Search

Trauma-informed Care (TIC), Restorative Justice (RJ), and Multicultural Education (MCE) are three approaches to school reform widely being discussed and promoted within schools. The authors of this paper, representing the fields of psychology, social work, and education, present an integrated framework that acknowledges the commonalities these three models share, as well as the ways that they complement one another by focusing our attention on different aspects of urban education. We argue that the concept of healing offers a powerful heuristic for systemic school reform -- a guide for rethinking how we address pedagogical, disciplinary, curricular, and policy decisions. We are calling for the creation of "healing schools," arguing that, 1) Schools can play a valuable role in promoting healing and well-being among the students and families with whom they engage and 2) Many of our urban schools themselves need healing because they have become systems of toxic environments for adults and youth alike. To address the need for healing in schools, we present a framework promoting four key values: relationships, safety, belonging, and agency. These values are embedded within an ecological perspective, exploring how they manifest at the internal, student, school, and community/society levels.

In June 2020, the world witnessed an upsurge in Black Lives Matter (BLM) demonstrations following the murder of George Floyd, an African American, by a White American police officer. The international response called for the global community to reassess the value of black lives blighted by racist social systems. The mass sentiment acted as a catalyst for educational institutions, including those in the UK, to mount a response. It is in this context that a School Partnership Group representing primary and secondary schools in East London embarked on developing a workshop series for the professional development of school leaders. The sessions were aimed at school transformation through anti-racist educational approaches. In this article, we present a discussion of the workshop series held in the academic year 2020-2021, which brought school leaders together in a reflective community of practice. Drawing on data from focus group conversations carried out following the end of the series, this paper argues for school leaders' professional development that prioritises 'deep understanding' supported by reflective communities of practice as a pre-requisite for effective anti-racist practice and sustained school transformation.

Beyond a sewer or a ditch, the "gutter" is that narrow blank space between panels in every comic book or graphic novel. Seeming to say nothing at all, that thin white strip is where most of the magic actually happens. The gutter brings the art to life as sequential, and is the central site of tension and conflict, interpretation, imagination, and meaning making. The authors write that they often feel these days that they are living inside a comic book and so they write this opinion paper from the margin, the cut, the gutter. They assert that the evidence of terminal rot at the center is everywhere, and the accompanying collapse is all around us: a scandalous financial emergency and an economic sink hole based on deep structural problems; rampant and disgraceful political corruption; the relentless search for profits turning the earth into a sewer and creating an environmental crisis that cannot and will not be ignored; demographic changes caused by globalization and immigration leading to the disappearance of European American majorities everywhere; the stalemate and impending defeat of Western military forces in Iraq, Afghanistan, and the entire region; and the various challenges to U.S. hegemony and triumphalism from all points of the compass including North and South Asia, Latin America, a tentatively united Europe, and oddly jerry-rigged entities such as the Brazil, Russia, India, China (BRIC) alliance. According to these authors, this is the gutter we have inherited. This historic moment could surely be violent and horrifying, or it could be filled with new hope and possibilities. That is, in part, up to us, to how we think and what we do. In education, the notion of 21st century learners should mean the promotion of creative and empowering pedagogies, not just narrow technology-based job training. This new reality challenges us to reconsider every assumption and to reexamine first and fundamental principles as we forge an educational project for today.

There exist many actors within the realm of education policy planning and implementation, namely: the policy makers; the national, local and regional institutions engaged in the dissemination and interpretation of these policies; and the educational institutions that implement these policies at the ground level (schools). While schools are largely perceived to be at the receiving end of these policies, they are also held most accountable for any failures in effective implementation. The systemic factors, including: differences in local and regional institutions; the organizations that make decisions around functions, accountability and resource allocation; and the immediate environments surrounding the schools, are often ignored. This paper highlights institutional differences that affect policy implementation in two mega cities of India, namely, Mumbai and Delhi. The paper suggests that policy reshaping rarely considers the feedback from the bottom up; rather, policies are revised largely based on global and national agenda shifts rather than in response to on-the-ground impact of their implementation. The paper argues for a more reciprocal relationship between policy and practice, identifying the need for practice to influence policy in a mutually reinforcing process. Further, the paper argues that innovation at the local level of policy implementation is a critical mechanism by which such a reciprocal relationship can be established. (Contains 2 figures, 1 table and 4 endnotes.)

Systemic change is far more difficult than piecemeal reforms because it requires far more interrelated and interdependent sets of changes to occur. Systemic change has two potential areas of failure: (1) the change process (action) may never reach full implementation of the new system, and (2) the new system (vision) may not be well designed. This paper describes Reigeluth and Karnopp's (2020) compilation of a growing body of research-based knowledge about systemic change in education that includes both sides of the coin: (1) the vision, for which they describe 25 principles organized into six core ideas, and (2) the action by which the vision is created and implemented. The action knowledge base includes guidance about values, principles, and both sequential and continuous activities. The sequential activities are different for a school district than for an independent school. We define "independent school" as one that is not part of a district or other organization but may be a public school.

This essay is a call for world-systems analysis of education. It defines the central features of world-systems analysis, discusses the literature pertaining to the emergence and consolidation of a world economic system, points up some promising research by comparative educationists, and suggests some areas for future research. (Author/KC)

Over the previous decade, co-operative schools have emerged as a feature of, and resistance to, processes of marketisation in the English schools sector. The co-operative schools project, an education initiative of the UK co-operative movement, has been positioned as a 'values-based alternative' to the controversial academies programme. This paper examines the claim of the co-operative alternative and questions whether the co-operative schools project risks reproducing neoliberal values through a reliance on the ideal of the 'self-improving school'. The discussion focuses on the evolution of one inner-city co-operative school. Through a close examination of its sociohistorical context, and with attention to the experiences of those involved, this case study explores the realities of a co-operative school striving to operate within a competitive system.

Purpose: The purpose of this paper is to present a rationale for organizational histories of schools and school districts and discuss the findings of selected examples of the genre. Design/methodology/approach: The author presents a vignette of an organizational history, discusses key elements of the methodology, and offers seven ways in which organizational histories address important issues in educational research. Findings: A case is made, using actual examples of research, that organizational histories of schools and school districts can contribute to testing existing theory, developing new theory, describing how educational change occurs, accounting for the sustainability of educational change, explaining organizational continuity over time, understanding school and district responses to persistent social issues, and balancing an over-emphasis on the impact of school and district leaders. Originality/value: The paper draws on the author's original contributions to organizational history as well as the contributions of his doctoral students and others.

The purpose of this paper is to provide a historical and conceptual link between Ella Baker's Freedom School model and Paulo Freire's demand for critical education and emancipatory learning. Ella Baker, situated in the daunting environment of the Civil Rights Movement, saw education as a tool for social mobility for Mississippi residents in 1964. Paulo Freire, likewise, demanded that educational changes be made for the social plight of Brazilian citizens. This need for liberating education spanned across decades and is still needed today. Under the leadership of the "Children's Defense Fund®" (CDF), Freedom Schools still exist today as summer literacy programs for youth. This paper will provide a historical overview of the original 1964 Freedom Schools program and a programmatic snapshot of the current "Children's Defense Fund" (CDF) Freedom Schools program. In addition, this paper will explore the academic and social benefits that Freedom Schools offers, while outlining the imperativeness of the program's social action component for students.

Purpose: The purpose of this paper is to shed light on changes in the Malaysian education system, with particular reference to the development of Smart Schools, and to evaluate progress with respect to knowledge management in school education. Design/methodology/approach: The research is designed around questionnaires based on a knowledge management conceptual framework administered to random samples of 50 teachers in 25 Smart Schools and 25 Non-Smart Schools so as to be able to make comparisons. Findings: The findings provide evidence relating to a number of factors in knowledge management, its importance, the methods of managing knowledge, knowledge activities, barriers to knowledge management and factors contributing to knowledge management. Originality/value: The originality of the paper lies in its Malaysian context and the lack of research into knowledge management in the field of education in general. (Contains 10 tables.)

Purpose: The purpose of this article is to provide an assessment of business educational reform requirements in China, in the light of current employability needs. Design/methodology/approach: After introducing the problem the paper discusses labour market demands for business graduates. The paper continues with a thorough conceptualisation of the concept of employability and current notions on career development, and concludes with proposals for reforming the business education curriculum. Findings: Employability enhancement should be an integrated activity that is undertaken in close collaboration between different parties, and to eliminate recruitment bottlenecks, policies that affect both graduates suitability and labour requirements are needed. Practical implications: The paper is a useful source of information and advice for educators, employers, and business education students planning to invest in their future employability. The paper is meant to evoke discussion and to stimulate curriculum reform efforts. Originality/value: This paper focuses on current labour market demands and offers insights for educational institutions engaged in optimizing curricula. (Contains 3 figures.)

Using CiteSpace to draw a keyword co-occurrence knowledge map for 1,048 research papers on the quality of higher education from 2000 to 2014 in the Chinese Social Sciences Citation Index database, we found that over the past 15 years, research on the quality of Chinese higher education was clearly oriented toward policies, and a good interactive relationship formed between research and policy. Looking at research topics, apart from macrodiscussions of the spirit of several educational reforms, the relevant topics are mainly focused on higher education quality issues in the massification stage, issues of higher education academic management, issues of student cultivation, and issues of ensuring and evaluating higher education quality. Of these, issues of ensuring and evaluating higher education quality have continually been the mainstream of research on Chinese higher education quality, and there has been an increasing trend of emphasizing ensuring internal quality within schools, emphasizing student participation, and evaluating the effectiveness of student learning. Scholars had a renewed focus on the topics of higher education academic management and student cultivation after 2010, and truly improving the quality of higher education will become a future hot topic of study, however there is an urgent need for further study. [ABSTRACT FROM PUBLISHER]

The past 15 years have been a dramatic and unique period for education systems all over the world. The challenges have become more complex and the need for schools to promote their agenda has become cardinal and, in some cases, even critical. Today, parents, children, pupils and teachers are motivated by their senses and the positioning of leading brands in the market, including the educational market. As this is the reality, schools need to change their approach and develop a sense of marketing and branding in their DNA if they wish to survive this chaotic period (universities and colleges have engaged in marketing for years). This article will present a new approach for marketing schools and offer a strategic plan that every school can adopt and implement. Warner (2009) emphasizes that a strategic plan is the essential first step for the success of any school. It is time for schools to realize that they need to differentiate themselves and try to position their uniqueness (and if they do not have such a uniqueness, it's time to create it) in the system if they seek to lead and survive this "crazy" time. A series of interviews and data from open questionnaires was collected in Israel from principals and teachers and a qualitative analysis was conducted to define their views in relation to marketing schools. The main message in this paper is that schools are afraid of marketing, yet they need a marketing plan (Foster, 2011). Marketing is an essential part of a school district's communication plan, as it is in any successful business. If it is not, schools may find themselves out of business. (Contains 5 tables and 1 figure.)

This paper reports on a case study of schools in Vietnam wherein teachers are engaged in school reform activities known as professional teacher meetings (PTMs), which is based on an approach called lesson study for learning community (LSLC). The PTMs under LSLC were introduced in 2006, but the teachers involved are still conducting the activities despite scarcity of resources, particularly technical ones. This study addresses the following research question: Why have teachers continued to organize PTMs after the project ended? Three aspects will help address the research question. First, teachers had faith in the effectiveness of the PTMs. Second, enthusiasm and support of seniors and authorities such as school principals could have also helped sustain the PTMs. Third, the need to maintain a respectable reputation before external parties could also be an important factor.

Jean Lave and Ray McDermott (2002) did a service with their powerful reading of Marx's 1844 essay on "Estranged Labour" (Marx, 1964). In reworking Marx's critique of "alienated labour" in terms of "alienated learning," they reminded everyone of Marx's own impassioned revolt against the inhumanity of the capitalist order and found a novel way of illuminating Marx's standpoint through an exploration of formal schooling. Julian Williams (this issue), responding to Lave and McDermott's initiative, offers a subtle and sensitive discussion of the problems and contradictions in formal education generally, and maths education in particular, in relation to capitalist society. Although Lave and McDermott emphasised the striking congruences between what passes for "work" and what passes for "education" in a society built on alienated labour, Williams attempts to throw further light on "alienated learning" by tracing the inner connections between school activity and capitalist production, seeing formal education in terms of its role in the production of labour power as a commodity. The two publications complement one another and should stimulate further discussion about the relevance of Marx's work to the educational sphere as well as to other forms of activity. Their work also connects to more general discussions of the import of Marx's notion of alienation in such classic texts as Ollman (1976) and Meszaros (1978). At the same time, their work echoes the theme of the necessity for radical transformation of educational practice and educational institutions as part of a general programme of socioeconomic and political transformation (Freire, 1969). The distinctive feature of Williams's approach, like that of Lave and McDermott, lies in explicit application of Marx's philosophical and economic work to an analysis of the connection between institutionalized education and the kind of society that creates it and is educated by it. In this article, the author follows their lead with some reflections on the significance of the issues they raise and their implications for current debates within CHAT.

In August 1945, Imperial Japan surrendered to the Allied Powers. From September 1945 to April 1952, the United States occupied the defeated country. Douglas MacArthur, an American army general and the Supreme Commander for the Allied Powers (SCAP), attempted to transform Japanese society from an authoritarian regime into a budding democracy. Japan's new constitution, written in English in one week by MacArthur's General Headquarters (GHQ) in Tokyo, guaranteed every citizen freedom of expression and academic freedom. The notorious "Red Purge" was instituted nationwide in the final phase of the occupation, from July 1947 to March 1951, and proved to be a critical test for the survival of academic freedom. The GHQ ordered the Japanese Cabinet to fire communists and their sympathizers from private companies, government offices, and all educational institutions. American educator Dr. Walter C. Eells, who served at GHQ as adviser on higher education, became a central figure in the "Red Purge" of Japan's educational system, and thus emerged as one of the most infamous figures of the U.S. occupation. Between July 1949 and May 1950, GHQ's Civil Information and Education Section (CIE) dispatched Eells to thirty national universities to call for the immediate dismissal of communist professors. Often the Eells case is interpreted solely from the Japanese perspective. But this article aims to reveal the complex internal tensions and discussions within the CIE and, in particular, elaborates Eells's own view. An awareness of these hidden but critical factors offers a more refined understanding of the "Eells typhoon ("Iruzu senpu")," as the Japanese called it at the time. In order to place the Red Purge in Japan in a broader context, the author presents an overview of anticommunist sentiment in the United States. (Contains 100 footnotes.)

This article examines the ways in which the complex and at times contradictory project of "conservative modernization" has altered the terrain of education. It extends the arguments I make in "Educating the "Right" Way" (2006) about understanding the "right", about the possibilities of interrupting the right in education, and about our roles in assisting in the building of workable alternatives. It proposes a number of tasks of the critical scholar/activist in education. The aim is to contribute to an ongoing set of crucial debates about the means and ends of our educational institutions, about their connections to larger institutions and power relations, and what our responses to these relations should be.

There is a closed cycle of design education that replicates the most common design practice--and feeds into that practice that seeks awards based on incremental change supported by professional organizations and trade journals--that feeds back to education forms for imitation. This is the educational failure this paper cites. It takes to task the stagnant, homeostatic educational institutions that fail to transcend the traditional guild system and sustains an anti-intellectual view of design and its future. Exposing historical roots of the situation, the author calls for design education to embrace preparation of students for the "knowledge society" and take a leadership position in design's future.

The image of the schools and the teaching profession according to the media is usually negative. The negative picture is one reflecting the social problems of society and the failure of schools to educate, that is, drop-outs, teenage pregnancies, substance abuse, guns, knives, and attacks on students and teachers. Occasionally, the positive picture is communicated illustrating the success of the school and its professionals. Teachers help students to realize that their dreams can become realities. These professionals teach students to not only acquire basic skills, such as writing, but also help students acquire an identity of caring for self and others as well as succeeding in life. Great professionals make great schools, but as the teacher goes so goes the school. To prepare tomorrow's adults to live in an interdependent, global society, the author argues that educators must march bravely forward. They must take an active role in reforming and restructuring the schools. (Contains a bibliography.)

Here we examine New Labour's education policy concerning social justice and the organisation of educational provision with reference to social capital as policy vocabulary. The central focus is on policy discourses and practices in relation to networking between schools and other partners. We identify three policy phases for reducing inequalities and social exclusion, while supporting human capital formation: (1) EAZs in the late 1990s; (2) refocusing on specialisation and beaconisation, 2000-2003; and (3) transformations signalled by the diversity and choice agenda of the White Paper 2005, academies and trusts. We detect a drift in policy targets and aspirations from the early idealised "new and exciting" kinds of educational participation and democracy, returning to more traditional professionalist arrangements in specialisation/beaconisation, and currently moving in the direction of post-democratic governance in the academies programme, while doing little to challenge processes of stratification of educational institutions or outcomes. We develop the argument concerning the "post-democratic" turn in education policy by exploring the possibilities and limitations of policy-making which deploys social capital vocabulary and mechanisms, ending with the paradox of social capital as a theory of democracy articulating with "post-democratic" educational structures. (Contains 2 tables, 3 figures and 5 notes.)

Society needs responsible leaders and entrepreneurs. CDIO (conceive, design, implement and operate) is a framework for engineering education based on outcomes, more than on contents, that has been adopted by a growing number of engineering educational institutions for producing the next generation of engineering leaders. In order to support engineering students to become entrepreneurs and to bear other concerns than merely technical on today's rapid changing world, the authors believe the CDIO syllabus needs to be improved, and therefore propose a prerequisite to a useful CDIO perspective: IdEF, standing for Identify, Evaluate and Formulate real problems and needs. Based on this concept, this paper describes a new pedagogical project framework (PUKHA--to project, to undertake, to know how to achieve). Within PUKHA projects, more than 300 students have trained and checked their will, risk, responsibility, communication, leadership and entrepreneurship over the last three years. (Contains 5 tables.)

Despite a growing awareness of the implications of the changing nature of literacy due to the impact of technological innovations, literacy pedagogies in educational institutions across the world continue to be predicated on a performative model, in which emphasis is placed on transmitting narrow concepts of literacy that privilege the alphabetic principle. However, an examination of recent developments in England indicate that there is, increasingly, a disconcerting relationship between new literacy practices as experienced by children and young people outside of schools and the development of literacy curricula and pedagogy by policy-makers. This paper draws on Bernstein's (2000) conceptualization of the "recontextualizing field" in order to explore how national literacy policy in England is selectively appropriating aspects of new literacy practices and reformulating them in ways which dissipate their potential for innovation and transformation. Berstein's "Official Recontextualizing Field" (ORF) and "Pedagogic Recontextualizing Field" (PRF) in which these developments are taking place are analysed in order to determine how the out-of-school discourses of children and young people are being ideologically transformed as they start to inform national policy. Instead, it is suggested that account needs to be taken of the way in which children and young people are engaged in innovative literacy practices, drawing from current uses of social software on "Web 2.0" as an illustrative example. In taking account of these developments, schools can adopt "productive pedagogies" (Lingard, B., Ladwig, J., Luke, A., Mills, M., Hayes, D. & Gore, J. (2001) The Queensland school reform longitudinal study, Vols 1 and 2 (Brisbane, Education Queensland)) in order to ensure that all pupils become successful literacy learners. (Contains 2 notes and 3 figures.)

This dialogue centers on the following questions: (1) How can schools help a society select or identify new elites who are hopefully as good as and perhaps even better than those individuals who belong to the existing elite system?, and (2) How can we create learning situations that provide the most general learner with a broad basic education? The first question is rejected as highly inadequate and unsatisfactory partly because it makes a number of mistaken assumptions about how schools can best meet the educational needs in modern countries (such as the United States, the United Kingdom, and Canada). The second question is deemed extremely worthwhile; it should be at the heart of educational dialogues in liberal democratic societies. The discussion is mainly about the desirability of replacing the first problem (of selecting new elites) with the second problem (of a broad basic education) by the way of commentary on the development of Western educational thought from Plato to Popper and beyond. A major aim of this dialogue is to upgrade the way elites in liberal democratic societies attempt to reform and improve our educational institutions.

The aim of this paper is to outline a theoretical and methodological framework for the understanding, design and creation of teachers' collective capacity through the implementation of knowledge cities in educational institutions which are registered in the context of a fourth generation of Knowledge Management. The authors suggest four pillars on which collective capacity building should be based. The three principles they identify, which would aid in promoting change are praxeology, action research and accompaniment. These would be the key elements for the implementation of knowledge cities in education. From an anthropological point of view, collective capacity is achievable through and emerges from the inner potential of the organisational members in combination with the internal dynamics and the structure of the knowledge city. (Contains 1 table and 3 figures.)

Russia has been in a constant state of reforms since 1985. The purpose of the reforms was supposed to be that of improving the production and non-production spheres of society. In actuality, things are a bit different. The losses in the economy in the years of the reforms have turned out to be greater than during the Great Patriotic War. At that time the volume of industrial production fell by 21 percent, while agricultural production fell by 40 percent. The twofold drop in production in Russia in 1991 to 1998 can be compared to the Great Depression in the United States in 1929 to 1932, and in some sectors it approaches the losses inflicted by the Civil War in 1918-21. At first glance, the situation in education appears to be the direct opposite. The number of college students in higher educational institutions in Russia rose from 2.8 million in 1990 to 5.4 million at present. But of that number only 51.3% are enrolled on a budget-funded basis. In this article, the author discusses the issues relating to regulation of higher education in Russia and examines whether it is possible to increase the number of college students enrolled on a budget-funded basis, given the drastic slump in production in the country's economy. Among the issues, the author stresses the mismatch between the Tax Code of the Russian Federation and the laws on education and discusses how the year 2002 was marked by a new offensive on the part of the government of the Russian Federation against higher educational institutions.

Education systems are constantly changing. The changes are driven by two main pressures. One type of pressure arises from changes in the economic, demographic and technological environments within which education operates. The other type of pressure arises from changes in society's normative values, beliefs and expectations. These two sets of factors can change very quickly while educational institutions, and the regulatory frameworks which govern them, tend to change more slowly. Educational change often involves trying to modernise institutions to bring them into line with recently changed values and environmental conditions. This article presents a conceptual framework for exploring the problems that generate changes to the education system and uses this to highlight how recent policy initiatives by central government, which are intended to address problems, are concurrently creating additional problems. This analysis helps to explain why some education managers might currently feel as if they were being asked to "run up the "down" escalator." (Contains 1 figure.)

E-Learning has been frequently heralded as a transforming influence on global education and corporate training. Despite such rhetoric, the adoption, diffusion and exploitation of e-Learning by educational institutions and organizations have been slower than anticipated. In this paper we attempt to examine the future of e-learning by adopting a scenario planning approach, which formed the basis of a recent major international conference held in Edinburgh, Scotland in February 2004. We set out the background of the study, the methodology used to investigate the futures of e-learning and reflect on the process and outcomes of the exercise to provide some assistance for practitioners in the field. Our general conclusions are that the scenarios have been a valuable starting point to engage in a more informed discussion of how e-learning may transform education and training markets and the ways in which people learn over the next decade.

This paper takes ecological systems theory as a conceptual basis for defining and examining the main aspects of 'system leadership' in a large-sized multi-school group, such as a multi-academy trust (MAT) in the context of England. The theory provides a sound framework for understanding the processes and interactions involved in this notion of leadership which is framed within an educational ecosystem as a complex set of interconnected elements. Such an approach focuses on MAT leadership strategies able to create and guide a holistic conception of educational change in the market-oriented and decentralised educational system of England. Data were drawn from interviews with eight MAT leaders and analysed alongside documentary evidence. The findings provide specific insight into the daily work of executive leaders acting as system leaders seeking to create and sustain achievement-centred and practice-focused systems MAT-wide. They demonstrate the social and developing as well as the organisational aspects of system leadership in MATs and the ways in which different elements of the environment influence executive leaders in thinking and acting systemically. This paper adds value to existing knowledge on MATs and the ways in which they are led by system players. It broadens the frame of reference of leadership beyond the individual school to consider features of the broader system and environment. Complexity and ecological perspectives provide essential tools to understand more deeply educational change and have the potential to analyse notions of leadership across multi-school groups. [ABSTRACT FROM AUTHOR]