Thibaut Lauwerier

Handbook of global education policy

experiences. However, Taïeb suggests that the greater value of these excerpts lies in their potential to act as vignettes and prompt further critical discussion between students and educators. In Chapter 6, Neriko Musha Doerr examines the relationship between affect and subject formation by comparing and contrasting the experiences of two students. Although lacking a clear theorisation of subject formation, these comparisons work well to dispel the myth of normative routes to intercultural competence by bringing in ‘affective investment’ (139) as key to understanding difference, types of learning and perceptions of successful study abroad experiences. A similar comparative approach is taken by Yuri Kumagai in Chapter 7 by problematising ‘immersion’ as standalone pedagogy, arguing instead for an awareness of how individual motivation and experience intersect with longer-term study abroad sojourns. Part 3, ‘Serving with Passion: Romantic Images of Self and Other in Volunteering Abroad’, comprises two chapters about volunteer English language teachers. In these chapters, Cori Jakubiak (Chapter 8) explores the desire for an ‘authentic’ experience in short-term volunteering. She argues that organisations tap into this desire for authenticity in their marketing materials, and subsequently, in the volunteer experiences they offer. To this end, Jakubiak uses romance as a lens to reveal why some volunteer experiences can lead to a renewed validation of US superiority. Ruochen Richard Li (Chapter 9) contextualises this further, using modernisation and anticolonial theory to chart the ambivalence of teaching (and learning) English as a Foreign Language with World Teach in the Marshall Islands.

INVESTIR NO PRÉ-ESCOLAR NA AFRICA SUBSAARIANA. UMA SÍNTESE DA LITERATURA INTERNACIONAL

This literature review summarizes and integrates the existing knowledge on early childhood education and preschool programs in order to assess under what conditions the preschool has a positive impact on cognitive and social development of preschool children and their subsequent school achievement. Four basic conditions emerge from the literature for a quality preschool education in disadvantaged contexts: 1. relevant teaching models; 2. an education rooted in local culture; 3. involvement of families and communities; 4. programs of health and nutrition related to preschool. http://dx.doi.org/10.14572/nuances.v22i23.1765