By reflecting on teacher professional development efforts and their place in broader education reforms, the book highlights the challenges of teacher CPD in these education contexts — contexts strongly shaped by endemic poverty, under-development and social upheaval. The collection draws together examples of innovation and resilience, and the valuing of teachers as critical role players, enabled and empowered through their on-going development as education professionals.
The first part of the book contextualises the CPD of teachers in Africa, providing a conceptual framework for a selection of case studies into CPD provision in sub-Saharan countries. Each case study explores a particular area of concern where CPD features as a key strategy towards addressing the challenge, with each chapter including a critical assessment of the nature, form and aim of the particular initiative considered; its conceptualisation and design; as well as critical issues that have or are emerged through the process of implementation.
The contributors reflect on the future possibilities the initiatives and their potential value for strengthening and improving education in similar contexts. Drawing together a wealth of experience, the volume identifies the policy and research implications for the future of CPD across the continent, providing important lessons that can be integrated into a post development agenda for Africa.
School Choice and the forming of citizens for responsible freedom are two of the most hotly debated topics in educational policy. International comparison offers perspective on the effects of alternative policies. This book profiles historically and currently two countries which give strong support to parental choice The Netherlands and Belgium and two others that maintain a strong State role in controlling education Germany and Austria.
Charles L. Glenn draws upon Dutch, French, and German sources to contrast how the Dutch and Belgians came over the 19th and 20th centuries to entrust education to civil-society institutions with strong parental choice, while Germany and Austria maintained a predominant State role in education.
Glenn illuminates the implications of these policies and the dangers that can arise when the State uses popular schooling to shape popular beliefs and loyalties. This is essential reading for policy specialists concerned with balancing school autonomy and government oversight, and with debates over parental choice of schools.
Technology, Standards and Europeanization of Education. Digital Governance of Education explores the multiple ways in which digital technologies are changing the experience of education. With much contemporary education practice either taking place or being documented digitally, a huge amount of data is constantly being collected and analysed to give sophisticated and up-to-date accounts of education practice in contemporary societies.
Education as a Humanitarian Response. Drawing on international research in numerous countries, including Thailand, India, Afghanistan, Lebanon and the UK, the contributors consider the external factors affecting educational provision during and after emergencies. Each chapter contains a summary of the key points and issues within the chapter to enable easy navigation, key contemporary questions to encourage active engagement with the material and an annotated list of suggested further reading to support further exploration.
Islam, Security, and Social Movements in Tunisia. Educational Transitions in Post-Revolutionary Spaces explores the transformation of the education system in Tunisia following the Jasmine Revolution, the first of a wave of revolutions known as the Arab Spring. Exploring themes such as radicalization, gender, activism, and social media, the chapters map out the steps occurring during transitions from authoritarian rule to democracy. Educational Transitions in Post-Revolutionary Spaces traces the origins of the conflict and revolution in societal issues, including unemployment, inequality, and poverty, and explores how Islam and security influenced the transition.
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What kind of education can be 'meaningful' to young people affected by conflict? The contributors explore groups of children and young people who have no, or very limited, educational opportunities in various contexts, including Vietnam, Ukraine, the UK, the USA, and India. They explore a number of educational initiatives that have contributed to improving the lives of disadvantaged children, drawing on the perceptions and experiences of disadvantaged children and young people themselves.
Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration. Education and Gender draws on international research from the USA, the UK, India, Mexico, Sub-Saharan Africa and the Caribbean, to provide a comprehensive global overview of the relationship between gender and education.
Rooting constructions of gender and sexuality in specific geographical contexts, the contributors consider a range of issues. Themes discussed include the gender gap in educational attainment; pedagogical strategies; stereotyping in curricula; and education policy. Drawing on best practices worldwide, the contributors identify the current gaps and propose solutions to promote gender-just, equitable and pluralistic societies. Each chapter includes key questions to encourage active engagement with the subject and a list of further reading to support taking the exploration further.
Contributors explore the changing nature of education in light of this epidemic, as well as the impact of public health issues on educational institutions, in a range of different contexts. Each chapter contains a summary of the key points and issues within each chapter to enable easy navigation, key contemporary questions to encourage active engagement with the material and references to seminal texts and cutting-edge research to prompt further reading and discussion.
Education as Humanitarian Response. What are the barriers to education for internally displaced persons? How can these be overcome? Drawing on research from a diverse set of countries, including the the USA, Somalia, Colombia, Pakistan, Sri Lanka and Bosnia and Herzegovina, the contributors consider the relationship between education and internally displaced persons. These case studies raise fundamental questions regarding the barriers to education and some unexpected benefits for displaced children. The dynamics that impact access and quality of education for internally displaced people are examined and the role education can play in rebuilding societies and strengthening peace building processes is considered.
Each case study brings to light a different aspect of displacement including various causes: current legal protection and its implications for government action and practical responses; challenges arising from country contexts related to the scale and duration of displacement; and the role of education in meeting the needs of returnees.
The contributors explore the experience of learners from minority groups and the education policy response of authorities, drawing on the international research in the USA, Finland, Rwanda, India, South Africa, Hungary, China and the UK. They explore the purpose of education for minority groups and in particular the place of human, social and identity capital in policy and practice. Each chapter contains a summary of the key points and issues within each chapter to enable easy navigation, key contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration.
What is the relationship between education and natural disasters? Can education play a role in ameliorating and mitigating them, preparing people in how to respond, and even helping to prevent them? If so, how? Drawing on research carried out in a number of different countries, including Australia, China, India, Japan, the UK and the USA, the contributors consider the role of education in relation to natural disasters.
The case studies expand conceptual and empirical understandings of the understudied relationship between education and natural disasters, uncover the potential and the limitations of education for mitigating, responding to, and potentially preventing, natural disasters.
The contributors also consider the extent to which so-called natural disasters, such as mudslides caused by deforestation and flooding areas built on known flood plains, are linked to human behaviour and how education can impact on these. Education and NGOs discusses the role of sectors outside the mainstream in relation to improving access to education, with particular focus on the underprivileged. Exploring Conflict and Post-Conflict Situations. What is the relationship between education and reconciliation initiatives?
Who encourages and enacts it and who discourages and detracts from it? Do reconciliatory educational practices offer any insight into the nature of reconciliation as a process? Drawing on international research in numerous countries, including Bosnia Herzegovina, Rwanda, South Africa, Jordan, Peru and the USA, the contributors consider, conceptually and empirically, the role of education in reconciling societies, groups and individuals divided by conflict.
These case studies expand conceptual and empirical understandings of the understudied relationship between education and reconciliation and its potential for addressing and repairing the divisions of conflict. Each chapter contains a summary of the key points and issues within the chapter to enable easy navigation, key relevant and contemporary questions to encourage you to actively engage with the material and an annotated list of suggested further reading to support you to take your exploration further.
A companion websitesupports the text and provides updates and additional resources. This is an engaging discussion about the functions of education, drawing on a range of educational situations. Colin Brock challenges the existing functions of education as widely and conventionally perceived, and promotes the notion of education as a humanitarian response as the prime function.
This series presents an authoritative, coherent and focused collection of texts to introduce and promote the notion of education as a humanitarian response as a prime function of educational activity. The series takes a holistic interpretation of education, dealing not only with formal schooling and other systemic provisions in the mainstream, but rather with educational reality-teaching and learning in whatever form it comes at any age.
Education in Indigenous, Nomadic and Travelling Communities provides a thorough examination of up-to-date case studies of educational provision to travelling communities and indigenous people in their homeland or in host countries. Education is usually under-utilised during phases of transition. In many instances, indigenous groups and travelling people, including nomads, do not have educational opportunities equal to that of their settled counterpart-citizens of their country resulting in early school leaving, high school drop-out rates, low school attendance and low success rates resulting in such groups beginning their working life at an early age and finding difficulty penetrating the formal employment arena.
In this volume international researchers analyse the internal and external factors affecting educational provision to travelling, nomadic and indigenous groups. Global case studies including the Roma people in Europe; indigenous groups in Malaysia; the nomadic tribes of Afghanistan as well as the Amazonian Indians of Latin America enable a comparative examination of the issues.
Education, Poverty, Malnutrition and Famine provides an overview of education response — what it is and how it can be improved in relation to one of the more persistent issues globally. This book provides a global overview of education and such issues through case study samples of countries within various regions and offers insights and proposes solutions on how educational response can help alleviate this challenge. What is the relationship between education and those seeking asylum or refuge? What is the impact of education being marginalized during conflict situations?
Drawing on international research in numerous countries, including Thailand, North Korea, Lebenon, Africa, the USA and the UK, the contributors consider, conceptually and empirically, the provision of education to refugees and asylum seekers in their homeland or in host countries, analyzing the internal and external factors affecting educational provision during and after emergencies. Each chapter contains a summary of the key points and issues within the chapter to enable easy navigation, key contemporary questions to encourage you to actively engage with the material and an annotated list of suggested further reading to support you to take your exploration further.
A companion website supports the text and provides updates and additional resources. State, School and Student Perspectives. How do we prepare young people to understand the complex problems confronting our society and their place as citizens in shaping solutions? Until , the contribution of schools to these challenges was ad hoc and uncoordinated, but with the introduction of citizenship education into the National Curriculum in England a new political project began.
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Between and , England has become a leading player in the debate about how to induct young people into democracy. Jerome explores the connections between the values promoted by the government and the forms of citizenship promoted through the National Curriculum and considers:. To answer these questions this book considers a range of evidence from large scale national and international research projects to single school case studies, conducted with student co-researchers.
The study illustrates the complexity of policy making and reveals the gap between curriculum policy and implementation. New Insights from a Comparative Approach. What drives school leaders?
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What do they do on a day to day basis? Rather than applying theory to practice, Exploring School Leadership in England and the Caribbean draws on how school leaders practice and experience their own leadership. Paul Miller draws on case studies from Jamaica and England to explore what it means to be a school leader and explores a wide-range of issues, including accountability, performativity, inclusion and multiculturalism, technology, staffing and resourcing decisions. While no two school leaders will have identical experiences as a school leader, Paul Miller draws on the first-hand accounts of school leaders to show that regardless of school size, type and location there are a number of common experiences and themes.
Miller acknowledges that the practice of school leadership is occurring in an uncertain economic environment, buoyed by a fast paced policy context where by targets linked to national economic development are the new normal. Classical Languages in Schools and Communities. Since , there have been more students in state-maintained schools in England studying classical subjects than in independent schools, and the number of schools offering Classics continues to rise in the state-maintained sector.
The teaching and learning of Latin and Greek is not, however, confined to the classroom: community-based learning for adults and children is facilitated in newly established regional Classics hubs in evenings and at weekends, in universities as part of outreach, and even in parks and in prisons. This book investigates the motivations of teachers and learners behind the rise of Classics in the classroom and in communities, and explores ways in which knowledge of classical languages is considered valuable for diverse learners in the 21st century. The role of classical languages within the English educational policy landscape is examined, as new possibilities exist for introducing Latin and Greek into school curricula.
The state of Classics education internationally is also investigated, with case studies presenting the status quo in policy and practice from Australasia, North America, the rest of Europe and worldwide. The priorities for the future of Classics education in these diverse locations are compared and contrasted by the editors, who conjecture what strategies are conducive to success.
From Technicians to Teachers provides theoretical and practical reasons for suggesting that widespread, international curriculum reform of the post period need not deprofessionalise teaching. However, there are many teachers who do not see their work in either of these ways. The book is structured around an in-depth case study detailing the implementation of The New Zealand Curriculum in that nation - one of the best international examples of neoliberal reform. Benade argues that curriculum policy can and should be analysed critically, while pointing out the dangers for ethical teachers that can exist in national or state curricula.
Energising and inspiring, this book reminds teachers and teacher educators that although they work in a globalised context, their own role is fundamental and has a profoundly ethical basis, despite the negative impacts of three decades of education reform. Reclaiming Education in Transformative Spaces. While scholarship on the education of youth behind bars has largely focused on boys, more than one in three youth arrests in the United States is female. Girls Behind Bars sets out to address this imbalance.
First, the book offers autobiographies, life-stories, and counter-stories in order to counter simplistic generalizations and empirical prescriptions. Next, the study provides the educational community with critical perspectives that examine empiricist epistemologies and positivist methodologies that label certain groups of girls as delinquent and mark them for punitive and corrective treatment behind bars. Third, the book opens up the discussion on girls' gender, desire, and sexuality by offering a language for these issues absent in educational discourse.
Finally, the book supports calls for educators and practitioners in their desire to envision and create transformative spaces that enable young girls behind bars to reclaim their education. Including a foreword by William Ayers and Bernadine Dohrn, this important and powerful book gives voice to a neglected, silenced, and misrepresented population — young girls behind bars.
Comparative Perspectives. The notion of global citizenship education GCE has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice.
The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world.
Through a comparative study of the two prevailing approaches — intercultural education within the European Union and multicultural education in the United States — the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.
Theoretical, Strategic and Management Perspectives. Universities all over the world are increasingly recognising the challenges of globalization and the pressures towards internationalization. This collection draws together a wealth of international experience to explore the emerging patterns of strategy and practice in internationalizing Higher Education. Pathways, Policy and Practice. Drawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom.
Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed.
As every chapters is co-authored by two or three researchers, each based in a different country, the book goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods. Higher Education in Austerity Europe explores how the resulting cuts in public expenditure - together with the increasing reliance on the privatisation of services - have impacted on higher education directly through the reduction of public sector provision and indirectly as a result of the social and political consequences of that reduction.
Moreover, it explores how the effects of these economic policies have differed markedly across the national regions of Europe, with the result that inequality has increased significantly both within and between national regions, and this, in turn, has led to social and political dislocation within and across communities. It is only by viewing higher education within this broader context that we can begin to understand the full implications of the austerity measures introduced over the last ten years.
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Jon Nixon draws together leading scholars to delve into the complexity of impact and response generated by these measures. Part 1 focuses on cross-European perspectives; Part 2 on the impact of austerity measures within national systems; and Part 3 on new perspectives and possibilities.
As well as analysing the full impact of austerity measures across some of the worst hit national regions of Europe, the contributors also identify openings and possibilities for renewal. Geraldlynn is a lively, astute year-old. Her family, displaced by Hurricane Katrina, returns home to find a radically altered public education system.
Aidan is a fresh-faced Harvard grad drawn to New Orleans by the possibility of bringing change to a flood-ravaged city.
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He teaches at an ambitious charter school with a group of newcomers determined to show the world they can use science, data, and hard work to build a model school. Mary Laurie is a veteran educator who becomes principal of one of the first public high schools to reopen after Katrina. In this powerful narrative non-fiction debut, the lives of these three characters provide readers with a vivid and sobering portrait of education in twenty-first-century America.
International Comparisons. In drawing together the experience of local and international students in the UK and in Australia, they examine the ways identities are understood and conceptualized within higher education in local contexts and on a global level. Identity and Pedagogy in Higher Education examines the extent to which education as a vehicle for change in the light of the controversial debates surrounding race and gender inequalities.
International Perspectives on Research, Curriculum and Practice. Through the eyes of future teachers, the chapters address issues such as: trainee motivation, tensions between theory and practice, role of feedback, teacher development and identity, critical pedagogies, online teacher education and intercultural awareness.
Each chapter can be accessed as a resource on a specific topic, but the chapters are also grouped into three sections to provide an invaluable source of thinking and knowledge from leading thinkers and practitioners in their fields: Perspectives on Education; Supporting the Learning Process; and Teachers and Professional Development. Challenging Values and Practice. Trevor Kerry draws together contributions from leading academics in the field based in Europe, Canada and Australia to examine key themes in higher education, including:.
The contributors explore what might constitute effective higher education provision, drawing on innovative practice from around the world and encouraging higher education practitioners to become more analytical and critical about their institutions, about their own roles, and about the ways in which they and their work serve their client-base. In so doing the book confronts the contextual conflicts that arise from political, social and fiscal agendas for higher education. Reform and Development. Interventions in Education Systems draws on research conducted in England, Mexico, Singapore and Finland to illuminate reform processes to education systems in a range of contexts, to develop a better understanding of intervention processes and to promote the development of more sophisticated models for reforming education systems.
The authors compare policy implementations and interventions in countries with different socio-economic profiles and different levels of development, highlighting how these processes in practice all too frequently are side-tracked and distorted, often unintentionally, by political, economic and social forces. Symbolic Pedagogy and Cultural Claims. Islam in the School Curriculum explores the conceptualisation of school-based Islam on two levels: as a symbolic category in English religious education as a consequence of policy shifts, and as pedagogic discourse at the local community level in state and Muslim schools.
Using recontextualisation theory, the author examines the relations between educational governance, social interests and cultural epistemology as they pertain specifically to symbolic constructs. In the aftermath of September 11 , the teaching of Islam has assumed geopolitical significance, coming under close scrutiny internationally. From I was a senior program officer and senior manager at the U. Institute of Peace in Washington where I managed programs for colleges and universities and developed training for faculty and students.
I work with all groups and educational institutions to support peacebuilding awareness. View all posts by David J. You are commenting using your WordPress.
STAR Welcomes Dr. Rosalind Raby as a STAR Advisor
You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. Skip to content. Leon, John Lang. Reflecting on current trends impacting higher education today, it is undeniable that pressure exists on institutions of higher education to fulfill the demands and expectations of students to acquire global competencies through curricular and co-curricular global experiences Hovland Study abroad as self-authorship : Globalization and reconceptualizing college and career readiness.
N2 - Reflecting on current trends impacting higher education today, it is undeniable that pressure exists on institutions of higher education to fulfill the demands and expectations of students to acquire global competencies through curricular and co-curricular global experiences Hovland AB - Reflecting on current trends impacting higher education today, it is undeniable that pressure exists on institutions of higher education to fulfill the demands and expectations of students to acquire global competencies through curricular and co-curricular global experiences Hovland
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