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"Chronicle, testimony and homogeneity are combined in the pages of El Pasado Recurrente, a work in which Iván Rodríguez Chávez evokes his experiences and student experiences at the Universidad Nacional Mayor de San Marcos in sixty years of great significance in the history of contemporary Peru."-- Publisher's website, translated

• chapter Introduction
• A critical conversation-global/world art and the university museum / Jane Chin Davidson
• chapter 1 Fowler at Fifty
• Looking back, looking forward / Marla C. Berns
• chapter 2 In the light of the Fowler
• Art, history, museology, and . . . / Donald Preziosi
• chapter 3 Global art and world art
• An update on art and anthropology in the university museum / Jane Chin Davidson
• chapter 4 African art and art history's global turn / Gemma Rodrigues
• chapter 5 East Asian art history at UCLA
• Its development and current challenges / Lothar von Falkenhausen
• chapter 6 Imagining art history otherwise / Claire Farago
• chapter 7 Time slip
• Fiat Lux Redux/Remix as university museum social practice / Catherine M. Cole
• chapter 8 Public trust
• The museum and the university / Selma Holo
• chapter 9 Other possible worlds
• The global university museum and its subjects / Sandra Esslinger.

Global and World Art in the Practice of the University Museum provides new thinking on exhibitions of global art and world art in relation to university museums. Taking The Fowler Museum at UCLA, USA, as its central subject, this edited collection traces how university museum practices have expanded the understanding of the 'art object' in recent years. It is argued that the meaning of cultural objects infused with the heritage and identity of 'global culture' has been developed substantially through the innovative approaches of university scholars, museum curators, and administrators since the latter part of the twentieth century. Through exploring the ways in which universities and their museums have overseen changes in the global context for art, this edited collection initiates a larger dialogue and inquiry into the value and contribution of the empirical model. The volume includes a full-colour photo essay by Marla C. Berns on the Fowler Museum's 'Fowler at Fifty' project, as well as contributions from Donald Preziosi, Catherine M. Cole, Lothar von Falkenhausen, Claire Farago, Selma Holo, and Gemma Rodrigues. It is important reading for professionals, scholars and advanced students alike.
(source: Nielsen Book Data)

• Forord
• Indledning
• Materialitet, Sanser Og Affekt
• Forskning I Museumsundervisning
• Museumsundervisning I Historisk Perspektiv
• Kulturpolitiske Vinde
• Hvorfor Museumsundervisning?
• Uren Pædagogik
• Indhold
• Udstillinger I Undervisningen
• Involverende Undervisning
• Uden Ord
• Den Svære Kunst
• Bibliografi
• Resumé
• Abstract.

• Introduction
• Governments
• Schools
• Teachers
• Parents and students
• International organizations
• Private sector
• Monitoring education in the Sustainable Development Goals
• Target 4.1: primary and secondary education
• Target 4.2: early childhood
• Target 4.3: technical, vocational, tertiary and adult education
• Target 4.4: skills for work
• Target 4.5: equity
• Target 4.6: literacy and numeracy
• Target 4.7: sustainable development and global citizenship
• Target 4.A: education facilities and learning environments
• Target 4.B: scholarships
• Target 4.C: teachers ⁰́₃ Education in the other SDGs: a focus on health, nutrition and water
• Finance
• Conclusions and recommendations.

"The second edition of the Global Education Monitoring Report (GEM Report) presents the latest evidence on global progress towards the education targets of the UN Sustainable Development Goals. With hundreds of millions of people still not going to school, and many not achieving minimum skills at school, it is clear education systems are off track to achieve global goals. The marginalized currently bear the most consequences but also stand to benefit the most if policy-makers pay sufficient attention to their needs. Faced with these challenges, along with tight budgets and increased emphasis on results-oriented value for money, countries are searching for solutions. Increased accountability often tops the list. The 2017/8 GEM Report shows the entire array of approaches to accountability in education. It ranges from countries unused to the concept, where violations of the right to education go unchallenged, to countries where accountability has become an end in itself instead of a means to inclusive, equitable and high-quality education and lifelong learning for all. The report emphasizes that education is a shared responsibility. While governments have primary responsibility, all actors - schools, teachers, parents, students, international organizations, private sector providers, civil society and the media ⁰́₃ have a role in improving education systems. The report emphasized the importance of transparency and availability of information but urges caution in how data are used. It makes the case for avoiding accountability systems with a disproportionate focus on narrowly defined results and punitive sanctions. In an era of multiple accountability tools, the report provides clear evidence on those that are working and those that are not."--Back cover.