Singh; and "Ambiguities in Participatory Research," by L. Dave Brown. (MN)

One of the larger of the native peoples of South America, the Araucanians include different ethnic subgroups, some of which are now extinct. Once geographically spread extensively over the southern cone of South America, at present they are reduced to only two closely related groups: (1) the Mapuche of southern Chile, the largest one; and (2) the Argentinian Araucanians of the southwestern Neuquen province. These groups share the problems of misery, pauperization, unemployment and economic exploitation of the working masses of the Chilean people, especially of the peasantry to which class most of them belong. They are also the object of racial discrimination. Consequently, they are subject to a double exploitation. Although principally their problem is a socioeconomic one, it is aggravated by the racial discrimination against them; consequently, they also have problems of lack of ethnic freedom and absence of equal opportunities for cultural expression. With special emphasis on the large Chilean Mapuche group, this paper discusses the: origin and evolution of Araucanian society, traditional Araucanian culture and society, sociocultural changes in the reservation system, demographic aspect, impact of agrarian reforms, and counter agrarian reform and the Indian communities. (Author/NQ)