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This paper delves into the intricacies of fostering bottom-up educational initiatives aimed at addressing power imbalances in societies marked by intractable conflicts. Focusing on the establishment of a Palestinian-Jewish integrated bilingual education program in Israel, the study examines archival materials and stakeholder interviews to uncover the divergent motivations of politicians, educators, and administrators. It highlights the multifaceted nature of NGO-government negotiations, emphasizing the entanglement of contexts and the presence of internal conflicts within each entity. By exploring the ideological and operational challenges faced at different administrative levels, from national ministries to local municipalities, the paper provides a nuanced understanding of the support mechanisms for integrated bilingual schools. Findings call for an in-depth examination of these complex dynamics and their broader implications for educational policy and practice in conflict-affected settings. [ABSTRACT FROM AUTHOR]

Amid debates about CRT in education, this paper critically analyses laws that have reportedly sought to expand ‘education on racism, bias, the contributions of specific racial or ethnic groups to U.S. history, or related topics’ with the hypothesis that there would be little evidence of anti-racist ideology in policies pertaining to curriculum. The research design thus leans on King and Chandler’s (2016) distinction between non-racist and antiracist stances, as well as Andreotti et al’.s (2015) social cartography that maps out ‘soft-reform’ and ‘radical reform’ spaces, to achieve a latent content analysis of 14 pieces of legislation across 13 states since 2020 to identify and analyse the ideological characteristics of these pieces of legislation. Only four of the 14 documents from four different states contain a significant anti-racist ideological leaning; the others express a liberal multicultural ideological position that celebrates difference and recognizes contributions, but does not examine systemic racism. Thus, among states that are legislating more ethnic studies, the vast majority do not legislate anti-racist positions. This paper concludes that there is little evidence of anti-racist ideas being legislated into primary and secondary education in the United States, and that most curricular reforms toe a non-critical ideological line. [ABSTRACT FROM AUTHOR]

The linking of school choice and charter schools to the legacy of Black alternative education and civil rights initiatives is a central discursive galvanizing and organizing tool for charter proponents, as it aims to provide legitimacy to the charter movement, while simultaneously coopting Black critiques of the institution of education to advance neoliberal restructurings of the state. In this paper, I posit there exists a conceptual and political distinction between school choice and efforts of Black educational self-determination, an approach to challenge white dominance and supremacy. The paper engages in a historical analysis exploring the history of school choice and Black educational self-determination. [ABSTRACT FROM AUTHOR]

This paper offers an analysis of the policies on higher education in the six-year term 2018-2024, self-denominated as the Fourth Transformation, and outlines an agenda of possible reforms to be developed in the 2024-2030 government of Dr. Claudia Sheinbaum. During the period, the approval of the General Law of Higher Education stands out, but non-compliance with the goals and objectives defined therein is observed; the lack of public policies in a formal sense and the dismantling of the policy instruments developed during 30 years are also highlighted. [ABSTRACT FROM AUTHOR]

This paper offers a review of the most outstanding policies for the upper secondary level of the 2018-2024 six-year term, as well as a glimpse of some of the priority challenges, not only for the governmental period that begins at the end of 2024 but especially with a medium and even long-term vision. The challenge of assessing the situation is an attempt to contribute to the forthcoming discussions and, in doing so, to answer the questions of which policies were most relevant for the upper secondary level during the six-year term, what were the results, and which are the challenges for the future. The analysis we developed is in terms of social justice, which is significant to underpin a vision that we believe is necessary for the times we live in. [ABSTRACT FROM AUTHOR]

This paper analyzes the role of families facing the disruption caused by the shutdown of school facilities due to the health crisis caused by the SARS - C o V -2 virus, based on the premise that the reflection of conflicts and the debate about how to deal with them allows us to attain and build institutional learning. It shares the findings of the research “Reception, experiences and practice of the 'Learn at Home strategy' during the emergency of COVID -19. A study from heterogeneity”, whose purpose was to describe the actions carried out in adapting schools to teaching in an emergency, from the point of view of the actors and intended to build knowledge from the analysis of this crisis, thinking about its implications and acknowledging potential learnings for the daily life of the schools. [ABSTRACT FROM AUTHOR]

The Chilean educational system is widely known as one of the most marketized systems globally. However, new political dynamics have emerged, challenging the extent to which education has been privatised and set in train what we might call the 'unmaking of the market'. Across the literature, there are numerous accounts on making markets. However, what does 'unmaking' the market look like as a project, process, and set of outcomes, especially in a context where markets as a mode of coordination of social life more generally, and education as a sector in particular, have become common sense? This paper draws from a larger study on the making of the education market in Chile over a forty-year period. Focusing on the latest Bachelet's reforms (2014–2018), which aim to roll back privatisation and put into place the strengthening of public education, undoing the institutionalisation and legitimation of market-making mechanisms, and the materialisation of the market through its interiorisation in education actors. Here I show the emergence of a new discourse: a progressive dispute of the public(in)education. Chile finds itself in an interregnum; the old is potentially dying, but a new social order is yet to be born to stabilise a new epistemic moment. [ABSTRACT FROM AUTHOR]

The question of language in school has an educational dimension of considerable social interest in Spain since a strong process of immersion in regional languages might be affecting students' performance depending on their linguistic and socio-cultural background. In this context, the paper's aim is to analyse the relations between economic, social, and cultural status (ESCS); the percentage of students who speak a different language at school than at home (language) and school performance in PISA (performance); and in particular to measure the predictive power of the second variable with respect to the third, from a territorial perspective. A methodology was developed based on bivariate linear regression analysis and structural equation modelling, and was applied to data regarding these three variables from the PISA 2015 and PISA 2022 databases. These secondary analyses have confirmed: (a) the importance of the predictive power of ESCS on performance consistently in both 2015 and 2022; (b) the intensification of the association between the two variables in that period; and (c) the emergence of a moderate but significant association of the language variable as a predictor of Performance at the territorial level. The impact of regional ESCS differences on performance increased significantly between 2015 and 2022, which is compatible with an increase in other territorial divides described in the literature. Moreover, the strong linguistic immersion models display significant differences between territories in terms of performance. For example, for this reason alone, Catalonia's delay compared to Madrid is approximately one school year. [ABSTRACT FROM AUTHOR]

This paper will investigate how specific narratives on the inclusion of minority language students (MLSs) are constructed in Norwegian and Italian educational policy documents. We will employ the Narrative Policy Framework's (NPF) analytical categories with an interpretative narrative approach to reconstruct the two national policy narratives and compare their salient features. In response to international trends of inclusive education, Norway and Italy have developed two different educational policy models for the inclusion of MLSs. Norway operationalised inclusion through 'adapted education' for all students, while Italian policy defined an 'Italian path towards the intercultural school'. The results will show that the Norwegian approach to inclusive education is sustained by what we define as a technocratic (efficiency-oriented) narrative, while the Italian intercultural education employs a normative (ideologically-based) narrative. Despite the differences, the two policy narratives share an unresolved tension between a universalistic and particularistic stance. In the policy documents, the inclusive/intercultural education for all students is ambiguously complemented by integration measures designed explicitly for MLSs. The study will illustrate the travelling nature of inclusive and intercultural education in the policy domain and show that the policy shift towards inclusion needs to be understood as an ongoing and non-linear process. [ABSTRACT FROM AUTHOR]

Many policies in higher education are intended to improve college access and degree completion, yet often those policies fall short of their aims by making it difficult for prospective or current college students to access benefits for which they are eligible. Barriers that inhibit access to policy benefits, such as cumbersome paperwork, can weigh more heavily on members of marginalized communities, including racially minoritized students. Such administrative burdens can thus reinforce patterns of inequity. In this paper, we present a conceptual framework for examining administrative burdens embedded in higher education policies that can negatively affect prospective and current college students, especially those who are racially minoritized. With the use of our proposed framework for addressing racialized administrative burdens, researchers can improve the understanding of ethnoracial disparities in higher education, inform policymakers' design of racially equitable policies for higher education, and enable practitioners to implement those policies to promote racial equity. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present a theoretical model for restructuring Colombia's educational initiatives in response to current socioeconomic needs. More equitable and decolonized education could help learners decouple their capacities to imagine the future from colonialized paradigms, thereby opening spaces for more active engagement in their own futures. Design/methodology/approach: The authors take a critical, postmodern approach focused on empowering people to transcend constraints from a colonial past and recognizing that the purpose of knowledge, although reflecting power and social relationships, is to help people improve society. Notions of situated and futures literacies nourish an approach toward a decolonized and glocalized educational model. Findings: The current Colombian educational system tends to favor a single focus – local, national or international – at the expense of the others. The authors argue that educational policy and planning should account for three realms of knowledge: locally situated literacies, nationally situated literacies and globally situated literacies. Originality/value: Deconstructing obsolete and colonized methodologies could not only help prepare Colombian learners for active engagement both within and beyond their modern-day borders but could also help transform other educational systems originally designed to support societies and economies that no longer exist, including those of the Global North. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to comprehend the challenges on the insertion of refugee as lecturers in Higher Education Institutions in Brazil, based on Pierre Bourdieu's concepts of classification, field and habitus. A documentary analysis was carried out on the Emergency Academic Solidarity Program, which promotes the enrollment of refugee professors and researchers into undergraduate courses. Results show that by utilizing criteria that classify a person as a refugee, the program enables this group access to institutions. Thus, the classification changes the functioning of the field by inserting agents distinct from other candidates into stable socio-political conditions. However, the act of classification alone is not enough. It is necessary to observe possible barriers, such as: the lack of knowledge on the topic of refuge and the habitus of the agents who carry out the program locally [ABSTRACT FROM AUTHOR]

Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered. [ABSTRACT FROM AUTHOR]

The article investigates the importance of active citizenship in UNESCO policy documents on adult learning and education. It is based on the observation that interest in the topic of active citizenship has decreased and that it seems that active citizenship is also marginalized in the adult education policy papers of international organizations. The paper analyses key UNESCO policy documents of the last 25 years as well as the Global Reports on Adult Learning and Education. [ABSTRACT FROM AUTHOR]

Abstract: This paper has two main objectives. First, it aims to analyse the connections between education and poverty established by the Poverty Reduction Strategy Papers (PRSPs), a central policy tool for the articulation of the Post Washington Consensus. Second, it intends to study how the PRSPs have been consolidated and expanded through different international organisations. With these objectives, the paper includes four sections: the first and second sections present the ‘model of poverty’ and the ‘model of education’ defined in the PRSPs. The third analyses how different international actors have adopted the PRSPs as a guide to orient their strategies and policies in the field of education, development and poverty reduction. The fourth and final section critically explores the current global development agenda and identifies some of its main challenges in terms of conceptualisation and implementation. [Copyright &y& Elsevier]

Amid the democratic backsliding of the United States and other nations, this paper problematises how authoritarian policy trends complicate who holds educational authority over teacher pedagogy, the contested public education arena, and schools as knowledge production sites within a democratic society. This paper situates the entrenched war on the educated in the United States within a broader political context that has unearthed nationwide educational policies premised on anti-democratic tenets of authoritarian populism. Drawing upon language from enacted educational ‘gag orders’ in multiple states, this paper highlights how conservative policy language positions teachers as passive policy subjects and illustrates the aims of these educational orders to curtail academic freedom, institutional autonomy, and redefine what is true and worth knowing within the contested public education domain. Finally, this paper calls to attention the risks posed to democratic institutions and stakeholders in the wake of authoritarian turns occurring both nationally and globally. [ABSTRACT FROM AUTHOR]

Interventions instated to disrupt the destructive effects of the school-to-prison pipeline on students of color were repealed as a result of the US Education Department's 2018 Federal Commission on School Safety report. Using a critical policy and critical discourse framework, this paper examines how the language used in the report facilitated the process of repeal while concealing the insidious effects that the repeal could have on students of color and especially black students. Based on this analysis, the paper argues that education policy discourse is influenced by and supports the covert operation of white supremacist ideological structures that hinder the struggle for equity and justice in education. [ABSTRACT FROM AUTHOR]

Designing the markets that allocate public school seats is a crucial policy consideration. This paper compares the design of school choice mechanisms in terms of economic efficiency, stability, and strategic behavior. We estimate demand for schools using data from a large US public school system with novel indicators of students' levels of strategic sophistication. We find important benefits of reserving a set of seats to be assigned by a pure lottery. In settings that share features in common with the school system we study, our findings suggest that non‐selective criteria such as lotteries induce a large increase in truth‐telling. [ABSTRACT FROM AUTHOR]

The forces of neoliberalism have profoundly reconfigured the landscape of educational policy and discourse, shifting focus from democratic values-based conceptions to exigencies for effective learning. The onset of the global recession of 2008, coupled with the ongoing effects of the global pandemic have resulted in the centring of crises discourses as fundamental to state strategies for educational policy. This paper adopts the theoretical conception of “late neoliberalism”, structured through assemblage theory, to discuss the significance of these impacts in Irish education, with references to the United Kingdom and international contexts as appropriate, reflecting the globalising force of neoliberalism. In so doing, I also draw on perspectives from Leo Strauss’ considerations of political philosophy with its critique of liberal society in order to refocus attention on the undercurrent ideology of scientism, which is masked in attempts to establish veils of neutrality in the knowledge basis of educational policy reformation. I argue that the recent crises have intensified the scientistic ideology that underpins a number of policy moves drawing on examples from both national and international contexts. I conclude the discussion by drawing upon Biesta's critical analysis of the learnification agenda in order to present the challenge of becoming “redemocratised” in our orientations to educational discourses. [ABSTRACT FROM AUTHOR]

The performance of organizational human resources is established in the form of organizational policy-making. Educational policy-making, along with research policy-making, is a complete individual comprehensiveness in the organization. In today's era, it is not possible to use educational policy-making to achieve the final goals of the organization, so that research policy-making needs to be used along with educational policy. Therefore, the present study aimed to assess the policy-research approach along with the educational policy of educational units. The descriptive review study to simultaneously investigate educational policy-making and research policy-making in university departments. A query was conducted on databases in Persian and English from 2014-2022 using the following keywords: Policy-research, policy-research, educational policy, educational policy-making, education, education system, and university education system. As a result of the search and application of inclusion and exclusion criteria, 98 articles were retrieved, including the searched texts, books, and documents. Finally, 24 papers were included in the present study. The findings demonstrated that studies with an educational policy approach are clearly better than studies with a research approach in the desired policies. Nonetheless, the integration of educational and research policies has been the leading way of scientific synergy. Modern educational services are not possible without research services; moreover, making educational decisions is not feasible and cost-effective without the use of policy-research. [ABSTRACT FROM AUTHOR]

This paper draws on the retrospective accounts of eight LGBT+ students aged 18–21 attending a university in Northern England. Using interpretivist methodology, qualitative research was conducted to explore how their sex and relationships education impacted upon their needs as a sexual and/or gender minority. An under-researched aspect of experience was also investigated: namely, how LGBT+ people learned about sex and relationships if not in a formal school setting. Two focus groups were used to examine these areas of interest and similar patterns in both groups were apparent. Themes such as the impact of heteronormative value systems, pornography as an educational resource, and the use of online Blogs and search engines as a source of alternative education were highlighted. Findings demonstrate how participants' experiences of sex and relationships education were largely non-inclusive and irrelevant to their needs. The paper concludes with practical suggestions to ensure subsequent generations of LGBT+ pupils receive a more inclusive educational experience, supported by approachable teachers who are comfortable and competent teaching the subject. [ABSTRACT FROM AUTHOR]

This paper addresses the current debates, anxieties, and perceptions around the idea of scholarly artistic research within doctoral studies, internationally and in South Africa. A common point of contention, both in South Africa and in the international arena, is the reluctance within institutional structures and external bodies to accept artmaking as research and the creative production or artifact as a legitimate component of the research output. Creative practice is permissible at the doctoral level of study but usually research or new knowledge that emerges from such practice is evaluated and analyzed through the lens of textual research. The unwillingness to qualify practice as autonomous research is coupled with its awkward positioning in the humanities as a kind of study secondary to and distinct from that associated with scientific research methodology. This discussion engages with policies, developments, debates, and discourse around practice-based doctoral study in South African and globally, with the hope of presenting a comprehensive overview of the current state of doctoral level artistic research. Moreover, in drawing on international discourse and precedents the study proposes some guidelines, parameters and methodological approaches that can contribute to the understanding and development of doctoral artistic research in South Africa. [ABSTRACT FROM AUTHOR]

Empirical research has explored the relationship between professors and the academic capitalist regime. Nevertheless, this literature has mainly focused on fields heavily engaged with industry at top-ranked research universities in English-speaking countries. In this paper, we analyze the link between faculty promotion policy and professors as agents who introduce (or resist) the academic capitalist regime in the Colombian context. In order to cover heterogeneity among professors and higher education institutions, we consider two dissimilar academic departments at one public university. This multicase study examines how Colombian professors translate faculty promotion policy into actions on both intra- and inter-department levels. The findings indicate that the unique context of each academic department fostered or hindered professors in moving toward "the ideal professor," as promoted by the analyzed policy. In terms of academic capitalism, regardless of the academic department, professors did not internalize the inclusion of profit motive as part of their research activities. However, some professors were guided by prestige behavior through (but not limited to) the academic journal publishing market. This article concludes by highlighting the need to incorporate prestige behavior as part of the theory of academic capitalism. [ABSTRACT FROM AUTHOR]

Teacher hiring is often a dysfunctional time-consuming bureaucratic procedure, which is not always completed on time due to organisational impediments, budget cuts and slow-moving political processes. Specifically, late hiring has been reported to affect negatively teachers' as well as students' performance. This study examined the extent of late hiring in parallel support, which is a Greek institution aiming to support students with disabilities and special education needs within the mainstream classroom. Actually, this paper examined the number of parallel support teachers in Greek primary and secondary education who were hired on time as well as the percentage of recruitment per hiring phase during the school years 2018--2019 and 2019--2020. Results indicated high percentages of late hiring in this institution for both educational levels lead to the suggestion that the Greek State virtually divided the students into two categories; the 'privileged' who were supported from the start and the 'non-privileged' who were belatedly supported. The researchers conclude that policies in Greece concerning hiring of parallel support teachers need fundamental changes in organisation and funding, in order to serve the students' needs and signalise a strike against ableism. [ABSTRACT FROM AUTHOR]

The problems linked to the training trajectories of those who enter the university are not limited to social issues, personal history or the mere transition between levels, but have strong institutional conditioning factors. This paper questions the devices that national universities have designed to regulate access to the level. The objective is to present a mapping of these devices in the national universities in Argentina built from a comparative perspective. A survey of institutional regulations was carried out, as well as information available on the official website of the institutions. After the construction of a systematized data matrix, trends are identified from a cross-sectional reading of the constructed map. There is a high presence of regulatory devices for admission in national universities, with variable characteristics regarding their mode of organization, curricular components, duration and planned evaluation methodology. [ABSTRACT FROM AUTHOR]

A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school's role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans. [ABSTRACT FROM AUTHOR]

Since the publication of Miranda Fricker's seminal book Epistemic Injustice , philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three approaches: one that focusses on educational institutions; one that focusses on institutional processes that impact educational outcomes; and one that focusses on epistemological processes that are internal to education. Whilst the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education. [ABSTRACT FROM AUTHOR]

In this paper, I introduce a special case of epistemic injustice that I call 'structural contributory injustice'. This conception aims to capture some dimensions of how policy—separately from individual agential interactions—can generate epistemic injustice at a group level. I first locate the case within Kristie Dotson's original conception of contributory injustice. I then consider one potential case of structural contributory injustice—namely, the policy problem of significant financial risk burden on students considering university in the USA. Finally, I consider potential policy reforms in response to this injustice. [ABSTRACT FROM AUTHOR]

This paper intends to show the importance of the Education Management Information System (EMIS) as well as the trends, challenges, and implications to educational policy. To achieve this, the proponents did a mini-review. The paper searched the internet for relevant and timely research papers and articles mainly focusing on the education management information system. After garnering enough materials for the mini-review, the tedious task of evaluating and analyzing the concepts and contexts of each material took place. Based on the evaluation, this paper found that some studies have shown promising results and positive experiences with the implementation education management information system (EMIS) in their institution. However, some did not execute well due to several reasons and factors. In addition, some research papers provided essential recommendations and suggestions that will help solve these different problems of EMIS. In the end, the paper concluded and shared some significant implications that school administrators can use for future references for policy and decision-making. [ABSTRACT FROM AUTHOR]

This paper reports findings of a study on young mothers living in Uganda's poor urban areas which have been politically labeled as informal settlements and therefore not eligible for social services delivery. Although 59% of all school dropouts in Uganda are due to young motherhood, the national education policy, and practice automatically exclude young mothers. Past studies on student motherhood addressed student mothers of all ages, and were not focused on poor urban communities. The qualitative study involved young female participants enrolled in institutions of higher learning aged, between the 17 and 25 and investigated the magnitude of their marginalization and exclusion. Study participants were purposively selected using snowball technique. Data were collected using life history interviews and observation. All interviews were audio recorded, transcribed verbatim, coded, and thematic analysis was done. The key themes are the context of urban poverty and student motherhood, lack of counseling services, poor law enforcement, and abandonment. The paper discusses how the young women navigate motherhood and education, thereby advancing the discourse on student motherhood in precarious educational contexts of urban poverty. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to describe and interpret the atypical case of Uruguay related to quality assurance, evaluation and accreditation of Higher Education in Uruguay. Design/methodology/approach: To do so, a Higher Education conceptual framework is developed, focusing on quality assurance and formulating some "hypotheses" (conjectural ways of thinking within a qualitative tradition). The method to collect data includes the use of document observation, secondary information from official databases and interviews with an intentional sample of 10 experts and key informants. The analysis is developed through some conceptual dimensions emerging from the precedent sources (public policy and the role of the state, changes in the system of science, technology and innovation linked to Higher Education, the influence of the regional integration process and the weak public demand for quality assurance). Findings: The paper also presents and discusses the atypical country's experience regarding the lack of a national quality assurance policy and the structural dynamic of delaying main transformations by adopting graduate changes. Research limitations/implications: The study analyzes the recent process of Higher Education policies oriented to quality assurance in the two decades and a half between 1996 and 2021, focusing especially on the recent years (2019–2020). Practical implications: The findings indicate that the Higher Education system needs to update its structure and shape, withdrawing fragmentation and consolidating a national system able to promote quality. The paper offers some inputs to strategic planning and debate. Social implications: Reforming Higher Education is key to change the social logic of High School, which still operates as a social selective mechanism, mainly oriented to the professional application rather than to knowledge production or management. Originality/value: The paper contributes to the political and academic debate through some conceptual categories emerging from the study. The previous description of academic literature about Uruguay Higher Education quality assurance (QA) did not include either the new situation created by the approval of contradictory laws or the interpretation of this public policy arranged as a "structural dynamic of delay of the main transformations by adopting graduate and incremental changes". Whether any originality could be found in the paper, it would be this way of interpreting the process of QA in Uruguay. [ABSTRACT FROM AUTHOR]

Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percentage of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing number of mobile children in Swiss public schools, in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper examines the macro-social level of cantonal educational policies regarding welcome processes, the meso-social level of local school policies, and the microsocial level of teachers' practices and interactions in classrooms that welcome mobile children. Data include documentary analysis, interviews, and observations. Our analysis shows that a deficit view of mobile children and the preoccupation with language proficiency dominate policies and practices, resulting in the diversion of mobile children into special integration classes (so called "classes d'accueil" in the French speaking region, and "Integrationsklasse" in the Swiss German-speaking region). Mobility is conceptualized by Swiss policymakers, school directors, and teachers in terms of its challenges. In particular, school directors and teachers conceptualize mobility as increasing heterogeneity of the classroom. However, the situation varies greatly according to the personal orientations of school directors and teachers' personal engagement. The paper emphasizes the ambiguous role of the integration classes: while they may impair the long-term chances of educational success by reducing academic expectations for non-native-speaking mobile children, they may also be used as "third spaces" which afford pedagogical freedom for dedicated teachers, potentially of benefit for children. The paper examines these propositions in the light of sociocultural educational literature and draws upon the case of welcoming mobile children to question a series of assumptions about the ultimate purposes of public schooling in Europe today. [ABSTRACT FROM AUTHOR]

While the literature in skill formation systems has paid considerable attention to inter-variation between types of national skill formation systems and intra-variation among individual types as in the case of collective skill formation systems, less is known about the role of the European Union in establishing a European model of skill formation. Building on studies in educational governance and decentralised cooperation, this paper analyses the European Alliance for Apprenticeships (EAfA) and explores its relationship to national skill formation systems. We analyse the emergence of a European model of collective skill formation and offer case studies of Ireland and France to understand how this European model relates to these two contrasting skill formation systems. Through deductive qualitative content analysis of official documents, we show that (a) the EAfA, in resembling characteristics of national collective skill formation systems, promotes the emergence of a European model of collective skill formation, and (b) that Ireland and France show signs of moving further towards adopting elements of a collectivist training model centred on apprenticeship training although mediated by path-dependencies of a liberal (Ireland) and statist (France) skill formation model. [ABSTRACT FROM AUTHOR]

Neoliberal tenets have colored the past half-century of education reform, marked by top-down accountability, market competition, and regimented learning aims. Federal drift and post-pandemic recovery, along with economic uncertainty, will blur policy priorities going forward. Less noticed, local networks of pro-equity activists have come to challenge urban bureaucracies, while advancing fairness, diverse forms of schooling, respectful and rigorous social relations inside schools. This paper examines the case of Los Angeles, where a coalition of Black and Latina leaders, civil rights attorneys, social-justice nonprofits, and pedagogical reformers succeeded to progressively fund schools, extend college-prep courses, and decriminalize discipline. Student achievement, in turn, climbed steadily upward for nearly two decades, 2002 to 2019. This pluralist network of advocates carved-out a third civic terrain, challenging corporate elites and traditional labor leaders. Rooted in humanist ideals, these colorful activists countered the individualistic and competitive values of neoliberal advocates, while motivating lasting institutional change. [ABSTRACT FROM AUTHOR]

In transnational policy, directives on how to improve "quality" through auditing flourish. However, more research is needed about how these quality audits affect school personnel in local contexts. This paper has scrutinised the discursive effects of how "quality" is construed in school personnel's comments during a quality audit conducted by the Swedish Schools Inspectorate. By drawing on Bacchi's (2009) WPR approach, such constructs were analysed and interrogated. The results indicate that "quality" is construed as an absence of "warning flags", and thus as compliance with standards. In effect, statements about quality seem to become problem-oriented. Moreover, "quality" is talked about as a responsibility, and in effect the concept becomes invisible. It is also suggested that "quality" is construed as something that both enables and obstructs different kinds of discussion and discernments. It silences what it is possible to say and calls into question the organisation of the adult education system. [ABSTRACT FROM AUTHOR]

Count Kunó Klebelsberg was a significant member of Hungarian politics in the interwar period. He served as minister of religion and education of the Bethlen-government between 1922 and 1931. During his tenure, he started and managed several reform programs regarding different aspects of publicand higher education, science, and cultural diplomacy in Hungary; these usually have a very positive reception, regardless of their conservative and nationalist approach. The authors would like to introduce in this paper a new interpretation of the best-known element of Klebelsberg's cultural policy, namely the elementary school program. This expansive program could be analysed not only in cultural policy context, but also as an adequate response to certain issues of regional development. With the GIS-based analysis of a database from 1928, the authors would like to reveal the complex response of the cultural policy to the challenges of urbanisation, covering much more, than building new schools in the outskirts of the Great Hungarian Plain. [ABSTRACT FROM AUTHOR]

With the increasing cross-country immigration and human mobility, different cultures are reflected more in the schools. The behavioral patterns of educational leaders in multicultural settings and the affecting factors have been subject to many discussions and researches. This study examines the relationship between school principals' distributed leadership behaviors and teachers' social justice leadership and attitudes toward multiculturalism. A structural model has been created and tested through the mentioned variables integrative approach. The results partially confirm that teachers' social justice leadership behaviors mediate the relationships between the principals' distributed leadership behaviors and their attitudes toward multiculturalism. In a structure where leadership roles are shared at school, teachers can exhibit more social justice leadership behavior; their attitudes toward multiculturalism become more positive. Distributed leadership increases teachers' support, critical consciousness, and inclusive behavior. Implications for practice, theory, and policy are also discussed in the paper. [ABSTRACT FROM AUTHOR]

Over the past several decades large philanthropies have adopted aggressive approaches to education reform that scholars have labeled venture philanthropy. These efforts focused on broad changes to schooling and education policy, borrowing techniques from the venture capital world. But many foundations have recently become convinced that market forces and macro-level policymaking alone cannot drive educational improvement, particularly in areas related to classroom teaching and learning. In response, foundations have begun to design their own instructional innovations and identify providers to implement them. This paper interprets these recent efforts as early evidence of a distinct adaptation in the evolving role of philanthropies, which we dub design philanthropy. Although this approach represents an attempt by foundations to simultaneously increase democratic engagement, directly influence the instructional core, and spur educational innovation, it poses new risks for coherence, scalability, and sustainability in education policymaking. [ABSTRACT FROM AUTHOR]

Conflicts over education and education policy continue, and now new, diversified actors push for change while technologies expand the terrain where conflicts unfold. Conflict theories would seem best suited to address these conflicts. However, despite conflict theories' substantive contributions, they are infrequently used in the US context and have met with critique, viewed as too reductive to fully contend with the complexities of conflict in the educational arena. In this paper, we extend traditional conflict theories to address these longstanding critiques and to also incorporate contemporary complexities and developments. Our study is grounded in recent developments in sociological field theory and intersectionality theory. Our proposed extension of conflict theory was developed in conversation with twelve empirical cases of recent conflicts in P-16 education. This iterative project's novel insights offer practical implications for policy actors, researchers, and policymakers. [ABSTRACT FROM AUTHOR]

This paper explores ideas about the role of the school principal embedded in New York State education policy. Many public schools across the state fail to deliver equitable opportunities and outcomes for an increasingly diverse student population and improving school leadership offers the potential for substantial returns. Drawing on concepts of role identity, organisational coherence, and leadership for equity, I use an interpretive approach to examine how conflicting and ambiguous expectations for principal behaviour in New York's Every Student Succeeds Act Plan, its Culturally Responsive-Sustaining Education Framework, and its approach to principal evaluations might endanger realisation of a principal's moral commitment to educational and social justice. I conclude with recommendations for state policy and future research with the aim of supporting principals to navigate the complexity of their role and lead to organisational coherence around equity. [ABSTRACT FROM AUTHOR]

This final contribution offers an overview of issues that arise in the earlier papers. It makes a commentary on what has been established about teacher education for diversity in Anglophone countries, by considering three themes that emerge from a reading of the papers collectively: policy as the context for teacher education for diversity, what it means to be a teacher in diversity, and how diversity can be conceptualised in educational contexts. [ABSTRACT FROM AUTHOR]

Despite the large literature on teacher labor market in the United States, only few studies have examined the career choices of former teachers and the factors that affect their decisions to return to the profession. This is surprising given that former teachers represent over a third of teachers entering the teaching workforce, according to some estimates. This paper examines the exit and re-entry decisions of former teachers using a restricted-use data from the Beginning Teacher Longitudinal Study (BTLS). We use a discrete time hazard model that estimates the probability that a former teacher returns to teaching in a given year conditional on not having returned in the previous year. Results suggest that female teachers are more likely to return to the teaching profession by somewhere between 10 and 12 percentage points. We also find that teachers who are highly paid are more likely to re-enter teaching. [ABSTRACT FROM AUTHOR]

This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers' uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers' collective responsibility for immigrant youth. [ABSTRACT FROM AUTHOR]

This paper explores the production of educational policy discourse based on a view of increasing future unpredictability, focusing on how educational policy knowledge is reconceptualized as a form of anticipatory regime. Specifically, we investigate the Israeli Ministry of Education's Future-Oriented Pedagogy Research and Development Unit, analyzing how the unit produces ways of knowing for policymaking based on the epistemic value of anticipation. Through critical policy analysis of the unit's documents, we explore its structure and rationale, describing two key epistemological mechanisms driving anticipatory educational policy. First, the appeal to 'trends' as a means of generating a certain vision of the future. The centrality of trends establishes a discourse in which policies are subordinated to a future that is at once unpredictable yet inevitable. Second, the introduction of 'adaptivity' as a key educational response to unpredictability, positioning constant change and reaction to external developments as the organizing principle of educational systems. [ABSTRACT FROM AUTHOR]

This paper analyzes the relationship between the welfare state and educational policies in Europe. One of the ways to measure the development of the welfare state has been the analysis of social spending. Based on this indicator, it is possible to verify that there was no destruction of the Social State, but a change in its execution and in the relationship between state, society and market. These are changes arising from the resumption of free market theses and the new conformation of the capital and labor relationship. In this context, New Public Management was introduced and education came to be considered as another business opportunity for capital. Despite the fact that the welfare state maintained its foundations, with the educational reforms the market appropriated public resources, altering the provision of education services and its own conformation as a social right. [ABSTRACT FROM AUTHOR]

This paper explores the declining trend of fine arts education in secondary schools. We examine mechanisms that may explain this phenomenon on structural levels of policymaking and policy implementation in different areas of the education system. What will be defined as the "selection device" refers to the structurally determined selection of educational content at various policy levels of society. We argue that the choices politicians, principals, students, and parents make are regulated by "nudging" as an underlying principle of the selective device. By presenting students with "rational choice" alternatives, they are gently pressuring them away from selecting arts courses. This redirection is discursively conveyed by schools, but systematically governed by national and international guidelines in which the fine arts have a relatively low status. The declining legitimacy of arts subjects in secondary education can thus be seen as an outcome of policies embedded in the education system. By manipulating the features of the selection device, the transnational movement of the New Right exerts control over educational policy. [ABSTRACT FROM AUTHOR]

In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims to understand how educators have interpreted this national mandate, and the extent to which the policy has prompted and expanded teaching and learning opportunities about conflict, peace, and justice. We explore the perspectives of 46 teachers working in public schools across 19 of Bogotá's 20 localities, several years into the creation of the CdP and in the midst of a contentious national peace process. The paper shows a range of enactment formats and uneven impact on teachers' existing commitments to peace education. We conclude that the CdP has had a contradictory effect on school-based practices, legitimizing the importance of peace education as a national imperative, while marginalizing efforts within schools as individualized and bound to the social sciences subject. [ABSTRACT FROM AUTHOR]

Student removal became an increasingly utilized form of discipline since the implementation of zero-tolerance policies during the early 1990s. Evaluative studies have consistently found negative relationships between student removal and academic success. Majority of cases regarding student removal are for minor and non-violent offenses and literature in this field suggests that teachers' biases and cultural misreadings widen racial disparities in school discipline and academic performance. Our study estimates the effects of suspensions, school-related arrests, and expulsions under zero-tolerance by exploiting within-school variation in school mean proficiency rates of Asian, Hispanic, Black, and White racial subgroups over a 3-year period. Our findings reaffirm consistent evidence that exclusionary policies have negative effects on academic outcomes. We also find evidence of differential effects by racial subgroup. The paper concludes with a discussion and policy implications. [ABSTRACT FROM AUTHOR]

Full-service community schools are increasingly adopted as educational policy nationwide to transform educational institutions into community hubs, addressing racial and social disparities and countering deficit narratives related to marginalized youth and families. As the movement toward community schooling as an educational policy gains momentum, more research is needed to understand the complex process of conceptualizing such an initiative for racial equity. Spanning from the early planning stages to 3 years into the implementation of community schooling, this paper uncovers the tensions that emerge as school and district leaderships’ interpretation of the purpose of community schooling and root cause of racial inequity unveil conflicting conceptualizations of the community school initiative: community schooling rooted in neoliberal ideals of efficiency, coordination, and service choice, on one hand, and those rooted in more transformative approach with systemic reflection and change in classrooms, schools, and other institutions on the other. [ABSTRACT FROM AUTHOR]

This study uses a theoretical perspective known as organizational institutionalism to explain the higher test scores observed among private school students in Nepal. We argue that the differing "institutional charters" of public and private schools in Nepal result in different forms of school governance, external monitoring, and instructional practice in public and private schools and that these organizational features of schooling affect students' learning outcomes. Empirical analyses presented in the paper show that public and private schools in Nepal do show expected differences in school governance, external monitoring, and instructional practice, but that only the instructional practice variable positively affects student achievement. • Public and private schools in Nepal differed in organizational characteristics. • Private schools showed more unitary governance than public schools. • Private schools were subject to less external monitoring than public schools. • Private schools showed higher quality of instruction than public schools. • Instructional quality in schools was associated with student achievement. [ABSTRACT FROM AUTHOR]