In a period of rapid cultural shifts, changing populations and new ideologies take hold and reshape political agendas and norms in the West. It is against this backdrop that Wolfgang Brezinka presents his controversial take on the impact these changes have made on the public education landscape. Offering his views on the historical context behind these cultural shifts, Brezinka argues for the development of moral and values education in the West and discusses the conflicting roles migration, divergent ideologies, and other factors have had to play. Focusing on pedagogy and policy, Brezinka puts forth a provocative perspective on the relationship between pluralism, tradition, and the future of education.

The Program for International Student Assessment (PISA) is an international achievement measure that assesses 15-year-old student performance in the areas of reading, mathematics, and science literacy in over 70 countries and economies triennially. By presenting an in-depth examination of PISA's role in education governance and policy discourses, this book provides the reader with a critical analysis of the educational change process within our increasingly global educational policy environment. Exploring the prominent socio-political drivers of large-scale educational reform across the globe, chapter authors examine PISA's national and global implications from a diverse range of regional contexts. Through the presentation of cross-disciplinary viewpoints and topical issues related to the PISA international survey, this volume explains the degree to which PISA-focused research is linked to national educational policy discourses and international education agendas.

Drawing on a range of contexts influenced by the Promise Neighborhoods Program-a federal place-based initiative to improve educational outcomes for students in distressed urban and rural neighborhoods-this book outlines effective characteristics and elements for implementing supplementary education. Chapter authors demonstrate that the disparities in educational achievement between white and non-white students can only be addressed by a holistic approach that takes the communities in which schools are situated as its focal point. This edited collection distills the insights gained from the communities implementing such comprehensive education programs and provides the framework and models for reproducing such successes.

Materialities and Mobilities in Education develops new arguments about the ways in which educational processes can be analysed. Drawing on a recent interest in mobilities across the social sciences, and a conterminous resurgence in academic accounts of materialities, the book demonstrates how these two ostensibly differing perspectives on education might be fruitfully deployed in tandem. Considering the interaction and convergence of materialities and mobilities, the book highlights the relationship between structural constraints and opportunities and the agency of individuals, providing a unique and essential insight into contemporary education. Examining a range of education spaces from the formal to the informal and the different types of mobility that manifest in relation to education, the book introduces readers to a range of theoretical resources and detailed case studies used to analyse the spatiality of education from across the disciplines of human geography, education and sociology. Drawing on material from across the globe, Materialities and Mobilities in Education is an engaging and relevant text, which will appeal to postgraduate students, researchers and academics interested in the development of education policy and practice.

With intensified threats to global security from international terrorism worldwide, education systems themselves face these same unprecedented security threats. Schools and universities have become marked loci of interest for the monitoring of extremism and counter-terrorism by security and intelligence agencies. The relationship between education systems and national security is nothing new though - it extends in surprising and unexpected ways into territory which is by turns open and covert, even secret. Acknowledging the genuine political and security concerns which have drawn educational systems ever closer to the intelligence community, this book shows how and why this has happened, and explains why the relationship between education and the security and intelligence communities extends beyond contemporary concerns with counter-terrorism. As the title of this book demonstrates, this is as much an intellectual challenge as a security struggle. Education, Security and Intelligence Studies thus critically engages with multi-disciplinary perspectives on a complex and contentious interface: between systems of often secret and covert national security and intelligence and open systems of national education. Delving into difficult to access and often closely guarded aspects of public life, the book provides the pathfinding groundwork and theoretical modelling for research into a complex of little explored institutional and epistemological interconnectedness between universities and the security and intelligence agencies. This book was originally published as a special issue of the British Journal of Educational Studies.

Educational Choices, Transitions and Aspirations in Europe analyses educational choices and transitions in eight different European countries/regions and provides an engaging means of considering issues of inequality through international comparisons. The book is underpinned by explorations of theoretical perspectives and methodological approaches, which share the common goal of highlighting and challenging educational inequalities in relation to political imaginings and discursive constructions of notions of aspirations and choice. Beginning with an overview of the theoretical landscape, the book posits ways of understanding transitional experiences through both a social and a political lens. Comprising of chapters that explore these issues within the context of specific countries and at different stages of young people's transitions, the collection examines the features of different European education systems and how they frame transitions and choices, before providing an overall analysis of systemic, institutional and subjective constraints on these processes. The book uniquely opens and develops an intellectual conversation about different education systems with similar educational challenges and outcomes. Assimilating key issues and solutions, this volume also makes general recommendations for policy and practice that would help to promote greater equity and social justice. The book covers a range of transition points and countries, which should make it essential reading for academics, researchers and postgraduate students with an interest in international perspectives on education. It will be particularly useful for those working in education, sociology, social policy, geography, and politics.

This book examines the relationships between online visual interfaces and language use in educational contexts and the features that underpin them to explore the complex nature of online communication and its implications for educational practice. Adopting a case study approach featuring a global range of examples, the volume uniquely focuses on multimodal intercultural interactions, with a particular interest in videoconferencing, to look at how they project and reflect particular cultural values and tendencies concerning language use and how they elucidate the complex cultural identifications and affiliations inherent in intercultural encounters. The book employs a diverse range of theoretical and research frameworks to highlight the dynamic connections between digital technology, social life, and language use, and the ways in which they can inform language education, making this an ideal resource for students and scholars in applied linguistics, communication studies, media studies, information studies, and education.

This edited collection examines the ways in which the local and global are key to understanding race and racism in the intersectional context of contemporary education. Analysing a broad range of examples, it highlights how race and racism is a relational phenomenon, that interconnects local, national and global contexts and ideas. The current educational climate is subject to global influences and the effects of conservative, hyper-nationalist politics and neoliberal economic rationalising in local settings that are creating new formations of race and racism. While focused predominantly on Australia and southern world or settler colonial contexts, the book aims to constructively contribute to broader emerging research and debates about race and education. Through the adoption of a relational framing, it draws the Australian context into the global conversation about race and racism in education in ways that challenge and test current understandings of the operation of race and racism in contemporary social and educational spaces. Importantly, it also pushes debates about race and racism in education and research to the foreground in Australia where such debates are typically dismissed or cursorily engaged. The book will guide readers as they navigate issues of race in education research and practice, and its chapters will serve as provocations designed to assist in critically understanding this challenging field. It reaches beyond education scholarship, as concerns to do with race remain intertwined with wider social justice issues such as access to housing, health, social/economic mobility, and political representation.

While many accept that math is a universal, culturally indifferent subject in school, this book demonstrates that this is anything but true. Building off of a historically conscious understanding of school reform, Diaz makes the case that the language of mathematics, and the symbols through which it is communicated, is not merely about the alleged cultural indifference of mathematical thinking; rather, mathematical teaching relates to historical, cultural, political, and social understandings of equality that order who the child is and should be. Focusing on elementary math for all education reforms in America since the mid-twentieth century, Diaz offers an alternative way of thinking about the subject that recognizes the historical making of contemporary notions of inequality and difference.

This is an analysis of higher education in the past half century, a period of dramatic change and democratization. But it is more than that. The author has been a participant in the struggle to stem the decline in higher education, as it moved from an emphasis on classical liberal values toward relativism and ideological extremism. This volume reflects an awareness of what has been lost, but sees hope for a revival of traditional values as technological change and awareness of failure forces institutions to examine their premise. Herbert I. London has provided here fuel for fundamental redirection in American college and university affairs. Decline and Revival in Higher Education is uncompromising in its concerns, but points the way toward a future linked to the best of the past. The work follows the personal evolution of the author, while at the same time, describes the devolution of university standards in such institutions as Columbia, Duke, the University of California at Berkeley, and New York University. While seeing optimistic trends in oases of traditional programming that can serve as a counterweight to campus orthodoxies, London argues that the dramatic transformation of the academy cannot be denied. The social sciences and humanities in particular have become isolated from mainstream requirements in the nation. London deals with concrete concerns, such as the collapse of classic book programs in the contemporary curriculum, the decline and even vigilante raids on opposition in campus publications, the collapse of moral judgment in favor of pure relativism, the transformation of many museums into a storage houses of debris, and the confusion of coarse language with democratization. These developments lead the author to write this book, for if the culture wars are over, the American people may be the losers.

Highlighting an arts-based inquiry process that involves contemplation, mindful awareness, and artful writing, this book explores women's difficult experiences in teaching. It weaves a strong autobiographical thread with artifacts from several research projects with female teachers. By linking innovative approaches to research that involve visual images and poetic writing with feminist poststructuralist theories and Buddhist-inspired practices, Walsh offers new understandings about what it means to be critical in research and teaching-and also what transformation, both social and personal, might entail.

This international and interdisciplinary collection gathers stories from researchers and research students about their methodological encounters with critical realism. Whether the contributors are experienced or novice researchers, they are predominantly new to critical realism. For various reasons, as the contributors' detail, they have all been drawn to critical realism. It is well known that critical realism can be bewildering and even overwhelming to newcomers, especially to those unfamiliar with language of, and without a grounding in, philosophy. While there are now numerous and important introductory and applied critical realist texts that make critical realism more accessible to a broader audience, stories from newcomers have been absent - especially as part of a single collection. The significance and uniqueness of this collection lies in its documentation of first-hand reflective insights on the practical use and implementation of critical realism. The contributors feature critical realist inspired research journeys in Australia, England, Scotland, Belgium, Sweden, and Spain. The hope of this book is that the stories and accounts presented in it will inspire - or at least sufficiently arouse - the curiosity of others to explore critical realist possibilities, which we believe offer enormous value to serious researchers across and within all disciplines and subjects who are interested in rigorous intellectual work with a socially progressive purpose.

What is a university for? They educate and set people up for their futures; they teach, research, employ - often irritate. We talk about developing the next generations and pushing the boundaries of knowledge, but in the midst of a pandemic, universities were put more firmly under the microscope than ever before. As we emerge into a new reality, James Coe considers the enormous challenge of reimagining an entire cornerstone of society as a more civic and personal institution. The New University posits a blueprint of action through universities intersecting with work, offering opportunity, and operating within the physical space they find themselves. Diving into the issues he aims to tackle in his own work as a senior policy advisor, Coe believes we can utilise universities for community betterment through realigning research to communal benefit, adopting outreach into the hardest to reach communities, using positional power to purchase better, and using culture to draw people together in a fractured society. The world has changed and universities must change too. The New University is the start.

Challenging conventional ways of thinking about school reforms and teacher education, this book analyses how the "knowledge systems" which organize how teachers' observe, supervise, and evaluate children produces norms that have the effect of excluding children who are poor and of color. Building on Struggling for the Soul (1998), his original study of the day-to-day life of new teachers in the Teach for America program, Popkewitz delves deeper into how the teaching and learning practices of urban and rural schools. Applying an ethnographic focus to how difference and divisions are produced to exclude despite efforts to include, he explores the complexities of educational change and raises important questions about the politics of schooling, knowledge and power. This book provides an original way of thinking about ethnography through a critical post-foundational approach. Conceptually focusing the ethnography of "the system of reason" that organizes teacher practices, the analysis offers a critical lens to understand the contemporary politics of school reform, the limits of teacher research, and suggests why current teacher and teacher education reforms may conserve the very conditions required for change. Beyond its relevance to U.S. schools, the conceptual and methodological resources of the book have relevance internationally, especially given the global important of education responding to cultural and social diversity through teacher and teacher education reforms.

A History of Western Philosophy of Education is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising: Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE) Edited by Avi. I. Mintz Volume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550) Edited by Kevin H. Gary Volume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850) Edited by Tal Gilead Volume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914) Edited by Andrea R. English Volume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present) Edited by Anna Pages Each volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

Drawing on primary qualitative research, this book explores the experiences and identities of a group of British-born women of Bangladeshi background attending university in London through a Bourdieusian theoretical framework. It demonstrates the inequities that these women experience in UK higher education and employment as well as how they challenge them. This book presents stories that illuminate the diversity of views and experiences marked by dynamics of class, race, ethnicity, religion and gender. These stories reveal family projects of social mobility and discourses of aspiration, the multiple resources and constraints that influence decisions, experiences and pathways, and the mutual construction of different dimensions of identification and tensions between them. Through participants' narratives, the book tackles wider questions around fair access to education and employment, social mobility and the (re)production and transformation of social inequities. The book will be of interest to scholars and students in the fields of Youth, Education, Race/Ethnicity and Migration Sociology, as well as community and education practitioners and anyone with an interest in multi-ethnic societies and young people's histories.

Unlike most books which consider China's transformation and globalization over the last four decades by focusing on China's economic growth, this book examines how the Chinese regime has handled the increasingly complex sociopolitical and socio-economic challenges generated as a result of the country's economic growth and transformation, challenges arising both from within the country and also from the external political environment. Based on extensive original research, the book outlines how China's economic development has generated social and governance pressures, discusses the government's social, educational, and governance reforms, and highlights how China's development experiences, which differ from the Western economies with democratic political regimes, have drawn increasing attention from other countries in the developing world as an example to follow.

This book documents a collaborative action research project in one school where researchers and practitioners worked together to develop multimodal literacies and pedagogies for diverse, multilingual elementary classrooms. Following chronologically from Lotherington's Pedagogy of Multiliteracies (2011), this volume picks up after teachers and researchers have learned how to work efficiently as a learning community to offer project-based learning approaches. This edited collection relates how teachers and students of different grade levels, language backgrounds, and abilities developed a shared agenda and created a framework for effective and inclusive practices. Contributors demonstrate that collaboration, creative pedagogical solutions and innovative project-based learning are all essential parts of learning and teaching socially appropriate and responsive literacies in a multimodal, superdiverse world.

* Uniquely explores adversity in education from an international perspective; * Introduces influential thinkers, events, and ideas that shape current understanding and inform future developments in the area; * Identifies the key factors that give rise to adversities for learners; * Explores through practical cases studies, ways in which individuals, institutions, cultures/societies can help manage and overcome adversities; * Provides exemplars that illustrate successful proactive preventative approaches, interventions, and coping strategies; * Draws out principles that can be applied in developing a successful intervention

Disability Studies and the Inclusive Classroom integrates knowledge and practice from the fields of disability studies and special education to provide readers with a comprehensive understanding of inclusive education. Now in its third edition, this critical volume has been revised and updated to include expanded discussion of disability models and contemporary perspectives on disability. Each chapter features a dilemma to capture the complexities of the field of educational practice to inspire critical thinking and contemplation of inclusive education.

1. This book looks at the relationship between Islam and education and studies educational institutions-both school-level and higher education colleges/universities-which have been established and are run by Muslim communities, and examines the numerous innovations happening across the country. 2. The book questions the stereotype of the 'Indian Muslim' and notes the varying and divergent notions about 'reform'. 3. It will be of interest to departments of history of education, religious education, comparative education, contemporary social issues across the UK/US. It will also be useful to people working with policy and non-government personnel, Islam and educational reform, and educational planners

This book provides critical commentary on key issues around virtual reality, using media technology as a tool to challenge perspectives for learning and understanding cultural diversities. With a focus on empathy, embodiment and ethics, the book interrogates the use of immersive technologies for formal and informal educational contexts. Taking a critical approach to discourses around emerging technology and learning, the book presents the idea that a new literacy is emerging and an emphasis on media and technology is needed in the context of education to explore and experience cultural diversities. Employing a personal reflexive narrative, the chapters highlight key issues through research and interviews with leading practitioners in the field. Understanding Virtual Reality will be of great interest to academics and students interested in the effects of immersive realities on the education experience, and to anyone keen on exploring the paradigm shift from entertainment to education.

Reissuing works originally published between 1976 and 1997, this collection draws together research and practical guidance on schooling in a multicultural environment. Some of the books explore the issues of education for immigrants; others offer case study insights of the experience of bilingual and ethnic minority pupils; others present solutions for teaching in multiracial schools and for children's multicultural understanding. This is an excellent resource for teachers and those studying education.

In The Mystery of Things, Christopher Bollas takes the reader right to the heart of psychotherapy, examining the mysterious aspects of the self that are revealed by analysis.
The method of enquiry at the heart of psychoanalysis, that is, free association, runs contrary to everything that we are taught is the logical, rational, scientific way to acquire data. Yet it is only through using such an apparently illogical and subversive method that the pathological structures in thinking can be penetrated and the self underneath revealed and worked with by the analyst.
In his inimitable and highly readable style, Christopher Bollas focuses on the nature and effects of the free associative process. Using clinical studies, he highlights how aspects such as mental illness, and creative or artistic acts can reveal much about the self.

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Girls outperform boys in educational achievement, yet women in work are less well paid, are underrepresented in positions of power and carry a disproportionate burden of care and childcare. Gender, Education and Work analyses and interprets the latest data and research in the field to offer detailed historical and sociological explanations for this continuing inequity, exploring different dimensions of inequality and how they intersect. With discussion questions and selected further reading to support reflection on your own understanding and assumptions, it covers key topics: Historical approaches to the education of girls and women Key theories and debates Patterns of achievement and intersectionality Attainment gaps and socio-economic status Ethnicity and attainment gaps Gender in the classroom and gender identity in schools Patterns of employment and the nature of work The gender pay gap Women's experience of work Gender, Education and Work provides the arguments together with the historical evidence and research data required by serious education studies and sociology students engaged in the analysis of this urgent and complex topic.