This book explores the history of higher education in Thailand, and the ways in which excellence and equity have played out over time. Classed as a developing country, Thailand has implemented wide-reaching legislative and regulatory responses relating to the purpose, character of and access to higher education. The authors investigate these changes by interrogating the mechanisms and reciprocities that have operated at the international level to trigger this decision making, and acknowledge that these changes have often run up against long-standing cultural norms and ideologies. Thailand has a highly stratified society, and maintains a strong commitment to the preservation of Thai identity and traditional values: tensions and pressures are likely to arise when history, culture and ideology are not aligned with political decree. Importantly, the push and pull between equity and excellence within the education system are likely to lie at the heart of those tensions.

This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

The papers presented in this volume are all very welcome because they challenge accepted wisdoms about both the nature of mathematics and of education. They bring to bear on this intersection a postmodern sensibility which engages with the grand narratives of mathematics education. It is a groundbreaking volume in which each of the chapters develops for mathematics education the importance of insights from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze. The chapters address issues relevant to mathematics education, not from the discipline's familiar viewpoints, but towards theory development for mathematics education in contemporary society. What is particularly important is the way in which their analyses of the discursive practices that make up mathematics education allow us to think differently about researching and teaching mathematics.

This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

This book explores the history of higher education in Thailand, and the ways in which excellence and equity have played out over time. Classed as a developing country, Thailand has implemented wide-reaching legislative and regulatory responses relating to the purpose, character of and access to higher education. The authors investigate these changes by interrogating the mechanisms and reciprocities that have operated at the international level to trigger this decision making, and acknowledge that these changes have often run up against long-standing cultural norms and ideologies. Thailand has a highly stratified society, and maintains a strong commitment to the preservation of Thai identity and traditional values: tensions and pressures are likely to arise when history, culture and ideology are not aligned with political decree. Importantly, the push and pull between equity and excellence within the education system are likely to lie at the heart of those tensions.

This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived 'crisis' been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates.

The papers presented in this volume are all very welcome because they challenge accepted wisdoms about both the nature of mathematics and of education. They bring to bear on this intersection a postmodern sensibility which engages with the grand narratives of mathematics education. It is a groundbreaking volume in which each of the chapters develops for mathematics education the importance of insights from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze. The chapters address issues relevant to mathematics education, not from the discipline's familiar viewpoints, but towards theory development for mathematics education in contemporary society. What is particularly important is the way in which their analyses of the discursive practices that make up mathematics education allow us to think differently about researching and teaching mathematics.

This comprehensive and easy-to-use book supports postgraduate researchers in the early stages of their project. Written in an engaging and accessible style, it helps readers to clarify what they want to research and how to conduct that research. Each chapter covers a key stage in the process, from selecting an appropriate research topic and developing a working research question through to assimilating and evaluating relevant literature. It then guides researchers through the process of writing a literature review, selecting a research methodology and creating a research proposal. This invaluable guide is ideal for PhD and Masters students alike and will equip them with the skills needed to get their research project underway

This text demystifies the doctoral research process and provides readers with a better understanding of the processes, conventions and expectations involved. It recognises the challenges faced by students and proposes practical solutions to common problems. Early chapters provide an overview of the research process and key decisions that will need to be made. Subsequent chapters give guidance on refining a research topic, developing a proposal, carrying out research and writing the thesis. Each chapter is enlivened by case studies which focus on real students' experiences of the different stages of doctoral research. This will be an indispensable resource for current and prospective doctoral students of all subject areas.