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This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

This reader on literacy provides a clear account of the major perspectives on literacy and adult education through 20 papers divided into three categories. An introduction provides an overview of the content of the papers. Part 1, "Issues," contains seven papers: "Literacy: Access to Power" (Dijkstra); "Development and the Possibilities for Literacy" (Ooijens); "Can We Work Literacy into Every Context of Development in Developing Countries?" (Shrivastava); "Can Literacy Work Lead to a Critical Consciousness?" (Hammink); "Beyond Literacy" (Barik); "Do We Need Separate Literacy Courses for Women?" (van Dijk); and "Teach Literacy in the First or Second Language?" (Tholen). Part 2, "Applications," consists of nine papers: "Literacy Crash Course: An Experiment with Tribal Women" (Shrivastava); "Amidst the Jungle of the Simipal Hills" (Barik); "The Income Project on Education" (Kumar); "Literacy in Rural Areas: TRICON Associates" (Banerjee); "Literacy in Zimbabwe: Problems and Limitations" (Chombo); "English Literacy: A Unions' Project in South Africa" (Mavuso); "The Literacy Work of CEPROD (Development Studies and Promotion Center)" (Galindo, Barahona); "Technical Training for Women: The Work of INCATEM (Institute of Technical Training for Women)" (Escobar); and "Literacy of Women in Peru" (Dasso). Part 3, "Requirements," contains four papers: "Supporting Literacy for Development" (Dubbeldam); "Limitations and Problems of Literacy Work from a Donor's Point of View" (Monteiro); "Limitations and Problems for Literacy Campaigns with Respect to Support and Prerequisites for Support" (de Vries); and "Education for All" (Storm et al.). Appendixes include an 83-item bibliography, an index, and brief biographies of authors. (YLB)

This collection of papers explores language socialization from very early childhood through adulthood. After "Introduction: Toward a Dynamic Model of Language Socialization" (Robert Bayley and Sandra R. Schecter), there are 16 papers in 4 parts. Part 1, "Language Socialization at Home," includes: (1) "Transforming Perspectives on Bilingual Language Socialization" (Lucinda Pease-Alvarez); (2) "Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households" (Aurolyn Luykx); (3) "Collaborative Literacy in a Mexican Immigrant Household: The Role of Sibling Mediators in the Socialization of Pre-School Learners" (Maria de la Piedra and Harriett D. Romo); and (4) "Growing Up Trilingual in Montreal: Perceptions of College Students" (Patricia Lamarre and Josefina Rossell Paredes). Part 2, "Language Socialization at School," includes: (5) "Representational Practices and Multi-Modal Communication in U.S. High Schools: Implications for Adolescent Immigrants" (Linda Harklau); (6) "Engaging in an Authentic Science Project: Appropriating, Resisting, and Denying 'Scientific' Identities" (KimMarie Cole and Jane Zuengler); (7) "Interrupted by Silences: The Contemporary Education of Hong Kong-Born Chinese Canadians" (Gordon Pon, Tara Goldstein, and Sandra R. Schecter); (8) "Novices and Their Speech Roles in Chinese Heritage Language Classes" (Agnes Weiyun He); and (9) "Language Socialization and Dys-Socialization in a South Indian College" (Dwight Atkinson). Part 3, "Language Socialization in Bilingual and Multilingual Societies," includes: (10) "Language Socialization and Second Language Acquisition in a Multilingual Arctic Quebec Community" (Donna Patrick); (11) "Growing a 'Banyavirag' (Rock Crystal) on Barren Soil: Forming a Hungarian Identity in Eastern Slovakia through Joint (Inter)action" (Juliet Langman); (12) "Multiliteracies in Springvale: Negotiating Language, Culture and Identity in Suburban Melbourne" (Heather Lotherington); and (13) "Terms of Desire: Are There Lesbians in Egypt?" (Didi Khayatt). Part 4, "Language Socialization in the Workplace," includes: (14) "Language Dynamics in the Bi- and Multilingual Workplace" (Christopher McAll); (15) "Back to School: Learning Practices in a Job Retraining Community" (Jill Sinclair Bell); and (16) "Bilingualism and Standardization in a Canadian Call Center: Challenges for a Linguistic Minority Community" (Sylvie Roy). (Contains approximately 475 references.) (SM)

The eight papers presented in this document discuss the link between substance and human life in Latin America and help readers uncover some of the myths surrounding drugs, especially cocaine. Contributions range from extensive research to field work and observation. Enrique Mayer demonstrates that the coca leaf is a vital Andean cultural element whose use and economic role will not be easily replaced or substituted. Myrna Cintron traces the historical roots of the cocaine problem, arguing that the current crisis is part of a periodic cycle that has seen cocaine change from recreational use to an economic commodity. Ray Henkel describes and analyzes the development of the coca industry and the impact it has had on Bolivia. Harry Sanabria presents research on out-migration from a high altitude peasant community in Bolivia and social differentiation based on coca agriculture. Luis Loyola explores the historical functions that alcohol consumption has had in peasant and Indian communities in Chiapas, Mexico, and provides an ethnographic account of the drinking pattern in Tenejapa, Chiapas. Raul Jeri's work on coca paste and Peruvian cocaine addiction shows that patients who present neuro-psychological disorders prior to cocaine exposure develop faster physical and psychological dependence. Rosa del Olmo examines the plight of women trapped in the highly rewarding underground economy. Edmundo Morales' paper on coca paste and crack explores the overall pervasive use of cocaine, its mechanisms, and the dynamics of manufacturing and marketing. Reference lists follow each paper. (GEA)

Chapter 6 of the book "Dilemmas of Modernity: Bolivian Encounters With Law & Liberalism" by Mark Goodale is presented. It explores the expectations on modernity in Bolivia considering moral, political, and economic developments. It states that Bolivia's expectations of modernity go beyond mere cement or wooden signs and they are also present in the wash basins, solar showers, and, the latrines.

Chapter 5 of the book "Dilemmas of Modernity: Bolivian Encounters With Law & Liberalism" by Mark Goodale is presented. It explores the cultural traditions and social importance of the act of matrimony in Bolivia considering the development of human rights and liberalism. It cites the equality of men and women in human rights which entails certain reciprocal duties for couples.

Chapter 4 of the book "Dilemmas of Modernity: Bolivian Encounters With Law & Liberalism" by Mark Goodale is presented. It highlights the relationship between gender, power, and law to examine the social practices and political ideology in Bolivia. It states that country's state law which envisions gender relations, citing that the Bolivian Penal Code prohibits the use of physical violence against adult women.

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)

The basic theme of this yearbook, "The Role of the Schools in the Improvement of Community Life," is open to a variety of interpretations. Many factors determine what role the schools will play in a particular country or area, and consequently, what part they may have in community improvement programs. Among the factors are the history and traditions, the economic, political and social conditions, and the culture of the country. Of great importance is the prevailing viewpoint, both among educational leaders and the general population, on the scope and purpose of education. The answer to the question, "To what extent is the school responsible for the type and quality of community living?" will largely determine the extent to which the school will participate in community development programs. This yearbook will describe what is being done in many parts of the world to use education as a creative weapon in the war against instability at the community level. Part I of this document--Some Programs in Action--contains the following papers: (1) The Bolivian Nucleos (Thomas A. Hart); (2) Community Education in Puerto Rico (Fred G. Weis); (3) Community Schools in the Philippines (Jose V. Aguilar); (4) The Role of the Schools in the Development of Community Life (W. E. Baker); (5) The "Schuldorf Bergstrasse" (Friedrich Ploetz); (6) The New Nationwide Program of Fundamental Education in Iran (Luanna J. Bowles); (7) Community Development through Adult Education (Philip Sherlock); (8) The Gold Coast Community Development Service (P. du Sautoy); (9) Fundamental Education at Ubon, Thailand (Richard M. Tisinger); (10) "CREFAL" Trains Teachers for Community Leadership (Horace G. Ogden); (11) Seeing is Believing: Community Education in the British Cameroons (Robert S. Drew); (12) Nomadic Education in Ethiopia (A. I. Sheddad); (13) Education for the Nomadic Tribes of Iran (Glen S. Gagon); (14) The Second Unit Rural Schools of Puerto Rico (Osvaldo Rodriguez Pacheco); and (15) The Community School in a Great Metropolis (Leonard Covello, Simon Beagle, and Leon Beck). Part II of this publication--Some Common Tasks--includes the following: (1) Community Schools of Taiwan--The Growth of an Idea (H. Emmett Brown, Isabelo Tupas, and Henry Yang); (2) College in the Country (J. Carson Pritchard); (3) Producing Instructional Materials in Thailand (Bernice E. Leary); (4) Preparation of Teaching Materials, U.S. Bureau of Indian Affairs (Ann Nolan Clark); (5) A School is Born (Mammo Wolde Senebet); and (6) Getting a Community School Program Started and Keeping it Going (Frederick H. Bair). Part III--Some Common Misunderstandings--includes: (1) Community Education and the Schools (Verna A. Carley; (2) Education and Village Improvements in India (Humayun Kabir); (3) Education and Changing Social Patterns (Samuel C. Adams, Jr.); and (4) The Relation of Education and Other Professions and Resources (Willard W. Beatty). (Contains 32 footnotes.) [The Yearbook Committee members were Bess Goodykoontz, Lane C. Ash, Muriel W. Brown, Paul S. Bodenman, Delia Goetz, Ella W. Griffin, and Frederika M. Tandler. Best copy available has been provided.]

This book attempts to engage theoretical questions of ethnicity, ideology, and identity as they are lived out by Aymara students in a small teachers' college in rural Bolivia. A year of fieldwork at the Escuela Normal Rural "Kollasuyo" focused on the experiences of Aymara students during their intensive training to become rural teachers, the primary disseminators of "national culture" to the rural population. On one level, the book is about analyzing "the way things are" in Bolivian teacher education--how certain conceptions of teachers and teaching arise, what conditions maintain these concepts, how educational practices affect students, and how students resist these practices and their effects. On another level, it is about questions of identity in modern nation-states, the school's role in the reproduction of the social order, subjects' resistance to that order, and the uses of language for both reproductive and resistant ends. Chapters are: (1) Ethnicity and the Construction of Nationhood; (2) Rural Schooling in Bolivia; (3) Student Life at the Normal School; (4) Curriculum and Identity; (5) Commodified Language and Alienated Exchange in the Normal School; (6) Student Resistance to Commodification and Alienation: Silence, Satire, and the Academic Black Market; and (7) An Alternative Vision: Notes toward a Transformative Bolivian Pedagogy. An appendix briefly describes the students interviewed. Contains approximately 225 references, extensive notes, and an index. (SV)