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Recognition of disadvantage is seen as crucial in preparing
socially just teachers who can recognize and address inequities,
and this engaging guide provides innovative strategies to reflect
on disadvantage. Coupled with its discursive partners, inclusion
and diversity, trainee teachers are asked to engage with theories
of disadvantage, and advised to recognize, support and lead change
for students who historically experience high levels of exclusion
and marginalization. But what does disadvantaged mean? In this
book, the authors draw together international perspectives to
explore the subtle and complex differences produced by the keyword
disadvantage in different geo-political contexts, and look at the
political, historical, social, and cultural significance of the
word. They showcase narratives from the subjects of disadvantage,
including indigenous perspectives. They include standpoints from
immigrants, asylum seekers and refugees and consider the
intersectional nature of disadvantage, for instance, the
experiences of LGBTQI+ groups who are living in poverty.
This book brings critical perspectives towards questions of how
precarity and precariousness affect the work of leaders and
educators in schools and universities around the world. It
theorises the effects of precarity, and the experiences of
educators working in precarious environments. The work of school
improvement takes time. Developing a highly-skilled and confident
teaching workforce requires a long-term investment and commitment.
Schools in vulnerable communities face higher rates of turnover and
difficulty in staffing than advantaged schools do. Tackling the big
issues in education – inequity, opportunity gaps, democracy and
cohesion – also takes time. Education systems and sectors around
the globe are functioning in increasingly casualised workforce
environments, which has implications for leadership in schools and
in higher education institutions. Precarity also holds serious
implications for policymakers and for the leaders and educators who
have to enact those policies. This book brings together experts in
the field to offer critical perspectives on questions of how we
might theorise the effects of precarity, and the experiences of
those people working in precarious environments. Educational
Leadership and Policy in a Time of Precarity will be a key resource
for academics, researchers, and advanced students of education
leadership and policy, educational administration, research
methods, and sociology. This book was originally published as a
special issue of the Journal of Educational Administration and
History.
Neoliberalism and Education Systems in Conflict: Exploring
Challenges Across the Globe explores how neoliberal values are
imprinted onto educational spaces and practices, and by
consequence, fundamentally reshape how we come to understand the
educational experience at the school or system level. Countries
across the globe struggle with the residual effects of increased
accountability, choice/voucher systems, and privatization. The
first section of the book discusses the direct imprint of
neoliberal policies on educational spaces. The next section
examines the more indirect outcomes of neoliberalism, including the
challenges of inequity, access, violence, racism, and social
justice issues as a result of neoliberal ideologies. Each section
of the book includes case studies about education systems across
the globe, including Britain, Middle East, Turkey, United States,
China, and Chile written by international contributors.
Neoliberalism and Education Systems in Conflict is essential
reading for educators, scholars, and faculty of educational
leadership and policy globally.
Neoliberalism and Education Systems in Conflict: Exploring
Challenges Across the Globe explores how neoliberal values are
imprinted onto educational spaces and practices, and by
consequence, fundamentally reshape how we come to understand the
educational experience at the school or system level. Countries
across the globe struggle with the residual effects of increased
accountability, choice/voucher systems, and privatization. The
first section of the book discusses the direct imprint of
neoliberal policies on educational spaces. The next section
examines the more indirect outcomes of neoliberalism, including the
challenges of inequity, access, violence, racism, and social
justice issues as a result of neoliberal ideologies. Each section
of the book includes case studies about education systems across
the globe, including Britain, Middle East, Turkey, United States,
China, and Chile written by international contributors.
Neoliberalism and Education Systems in Conflict is essential
reading for educators, scholars, and faculty of educational
leadership and policy globally.
This edited book collection disrupts received notions of
educational leadership, culture and diversity as currently
portrayed in practice and theory. It draws on compelling studies of
educational leadership from the global north and south, as well as
from a range of ethnic, religious and gendered perspectives and
critical research approaches. In so doing, the book powerfully
challenges contemporary leadership discourses of diversity that
reproduce essentialising leadership practices, binary divisions and
asymmetrical power relations. The various chapters contest and move
beyond exhortations for leadership in increasingly diverse
societies; revealing through their rich portraits of the hybridity
of leadership practice, the shallowness of diversity discourses
that are framed as something "we" (the culturally homogenous)
leader do to (heterogenous) 'others'. The volume is more than
critique. Instead it offers readers new directions and
possibilities through which to understand, theorise and practise
educational leadership in the twenty first century. In portraying
leading as a "relational practice in contexts of cultural
hybridity" (Blackmore, this volume), it extends critical theories
for and of leadership practice, examining the intersectionality
between leadership and a range of social categories, and
challenging notions of leadership as a singular construct.
Compelling research narratives reveal educational leadership
practice as nuanced, temporal, site specific and prefigured by
traditions and cultural understandings that reach beyond a
simplification of educational leadership as understood through
unitary lenses of race, gender or ethnicity. This book is essential
reading for academics and students of educational leadership and
management, as well as administrators.
This edited collection presents several research projects which
examine issues concerning professional development, professional
learning, and the 'Education for All' (EfA) ethos. The overall aim
of the book is threefold: firstly, to explore the consequences for
the education profession of EfA, and how professional development
and professional learning may be made manifest as part of an EfA
practice. Secondly, to examine how EfA practices intersect with
theoretical notions of EfA. Finally, to explore how this
intersection of theory and practice is rooted in different
(Anglo-American, Continental and Northern European) traditions and
contexts, and their implications for professional development and
learning in education. Underpinning these three foci is a key
principle of education as a human right in terms of participation,
information and capacity building, regardless of people's ethnic,
cultural and religious backgrounds and/or physical and intellectual
capacities. This book illustrates the complex conditions created in
the nexus of social justice, EfA and professional development. The
contributions highlight the educative nature of
multi-relationships. In so doing, tensions, opportunities for
learning, and the power relationships associated with professional
development emerge, providing a resource for learning about good
educational practice, authentic social justice practice, and
genuine professional learning. This book was originally published
as a special issue of Professional Development in Education.
This edited collection presents several research projects which
examine issues concerning professional development, professional
learning, and the 'Education for All' (EfA) ethos. The overall aim
of the book is threefold: firstly, to explore the consequences for
the education profession of EfA, and how professional development
and professional learning may be made manifest as part of an EfA
practice. Secondly, to examine how EfA practices intersect with
theoretical notions of EfA. Finally, to explore how this
intersection of theory and practice is rooted in different
(Anglo-American, Continental and Northern European) traditions and
contexts, and their implications for professional development and
learning in education. Underpinning these three foci is a key
principle of education as a human right in terms of participation,
information and capacity building, regardless of people's ethnic,
cultural and religious backgrounds and/or physical and intellectual
capacities. This book illustrates the complex conditions created in
the nexus of social justice, EfA and professional development. The
contributions highlight the educative nature of
multi-relationships. In so doing, tensions, opportunities for
learning, and the power relationships associated with professional
development emerge, providing a resource for learning about good
educational practice, authentic social justice practice, and
genuine professional learning. This book was originally published
as a special issue of Professional Development in Education.
An accelerating pattern in Australia and internationally is the
dismantling of public education systems as part of a long-standing
trend towards the modernisation, marketisation and privatisation of
educational provision. Responsibility for direct delivery of
education services has been shifted to contracting and monitoring
under the clarion call of school and leadership autonomy and
parental choice. Part of this pattern is an increasing blurring of
boundaries between the state and private sector, a move from
government to new forms of 'strategic' governance, and from
hierarchy to heterarchy. Challenges for Public Education examines
the educational leadership, policy and social justice implications
of these trends in Australia and internationally. It maps this
movement through early shifts to school-based management in
Australia, New Zealand and Sweden and recent moves such as the
academies programme in England and charter schools in the United
States. It draws on recent studies of a distinct new phase in
Australian school reform - the creation of 'independent public
schools' (IPS) in Western Australia and Queensland - and global
policy moves in public education in order to provide a truly
international dialogue and debate on these matters. This book moves
beyond critique. It innovatively brings together Australian and
international perspectives and a rich range of diverse theoretical
lenses: practice philosophy, feminism, gender, relational, and
postmodernism. As such, it provides a crucial forum for
illuminating alternate ways to conceptualise educational
leadership, policy and social justice as resources for hope.
Based on the commonly held assumption that we now live in a world
that is 'on the move', with growing opportunities for both real and
virtual travel and the blurring of boundaries between previously
defined places, societies and cultures, the theme of this book is
firmly grounded in the interdisciplinary field of 'Mobilities'.
'Mobilities' deals with the movement of people, objects, capital,
information, ideas and cultures on varying scales, and across a
variety of borders, from the local to the national to the global.
It includes all forms of travel from forced migration for economic
or political reasons, to leisure travel and tourism, to virtual
travel via the myriad of electronic channels now available to much
of the world's population. Underpinning the choice of theme is a
desire to consider the important role of languages and
intercultural communication in travel and border crossings; an area
which has tended to remain in the background of Mobilities
research. The chapters included in this volume represent unique
interdisciplinary understandings of the dual concepts of mobile
language and border crossings, from crossings in 'virtual life' and
'real life', to crossings in literature and translation, and
finally to crossings in the 'semioscape' of tourist guides and
tourism signs. This book was originally published as a special
issue of Language and Intercultural Communication.
This edited book collection disrupts received notions of
educational leadership, culture and diversity as currently
portrayed in practice and theory. It draws on compelling studies of
educational leadership from the global north and south, as well as
from a range of ethnic, religious and gendered perspectives and
critical research approaches. In so doing, the book powerfully
challenges contemporary leadership discourses of diversity that
reproduce essentialising leadership practices, binary divisions and
asymmetrical power relations. The various chapters contest and move
beyond exhortations for leadership in increasingly diverse
societies; revealing through their rich portraits of the hybridity
of leadership practice, the shallowness of diversity discourses
that are framed as something "we" (the culturally homogenous)
leader do to (heterogenous) 'others'. The volume is more than
critique. Instead it offers readers new directions and
possibilities through which to understand, theorise and practise
educational leadership in the twenty first century. In portraying
leading as a "relational practice in contexts of cultural
hybridity" (Blackmore, this volume), it extends critical theories
for and of leadership practice, examining the intersectionality
between leadership and a range of social categories, and
challenging notions of leadership as a singular construct.
Compelling research narratives reveal educational leadership
practice as nuanced, temporal, site specific and prefigured by
traditions and cultural understandings that reach beyond a
simplification of educational leadership as understood through
unitary lenses of race, gender or ethnicity. This book is essential
reading for academics and students of educational leadership and
management, as well as administrators.
This book provides the theoretical and analytical resources for an
urgent rethinking of the social project of educating and
educational leading. It examines what educational leadership is,
namely the politics and power of leadership as a practice, and what
it can and should be, offering a pedagogical and praxis-informed
approach to educational practice. Drawing on research conducted at
various Australian schools and education districts, it argues for a
reframing of educational leadership as pedagogical practice/praxis
to transform theorising and practice in the field. The book
provides a rich account of educational leading through a practice
lens, bringing into dialogue the theory of practice architectures
with site ontologies, Bourdieu's thinking tools and feminist
critical scholarship. The book tracks the practices and praxis of
educational leaders as they grapple with the changing landscape and
forces of educational policies that have informed Australian
education. It reimagines education leadership by integrating
Continental and Northern European understandings of pedagogy and
praxis as being morally and ethically informed, as opposed to the
narrower Anglophone notions of pedagogy as teaching and learning.
The book adds to the body of knowledge on the "actual work of
leadership" as a "distinct set of practices" that is morally and
ethically informed. Readers will find a more holistic understanding
of educational leadership practice and praxis, based on the
everyday accounts of educational leaders, teachers and students in
schools and education districts.
This book is one of the first of its kind to examine the
aspirations of refugee background students and accompanies them as
they journey through the on-shore stage of settlement, enrolment
and participation in the Australian education system. It begins
with students' experiences of on-shore settlement, followed by the
move into schooling and finally, the subsequent transition into
Australian higher education. Transitioning into higher education is
a challenge for many students, particularly for those from
under-represented equity groups. For refugee background students,
navigating in, through and out of higher education can be
particularly complex and challenging. Drawing on rich case studies
from longitudinal research into refugee youth and the academic and
professional staff in schools and universities who support them,
the book provides powerful and compelling narratives and insights
into this journey. It untangles the complex nature of transition
for students of refugee background in higher education, locating it
within broader social trends of increasing social and cultural
diversity, as well as government practices and policies concerning
the educational resettlement of refugees.
This book is a Festschrift for Emeritus Professor Stephen Kemmis,
who has a long and eminent career as an educational researcher and
academic spanning over 40 years. His work in curriculum,
evaluation, critical practice, action research and practice theory
has been influential across all continents of the world. The book
examines critical perspectives on educational practice and the
participatory nature of action research, including practitioner
research particularly as undertaken by teachers in schools.
Including vignettes from Kemmis' colleagues and mentors, it draws
on contributions from a range of academics whose scholarship has
been inspired, influenced and initiated by his work. The chapters
stem from a range of countries, including Australia, Canada,
Finland, weden, the United Kingdom, United States of America, and
Trinidad and Tobago - a testimony to the enduring and global legacy
of Kemmis' scholarship. Contributing authors include leading
educational research scholars, indigenous elders from Australia,
and community leaders concerned with environmental sustainability.
The concluding focus of this book turns towards practice theory.
Kemmis' later work led to the development of the theory of practice
architectures and gave rise to the development of the theory of
ecologies of practices in education. Research drawing on the theory
of practice architectures and ecologies of practices resulted in
the leading text "Changing practices, changing education" (Kemmis,
Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014,
Springer) that reports on an Australian investigation of the
ecological relationship between student learning, teaching,
professional learning, leading and researching practices.This
theory is now being applied to study practices across a wide range
of international contexts, sites and disciplines including early
childhood, school education, university education, vocational
education and training, community environment, indigenous cultural
sustainability and health.
This book is a Festschrift for Emeritus Professor Stephen Kemmis,
who has a long and eminent career as an educational researcher and
academic spanning over 40 years. His work in curriculum,
evaluation, critical practice, action research and practice theory
has been influential across all continents of the world. The book
examines critical perspectives on educational practice and the
participatory nature of action research, including practitioner
research particularly as undertaken by teachers in schools.
Including vignettes from Kemmis' colleagues and mentors, it draws
on contributions from a range of academics whose scholarship has
been inspired, influenced and initiated by his work. The chapters
stem from a range of countries, including Australia, Canada,
Finland, weden, the United Kingdom, United States of America, and
Trinidad and Tobago - a testimony to the enduring and global legacy
of Kemmis' scholarship. Contributing authors include leading
educational research scholars, indigenous elders from Australia,
and community leaders concerned with environmental sustainability.
The concluding focus of this book turns towards practice theory.
Kemmis' later work led to the development of the theory of practice
architectures and gave rise to the development of the theory of
ecologies of practices in education. Research drawing on the theory
of practice architectures and ecologies of practices resulted in
the leading text "Changing practices, changing education" (Kemmis,
Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014,
Springer) that reports on an Australian investigation of the
ecological relationship between student learning, teaching,
professional learning, leading and researching practices.This
theory is now being applied to study practices across a wide range
of international contexts, sites and disciplines including early
childhood, school education, university education, vocational
education and training, community environment, indigenous cultural
sustainability and health.
This book is one of the first of its kind to examine the
aspirations of refugee background students and accompanies them as
they journey through the on-shore stage of settlement, enrolment
and participation in the Australian education system. It begins
with students' experiences of on-shore settlement, followed by the
move into schooling and finally, the subsequent transition into
Australian higher education. Transitioning into higher education is
a challenge for many students, particularly for those from
under-represented equity groups. For refugee background students,
navigating in, through and out of higher education can be
particularly complex and challenging. Drawing on rich case studies
from longitudinal research into refugee youth and the academic and
professional staff in schools and universities who support them,
the book provides powerful and compelling narratives and insights
into this journey. It untangles the complex nature of transition
for students of refugee background in higher education, locating it
within broader social trends of increasing social and cultural
diversity, as well as government practices and policies concerning
the educational resettlement of refugees.
This book aims to help teachers and those who support them to
re-imagine the work of teaching, learning and leading. In
particular, it shows how transformations of educational practice
depend on complementary transformations in classroom-school- and
system-level organisational cultures, resourcing and politics. It
argues that transforming education requires more than professional
development to transform teachers; it also calls for fundamental
changes in learning and leading practices, which in turn means
reshaping organisations that support teachers and teaching -
organisational cultures, the resources organisations provide and
distribute, and the relationships that connect people with one
another in organisations. The book is based on findings from new
research being conducted by the authors - the research team for the
(2010-2012) Australian Research Council-funded Discovery Project
Leading and Learning: Developing Ecologies of Educational Practice.
An accelerating pattern in Australia and internationally is the
dismantling of public education systems as part of a long-standing
trend towards the modernisation, marketisation and privatisation of
educational provision. Responsibility for direct delivery of
education services has been shifted to contracting and monitoring
under the clarion call of school and leadership autonomy and
parental choice. Part of this pattern is an increasing blurring of
boundaries between the state and private sector, a move from
government to new forms of 'strategic' governance, and from
hierarchy to heterarchy. Challenges for Public Education examines
the educational leadership, policy and social justice implications
of these trends in Australia and internationally. It maps this
movement through early shifts to school-based management in
Australia, New Zealand and Sweden and recent moves such as the
academies programme in England and charter schools in the United
States. It draws on recent studies of a distinct new phase in
Australian school reform - the creation of 'independent public
schools' (IPS) in Western Australia and Queensland - and global
policy moves in public education in order to provide a truly
international dialogue and debate on these matters. This book moves
beyond critique. It innovatively brings together Australian and
international perspectives and a rich range of diverse theoretical
lenses: practice philosophy, feminism, gender, relational, and
postmodernism. As such, it provides a crucial forum for
illuminating alternate ways to conceptualise educational
leadership, policy and social justice as resources for hope.
Researching Practices Across and Within Diverse Educational Sites
explores the role of educational research in uncertain, risky
times. Researching practices and their consequences transpire
unpredictably, depending on how we set about to understand these
practices. The authors consider the unknowns in research action,
and what promises researchers can keep to their communities as they
embark on research action together. The authors examine how
researching practices come to be constituted within and across
cultural sites through consideration of the onto-epistemological
bases of research action, broadly understood as “doing, through
knowing and being”. Theoretical arguments and empirical examples
of the in-situ development of research practices in Australia,
Canada, Finland and Norway are provided, arising from reflection
upon and dialogue about researching practices with particular
groups. Within each chapter, the authors reflect on how knowledge
production is influenced by how they go about their researching
practices and who or what they regard as knowledge holders. These
examples enable readers to reflect on their researching practices
in different educational settings.
Recognition of disadvantage is seen as crucial in preparing
socially just teachers who can recognize and address inequities,
and this engaging guide provides innovative strategies to reflect
on disadvantage. Coupled with its discursive partners, inclusion
and diversity, trainee teachers are asked to engage with theories
of disadvantage, and advised to recognize, support and lead change
for students who historically experience high levels of exclusion
and marginalization. But what does disadvantaged mean? In this
book, the authors draw together international perspectives to
explore the subtle and complex differences produced by the keyword
disadvantage in different geo-political contexts, and look at the
political, historical, social, and cultural significance of the
word. They showcase narratives from the subjects of disadvantage,
including indigenous perspectives. They include standpoints from
immigrants, asylum seekers and refugees and consider the
intersectional nature of disadvantage, for instance, the
experiences of LGBTQI+ groups who are living in poverty.
Examines, then employs the metaphor of cultural impact in an effort
to understand how culture works in the German-speaking world. How
to gauge the impact of cultural products is an old question, but
bureaucratic agendas such as the one recently implemented in the UK
to measure the impact of university research (including in German
Studies) are new. Impact isseen as confirming a cultural product's
value for society -- not least in the eyes of cultural funders. Yet
its use as an evaluative category has been widely criticized by
academics. Rather than rejecting the concept of impact, however,
this volume employs it as a metaphor to reflect on issues of
transmission, reception, and influence that have always underlain
cultural production but have escaped systematic conceptualization.
It seeks to understand how culture works in the German-speaking
world: how writers and artists express themselves, how readers and
audiences engage with the resulting products, and how academics are
drawn to analyze this dynamic process. Formulating such questions
afresh in the context of German Studies, the volume examines both
contemporary cultural discourse and the way it evolves more
generally. It links such topics as authorial intention, readerly
reception, intertextuality, andmodes of perception to less commonly
studied phenomena, such as the institutional practices of funding
bodies, that underpin cultural discourse. Contributors: David
Barnett, Laura Bradley, Rebecca Braun, Sarah Colvin, Anne Fuchs,
Katrin Kohl, Karen Leeder, Jurgen Luh, Jenny McKay, Ben Morgan,
Gunther Nickel, Chloe Paver, Joanne Sayner, Matthew Philpotts, Jane
Wilkinson. Rebecca Braun is Executive Dean of the College of Arts,
Social Sciences, & Celtic Studies at the National University of
Ireland in Galway and Lyn Marven is Lecturer in German at the
University of Liverpool.
This book provides the theoretical and analytical resources for an
urgent rethinking of the social project of educating and
educational leading. It examines what educational leadership is,
namely the politics and power of leadership as a practice, and what
it can and should be, offering a pedagogical and praxis-informed
approach to educational practice. Drawing on research conducted at
various Australian schools and education districts, it argues for a
reframing of educational leadership as pedagogical practice/praxis
to transform theorising and practice in the field. The book
provides a rich account of educational leading through a practice
lens, bringing into dialogue the theory of practice architectures
with site ontologies, Bourdieu's thinking tools and feminist
critical scholarship. The book tracks the practices and praxis of
educational leaders as they grapple with the changing landscape and
forces of educational policies that have informed Australian
education. It reimagines education leadership by integrating
Continental and Northern European understandings of pedagogy and
praxis as being morally and ethically informed, as opposed to the
narrower Anglophone notions of pedagogy as teaching and learning.
The book adds to the body of knowledge on the "actual work of
leadership" as a "distinct set of practices" that is morally and
ethically informed. Readers will find a more holistic understanding
of educational leadership practice and praxis, based on the
everyday accounts of educational leaders, teachers and students in
schools and education districts.
Fifteen writers from Ghana, Nigeria, Kenya, South Africa and
Zimbabwe talk about their own work and about writing in general.
Interviews with Kofi Anyidoho, Kofi Awoonor, Mohammed ben Abdallah,
Chinua Achebe, Odia Ofeimun, Ben Okri, Wole Soyinka, Micere Githae
Mugo, Ngugi wa Thiong'o, Mazisi Kunene, Njabulo Ndebele, Essop
Patel, Mongane Wally Serote, Tsitsi Dangarembga and Musaemura Bonas
Zimunya. Among the subjects discussed in these lively interviews
are the role of literary institutions, language policies, the
development of written and oral cultures, and the social and
political problems of post-colonial Africa.
This book aims to help teachers and those who support them to
re-imagine the work of teaching, learning and leading. In
particular, it shows how transformations of educational practice
depend on complementary transformations in classroom-school- and
system-level organisational cultures, resourcing and politics. It
argues that transforming education requires more than professional
development to transform teachers; it also calls for fundamental
changes in learning and leading practices, which in turn means
reshaping organisations that support teachers and teaching -
organisational cultures, the resources organisations provide and
distribute, and the relationships that connect people with one
another in organisations. The book is based on findings from new
research being conducted by the authors - the research team for the
(2010-2012) Australian Research Council-funded Discovery Project
Leading and Learning: Developing Ecologies of Educational Practice.
This book explores the interplay between global and local
influences in theatre festivals in the German-speaking border
region around Lake Constance. Whilst opening up a fascinating yet
under-researched theatre region to academic study, it also provides
much-needed empirical grounding for often vague theories of place,
globalisation and culture. Do we really live in a 'shrinking world'
dominated by a homogenising global culture industry, or are we
experiencing the revival of 'local particularism'? To what extent
is an apparently place-dependent cultural form such as theatre
affected by the processes of cultural globalisation? Through
detailed analysis of theatrical case studies from Lake Constance
and the application of an interdisciplinary theoretical framework,
this book begins to answer such important questions. The empirical
focus is on the defining features of the Lake Constance region: the
beautiful and often romanticised natural landscape of lake and
mountains, and the presence of the nation-state borders which make
this the crossroads of the German-speaking world. The author thus
examines both open-air summer theatre festivals, such as the
internationally renowned Bregenzer Festspiele, and politically
focused cross-border theatre festivals, such as the youth festival
Triangel.
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