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IJER Vol 9-N2

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The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.
IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world.
Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

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ADILA PASALIC-KRESO*

Associate Professor, Faculty of Philosophy. Department of Education, University of Sarajevo

CHARLES J. RUSSO

Professor, Department of Educational Administration, College of Education, 300 College Park, Dayton, Ohio 45469-0534

One of the key factors that every country depends on is the education of its young. Individuals who lack a formal education will be incapable of providing for themselves, will completely be lost in the modern world, and will be unable to contribute to the welfare of their countries by being productive citizens. As reflected by U.N. Documents, such as the Universal Declaration of Human Rights (1948), Declaration of the Rights of the Child (1959), and Convention on the Rights of Child (1989), and practices throughout the world, education has been recognized as a fundamental human right. In fact, most nations dedicate significant portions of their budgets to education based on the recognition that these funds are an essential investment that will pay dividends in the future.

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Emily Hicks and Peter McLaren

Emily Hicks is an educator, cultural critic, and artist based in the U.S.-Mexico border region. Her undergraduate education included studies at the San Francisco Art Institute and UC Berkeley. She received her Ph.D. from UC San Diego, where she was a member a study group on aesthetics led by Herbert Marcuse. In 1984, in conjunction with the Olympics in Los Angeles, she codirected “The Peoples of Los Angeles,” an exhibit of holo-graphic portraits.

Hicks has been a member of the political art collectives BAW/TAF (Border Art Workshop/Taller de arte fronterizo) and Las Comadres. She has lectured and performed at many universities and cultural institutions in the United States, Mexico, Uruguay, Canada, Italy, Germany, Hungary, and Finland. Her work has been reviewed in Artweek, New Art Examiner, Arforum and Art in America.

She is an associate professor with a joint appointment in English and comparative literature and Chicana and Chicano studies, and has also taught at UC Irvine, USC, and the Universidad Autonoma de Baja California in Tijuana, Mexico. She participated in the K–12 Curriculum Project as an American Council of Learned Societies grant recipient (1992–95).

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