This study explored a future-fit scoping review from the perspective of leadership in schools within the context of Africa. A qualitative method was adopted for the study following a search of four databases, using specific key terms. Sequel to the search, articles were retrieved, coded and thematically analyzed. The findings of the study showed…

English language teaching has always been treated as a socio-cultural issue in post-revolutionary Iran. Fueled by anti-imperialist sentiment, the political authorities diagnosed Western influence as the major ailment of the society. Having to accommodate for the undeniable virtue of learning English for international communication, educationalists…

Outlines colonial histories and present constitutional statuses of 16 South Pacific Island countries. Discusses important legacies of colonialism in education systems, curriculum, and educational attitudes; education as an instrument of neocolonialist influence; and the complexities of international relationships (both regionally and with donor…

Explores the utility of the construct, compensatory legitimation, for the comparative study of curriculum policy. Demonstrates the limits of existing compensatory strategies for explaining the curriculum policy of Zimbabwe. Applies the construct to postcolonial states. Argues socialist curriculum policy supports the legitimation of the state in…

Compares educational policy changes in such areas as language of instruction and curriculum during postcolonial transition in Singapore during the 1960s and in Hong Kong during the 1990s. Discusses the extent to which the regional autonomy promised to Hong Kong by China is possible. Contains 32 references. (SV)

Maintains that environmental education in New South Wales is supported as an interdisciplinary priority area. Describes an environmental education/social studies unit using children's literature. Describes six lessons and presents samples of student writing in response to assignments. (CFR)