Black Board Struggles: Teacher Unionism Under the ‘Democratic’ Rawlings Regime 1992-2000
Introduction hana’s return to liberal democratic rule formed part of what has been generally accepted as the third wave of democratisation in Africa, when internal frustrations with growing corruption, repression and unemployment in most African countries, conjoined with the fall of the Berlin wall in 1989, triggered waves of democratic protests, which eventually led to the birth or rebirth of new democracies across Africa (see Bratton & Van de Walle 1997). In Ghana, by December 1991, when the Provisional National Defence Council (PNDC), the quasi-military regime that was formed after the 1981 coup, observed its tenth anniversary, the move towards constitutional rule had taken firm roots. Two significant developments in 1992 sealed the rebirth of a democratic Ghana. The first was a
Globalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of Benin
L'auteur tente d'expliquer les differences d'impacts de la mondialisation au niveau local sur les systemes educatifs par les variations de l'identite des enseignants. L'enseignant, considere en tant qu'acteur social, politique et historique d'un pays donne, peut malgre tout aider a apporter des solutions aux politiques reformatrices developpees. En effet, si les pays en voie de developpement ont des besoins similaires qui repondent a des logiques, des priorites et des attentes bien definies, les consequences des reformes engagees different selon les pays.
Cocoa and Chaos in Ghana
quite rightly point out the futility of such a strategy, for "although women are altruistic, they are not foolish and they will not willingly devote their total energies to their own economic disenfranchisement" (p. 258). Women must be given a better deal in agricultural production if they are to play a progressive role in Africa's agricultural rebirth. This is the book's underlying theme. If only policy makers in Africa and abroad agreed in both theory and practice.