A Broader Definition of Fragility: The Communities and Schools of Brazil's "Favelas"

Autor/in	Straubhaar, Rolf
Titel	A Broader Definition of Fragility: The Communities and Schools of Brazil's "Favelas"
Quelle	In: Current Issues in Comparative Education, 15 (2012) 1, S.41-51 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Equal Education; Foreign Countries; Classification; Slums; Definitions; Violence; Educational Environment; Cultural Context; Private Financial Support; Educational Finance; Brazil + Suchen Sie Ihr Suchwort? Ausland; Classification system; Klassifikation; Klassifikationssystem; Slum; Begriffsbestimmung; Gewalt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Private Investition; Bildungsfonds; Brasilien
Abstract	Though the existing literature on the "favelas" (or shantytowns) of Brazil thoroughly documents the chaotic and violent nature of life within them, few connections have been made between the literature on "favelas", fragility and small states, particularly with regard to the fragile state of educational institutions in "favelas". This article summarizes the primary findings of prominent favela studies across the social sciences alongside the literature on fragility, drawing out a summative definition of fragility that easily applies to the context of education in Brazilian favelas. Primarily, this article argues that not only do the slums of Brazil qualify for classification as fragile small states, but such a classification by prominent multilaterals would open these areas to donor funding for educational programming that could greatly mitigate their fragility and advance educational equity, as occurs in other postconflict and fragile settings around the world. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10