Teaching and learning are profoundly personal experiences, yet systems of education often prioritize agendas that alienate people rather than engage them. Reconceptualizing teaching and learning as a co-constructed praxis places individuals at the heart of education and, in so doing, regards knowledge acquisition as a process of understanding that is dynamically and personally negotiated at the intersection of self, subject, and relationality. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place of containment to one of expansiveness. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to explore the co-curricular capacity of lived experience to re/humanize education. This is a timely project given the multiple race, health, environmental, and socio-political crises playing out on the world stage. Contributions include works by authors who explore: co-curricular inclusion of lived experience for its potential to create more equitable and representative curricula; co-curricular capacity of lived experience to advance relationality, both human and more than human; and co-curricular potential of lived experience to un/privilege the current prioritization of the quantifiable in favour of more inclusive and holistic epistemologies.

This book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education. Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.

What is philosophical about the practice Philosophy for Children (P4C)? In this open access book, the authors offer a surprising answer to this question: a practitioner's contemplation of the potentiality to speak, or what can be called infancy. Although essential to the experience of language, this most basic and profound capacity is often taken for granted or simply instrumentalized for the educational purposes of developing critical, caring, or creative thinking skills in the name of democratic citizenship. Against this kind of instrumentalization, the authors' radical reconceptualization of P4C focuses on the experience of infancy that can take place through collective inquiry. The authors' Philosophy for Infancy (P4I) emerges as a non-instrumental educational practice that does not dictate what to say or how to say it but rather turns attention to the fact of speaking. Referencing critical theorist Giorgio Agamben's extensive work on the theme of infancy, the authors philosophically engage the core writings of Matthew Lipman and Ann Sharp, foundational scholars in the P4C tradition, to rediscover this latent potentiality in the original P4C program that has yet to be developed. Not only does the book provide a new theoretical basis for appreciating what is philosophical in Lipman and Sharp's formulations of P4C, it also provides a unique elucidation of key concepts in Agamben's work-such as infancy, demand, rules, adventure, happiness, love, and anarchy-within a collective, educational practice. Throughout, the authors offer applications of P4I that will provide anchoring points to inspire educators to return to philosophical experimentation with language as a means without end. The ebook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com.

Engaging in genuine dialogue and authentic communication is essential for teachers to assist students' successes and help them further their education through refining critical thinking skills beyond the classroom. Critical Theory and Transformative Learning is a critical scholarly resource that examines and contrasts the key concepts related to critical approaches in educational settings. Featuring coverage on a broad range of topics including repressive tolerance, online teaching, and adult education, this book is geared toward educators, administrators, academicians, and researchers seeking current research on transformative learning and addressing the interconnectedness of important theories and praxis.

What is a good human life? A life of duty? Virtue? Happiness? This book weaves a path through traditional answers. We live well, suggests the author, not primarily by pursuing goods for ourselves, but by cherishing other people and guiding them towards lives of cherishing. We cherish objects too - the planet, my grandfather's watch - and practices like music-making to which we are personally drawn. In this work of 'populated philosophy' (copiously illustrated by literary and 'real life' examples), a cherishing life is presented as hard and irreducibly individual. The idea of cherishing, says the author, points towards intimate, unreasonable layers of the ethical life, as well as the deepening of wisdom and connection. It also points towards incomparable satisfactions, reminding us who we are and who we want to be.

The last two decades have seen a good deal of work in educational linguistics, which has created a deeper understanding of how language works in different varieties of discourse and what a teacher needs to know for engaging successfully in language education. In this sense, the focus has been largely on instructional discourse - i.e., what is to be taught. The chapters of this book attempt to widen the field by focussing on who is being taught. After all, the true active element in the processes of education is the learner. Children have already acquired specific ways of learning, long before they enter the classroom, and in pluralistic societies learning styles vary systematically across communities. This book argues on the one hand the need to attend to the different voices in the classroom, and on the other to encourage an attitude of enquiry which creates awareness of the power of discourse in maintaining and/or changing societies.

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.

Scholarly Communication at the Crossroads in China follows the dichotomy paradox to focus on both achievements and challenges at every step of the scholarly communication process, highlighting Insights and trends in academic infrastructure and scholarly behaviors within the context of local economic, political, and technological development. Since China adopted an open-door policy in the late 1970s, it has experienced a dramatic economic transformation. With a growth rate around 10% over the past three decades, China is now the second largest economy by nominal gross domestic product and by purchasing power parity in the world. Economic success has impelled restructurings in almost all aspects of the social and cultural settings. Among other changes, the new pursuits of education, research, and scholarship have redefined the academic community with its development across generations and ideologies.

Sandra Gilgan's Utopia in the Revival of Confucian Education examines the classics-reading movement in contemporary China as not only driven by attraction to certain elements of tradition, but even more by caesuras in the past that caused people to detach from their cultural roots. The author argues that activism in the classics-reading movement arises from an entanglement of past, present, and future. Social and political upheaval in the near past of the twentieth century caused people to disconnect from their traditional culture and ways of living, resulting in the present need to reconnect with perceived "original" culture and tradition from the more distant past. Through peoples' imaginaries of a better future that are informed by past traditions, new ways of the past find entrance into life and education in study halls and academies. This new study draws on multi-sited ethnographic field research in ten Chinese cities, with the broadest database currently available. It combines theoretical elements from anthropology, history, sociology and sinology in a grounded theory approach. As an interdisciplinary study, the book is of interest for academics in Asian and Chinese studies, heritage and memory studies, religious studies, educational sciences, history, and cultural anthropology, as well as social and political sciences.

The transformative power of education is widely recognised. Yet, harnessing the transformative power of education is complex for exactly those people and communities who would benefit the most. Much scholarship is available describing the ways in which educational access, opportunity and outcomes are unequally distributed; and much scholarship is dedicated to analysing and critiquing the 'problems' of education. This volume gratefully builds on such analysis, to take a more constructive stance: examining how to better enable education to fulfil its promise of transforming lives. Harnessing the Transformative Power of Education returns overall to a broader language of educational change rather than reduce our sense of scale and scope of 'transformation' to what might be measured in or by schools. It offers a series of practical, local but system wide and socially responsible practices, policies and analyses to support the ways that education can work at its best. The projects described here vary in scale and scope but are rooted in a wider sense of community and social responsibility so that education is considered as a necessary sustainable process to ensure productive futures for all. Its contributors include not only scholars, but also professional experts and young people. The book's aim is to share and advance authentic possibilities for enabling all children and young people to flourish through the transformative power of education.

In the continuing quest to turnaround the lowest performing schools, rapid and sustainable reform, or school turnaround, seems most elusive for secondary schools. Secondary schools are rife with challenges due to their wide-ranging mission and organizational complexity. With the continued emphasis on college and career readiness and the vast learning possibilities enhanced by technology, our third book in this series, Contemporary Perspectives on School Turnaround and Reform, focuses on rapid school turnaround and reform in secondary schools. In this edited volume, researchers and scholars consider the doubly perplexing challenge of school turnaround or the rapid improvement of the lowest-performing secondary schools. Although there is some evidence that school turnaround policy can impact student achievement scores, research across international contexts seldom identifies schools that substantially changed student learning trajectories and sustained them. Separately, many societies have found improving secondary schools a relatively intractable problem for multiple reasons, including school size and complexity, the micropolitics of teaching and leading within them, and cumulative widening student achievement gaps. In combination, there are almost no examples of low-performing secondary schools turning around. The chapters in this book begin to offer some hope about how policymakers, practitioners, and researchers might begin to reconceptualize how they engage in and undertake the work of rapidly improving low-performing secondary schools. The authors provide theoretical and conceptual advancements, offer lessons learned from both successful and unsuccessful initiatives, and address practical issues with potentially accessible ways forward.

Overarching principles of human rights which shore up a nearly 30-year history of international efforts to develop educational systems that are responsive to the needs of all. Arguably the most widely recognised international inclusive education policy, the Salamanca Statement released in 1994 from the United Nations Education, Science and Cultural Organisation (UNESCO), recognised that every child has a basic right to education. In so doing, however, it drew a line around special needs as a particular emphasis, in globalising efforts towards equal opportunity through decrees for first principles of universally attainable privileges. Considered a watershed moment in global responses to educational exclusion, the Salamanca Statement was core to increasing awareness among nations of the need for fostering more inclusive education policy and practice. Nonetheless, the liberal ideologies that frame human rights in inclusive education are seldom called into question, despite perpetual marginalisation and disadvantage post Salamanca. Inclusive Education Is a Right, Right? brings the many together to consider educational democracy at a moment in global history where the political order fractures populations, and the displacement of socio-economic participation is displayed in every news bulletin - true, fake or otherwise. Under these conditions, the significance of academic activism, wherein diverse perspectives, methodologies and theoretical approaches are put to work to increase equity in education, has perhaps never been so stark. Across the collection the combined chapters engage with researchers, students, education professionals and leaders, advocacy organisations, and people experiencing exclusion and consider human rights in relation to inclusive education. Contributors are: Kate Anderson, Alison Baker, Tim Corcoran, Edwin Creely, Jenny Duke, Peng-Sim Eng, Leechin Heng, Anna Kilderry, Sarah Lambert, Bec Marland, Julianne Moss, Philippa Moylan, Mia Nosrat, Joanne O'Mara, Jo Raphael, Bethany Rice, Andrew Riordan, Amathullah Shakeeb, Roger Slee, Kitty te Riele, Matthew K. E. Thomas, Peter Walker, Scott Welsh, Ben Whitburn, Julie White and Michalinos Zembylas.

How should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia's unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia.

In a remarkable decade of public investment in higher education, some 200 new university campuses were established worldwide between 1961 and 1970. This volume offers a comparative and connective global history of these institutions, illustrating how their establishment, intellectual output and pedagogical experimentation sheds light on the social and cultural topography of the long 1960s. With an impressive geographic coverage - using case studies from Europe, the Americas, Africa and Asia - the book explores how these universities have influenced academic disciplines and pioneered new types of teaching, architectural design and student experience. From educational reform in West Germany to the establishment of new institutions with progressive, interdisciplinary curricula in the Commonwealth, the illuminating case studies of this volume demonstrate how these universities shared in a common cause: the embodiment of 'utopian' ideals of living, learning and governance. At a time when the role of higher education is fiercely debated, Utopian Universities is a timely and considered intervention that offers a wide-ranging, historical dimension to contemporary predicaments.

In Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into 'traditional' methodologies chapters or essays, but are nonetheless instructive - issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens. Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Koerkkoe, Outi Kyroe-AEmmala, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.

The volume of research into the economics of education has grown rapidly in recent years. In this comprehensive new Handbook, editors Eric Hanushek, Stephen Machin, and Ludger Woessmann assemble original contributions from leading researchers, addressing contemporary advances in the field. Each chapter illuminates major methodological and theoretical developments and directs the reader to productive new lines of research. As a result, these concise overviews of the existing literature offer an essential 'jumpstart' for both students and researchers alike.

In the book, the author is focusing the importance of play for children from 0 years up to 8-12 years of age, e.g. in ECE centers and elementary schools. In particular, the importance of play for learning, through motivation as related to self-competence, inspiration and engagement. In this second edition, the author is emphasizing more thoroughly the importance of play as a challenge of learning, with implications for children, as well as for teachers. Further, the author is referring to how meaning making in children's production of multi-module narrative products can contribute to their digital personal formation. The selection of theories presented in the second edition is somewhat expanded, and in the end the author is presenting a few important educational challenges of the field of children's play.