454 BOOK REVIEWS

A problem encountered with this model relates to the quantification and costing of qualitative characteristics. It may be possible to do this, but more developmental work is needed. Until this is done there is a danger in reducing such factors to figures for the benefit of having an easy to use measuring instru- ment. At a more basic level, planners will be aware that in all textbook projects there are personal, political, social and economic factors not allowed for in this technical index.

Although this version of the Index could be usefully revised to make it clearer and more easily accessible to the intended audience, this is an interesting project that reflects wide experi- ence, and one that, with further development and refinement, may prove to be a useful addition to the literature.

RUSSELL JACKSON Ministry of Education, Papua New Guinea

and MICHAEL CROSSLEY University of Bristol, UK

International Encyclopedia of Teaching and Teacher Educa- tion (2nd edn): Lorin W. Anderson (ed.). Pergamon, Oxford, 1995, ISBN 0-08-042304-3, 684 pp., £95/$150.

Reviewing this encyclopedia for International Journal of Educational Development leaves a reviewer in something of a quandary. On the one hand, I find the volume singularly inap, propriate for developing countries (and, indeed, of doubtful relevance to major political concerns in developed countries); on the other hand, it is published by Pergamon, who also publish this journal, and know at least something of the international market. In the end, I can be true only to my own reactions; I may have a limited life span on the Editorial Board of IJED.

The first edition of this encyclopedia was published in 1987. Then, as the Preface states, slightly more than 50 per cent of the contributors were from North America. In the second edi- tion, it is stated that this figure has increased by 'about 4 per cent'. In fact, 101 of the 150 contributors have a USA ad- dress. This looks like two-thirds, discounting the origins of the writers• Fourteen of the rest are from Australia, 13 from the UK and a few from other parts of Europe, Israel or Canada. Although non-industrialised countries are mentioned, there is not a single author from a developing country of Africa, southeast Asia or South America, or from Eastern Europe, China or Russia. I find this extraordinary in an encyclopedia claiming to be international. The lack of a country index makes it difficult to verify the strength of the North American subject bias, but it is evident.

Countries such as Indonesia, Pakistan and India are mentioned, but often within a single article (such as Gardner's 'In-service teacher education'. The one mention of Kenya refers to the language of instruction. This is a major issue, and not just in developing countries, and deserved extended treatment. Contributors have obviously been asked to take 'an international dimension' and off-hand comments appear, but the result is worse than an unashamed Northern approach. An entry on 'Teacher certification and standards', for example, cites Altbach's hardly riveting statement, 'In the Third World there is concern that a sufficient number of teachers be provided and that these teach- ers have appropriate training', but then continues with the tell- ing (and typical) clause, 'In light of the previous discussion, this entry focuses primarily on industrialised countries, with most

of the examples taken from the United State~ At the same time, however, the concepts and ideas presented and discussed are ap- plicable to virtually all countries' (p. 566).

Not so. Processes for 'Certification and licensure' and the 'Approved program approach' are not universally applicable. What the volume misses is a sustained comparative and politi- cal analysis of the function of teachers and teacher educa- tion in the global economy• Ginsburg and Kamay on 'The political work of teacher~' are good, as is Weiner on 'Gender and racial differences among students, but theirs are islands among otherwise unremitting psychologistic or behaviourist approaches to teaching. There is no idea that much can be learned from teacher survival and education in contexts of stringency, no attempt to locate the function of schooling - - and therefore the political activity of teachers - - in the maintenance of what is now a globalised process of social regulation•

I suspect that at least some of the articles are the original ones with a few extra references thrown in to make them 'updated'. We have instructional programmes, behavioural modification, individualised testing, professional socialisa- tion of teachers, assignment and supervision of seatwork, mastery learning; in this sense the collection fulfils its aim of being a handy reference text to current and past practices and analyses. But it seems an opportunity missed. I do not get the feel from the volume that the editors have sat down to think about the role of teachers and teacher education in a world which has seen major upheavals in the 1990s - - in the former Communist states, in South Africa, in Hong Kong/China, as well as in technology and communications - - and thought through what teaching and teacher education are going to be all about after the year 2000.

LYNN DAVIES University of Birmingham

Community, Control and Change: A.M.E. Jones, Avebury, Aldershot and Brookfield, Vermont, 1995, ISBN 1-85972- 062-5, 138 pp., £35l$59.95.

This unpretentious book provides a series of readable ac- counts of community activities in various parts of Asia and the Pacific. Its focus is community-oriented development through action taken by local people, government projects, NGO schemes, or external aid-funded initiatives• Insofar as what they do is educational, they are non-hierarchical, non- formal and concerned to raise the awareness of community members about the processes through which they have become marginalised from the mainstream of development• It is also about the ways in which people learn about the obstacles which intervene in their work and prevent them achieving their stated objectives

The agenda are set by the author's personal experience liv- ing in the countries and associated with the projects she describes. Against change at the level of the global political economy, she remarks on the new interest in community as the area in which pauperisation and displacement will be overcome and sets out to challenge its assumptions. To help the reader, she contextualises her understanding of com- munity education with reference to seminal writers on com- munity, from Tonnies to Fasheh, and the ambiguity that is inherent in defining participation - - when linked to democracy,

BOOK REVIEWS 455

planning, training, formation and community development - - often without accounting for leadership. From this posi- tion, she presents, through examples, her analysis of the extent to which it is possible for people to learn to analyse critically at local and national levels, so as to be able to organise themselves for change.

Jones examines the sustainability of efforts to create a club in outback Australia to engage the energy of aimless adolescents and, in South Pacific island states, problems of short-term, production-oriented training for out-of-school youths. She ad- dresses the functions served by community houses, again in Australia, and the ways in which their effectiveness assumes that the approaches adopted by learners and facilitators will be consonant with their aims. In a similar vein, she discusses the role of neighbourhood committees in China as mediators of conflict between government and people and initiators of activities intended to foster community integration. In the context of integrated rural development in India, she discusses the paradox of increased dependency and autonomy as products of effective project leadership. She highlights politi- cal interface activities, at the level of the community and global polity, which will ensure central support for educational

development in NWFP in Pakistan. She shows that less politi- cally aware Australian tourists, exposed to development educa- tion through travel, may increase their sensitivity to social justice in different environments.

In some ways, the book sets out to illustrate the principles of continuing education. With care in every story to provide national and local background information and (in several) an explicitly gendered framework, Jones reflects not only on events as they unravel, but on the structures that shape them and the implications of these for community capacity (extant or once built) to further their ends within them. As a resource, the book will introduce undergraduates and other novices, sometimes through anecdote, to the practice of community development within a simple theoretical framework. It will serve as a catalyst for discussions among adult learners and facilitators of adult learning, perhaps in community groups, to inform their understanding of the limitations of their own practice, as the achievability of present targets recedes.

ROSEMARY PRESTON University of Warwick