This book considers the diffusion and transfer of educational ideas through local and transcontinental networks within and across five socio-political spaces. The authors examine the social, political, and historical preconditions for the transfer of "new education" theory and practices in each period, place, and school, along with the networks of ideas and experts that supported this. The authors use historical methods to examine the schools and to pursue the story of the circulation of new ideas in education. In particular, chapters investigate how educational ideas develop within contexts, travel across boundaries, and are adapted in new contexts.

The expansion of the European Union in May 2004 through the entry of ten countries from Central and Eastern Europe, has generated considerable media interest - interest which was revived by further expansion in January 2007 when Bulgaria and Romania became the latest nations from the east to join. Rather than focus exclusively on changes within the EU labour market and related policy debates, this book offers a careful, grounded analysis of the social and cultural processes bound up with migration flows between Britain and Bulgaria, placing these flows in the wider European perspective. As such, Accession and Migration will be of interest not only to migration scholars but also to policy makers at local, national and international levels.

The expansion of the European Union in May 2004 through the entry of ten countries from Central and Eastern Europe, has generated considerable media interest - interest which was revived by further expansion in January 2007 when Bulgaria and Romania became the latest nations from the east to join. Rather than focus exclusively on changes within the EU labour market and related policy debates, this book offers a careful, grounded analysis of the social and cultural processes bound up with migration flows between Britain and Bulgaria, placing these flows in the wider European perspective. As such, Accession and Migration will be of interest not only to migration scholars but also to policy makers at local, national and international levels.

This book considers the diffusion and transfer of educational ideas through local and transcontinental networks within and across five socio-political spaces. The authors examine the social, political, and historical preconditions for the transfer of "new education" theory and practices in each period, place, and school, along with the networks of ideas and experts that supported this. The authors use historical methods to examine the schools and to pursue the story of the circulation of new ideas in education. In particular, chapters investigate how educational ideas develop within contexts, travel across boundaries, and are adapted in new contexts.