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This book is a collection of academic articles selected from papers published in the Chinese journal Educational Research in 2021–2022. Educational Research was first published in 1979 and is a national, comprehensive, and theoretical journal of education research. It is sponsored by the Ministry of Education of the People's Republic of China and the China National Academy of Educational Sciences (CNAES). This book presents 20 important educational research articles and covers topics such as educational policies, education technologies, teacher education, and moral education. This book showcases a curated selection of education research outcomes in China and aids readers in developing a comprehensive understanding of China's education reform and development.

The chapters in this book are based on selected peer reviewed research papers presented at the 11th biennial Networked Learning Conference (NLC) 2018 held in Zagreb and were chosen as exemplars of cutting edge research on networked learning. The chapters are organized into three main sections: 1) Aspects of mobility for Networked Learning in a global world, 2) Use and misuse of algorithms and learning analytics, 3) Understanding and empowering learners. The three main sections are flanked by chapters which introduce and reflect on Networked Learning as epistemic practice. The concluding chapter draws out perspectives from the chapters and discusses emerging issues. The book focuses on the nature of learning and interactions as an important characteristic sought out by researchers and practitioners in this field.

This book provides a comprehensive overview of historical and postmodern developments in the Moroccan education system, in order to construct a deeper understanding of its structural, linguistic and epistemic complexities. The chapters provide readers with a nuanced grasp of education and its intersections with wider geopolitical, sociopolitical and sociocultural conditions in Morocco as a postcolonial Southern country which is actively seeking to consolidate its position internationally. Covering education from primary school to university, the book features critical reflections on topics such as language-in-education, policy and planning, the politics of education, globalization and nationalist rhetoric. The book is an important reference for anyone interested in understanding the complexities of the education system in Morocco, and more specifically students and scholars who are interested in the sociology of education as well as education and language policy and planning.

This book covers the construction of international education research community in the 1950s-1990s, and the growth of its ‘disembedded'laboratory i.e. networks, spaces, materiality, travelling, translations. The book follows a sociology of science theoretical framework in order to examine the research-archive of the Swedish internationally renowned educational scholar Torsten Husén (1916-2009). The archive reveals the shifting and heterogenous transnational networks that contribute to the development of social science research beyond fixed time and space dimensions, and that extends social science beyond individual ideas, researchers, environments, institutions and universities. These are practices that create, mobilise, sustain and challenge relations between actors in innovations, knowledge creation and various social activities. In other words, the archive represents the socio-material manifestation not only of the intellectual trajectory of a key education actor but the growing organisation of a whole scientific field at the time.

The study illustrates the paradoxical relationship between nationalization and internationalization in the case of Albanian higher education. It demonstrates how global transformational processes and foreign policy have impacted the international dimension of higher education as a nation-building institution. The analysis considers the effect of foreign policy and the interactions between the state, the university, and the cultural elite. The study applies the concept of causal mechanisms as an analytical and narrative device. Foreign policy analysis is framed within an international patronage regime. The international dimension is defined in terms of international exchanges, policy borrowing, and policy discourse. The higher education policy areas it investigates are education policy, governance, academic management, curriculum, and academic mobility. The interdisciplinary analytical and methodological approaches applied here were drawn from the transnational history of education and comparative-historical analysis.

This book describes key practices to bring school mental health programs to scale in a sustainable and effective manner. It emphasizes practices that facilitate the organization and delivery of evidence-based mental health interventions in schools. The volume addresses systems issues and practices that lay the groundwork for creating sustainable school mental health programs. It explores important considerations at the school, district, and state levels; tiered intervention as a framework to support school mental health; preparing the workforce; resource utilization and assuring cultural responsiveness and equity for under-served groups of students. In addition, the book focuses on recent and emerging evidence-based practices for practicably scaling school mental health in schools. Chapters examine systematic screening, followed by specific interventions, including just-in-time training and single session interventions. The book concludes with a focus on ways to address systemic barriers to school mental health, such as addressing the mental health of immigrants. Key areas of coverage include: Communities of practice at different levels of scale (e.g., school building, national). Resource mapping across schools and communities. Screening to match student needs with interventions. Systemic issues in service delivery. Scaling Effective School Mental Health Interventions and Practices is a must-have resource for practitioners, clinicians, and mental health therapists as well as researchers, professors, and graduate students across such interrelated disciplines as school, clinical, and counseling psychology, educational policy and government relations, social work, public health; family leaders and advocates, and medicine and allied health professions (e.g., psychiatry, primary care, nursing, speech and occupational therapy)

This edited book analyses the implementation of green transformation policies and the UN Sustainable Development Goals across the European Union, in the context of lifelong learning and educational practices. The contributions examine how green skills became mainstreamed in member states'education policies, as well as the social, economic and political circumstances contributing to this process. A focus on lifelong learning (from an early age to adulthood) is maintained throughout the volume, and the book will appeal to researchers, students, policy- and decision-makers in education, environmental and social studies.

This book delves into the crucial role of assertiveness in shaping effective educational and pedagogical strategies. It presents innovative research and practical techniques to empower educators, students, administrators, and institutions to enhance competitiveness in the ever-evolving educational landscape. Using in-depth research, evidence-based analysis and synthesis, and examples for use in the classroom, this book offers tools to navigate the complex landscape of assertiveness in educational contexts.

This book examines the impact of neoliberalism on the academisation of the English school system. The growth of multi-academy trusts (MATs) has been a significant change in the English educational landscape. While some schools have been forced to join MATs, many of them have made this change because their governing board has chosen to do so. The author of this book examines the reasons why many governing bodies have still decided to join a MAT, despite numerous controversies linked to them. He applies the theory that neoliberalism perpetuates itself by creating crises which require more neoliberal policy solutions. Using three case-study schools, the extent to which various crises in the English education system have encouraged governing boards to join MATs is studied. The book will be of interest to academics and students of education policy, schooling, and the sociology of education.

This book provides new and experienced Special Educational Needs Coordinators (SENCOs) with a critical approach to understanding the importance of outstanding leadership of Special Educational Needs and Disabilities (SEND) and how to effectively meet the current SEND policy requirements.Closely informed by the statutory guidance for SENCOs, this book covers all aspects of this challenging leadership role within the school. It provides a principled approach to understanding the challenges and complexity of SEND within the current context. Through concise summaries of policy and current research, critical discussions, reflective activities, case studies as well as practical examples, it helps the reader engage more deeply in critical thinking about the effectiveness of current practices in their own school setting and ways to develop them further for the future. Alison Ekins and Lorna Hughes establish that outstanding leadership in special educational needs is not something that can be achieved just by a single individual. The SENCO has a key role in enabling and empowering everyone in their school setting to understand SEND and engage actively in the development of more inclusive systems to meet the needs of diverse pupils.Outstanding Leadership in Special Educational Needs, will, therefore, support everyone involved in education to develop their understanding of SEND. It is key reading for teachers, educational leaders and policymakers.

This book analyses discourses of the use of engagement and motivation in schools globally. It focuses on the overall impact of engagement on teachers, students'motivation, students'well-being, and standards. It examines the role of engagement and motivation impacting teachers and students in the classroom, and the overall impact of inclusive classroom models to improve their performance in the classroom. The book analyses topics such as cultural identities and engagement, students'personalities and their impact on learning, the role of intelligence in learning, social learning, engagement in collaborative groups, and teachers'role in promoting engagement in the classroom. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students'engaging learning environments, and their academic achievement.

Das Buch zeigt die pädagogische Bedeutung von Globalisierungsprozessen in der Insti­tution Schule. Diese lässt sich anhand von zwei Dimensionen markieren: der Internationalisie­rung von Schule und der Relevanz von ethnischer Diversität. Wie sich Schulkulturen auf diese Prozesse beziehen und wie sie damit einhergehende Anforderungen bearbeiten, wird theore­tisch mit dem Konzept der Transnationalisierung aufgeschlüsselt. Zudem wird herausgearbeitet welche Möglichkeitsräume für Bildungsteilhabe sich in diesem Zusammenhang für Jugendliche eröffnen.

This book analyses dominant discourses of globalisation, multiculturalism and schooling. The chapters advance further the discussions on globalisation and its impact on cultural diversity and multiculturalism in a globalised world. Multicultural education, as presented in this volume, is seen in a broad context. It includes factors such as race, ethnicity, gender, socio-economic status, culture, age, and physical ability, as well as a variety of beliefs and values. Zajda has argued that globalisation represents a synthesis of technology, ideology, and organisation, specifically related to border crossings of people, global finance, trade, IT convergence, as well as cross-cultural communication. The reality of multiculturalism has been brought into stronger focus because of globalisation. Multiculturalism is more evident today because of globalisation. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation and dominant models of multicultural education, and their impact on students'engagement, and academic achievement.

Analysing Education Policy: Theory and Method provides a comprehensive overview of key approaches in critical education policy research. With chapters from internationally recognised and established scholars in the field, this book provides an authoritative account of how different questions may be approached and answered.Part 1 features chapters focused on text-based approaches to analysis, including critical discourse analysis, thinking with Foucault, Indigenist Policy Analysis, media analysis, the analysis of promotional texts in education, and the analysis of online networks. Part 2 features chapters focused on network ethnography, actor-network theory, materiality in policy, Institutional Ethnography, decolonising approaches to curriculum policy, working with children and young people, and working with education policy elites. These chapters are supported by an introduction to each section, as well as an overall introduction and conclusion chapter from the editors, drawing together key themes and ongoing considerations for the field.Critical education policy analysis takes many different forms, each of which works with distinctly different questions and fulfils different purposes. This book is the first to clearly map current common and influential approaches to answering these questions, providing important guidance for both new and established researchers.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book analyses dominant discourses of globalisation, cultural diversity and schooling. The collection in this volume advance further the discussions on the phenomenon of globalisation, and its far-reaching effects on our world, and consider cultural diversity in its broadest sense, as it manifests itself in a globalised world. Zajda has argued that globalisation represents a synthesis of technology, ideology and organisation, specifically related to border crossings of people, global finance and trade, IT convergence as well as cross-cultural communication. The reality of cultural diversity has been brought into stronger focus because of globalisation. Cultural diversity, always present in society is more evident today because of globalisation. The ways society copes with cultural diversity have changed such that the embrace of cultural diversity as part of identity is encouraged in liberal democracies. Cultural diversity, as presented in this volume is seen in a broad contextand includes factors such as race, ethnicity, gender, sexual orientations, socio-economic status, culture, age, and physical ability as well as a variety of beliefs and values. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, cultural diversity, democracy, and equality for all.

This edited volume builds upon a rich literature base on quality, equity, and education for all. It focuses on enrolment patterns in education and includes extensive, micro-level analytical data to support their findings. The chapters include evidence-based analytical methods with three global regions and eleven country case studies that contribute to the United Nation's Sustainable Development Goal 4 (SDG 4) Quality Education for All by 2030. The book offers valuable and practical learning materials for policymakers, field practitioners, researchers and research students specializing in comparative education, international educational development, and international cooperation.

This edited book offers diverse perspectives on the professional development of faculty, primarily at K-12 international schools. Contributions consider the many and complex facets of professional development – from administrative factors, assessment and accreditation issues to student needs through a diversity, equity and inclusion lens which acknowledges the differences in their backgrounds and cultures. The first part of the book examines the literature on professional development and presents a quantitative and qualitative study of international school leaders'views. The second part comprises examples of faculty professional development as testified by scholars who have implemented them in real life. The third part deals with important issues, concepts and applications regarding current faculty professional development such as accreditation, mental health, higher education and cultural identity. The book will appeal to researchers, education faculty and graduate education students.

This book provides a comprehensive overview of the development of smart education in China. It defines smart education as a higher level of digital education that can be divided into four stages, including resource sharing, data-driven, integration with AI, and ecology reshaping. It proposes five practical paths for the development of smart education in China, such as cultivating innovation literacy as its goal and data empowerment as its core, and it develops an evaluation framework consisting of four dimensions, including extensive connectivity, innovative application, mechanism guarantee, and literacy improvement. Finally, it also identifies five trends in the global development of digital education. This book serves as a valuable resource for teachers, education administrators, education researchers, and other readers who are interested in educational innovation and development in China.

Centred around a philosophical argument for contemporary education as a fundamental good, this edited volume demonstrates the benefits that education brings in a civil and flourishing societal context while also critiquing the state's role in supporting and strengthening this educational focus.Chapters present in-depth philosophical and historical arguments that explore core aspects of education that are frequently overlooked, illustrating education's role as a non-partisan public good during contentious times. Through this volume, diverse voices are heard from those with experience of life under communism as well as life in a stable democracy arguing, for example, that despite differing contexts, the value of education is autonomous and intrinsic. Ultimately drawing on conceptual frameworks, this timely volume reconciles the Anglo-American Continental dialogues on education and presents novel and challenging ideas to its readers.Striving to inspire new research through its various reflections on the relationship between education and the state, the book will be useful to scholars, researchers, and academics in the fields of philosophy of education, education policy, sociology of education as well as theory of education.The Introduction as well as Chapters 3, 5, 6 and 7 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-ShareAlike (CC-BY-SA) 4.0 license.Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book explores the critical issues in gender and STEM education in the Arabian Gulf, written within a context of educational systems developing rapidly over recent decades. With the ever-growing need for a highly skilled, gender-inclusive STEM workforce, the issues raised in this book are more topical than ever. It presents chapters from various sectors such as children's perceptions of science, scientists and their work, adolescent and university years by studying large-scale secondary data variations across countries in the region and finally presenting work relating to gender in STEM education. The book closes with a chapter on factors of success in female leaders'STEM career journeys. It offers recommendations for both policy and practices in gender equity in the STEM workplace, based on their experiences. This book is written in a highly accessible yet academic manner. It is an essential resource for a wide-ranging audience interested in the complex relationships between gender and STEM.

This book explores the interlinkages between copyright and tertiary education regimes, and their complementary roles for sustainable human development. Emphasizing issues that are not addressed in-depth in the existing works, this book employs a new theoretical perspective in order to inform the exploration of the interlinkages through the lens of human development. To this effect, the book adopts the capabilities approach (CA) as an inclusive development framework that is suitable for examining the interfaces among copyright, tertiary education, and human development in Ethiopia.

This volume explores the socio-cultural and media background of a critical and ongoing political challenge: the complex entanglement between European integration and strong national agendas in the context of globalisation. It does so using educational media - both textbooks and digital media - as sites of cultural contestation to enquire into the intricate relationships around national and European identities and aspects of students'knowledge and reception. Using a variety of methods and technologies, the chapters analyse identity constructions present in educational media discourses, embedded as they are in their national and European contexts and as both the catalysts and products of their time. The book is a study of the post-digital condition in an educational context, exploring the potential of digital humanities and linguistic approaches for educational media research and employing methods such as eye-tracking or concept maps.

This book offers a rich account of how quality improvement agendas, informed by neoliberalism, create contradictory and complex contexts in which teachers produce different types of practices for specific purposes. Drawing on Michel Foucault's analytical tools, archaeology and genealogy, this book weaves together findings from classroom observations, field notes and interviews to explore the dichotomies between practices focussing on day-to-day pedagogies and practices concerned with performance management and accountability initiatives. By attending to a Foucauldian conception of power and counter conduct, it explores new means of defining quality in teaching spaces. After considering existing quality assurance judgements, the book illuminates the significance of moving slightly away from an institutionalised enterprise culture and loosing relations with reductionist approaches as a starting point. While doing so, it reworks the idea of quality by presenting other ways of looking at the complex character of pedagogical real(s) with new insights into an emergentist and process-oriented conception of teaching practices. The book argues that we need to unlearn our existing knowledge of quality that overlooks contextual constraints and opportunities enmeshed in teaching practices. It questions the assumptions that the existing methods of observation are capable of quantifying the quality of education in a classroom or in a college in toto. By introducing the idea of documentisation, the book breaks new theoretical ground to show that this so-called system of robust accountabilities is not as self-evident as we believe and why we must rethink quality by unthinking our current common sense. Written for researchers in educational studies, practising teachers and policy makers, this book combines profound insights from theory and contemporary teaching practices with clear guidelines as to how educational policy making should be approached.

Der Band widmet sich der Frage, wie eine inklusive und sozialraumorientierte Schule gerade dort gelingen kann, wo nicht die optimalen Bedingungen herrschen – in herausfordernder Lage. Besonders Schulen in schwierigen sozialen Kontexten stehen vor der Herausforderung trotz der sie umgebenden Faktoren günstige Lernbedingungen für ihre Schüler•innen zu schaffen. Im Kontext des Zusammenspiels der drei zentralen Eckpfeiler des Bandes – Inklusion, Sozialraum und herausfordernde Lage – wird das Gelingen von Bildungsprozessen aus theoretischer, empirischer und handlungsleitender Perspektive diskutiert.

Education for Social Justice is a statement of the role of education in promoting social justice. Drawing on research, this book explains what social justice is, presents the argument that democracy requires a commitment to social justice, and shows what action steps need to be taken to ensure social justice is achieved within education and society more broadly.The text presents research and concrete examples to examine the social justice issues facing society today. Some of the social justice topics explored include access to higher education, informal education (such as museums and art galleries) and adequate civic education, and racial and gender discrimination within education, as well as access to healthcare and the vote, which impact students'learning. It explores specific research and action for each of these elements and, at the end of the book, provides potential paths forward to improve social justice outcomes.This timely book encourages readers to consider what we can do to enhance social justice in education and society. It is important reading for pre-service teachers, particularly those studying teaching for social justice, social studies education, and educational policy and politics, as well as for in-service teachers who want to make a difference.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.

This insightful book explores the life and ideas of Italian Marxist theoretician Antonio Gramsci, and argues his work has considerable contemporary relevance when re-considering educational leadership in today's age of crises.Gramsci's theory of hegemony has provided an invaluable intellectual resource for those seeking to bring about radical change in the complex context of contemporary capitalist societies. In particular, his focus on the role of organic intellectuals engaging in an ongoing ideological struggle across economic, political and civil society helps to locate his notion of hegemony as a theory of leadership that is deeply rooted in pedagogical processes. This volume focuses on transformatory change both in and through education, reframing traditional notions of educational leadership as educative leadership, in which leadership for change, within and beyond educational institutions, is understood in pedagogical terms.This volume will be of pivotal interest to academics, researchers, and postgraduates in the fields of educational leadership, the sociology of education, and education policy and politics. Practitioners interested in educational leadership and social theory, and those active in social movements, may also find the book of use.

Der Band untersucht die starke Priorisierung des Studiengangs Soziale Arbeit durch Bildungsaufsteiger•innen als ein soziales Phänomen und leistet einen Beitrag zur zentralen Diskussion. Dabei werden sowohl theoretische Perspektiven aufgegriffen und wei­terentwickelt als auch aktuelle empirische Erkenntnisse aus verschiedenen Forschungsprojek­ten vorgestellt und diskutiert. Darüber hinaus werden Einblicke in Formate zur Förde­rung, Begleitung und Unterstützung sogenannter Studienpionier•innen gegeben.

Um eine tragfähige gesellschaftliche und individuelle Resilienz im Umgang mit Krisen wie der Corona-Pandemie zu entwickeln, ist es wesentlich, gemeinsam bewegliche Regelungen in Bezug auf gemeinsame Angelegenheiten zu bestimmen. Die in dieser Studie empirisch nachgezeichneten Reaktionen auf subjektive, ökonomische und regionale Veränderungen während der Pandemie werden in Bezug zu den lebensweltlich-kulturellen Orientierungen der BewohnerInnen gebracht. An Gemeinden in der Steiermark (A) wird exemplarisch gezeigt, wie Kommunen mit den bestehenden Versorgungs- und Infrastrukturbedingungen zurechtgekommen sind, und wie Menschen in diesen Gemeinden lernend einen Weg im Familienverbund, in der Nachbarschaft, in der Berufswelt oder den Vereinen gefunden haben bzw. welche Aspekte in den genannten Lebenswelten als hilfreiche Instrumente wahrgenommen wurden.

This book provides insights in to how high quality learning environments in Early Childhood Education and Care (ECEC) develop, and how competent systems can support this. It builds on the knowledge that quality early environments shape the wellbeing and development of the child, and explores how communities of professional practice that support quality development are built. Acknowledging that the conditions for providing high quality pedagogical work depend not only on the individual teacher, but also on collaboration and organizational and professional development. The book draws on a range of theoretical frameworks and research that underline competent systems rather than individualized learning as a path to improve workforce quality and professionalization in the field of ECEC.

Globalization has become one of the most recurrent concepts in social and political sciences. More often than not, however, the concept is handled without much of a properly articulated theory capable of explaining its historical origin and expansion. For education researchers attempting to elucidate how global changes and processes affect their field of study, this situation is problematic. The Oxford Handbook on Education and Globalization brings together in a unique way leading authors in social theory and in political science and reflects on how these two distinct disciplinary approaches deal with the relation between globalization and education. Part I develops a firmer and tighter dialogue between social theory, long concerned with theories of globalization, and education research. It presents, discusses, and compares three major attempts to theorize the process of globalization and its relation to education: the neo-institutionalist theorization of world culture, the materialist and domination perspectives, and Luhmann's theory of world society. Part II analyses the political and institutional factors that shape the adoption of global reforms at the national and local level of governance, emphasizing the role of different contexts in shaping policy outcomes. It engages with the existing debates of globalization mainly in the field of public policy and comparative politics and explores the social, political, and economic implications of globalization for national systems of education, their organizations, and institutions.

This book contributes to the understanding of regional and global perspectives on the development and challenges the higher education sector in sub-Saharan Africa faces in the era of globalization. It focuses on the critical aspects of the higher education sector in the Global South, with a particular emphasis on sub-Saharan Africa. It brings together empirical, theoretical and philosophical perspectives from researchers in some of the leading universities in sub-Saharan Africa. The book highlights the higher education sector's stages of growth and development and the contemporary challenges it faces in aligning its goals and capacity globally, and maintaining its image and public identity locally. This book covers neoliberal educational reforms, leadership and governance, pedagogy, technology, the global knowledge economy, and digital advancement. It delves into how the nature and practice of learning, teaching, research, and community engagement as core functions of higher education are re-oriented to contribute to societal transformation in Africa. Further, the book discusses the implications of contemporary issues in higher education: internationalization, employability, leadership and management, and accountability and autonomy in teaching, research, and community engagement.

The book brings together diverse views from around the world and provides a comprehensive overview of academic integrity and how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 20-30 years. New technologies that have made it easier than ever for students to ‘cut and paste', coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise'. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few.Because of this broad interest and input, this handbook serves as the single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.

This book critically analyses how cultural and educational policies construct creativity through a range of concepts and compares this against the open and expansive idea of creativity as experienced by individuals in society more broadly. The book draws on empirical data, case-study examples, and ethnographic motifs to identify the discursive construction of creativity and the way in which discourses of creativity are enfolded into narratives of progress in cultural policy. Along with auto-ethnographical perspectives, chapters apply a rich conceptualisation of Foucault and Agamben's work to contemporary questions and issues in education alongside recent policies and lived experiences from teachers. Exploring ideas of both fixed and expansive creativity, the volume argues that education policy and cultural policy are neoliberalised and that creativity is shaped in schools by regulative schooling systems, but ultimately identifies how individuals enact creative practices that subvert and disrupt neoliberal narratives and limited appropriations. This book will be of great interest to researchers, academics, and postgraduate students in the fields of education policy, creativity studies, and education politics. Those interested in arts education or in intersections between education and the writings of Foucault and Agamben more broadly will also find the book of value.

This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.

This book provides contemporary knowledge on school effectiveness and proposes strategic interventions for enhancing it. It focuses on improving academic leadership for enhancing the effectiveness of schools and discusses how national education policies are helpful in providing a vision towards improving school effectiveness.It highlights the role of teachers as academic leaders in the implementation of policy recommendations at school and classroom levels. It offers methods and mechanisms for academic leaders to measure the learning of students for school assessment. The author also discusses how academic leadership involves creating a vision and mission based on science and research data for the organisation, inspiring innovation and creative ideas, developing teamwork, and a safe environment for staff to express their views. While providing an understanding of school as an organization, the volume outlines its management functions such as processes and quality of planning, management of curriculum, learner evaluation, institutional networks, and human resource management, among others. The volume is a guidebook for training and capacity building for school-level practitioners and leaders in education management.Embedded with real-life cases and episodes, this volume will be of interest to teachers, students, and practitioners of education, management, and education management. It will also be useful for academicians, educationalists, practitioners, management professionals, educational leaders, and policymakers.

This book chronicles the school envisioned by Eleanor Roosevelt in 1933 to serve Arthurdale, the New Deal government-created community in north-central West Virginia. Arthurdale was founded to house unemployed miners and their families and provide them with opportunities to receive healthcare and obtain gainful employment. Roosevelt had a particular interest in the education of children, feeling that education and social life were profoundly intertwined within a community. With that in mind, in 1934, she hired Elsie Ripley Clapp—an educator and leader in the Progressive Education movement—to design and implement the school, as well as oversee the social life of Arthurdale as a whole. In addition to covering the Arthurdale School's birth, life, and dissolution, Rosenberg discusses how the lessons of the school might serve the culture of education today, especially as an element of a comprehensive approach to community revitalization.

This book focuses on the complex relationship between education and the Sustainable Development Goals (SDGs) and highlights how important context is for both critiquing and achieving the Goals though education, given the critical role teachers, schools and curriculum play in young people's lives. Readers will find examples of thinking and practice across the spectrum of education and training sectors, both formal and informal. The book adds to the increasing body of literature that recognises that education is, and must be, in its praxis, at the heart of all the SDGs. As we enter the third decade of the 21st century, we have a clear understanding of the wicked and complex crises regarding the health of life on our planet, and we cannot ignore the high levels of anxiety our young people are experiencing about their future. Continuing in the direction of unsustainable exploitation of people and nature is no longer an option if life is to have a flourishing future. The book illustrates how SDGs are supported in and by education and training, showcasing the conditions necessary to ensure SDGs are fore fronted in policy reform. It includes real-world examples of SDGs in education and training contexts, as well as novel critiques of the SDGs in regard to their privileging of anthropocentrism and neoliberalism. This book is beneficial to academics, researchers, post graduate and tertiary students from all fields relating to education and training. It is also of interest to policy developers from across disciplines and government agencies who are interested in how the SDGs relate to education.

This volume introduces the histories and traditions that have inspired innovation in thinking and writing about policy making and policy worlds in the field of education. Through a focus on post-positivist epistemologies and anti-foundationalist philosophies, this volume documents some of the most recent theoretical and empirical developments in the education sub-field of'policy sociology', also known as'sociology of education policy'or'critical policy sociology'. The result is a comprehensive text and navigational tool for studying the application and merit of poststructuralist and social constructivist approaches to education policy scholarship. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

This book explores the everyday ways in which time marks the experience of education as well as the concerns and methods of education and youth research. It asks: what do we notice afresh and what comes into sharper view when temporality becomes a focal point? What theories and ways of seeing offer new angles onto temporality in interaction with space and place? In responding to these questions, the book engages with approaches from sociology, history, and cultural and policy studies. It brings critical attention to the movement and layers of time in the memories, aspirations and orientations of educational actors – across lives, generations and diverse places. Informed by the politics of local/global relations and new transnational formations, the chapters feature case studies located in Australia, the UK, India, South Africa, the Philippines and Finland. Topics examined include processes of social and educational differentiation in disruptive times, affective practices, intergenerational dynamics, collective memory, archiving, mobilities and migration, school spaces and difficult histories. The authors grapple with what is involved methodologically in interrogating the times and places of education – including the construction of educational ideas, problems and policy solutions – and in historicising the time and places from which we research, write and work.

Mit ›Bildung‹ und ›Digitalität‹ wird ein intensiv diskutiertes Spannungsfeld markiert: Einerseits wird oft die ›digitale Rückständigkeit‹ von Schule beklagt, andererseits aber lassen sich auch pädagogische Skepsis und Hemmnisse nicht einfach übersehen. An dieser Spannung setzen die Beiträge des Bandes an und fragen sowohl nach den Herausforderungen der ›Bildung‹ durch ›Digitalität‹ als auch umgekehrt nach den Anforderungen an ›Digitalität› durch ›Bildung‹. Das macht aber nötig, ›Digitalisierung‹ nicht bloß als (gar technische) Anwendungsproblematik und didaktische Herausforderung aufzunehmen, sondern auch (grundlagen-)theoretisch zu reflektieren. Dabei werden entlang der Fragen nach den jeweiligen Medien-, Subjekt- und Wissensformationen des ›Digitalen‹ auch Konturen eines pädagogischen Strukturwandels erkennbar und diskutierbar.

In this book, the authors'post-capitalist approach to change focuses less on what we need to dismantle and more on what educators and activists are building in its place. Studying schools and other social organizations in the Global North and South, the authors identify and examine some of the most interesting counterhegemonic spaces in both formal and informal education today. They view these spaces through a lens of what Gloria Anzaldua and Homi Bhabha call borderlands or'third spaces.'These third spaces are created in-between our lived cultural and social identities (first space) and the dominant culture that seeks to define us (second space). This book seeks to better understand how these third spaces conceive of learning, how they are created, the range of experiences among them, the obstacles they face, how they are sustained over time, and how they have built global networks of solidarity. The creation of global networks of third spaces not only signals a shift in progressive political strategy but also an expansion of what counts as spaces that are educational.This book is well suited to graduate and upper-level undergraduate courses in politics of education, sociology of education, education policy, as well as the humanities, sociology, political science, and the arts.

This book examines the development of British post-Second World War short-term residential adult education, through the lens of the Shropshire Adult Education College (1948-1976) and the tenure of Sir George Trevelyan as its first warden. Trevelyan is acknowledged as the godfather of new-age spiritualism in the UK and is credited with the development of eclectic and esoteric learning opportunities in arts, traditional crafts, culture and ecology. Embodying the spirit of a new national drive for optimism and enterprise in the post-war period, Trevelyan, and his contemporaries at other colleges, took risks and innovated in new pedagogical approaches to adult education, capturing the imagination of hundreds of students, before being stifled by an increasingly restrictive policy framework and financial strictures. The book considers the ideological drivers and tensions behind this unique form of education - its inception, evolution and virtual demise - and seeks to learn from its complex history to inform education in the future.

Das Handbuch bietet einen umfassenden Überblick zur Erziehungs- und Bildungssoziologie. Neben klassischen Texten – u.a. von Adorno, Bourdieu, Durkheim und Luhmann – werden grundlegende Orientierungen und Paradigmen der Erziehungs- und Bildungssoziologie ausführlich dargestellt. Vom Elementarbereich bis zur Hochschule wird das Bildungssystem aus soziologischer Perspektive analysiert und werden dessen Probleme und Möglichkeiten aufgezeigt. Zudem werden Erziehungs- und Bildungsprozesse in den verschiedenen sozialen Zusammenhängen (u.a. Familie, Peers) dargestellt. Schließlich wird Bildung in Deutschland auch im internationalen Vergleich in den Blick genommen.

The purpose of this book is to provide a model that speaks specifically to adopting Information Technology Governance (ITG) and University Governance processes. Utilizing numerous studies, investigations and research on IT and University Governance and adapting previous and future proposed models for the current pandemic, the book speaks specifically to adopting effective ITG and University Governance processes. The book comprises a number of chapters contributed by leading international authors which analyze all aspects of IT and University Governance in relation to their impact on strategies in Finance, Sustainability, Academic, Research, Students and Faculty, Leadership, Campus, Employment and Recruitment, Quality Assurance, External and Industrial Relations, Internationalization, Transformation, and Board and Scholarship. Findings from the research conducted by these leading authors provide solutions for higher education institutions in planning and allocating IT resources, managing the ownership of IT and other business projects while developing strategic committees and providing appropriate governance within the context of institutional objectives.

Early Childhood Education and Care in a Global Pandemic is a book that highlights how the international early childhood education and care sector responded to the global COVID-19 pandemic. It shows the resiliency of the sector around the world as it grappled with a rapidly changing environment of uncertainty and complexity.Drawing on a diverse range of early childhood education and care contexts, the book captures real-life examples of how COVID-19 impacted children, educators and teachers, and families. Chapters present cases of the particular challenges that COVID-19 presented in a wide range of countries and then how they responded to these challenges – challenges that tested the resilience of children, educators and teachers, and families. By forward anchoring, each chapter examines the opportunities that arose from these challenges and how new local knowledge was produced as new ways were found to support children, educators and teachers, and families during this time.This book offers early childhood education and care a timely resource on lessons learnt from a once-in-a-lifetime event. It offers the sector a way forward to commit to developing new ways of thinking and working that stem from the lessons learnt during the COVID-19 pandemic.

This book gives an introduction to Jean-François Lyotard (1924–1998) as an educational thinker whose philosophical encounters with politics and art offer a radical reconsideration of the aims of education and the nature of pedagogy. The book approaches Jean-François Lyotard's contributions to educational thought by placing his changing intellectual career within its thematic and pedagogical context. Central chapters deal with Lyotard's key concepts utilised throughout different phases of his intellectual career, providing new openings and perspectives to an affective form of pedagogy that questions the conditions and perimeters of the educational endeavour as a learning and teaching event. Within these discussions, Lyotard's ideas about aesthetics and politics receive close attention. The book positions Lyotard's pedagogical focus within key theoretical concepts traversed in his political and aesthetic writings, exploring his work on the political as an ethical activity, art as resistance, and his later work on childhood and infancy as a state of openness and receptivity.

This book brings together significant international research in technology education through a focus on contemporary Ph.D. theses. It highlights the conceptual underpinnings and methodology of each research project and elaborates on how the findings are relevant for practitioners. This book addresses the common disjunction between research conducted and an awareness of that research by practitioners. It examines the extent to which the research aligns with different justifications for teaching technology in schools in economic, utilitarian, democratic, cultural, and other such contexts.

The Risky Business of Education Policy focuses commentary and analysis on some of the most pressing policy challenges facing public school educators and those invested in a healthy, vibrant public-school system. The book shares insights and makes recommendations from leading scholar-practitioners, namely from educational leadership and science education, on ways to ponder, navigate, and challenge serious policy issues. The chapters present important policy topics and critical analysis of the topics from the authorial perspective of experienced educators leading the preparation of future school leaders and teachers.Through fast paced, user-friendly chapters, contributors grapple with an education reform policy issue of the day, reflecting what is contentious territory while wading through it. These educational researchers also make evidence-informed practical recommendations for educators and policymakers on how to better approach the policy challenges presented, so public education can be improved for all children. Each chapter contains stimulating ideas, useful information, and practical tips for school practitioners, higher education faculty, and constituent groups.

Der Band greift die isometrische Bewegung von „Schule zwischen Wandel und Stagnation” auf und bearbeitet die Impulse zum Wandel entlang von gesellschaftlichen Diskursen und tief eingeschriebenen Diskriminierungsstrukturen. Gilt Schule einerseits als träge Institution, in der sich routinisierte Handlungen zu Strukturen verstetigen, ist sie andererseits auch immer von Wandel begleitet: sei es durch beständig an sie herangetragene Anforderungen zur Anpassung an gesellschaftliche Entwicklungen oder Selbstansprüche an sich als lernende Organisation. Im Band wird dieses Wechselspiel über die Betrachtung dreier Ebenen sichtbar gemacht: Von Interesse sind erstens die Strukturen, die sich in der Organisation und Ausgestaltung von Schule zeigen, zweitens der Unterricht, insofern sich diese Strukturen als wirkmächtige Bedingungen des Handelns der schulischen Akteur:innen im Unterrichtsgeschehen erweisen. Drittens richtet sich der Blick mit der Lehrer:innenbildung auf die Ausbildung der pädagogisch Professionellen, die innerhalb der Strukturen agieren und deren Wandel initiieren können. Die theoretischen, empirischen und forschungsmethodischen Beiträge sind Prof.in Dr.in Karin Bräu und ihrem akademischen Werk gewidmet.

Der Band nähert sich dem Thema ‚Digitalisierung'problembeschreibend und sucht einen multiperspektivischen Zugang zu dem komplexen Forschungsfeld. Transformations- und Umbruchsrhetoriken bestimmen die Diskurse um Digitalisierung und formulieren immer politisch-gesellschaftliche Handlungsaufforderungen an Wissenschaft und Praxis. ‚Die Pädagogik‘ wird in diesem Feld als Vermittlerin adressiert, die Digitalisierung begleiten und mitgestalten soll. In den Beiträgen des Bandes wird der Frage nachgegangen wie eine reflektierte Perspektive zu diesen scheinbar alternativlosen Adressierungen gewonnen werden kann.