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The world has become a space of flow due to globalization resulting from great strides in communication, transport, and the use of social media. This flow has gained impetus due to national borders becoming more permeable, leading to increased migration and social mobility. Apart from all the advantages that this new space might offer, it has brought with it a number of deplorable phenomena such as religious and cultural intolerance, discrimination, stereotyping, xenophobia, and violence. The core argument of this article is that although there is as yet no consensus about the definitions of citizenship and of global citizenship education (GCE), about the best theoretical positions to adopt in the current circumstances, and about the dimensions of the global flow, GCE curriculum designers, and citizenship educators in particular, are confronted with several challenges. These challenges include: how to ontically deal with the flow in terms of the ontic balance between permanence and change, and how to educate learners to become informed, critical, and conscientized citizens of their own nation-states while at the same time preparing them for drawing on the global flow as a pedagogical resource that will enable them to deal with the injustices in the world that might be associated with, caused, or highlighted by that flow. Five such challenges are outlined and suggestions offered about how to address them in these times of "glocal" flow.

The aim of this article is to investigate the authorship of Education research in Africa, within the framework of global Education research production. The negative effect of a low scholarly output in the global pool is explicated. The 2012 volumes of all Thomsons Reuter (previously called the ISI, or Institute for Scientific Information) indexed journals in the field of Education were taken as data pool. The authorship of the 18 523 articles published in this pool was studied. Africa contributed in total 395 authors, representing only 2.13 per cent of the author pool; but taken as a whole. The distributions of authors as per journal, per nations in Africa, and per sub-field of Education knowledge are analysed and recommendations for raising the profile of African scholars in the global circuit of publishing in the field of Education are made.

The aim of this study was to investigate the management of parental involvement in three multicultural schools in the Umlazi District in Durban, South Africa. A literature survey resulting in a theoretical framework on parental involvement in schools, multicultural schools, and the managing of parental involvement in schools has been done. The contextual background of schools in contemporary South Africa is depicted. A qualitative research design has been used. Focus group discussions have been conducted, with a total of thirty-three principals, teachers and parents. It has found that there is a low level of meaningful contact between school and parents. Apathy exists on the side of parents, low expectations on the side of principals and teachers, and an organisational structure facilitating parent-school interaction is lacking. In managing parental involvement in multicultural schools, school managers display a lack of intercultural sensitivity.

This article examines how education unfolded as a science in Estonia in the period 1944-1991, i.e. from the second Soviet occupation to the fall of the USSR. Historical analysis of the way prominent scholars and institutions succeeded in overcoming the adverse conditions of that period is conducted by viewing their respective contributions through two theoretical lenses: cultural trauma theory to explore the adversities they had to contend with, and resilience theory to explain how those challenges were overcome. Through these means an account is constructed of how individuals and institutions succeeded in preserving the national Estonian and inter-war European legacy of educational philosophy, in the process confronting and countering adverse socio-cultural-political conditions.

Comparative Education as a subject or course on teacher education curricula mainly continues to be taught in Ireland, some African and East European countries and a few colleges in Ireland, the UK and several universities in the USA, Canada, Western Europe, Latin America and Australia. This research compares Irish and South African students' experiences of their Comparative Education courses. The article commences with a survey of literature on the position of Comparative Education in teacher education, a portrayal of the contextual background of South Africa and of Ireland, and a brief synopsis of the pre-course survey of students' expectations, upon which this study builds. Subsequently the research method is explained and the results presented. Three findings emerged from this study. The first is the valuable role of Comparative Education in teacher education. The second is the role of contextual factors in determining the significance of Comparative Education in teacher education. Thirdly, the centrality of clients (i.e. students) is critical to the future of Comparative Education in teacher education. (Contains 4 tables.)

As part of a research project on religion, spirituality and education, the authors attended to the role that children's divine dreams could play in religious education (RE). They contend that such dreams can indeed be used by RE teachers as the gateway to understanding the spirituality of their learners. They defend their claim by firstly developing a conceptual-theoretical framework with respect to religion, spirituality and children's divine dreams, and then presenting the results of an explorative quantitative-qualitative investigation in three schools. They find their claim to have been vindicated, and suggest that although RE teachers should not necessarily teach divine dreams "per se," they should, nevertheless, explore the possibility that (at least some of) the contents of children's divine dreams may be useful for the purpose of teaching them RE "from" religion itself, rather than teaching them only "about" religion. (Contains 1 table and 1 note.)