By George Kelley, Elizabeth Ann Regan, C. Stephen Hunt
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Additional resources for Implementation of a Network Print Management System: Lessons Learned
Fine & S. W. ), Handbook of diversity in parent education (pp. 97–132). San Diego, CA: Academic Press. Biraimah, K. (2005). Achieving Equitable Outcomes or Reinforcing Societal Inequalities in Education? Educational Practice and Theory, 27(2), 25–34. Bloch, M. & Blessing, B. (2000). Restructuring the state in Eastern Europe: Women, childcare, and early education. In T. ), Educational knowledge: Changing relationships between the state, civil society, and the educationalcommunity (pp. 201–220). Albany, NY: State University of New York.
Certainly this is at least in part one of the underlying assumptions behind the spread of child development knowledge and notions of developmentally appropriate care and education socially diffused today. We cannot ignore the fact that for some social actors, particularly those concerned with global competitiveness, the appeal 12 D. M. Hoffman and G. Zhao of certain Western child-rearing ideas lies precisely in the fact that they are associated with the more developed societies. China is not the only place in which the identification of a practice or idea as American or Western is part of its appeal, at least for some (Hsueh & Tobin, 2003).
M. Hoffman and G. , 1992; Hoffman, 2001; 2003). It appears that the role of experts is linked to deeper assumptions about the relationship between science and culture, particularly the idea that scientific knowledge can ameliorate ordinary behaviours and interpretations that are guided by mere, or worse, obsolete, cultural traditions. It is also likely that scientific knowledge—as opposed to culture or tradition—represents a more legitimate, professionalized perspective, and is thus more appealing to an educated or socially conscious parent.