This book explores the nature of intercultural communicative competence (ICC), a set of abilities required to promote sojourner engagement with diversity during study abroad and other educational exchange experiences. A highly original contribution to the intercultural communication literature, this book bases its multinational perspective of ICC on an extensive literary search in six languages and spanning 50 years to identify ICC's multiple components, to develop a comprehensive assessment tool, and to assess its development and impact on exchange participants in multiple countries.

This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers' cognition, emotions, attitudes and awareness of their self-development, as well as teachers' corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.

From the middle of the twentieth century to today, the Great Books idea has been perennially contested in successive iterations of the 'culture wars.' Whether embraced as the distillation of the best of Western culture or dismissed as hegemonic, elitist, and outdated, it has encapsulated the contradictions of intellectual life and civic culture in the era of American dominance. Drawing on previously unexamined sources, this book casts the Great Books idea in a new light, arguing that its proponents aimed to support an intellectually robust, consensus-oriented democratic culture. Moving from the concept's origins in nineteenth-century cultural, industrial, and educational initiatives, author Tim Lacy highlights the life and career of Mortimer J. Adler, who moved the idea out of the academy and worked to weave it into social and cultural fabric of the United States. With attention to the frequently changing fortunes of the project and its own inherent virtues and vices, The Dream of a Democratic Culture conclusively shows that neither liberals nor conservatives can claim ownership of the Great Books idea, whose significance has always depended upon usage, selection criteria, and context.

Contemporary Challenges Confronting School Leaders is the eleventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Consequently, the chapters include analyses that investigate relationships between school organizations and administrative practice that affect teacher and student effectiveness. This edition is organized around concepts that are significant to contemporary school leaders: student achievement and variables that contribute to it or influence achievement indirectly.

Drawing on a wide range of international contexts, International Education and Development provides an innovative and comprehensive critique of developments to improve schooling in the global South. Offering both a theoretical critique of the field and a series of case studies, drawn from recent research, illustrating the usefulness of a narrative approach, it generates a greater understanding of the meta-narratives that shape development and international education. Focusing on three periods of extensive field work in South Africa, Bangladesh and Mauritius, this book reflects upon the combination of narrative and biographical approaches in different national settings. Context is provided in three levels, meta, meso and micro, through a clear and critical examination of the macro 'stories' of development and international education over the past fifty years, and an examination of the role that narrative can play at local and micro levels, looking at the stories of individual decision makers - from children in the classroom to education officers at the district education office - and the opportunities and challenges of using these accounts for research, teaching and policy-making purposes. International Education and Development adds a global perspective to an area dominated by a concern with the Northern industrialised world, making it an essential text for students following courses in the social sciences, and individuals working the field of international education. It addresses a fundamental concern of development theory in a unique and engaging manner. A highly original contribution to a growing field, this book synthesises developments both in this field and in the growing topic of narrative research.

This volume of radical studies in the sociology and politics of education specifically addresses educational policies and the crisis of the welfare state--one of the central political facts of our time--and opens up new areas in the critical social analysis of education. Shapiro explores the interconnection between educational policy and the structure of economic, political, and cultural life in the United States, arguing that in spite of its practical and ideological autonomy, the educational region is not immune to the kinds of disruption and dislocation found elsewhere in society. Minority discrimination, urban decay, and the uneven results of the labor market as well as other conditions force new issues and questions onto the ideological policy agenda. However, in his cogent assesment of the state of public discourse, Shapiro discovers an absence, with one important exception, of reference to critical themes in mainstream political debate. He delineates the displacement into the educational area of crises that confront the lumpen class in America and that are experienced as economic deprivation, political disempowerment, and cultural disintegration and then speculates as to why a political agenda that speaks to the interrelatedness of the social crisis and the educational crisis remains unconstructed. The bulk of the eight chapters study a proposed political agenda for education that is resonant with the cultural concerns and social needs of subordinate and intermediary groups--a left agenda--that addresses three key areas: first, the crisis of values and meanings that consumption capitalism makes inevitable; second, the sense of disempowerment experienced by both subordinate and intermediary groups in American society; and finally, the issue of social justice based on the author's creatively expanded definition of the issues inherent to this concept including hunger here and abroad, the distribution of wealth and economic power, inadequate supply of shelter and medical care, and infant mortality. This important work with its invaluable analyses and proposals should be read by those concerned with the possibilities of radical intervention in public education during a period of conservative restoration. Must reading for students and scholars concerned with both the social analysis and critical study of education.

Explores ways undergraduate theatre programs can play a significant role in accomplishing the aims and learning outcomes of a contemporary liberal education. Kindelan argues that theatre's signature pedagogy helps all undergraduates become actively engaged in developing critical and value-focused skills through inquiry- and problem-based learning strategies (learning communities, capstone courses, undergraduate research, and service learning).

A Critical Pedagogy of Embodied Education outlines the pedagogy of activism and the process of learning to become an activist. Based on empirical research conducted in Australia, it explores the embodied learning of activists as they learn to be and become activists. This book, unlike any current publication on social purpose education, explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years - often a lifetime - and the learning of circumstantial activists, those protestors who come to activism due to a series of life events. The book uncovers through multiple case studies the embodied pedagogy of activists who gain knowledge through the practical experience of being in the world of activism. Their learning is often driven by emotional agency and is social, informal, and critically cognitive. Using critical pedagogy as a lens, the book not only expands our understanding of the epistemology of activism, but provides insight into adult education as an embodied practice.

Celebrity, Aspiration and Contemporary Youth uses the lens of celebrity to explore how young people think about their futures under austerity. Based on an interdisciplinary study, the book offers fresh insights into contemporary youth aspirations and inequalities. It helps us to understand young people's transitions into adulthood at a time of socio-economic 'crisis'. Drawing on original data, the authors examine what it means for young people to be forming their aspirations within the context of 'austere meritocracy'. The book addresses three central questions: What kinds of futures do young people desire and imagine for themselves? What is required of young people in the process of achieving these futures? And how are inequalities embedded and reproduced within these? Using young people's 'celebrity talk' to explore their aspirations, the authors challenge stereotypes of young people as a fame-hungry, get-rich-quick generation. Instead, they show how young people engage critically with celebrity and its discourses. Key chapters focus on how young people talk about youth, work, authenticity, success, happiness, money and fame in relation to their own lives and those of celebrities. Each of these chapters contains a case study of an international celebrity, including, Beyonce, Will Smith, Bill Gates, Prince Harry and Kim Kardashian. The authors conclude with possibilities for social change. They show that celebrity offers an important way of working with young people to critically explore what futures are possible and for whom.

In this volume, the culmination of a lifetime's work as an educator, Marshall Gregory lays out a pedagogical theory and ethical vision for teaching. He argues that teachers across the arts and sciences can reach for teaching excellence by relying on more than good will, good intentions, sincerity, enthusiasm, and trial and error. They can think, individually and collectively, about the educable capacities of the students they teach and about the ultimate aim of their teaching: not to merely impart information or train their students in a discipline, but to develop their students' abilities for thought, reflection, questioning, and engagement to their fullest extent. Drawing on over forty-five years of teaching and thirty-five years of training teachers to think about pedagogy, Gregory speaks to any teacher wanting to more fully ground the what of teaching in the how and why.

Fuelled by social equity concerns, there have been vigorous debates on the appropriateness of certain non-state actors, particularly those with commercial and entrepreneurial motives, to meet universal education goals. There are further questions on the relative effectiveness of government and private schooling in delivering good learning outcomes for all. Within this debate, several empirical questions abound. Do students from poorer backgrounds achieve as well in private schools as their advantaged peers? What are the relative out-of-pocket costs of accessing private schooling compared to government schooling? Is fee-paying non-state provision 'affordable' to the poorest households? What is the nature of the education market at different levels? What are the relationships between different non-state actors and the state, and how should they conduct themselves? The chapters in this volume present new empirical evidence and conduct critical analysis on some of these questions. This book was originally published as a special issue of the Oxford Review of Education.

Critical Pedagogy addresses the shortcomings of mainstream educational theory and practice and promotes the humanization of teacher and student. Where Critical Pedagogy is often treated as a discourse of academics in universities, this book explores the applications of Critical Pedagogy to actual classroom situations. Written in a straight-forward, concise, and lucid form by an American high school teacher, drawing examples from literature, film, and, above all, the everyday classroom, this book is meant to provoke thought in teachers, students and education activists as we transform our classrooms into democratic sites. From grading to testing, from content area disciplines to curriculum planning and instruction, from the social construction of knowledge to embodied cognition, this book takes the theories behind Critical Pedagogy and illustrates them at work in common classroom environments.

Tyson E. Lewis and Richard Kahn argue for a new critical theory of the monster as an imaginary other on the margins of human and animal. Through a unique combination of critical, posthumanist, and educational theories, the authors engage in a surreal journey into the worlds of feral children, alien reptoids, and faery faiths in order to understand how social movements are renegotiating the boundaries of community. Part philosophy of imagination, part political theory, and part pedagogical critique, this book is a twenty-first century bestiary - a catalog to navigate the monstrous world in which we live.

This book is an ethnographically-informed interview study of the ways in which middle-class mothers from three Israeli social-cultural groups - immigrants from the former Soviet Union, Palestinian Israelis and Jewish native-born Israelis - share and differ in their understandings of a 'proper' education for their children and of their role in ensuring this. The book highlights the importance of education in contemporary society, and argues that mothers' modes of engagement in their children's education are formed at the junction of class, culture and social positioning. It examines how cultural models such as intensive mothering, parental anxiety, individualism, and 'concerted cultivation' play out in the lives of these mothers and their children, shaping different ways of participating in the middle class. The book will be of interest to anthropologists and sociologists studying mothering, education, parenting, gender, class and culture, to readers curious about daily life in Israel, and to professionals working with families in a multicultural context.

This book draws upon Vygotsky's idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration. These concepts are crucial for explaining and understanding children's development from a cultural-historical perspective. A book which theorises the relations between the social and the individual through a study of a child's perezhivanie, which analyses emotions more holistically, and advances the concepts of subjective sense and subjective configuration, is much needed. This book examines the complexity of human development through a comprehensive elaboration of these concepts, allowing for new insights to be put forward. It doesn't always follow the chronological order of Vygotsky's publications, as many of his works remained in the family archives until the 1980s, when his Selected Works were first published in Russian. There has long been a need for a contemporary book on the scholarly treatment of perezhevanie, emotions, and subjectivity, and as such this book revisits dominant representations of these concepts and then puts forward new ways of conceptualising and using them in empirical research. The chapters cover a broad range of case studies where the concepts of perezhivanie, emotions and imagination and subjective sense and subjective configuration are used to give new empirical and theoretical insights into the study of human development.

This new series, Research on Religion and Education, will examine the important role that religion continues to play in education at all levels, elementary, secondary and tertiary and in all venues, public, private, and parochial schools. A central focus of the series will identify the place of religious schools in maintaining the identity of sponsoring faith communities and the impact these communities have on the school. Other topics will examine differing educational philosophies of religious schools including the non-Christian schools, the appropriate role of religion in public schools, and the impact of religion on the lives of students in higher education. This series will study the impact that religion has on education and education has on religion.

The world is not an equal place. There are high- and low-income countries and high- and low-income households. For each group, there are differential educational opportunities, leading to differential educational outcomes and differential labor market opportunities. This pattern often reproduces the privileges and inequalities of groups in a society. This book explores this differentiation in education from a social justice lens. Comparing the United States and South Africa, this book analyzes each country's developmental thinking on education, from human capital and human rights approaches, in both primary and higher education. The enclosed contributions draw from different disciplines including legal studies, sociology, psychology, computer science and public policy.

This is the first investigation of the roles of autobiography in teacher education to be informed by concepts and examples from China, Europe, and North and South America. Unique and timely, this volume addresses multiple movements of teacher education reform worldwide.

"Queer Masculinities: A Critical Reader in Education "is a substantial addition to the discussion of queer masculinities, of the interplay between queer masculinities and education, and to the political gender discourse as a whole. Enriching the discourse of masculinity politics, the cross-section of scholarly interrogations of the complexities and contradictions of queer masculinities in education demonstrates that any serious study of masculinity-hegemonic or otherwise-must consider the theoretical and political contributions that the concept of queer masculinity makes to a more comprehensive and nuanced understanding of masculinity itself.

The essays adopt a range of approaches from empirical studies to reflective theorizing, and address themselves to three separate educational realms: the K-12 level, the collegiate level, and the level in popular culture, which could be called 'cultural pedagogy'. The wealth of detailed analysis includes, for example, the notion that normative expectations and projections on the part of teachers and administrators unnecessarily reinforce the values and behaviors of heteronormative masculinity, creating an institutionalized loop that disciplines masculinity. At the same time, and for this very reason, schools represent an opportunity to 'provide a setting where a broader menu can be introduced and gender/sexual meanings, expressions, and experiences boys encounter can create new possibilities of what it can mean to be male'. At the collegiate level chapters include analysis of what the authors call 'homosexualization of heterosexual men' on the university dance floor, while the chapters of the third section, on popular culture, include a fascinating analysis of the construction of queer 'counternarratives' that can be constructed watching TV shows of apparently hegemonic bent. In all, this volume's breadth and detail make it a landmark publication in the study of queer masculinities, and thus in critical masculinity studies as a whole.

In this, the first English-language study of educational reform in Norway, Rust isolates and defines the historical forces that have molded Norwegian school reform since the country gained its independence. The book examines the ways in which Norway was able to move from a traditional dualistic school structure to a more comprehensive and unified form that serves the country today. It focuses not only on the structural changes that occurred in primary and secondary schools, but also on the equality of educational opportunity and the issue of where control over education lies. The book begins with a survey of Norway's social and educational status at the time of its independence in 1814. The subsequent reforms are then discussed in terms of four cycles: the attempt to build a coordinated system of education, the building of a comprehensive school that would include large segments of the population, the attempt to legally strengthen the unity of the system following Norway's break from Sweden in 1905, and the experimentation with a compulsory basic school that led to the integrated schooling program of today. A final section considers the degree to which Norway has accomplished its goals and the radical move to shift control from the central to local governments.

This book presents research on the instruction of two heritage languages and two foreign languages in Israeli schools. The authors explore language policy and the way languages are studied from the point of view of students, teachers, schools and curricula. Language in Israel is a loaded concept, closely linked to ideological, political, and social issues. The profound changes in language policy in the West along with two large waves of immigration from the Former Soviet Union and Ethiopia resulted in new attitudes towards immigrant languages and cultures in Israel. Are these new attitudes strong enough to change the language policy in the future? What do students and teachers think about the language instruction at school? Are the teaching materials updated and do they address modern demands? This book provides answers to these and other questions. As well as describing the instruction of two heritage languages, Russian and Amharic, and two foreign languages, French and Spanish, the book also contains an extensive background on the immigration history and acculturation process of the speakers of each of these languages. An in-depth understanding of the case of Israel will serve as a guide for other countries contending with similar issues pertaining to the adjustment of language policies in light of immigration and other challenging circumstances.

Inspired by Howard Grubera (TM)s Evolving Systems Approach, these studies explore creativity in several domains. The idea that the creative person embodies a system of loosely coupled sub-systems a" knowledge, purpose, and affect that work together, is viewed here in different chapters that explore this concept. These include autobiographies of incarcerated youth, curricula for moral and civic responsibility, changing attitudes of readers to text (romance novels), as well as case studies of highly creative individuals, such as George Bernard Shaw. Grubera (TM)s approach provides concepts as well as methodological tools which the authors apply to diverse creative processes.

This book is a valuable resource for undergraduate as well as graduate level students interested in creativity, development and education. In addition to the intrinsic interest of each chapter, the guiding theme of the book is the underlying theory of creativity, Grubera (TM)s Evolving Systems Approach, and illustrates the unusual breadth and flexibility of that theory.

To achieve their full potential, it is essential that children develop skills to become autonomous learners, yet this skill does not come naturally to many learners. This book is a practical teaching and planning guide to the theory, practice and the implementation of evidence-based approaches to develop essential metacognitive and self-study skills. How to Create Autonomous Learners explains how to get students, parents and partners on board and how to implement these ideas across a class, school, or consortium. Areas covered include: * How to get children and young people ready to learn. * Why it is important to teach learning strategies. * Encouraging children to become more active in the process of learning while also nurturing the development of creativity. * How to harness learner motivation as metacognition and motivation are highly linked. Easily applicable in any classroom, this essential resource supports children's development of important metacognitive, self-regulatory and self-study skills, and provides teachers and school leaders with evidence-based approaches for implementing these ideas with the support of parents, students and partners.