Education / Educational sciences / Pedagogy Books

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Book SynopsisUn lugar en el mundo no trata de conflictos en centros de protección a la infancia, de su gestión ni de su prevención. No habla de construir vínculos ni de convivencia, ni tampoco de infancias y adolescencias maltratadas o en situación de desamparo. Este libro aborda todas estas cuestiones y muchas más. Las páginas que tienes entre manos son una guía, muy práctica y basada en ejemplos reales, que te aproximará a una serie de técnicas que llevarán a mejorar la vinculación de los chicos a las instituciones ?no solo de protección? y a sus profesionales, previniendo los conflictos y gestionándolos de un modo reparador, en caso que se produzcan. Alejado de la perspectiva retributiva ?el que la hace la paga?, se centra en un planteamiento restaurativo; esto es, el que la hace, tiene la obligación de reparar el daño causado y hacer lo posible para que nada parecido vuelva a suceder. Pero, Cómo reparamos las relaciones en las instituciones? Y sobre todo, Cómo hacemos para evitar que se dañen?

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Book SynopsisPatricians, Professors, and Public Schools argues that the thinking behind efforts to reform American schools in the late nineteenth and early twentieth centuries emphasized two new ideas—that economic growth and the opportunity it created were more limited than had earlier been thought, and that popular aspirations should be revised downward accordingly. After discussing the thinking that reformers reacted against in the first chapter of the book, later chapters examine those most responsible for these new ideas, especially Felix Adler and John Dewey. These chapters argue that reformers' fears about the social dislocation stemming from economic growth makes the most sense of the educational redirection they promoted. This is a new interpretation of developments that have long been debated by American historians, and should be of interest to a wide variety of readers.

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Book SynopsisThis volume explores the role of religion in the educational achievement of Hispanics. In particular, it assesses the influence of religion on parental involvement in children's educational experiences. The book compares Catholic and Protestant parents' opinions and practices against the backdrop of socio-economic factors, such as levels of income and schooling. In its examination of the relationships between family, church and school, the study explores how religion and other cultural traits such as family structure, language, and ethnic identity, interact and yield particular educational outcomes. The study shows that religion can make a positive difference in the education of Latinos. Religion is a resource that parents can tap into for the benefit of their children. Teachers, school administrators, policy makers and religious leaders will find this study useful as they strive to understand and change Latinos' educational status.

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Book SynopsisThe first volume of the English-language Chinese Research Perspectives on Educational Development (formerly The China Educational Development Yearbook offers international scholars a glimpse into key issues in Chinese education today from the perspective of Chinese academics, practitioners, and applied researchers. This volume starts with an excellent overview of educational developments in 2010, which witnessed the formulation of the Outline of China’s National Plan for Medium and Long Term Educational Reform and Development 2010-2020. With the formulation of the Outline and the start of implementation in 2011, China saw progress by the government, at all levels, in prioritizing educational development. Scholars and practitioners discuss the significance of the Outline and its implications on the development and reform of pre-school education, basic education and higher education. In addition, this volume provides timely surveys and research on a variety of topics from government’s investment in education to the mental health of Elementary and Secondary school teachers and students. Chinese Research Perspectives on Educational Development, Volume 1 informs the Western readers of the current educational development in policy, practice, and research in China. Chinese Research Perspectives on Educational Development is a co-publication of Brill and Social Sciences Academic Press (China).Trade Review"Chinese Research Perspectives on Educational Development, Volume 1, is produced in a way that it is to be of value to Western scholars, especially with reference to the current educational development in policy, practice and general research in China.[...]The 399-page publication should be very beneficial to scholars (including students) of Asian studies in general as well as, in particular, those with specific interests in Chinese educational studies." Augustine Adu-Frimpong, Kwame Nkrumah University of Science & Technology, Ghana, African and Asian Studies 12 (2013)Table of ContentsChapter 1: Upgrading Educational Models, Pushing through Educational Reform at the Institutional Yang Dongping Chapter 2: The Decision-Making and Evaluation Process of the Outline of China’s National Plan for Medium and Long-term Education Reform and Development, 2010-2020 Ma Hui Chapter 3: Population Change and Change Tendency of Education Patterns Kuai Pengzhou and Jiang Quan Chapter 4: Brain Drain and Talent Internationalization Strategy of China Wang Huiyao Chapter 5: The Rapid Development of Preschool Education Calls for Equality Chu Zhaohui, Feng Xiaoxia, and Zhang Feng Chapter 6: Promote the Balanced Development of Intra-regional Compulsory Education Zhang Tianxue, Li Kang, and Xu Huinan Chapter 7: New Classrooms and New Education: The Practice and Exploration by the Grass Roots Liu Huquan Chapter 8: New Progress in the Education Policy for Children Living with Rural Migrant Worker Parents (农民工随迁子女) in Beijing and Shanghai Fan Yuanwei and Zhong Changhong Chapter 9: Practice and Exploration of "Home Schooling" in China Wang Yuguo Chapter 10: An Exploration of the Reform of National College Entrance Examination and Enrollment System Wang Jian Chapter 11: Management and Personnel Training Model of Three Chinese-Foreign Cooperative Universities Li Xinling Chapter 12: New Exploration of Nongovernmental Education Chai Chunqing Chapter 13: Survey of Large Classes in China's Elementary and Secondary Schools Wang Xiong Chapter 14: New Curriculum Reform (新课改): Comments from Teachers Wang Li, Zhang Junlie and Xue Wenjun Chapter 15: Investigations on Rural Boarding Schools (寄宿制学校) in Gansu Province Li Zelin Chapter 16: A Study of "Prep Classes for Overseas Study in High Schools" in Some Cities of China Mo Lijuan Chapter 17: Research on Education Informatization (教育信息化) Construction and Resource Utilization in Elementary and Secondary Schools Zhang Guohua, Li Jing, Xu Jingjiuan, and Li Shaoyan Chapter 18: Survey Report on the Mental Health of Elementary and Secondary School Teachers and Students in Poverty-Stricken Areas of Western China Our Frees Sky (OFS) Chapter 19: Research on the Implementation of Performance-Related Pay (PRP) for Teachers during Compulsory Education Stage in China---Take Shandong Province and Gansu Province as Examples Qing Feng and Zhao Mingren Chapter 20: Survey Report on Parents' Choices for Extracurricular Training Classes Yang Min Chapter 21: Research on the Employment Status of the Graduates from Six "Project 985" Universities Li Chunling Chapter 22: Analysis of the Government's Investment in Education in 2010 Zhou Ling Chapter 23: 2011 Survey of Public Satisfaction Rate toward Education in Major Cities of China Yang Min Chapter 24: New Progresses in Regional Education System Innovations Deng Yuhong Chapter 25: CPPCC Education Proposals in the Two Sessions (两会) in 2010 Che Hui

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Book SynopsisHigher Education in the UK and the US: Converging University Models in a Global Academic World? edited by Sarah Pickard addresses the key similarities and differences in higher education between the two countries over the last thirty years, in order to ascertain whether there exists a specific ‘Anglo-Saxon model’. This interdisciplinary book is divided into three thematic parts dealing with current fundamental issues in higher education within neoliberal Great Britain and the United States: economics and marketisation of higher education; access and admittance to universities; and the student experience of higher education. The contributors are all higher education specialists in diverse academic fields – sociology, political sciences, public policy studies, educational studies and history – from either side of the Atlantic. Contributors are: Bahram Bekhradnia, James Côté, Marie-Agnès Détourbe, John Halsey, Magali Julian, Kenneth O’Brien, Cristiana Olcese, Anna Mountford-Zimdars, Sarah Pickard, Chris Rust, Clare Saunders, Christine Soulas, and Steven Ward. *Higher Education in the UK and the US: Converging University Models in a Global Academic World? is now available in paperback for individual customers.Table of ContentsAcknowledgements Charts, Figures, Tables and Illustrations Note on Contributors Introduction PART I - THE ECONOMICS AND MARKETISATION OF HIGHER EDUCATION 1. Creating the Enterprising Student: The Moral Projects of Neoliberalism and Higher Education Reform in the UK and the US STEVEN WARD 2. Education Markets in English and American Universities JOHN HALSEY and KENNETH O’BRIEN 3. Higher Education in the United Kingdom under Tony Blair: An American Inspired Economic Issue MAGALI JULIAN 4. The English Experiment in Market-based Higher Education: Ideology and Reality Disconnected BAHRAM BEKHRADNIA PART II - ACCESS AND ADMISSION TO HIGHER EDUCATION 5. Are Admissions Models for Undergraduate Study Converging among Highly Selective Universities in the England and the US? ANNA MOUNTFORD-ZIMDARS 6. Widening Participation in English Universities: Accessing Social Justice? SARAH PICKARD 7. Access and the Rise of Accountability in the Governance of Public Universities in the US CHRISTINE SOULAS PART III - THE STUDENT EXPERIENCE OF HIGHER EDUCATION 8. The Quality of the Student’s Learning Experience: A Strategic Dimension of British and American Higher Education Systems in the Early 21st Century MARIE-AGNÈS DÉTOURBE 9. The Decline in Study Time in British and American Universities: Unravelling the Paradox in Two Knowledge Economies JAMES CÔTÉ 10. The Student Experience in the UK and US: Two Converging Pictures of Decline? CHRIS RUST 11. British Students in the Winter Protests: Still a New Social Movement? CRISTIANA OLCESE AND CLARE SAUNDERS Index

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Book SynopsisChinese Research Perspectives on Educational Development, Volume 2 is an English translation of selected articles from the 2013 Annual Report on Educational Development in China, produced by the 21st Century Education Development Research Academy in China. In this volume, readers are brought up to date on the main educational issues and events of 2012. 2012, the second year since the Outline of China’s National Plan for Medium and Long Term Education Reform and Development 2010-2020 was implemented, witnessed the deepening of education reform in terms of promoting education equity and improving rural education and balanced development of compulsory education. This volume starts with a general report by Cheng Fangping and Yang Dongping that explains the new progress as well as barriers of education reform in 2012. Researchers and practitioners discuss the development and reform of rural schools, education for migrant workers’ children, impacts of educational resources on urban and rural children, new progress of higher education, among other topics in this volume. Chinese Research Perspectives on Educational Development, Volume 2 informs the Western readers of the current educational development in policy, practice, and research in China. Chinese Research Perspectives on Educational Development is a co-publication of Brill and Social Sciences Academic Press (China).Trade Review"As a series of reports on the development of contemporary Chinese education, the book contains rich resources for researchers in the fields of comparative education, Chinese education and society. Those who have a general interest in the changes and development in contemporary China will also find the book highly informative and interesting." Limin Bai, Victoria University of Wellington, New Zealand Journal of Asian Studies, Vol. 17.1, June 2015Table of ContentsGeneral Report: Reform of Education in China Stepping Forward with a Solid Pace and Going a Long Way Cheng Fangping, Yang Dongping Regional Features and New Issues on the Balanced Development of Compulsory Education Wu Zunmin Competition on the Transition of Primary School Graduates to Junior High Schools in Large Cities and Governance of Mathematical Olympiad Training Li Xinling An Investigation of Adjustment of School Mapping in Rural Areas Wang Shuai Research on the Learning and Life of Primary and Secondary Students in Rural Schools Zhou Jinyan and Qi Xiang Local Practices and Civilian Efforts on Revitalization of Small-Scale Schools in Rural Areas Lü Chao New Progress on Higher Education Reform Yang Min The Reform of Enabling Migrant Workers’ Children to Take the College Entrance Exam in the City Where Their Parents Work and Live Moving Forward Xiong Bingqi Beyond Rural and Urban Differences: Impact of Educational Resources and Family Resources on Children from Urban and Rural Areas Han Jialing, Gao Yong, Zhang Yan, Han Chengming From Shandong to Shanxi Province: A Reflection on the Reform of School Teaching in Primary and Middle Schools Chai Chunqing Non-Government Funded Education: Development Transition and Policy Innovation Fang Jianfeng Exploration on Building of Parents Committee in Primary and Middle Schools in Shandong Province Lu Yongjian A Survey on Specially-set-post Teachers in Rural Schools: Present Situation and Issues Wang Guoming, Wang Xuenan, A Xia Re Ha Mo A Report on Surveys of Sensitivity of Equality with Education Expressed by the Public in Some Major Cities of China for the Year 2012 Yang Min An Analysis of Public Expenditures on Education in 2011 Zhou Ling APPENDIX Top Ten News Reports on Education in 2012 A Collection of Topics of Chinese Composition Used in the College Entrance Examinations Administered in 2012 Wen Jiabao: Speech Delivered in Tsinghua University (Full Text) The List of Winners of the Third Session of “Local Educational Institution Creativity Awards” Why I Criticize the High School Affiliated to Renmin University of China Yang Dongping What do We Lack, How Shall We Face — Preface of “Textbook on Humanistic Literacy” Edited by Ma Xiaoping Qian Liqun My Ideal University Liu Daoyu Equal Opportunity for All Students Tsinghua University Research Group A Letter Written by Poet Hu Lanlan to Ministry of Education: Save those Children Kidnapped by Homework and Test Scores Being Myself: Speech Made by a Middle School Student under the National Flag in Qidong Middle School, Jiangsu Province

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Book SynopsisListen, Copy, Read: Popular Learning in Early Modern Japan endeavors to elucidate the mechanisms by which a growing number of men and women of all social strata became involved in acquiring knowledge and skills during the Tokugawa period. It offers an overview of the communication media and tools that teachers, booksellers, and authors elaborated to make such knowledge more accessible to a large audience. Schools, public lectures, private academies or hand-copied or printed manuals devoted to a great variety of topics, from epistolary etiquette or personal ethics to calculation, divination or painting, are here invoked to illustrate the vitality of Tokugawa Japan’s ‘knowledge market’, and to show how popular learning relied on three types of activities: listening, copying and reading. With contributions by: W.J. Boot, Matthias Hayek, Annick Horiuchi, Michael Kinski, Koizumi Yoshinaga, Peter Kornicki, Machi Senjūrō, Christophe Marquet, Markus Rüttermann, Tsujimoto Masashi, and Wakao Masaki.Trade Review'This volume is a most welcome contribution, shedding light upon early modern learning practices in a variety of specific fields while the individual essays illustrate an overarching trend toward facilitation of self-directed study.' Matthew Fraleigh, New Asia Books, (http://www.newasiabooks.org/) 'This ambitious volume works at the nexus of three fields: book history, intellectual history, and the history of education. Scholars of early modern Japanese intellectual history and education history will find much to learn from the wealth of primary sources the volume’s contributors bring to light, and, indeed, the volume’s editors seem to have conceptualized the study specifically with these advanced audiences in mind. (..) the volume also addresses the globally comparative field of book history. One of the real delights of Listen, Copy, Read is that it brings insights from the best Japanese scholarship on this subject into conversation with vibrant scholarly discussions of reading, publishing, authorship, and learning in Europe and North America.' Charlotte Eubanks, The Journal of Japanese Studies, 43/1, (Winter 2017)

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Book SynopsisTeaching Modernist Anglophone Literature features fresh classroom approaches to teaching modernism, with an emphasis on pedagogy grounded in educational theory and contemporary digital media tools. It offers techniques for improving students’ close reading, critical thinking/writing, and engagement with issues of gender, race, class, and social justice. Discussions are raised of subjectivity, perception, the nature of language, and the function of art. Innovative project ideas, assignments, and examples of student work are offered in a special annex. This volume fills a gap in higher education pedagogy uniquely suited to the experimental nature of modernism. Madden and McKenzie’s inspiring volume can steer the teaching of modernist literature in creative, new directions that benefit both teachers and students. Contributors are: Susan Hays Bussey, William A. Johnsen, Benjamin Johnson, Mary C. Madden, Laci Mattison, Precious McKenzie, Susan Rowland, and Kelsey Squire.

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Book SynopsisThis volume highlights patterns with transnational applications or facets that are nationally/culturally situated. The chapters provide insights on strategies and technologies for teaching and learning that are being used across the world in various unique national/cultural contexts. The perspectives reflect innovations in teaching and learning from Africa, Asia and the Middle East, Europe, Latin America, and North America. Topics covered include: transnational innovative teaching, innovative learning technologies, electronic portfolio and self-directed learning, on-line teaching and learning in in-service teacher education, dual language learner, outcome-based education, E-learning and simulation, democratic assessment, deliberative dialoguing as a teaching/learning strategy, and smart glasses digital strategy for learning.Table of ContentsAcknowledgments vii Notes on Contributors viii 1 Introduction: Transnational Perspectives on Innovation in Teaching and Learning Technologies 1 Emmanuel Jean-Francois Part 1 Transnational African Perspectives 2 Addressing Learners’ Individual Needs with Turnitin 15 Eva Sujee 3 Electronic-Portfolio Approach to Enhance Self-Directed Learning 45 Maynard van Breda and Michael van Wyk Part 2 Transnational Asian and Middle East Perspectives 4 On or Off-Line: Dilemmas in Using Online Teaching-Learning in In-Service Teacher Education 69 Orly Sela 5 The FOBI-P4 Innovative Approach for Kindergarten Dual Language Learners in the China, Canada, United States English Immersion (CCUEI) Research Collaborative A Case Study 90 Mary Barbara Trube and Rong Yan 6 Innovative Teaching, Learning and Technologies for Transformation of Thai Higher Education toward Outcome-Based Education 119 Krittika Tanprasert Part 3 Transnational European Perspectives 7 Academic Professionalization and Transnationalisation – Comparative Studies in Adult and Lifelong Learning (COMPALL) 141 Sabine Schmidt-Lauff, Franziska Semrau and Regina Egetenmeyer 8 Facilitating Social and Personal Growth with Simple Things 155 Jule Hildmann Part 4 Transnational Latin American Perspectives 9 Capacity Building in Low Resource Settings Through Continuous Medical Education in Health, Using E-Learning and Medical Simulation Successful Experience from Ecuador 181 Enrique Teran, Michelle Grunauer and Gustavo Molina 10 Letting Go of Teacher Power: Innovative Democratic Assessment 200 María Dolores Lasso Part 5 Transnational North American Perspectives 11 Deliberative Dialogue as a Teaching/Learning Experience in Higher Education An Application in Some Human Services Classroom Practices 227 Fonkem Achankeng I 12 Smart Glasses as Digital Strategy for Learning in Higher Education 242 Deborah Schreiber and Laura Hyatt 13 Different Voices: Guest Speakers as Pedagogy in a Culture Class 262 Kaishan Kong 14 Using Technology to Provide Higher Education for Refugees 285 Natasha Boškić, Thomas J. Sork, Rita Irwin, Samson Nashon, Cynthia Nicol, Karen Meyer and Sharon Hu

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Book SynopsisContinuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Introduction  Barbara Merrill, Adrianna Nizinska, Andrea Galimberti and José González-Monteagudo 1. Learning Careers and Transformative Learning: Challenges of Learning and Work in Neoliberal Spaces  Ted Fleming Part 1: Continuity and Discontinuity in Formal Education 2. Friendship, Discourse and Belonging in the Studio: The Experiences of ‘Non-Traditional’ Students in Design Higher Education  Samantha Broadhead 3. English Language Book Club and Transformative Learning: Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township  Ida Leal Part 2: Continuity and Discontinuity in Social Institutions 4. Participation and Persistence: An Analysis of Underserved Students at UOIT  Alyson King, Allyson Eamer and Nawal Ammar 5. Education Interrupted: Learning Careers of Adults Living with Mental Illness  Shanti Irene Fernando and Alyson E. King 6. Inmates in Higher Education in Italy and Spain: Legal, Cultural and Technological Issues in a Complex Network of Continuity and Discontinuity  Giuseppe Pillera Part 3: Continuity and Discontinuity around the Job Market 7. Continuity and Discontinuity around Academia: The “Find Your Doctor” Project as a Space for Researching and Facilitating Learning Careers  Andrea Galimberti and Eva Ratti 8. Stimulating Empowerment and Supporting Access to Learning for Formally Low-Qualified Adults: Potentials of Work-Related Competency Assessment in Social Enterprises  Monika Kastner 9. Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden  Camilla Thunborg and Agnieszka Bron 10. Learning Careers of Non-Traditional Students on Employability Skills  María A. Tenorio-Rodríguez, Teresa Padilla-Carmona and José González-Monteagudo 11. Literacy Practices in Adult Learning Biographies: Possibilities and Constraints  Ana Silva, Maria de Lourdes Dionísio and Juliana Cunha Part 4: Continuity and Discontinuity in Professional Contexts 12. Adults’ Learning and Career Temporalities in the Analysis of Professionalisation and Professional Identity Construction  Pascal Roquet 13. Ways of Learning of Adult Educators in Uncertain Professional Contexts  Catarina Paulos 14. No More Superheroes … Only Avatars? Survival Role Play in English Post Compulsory Education  Carol A. Thompson and Peter J. Wolstencroft Conclusions  Andrea Galimberti, Barbara Merrill, Adrianna Nizinska and Jose González-Monteagudo

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Book SynopsisContinuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Introduction  Barbara Merrill, Adrianna Nizinska, Andrea Galimberti and José González-Monteagudo 1. Learning Careers and Transformative Learning: Challenges of Learning and Work in Neoliberal Spaces  Ted Fleming Part 1: Continuity and Discontinuity in Formal Education 2. Friendship, Discourse and Belonging in the Studio: The Experiences of ‘Non-Traditional’ Students in Design Higher Education  Samantha Broadhead 3. English Language Book Club and Transformative Learning: Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township  Ida Leal Part 2: Continuity and Discontinuity in Social Institutions 4. Participation and Persistence: An Analysis of Underserved Students at UOIT  Alyson King, Allyson Eamer and Nawal Ammar 5. Education Interrupted: Learning Careers of Adults Living with Mental Illness  Shanti Irene Fernando and Alyson E. King 6. Inmates in Higher Education in Italy and Spain: Legal, Cultural and Technological Issues in a Complex Network of Continuity and Discontinuity  Giuseppe Pillera Part 3: Continuity and Discontinuity around the Job Market 7. Continuity and Discontinuity around Academia: The “Find Your Doctor” Project as a Space for Researching and Facilitating Learning Careers  Andrea Galimberti and Eva Ratti 8. Stimulating Empowerment and Supporting Access to Learning for Formally Low-Qualified Adults: Potentials of Work-Related Competency Assessment in Social Enterprises  Monika Kastner 9. Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden  Camilla Thunborg and Agnieszka Bron 10. Learning Careers of Non-Traditional Students on Employability Skills  María A. Tenorio-Rodríguez, Teresa Padilla-Carmona and José González-Monteagudo 11. Literacy Practices in Adult Learning Biographies: Possibilities and Constraints  Ana Silva, Maria de Lourdes Dionísio and Juliana Cunha Part 4: Continuity and Discontinuity in Professional Contexts 12. Adults’ Learning and Career Temporalities in the Analysis of Professionalisation and Professional Identity Construction  Pascal Roquet 13. Ways of Learning of Adult Educators in Uncertain Professional Contexts  Catarina Paulos 14. No More Superheroes … Only Avatars? Survival Role Play in English Post Compulsory Education  Carol A. Thompson and Peter J. Wolstencroft Conclusions  Andrea Galimberti, Barbara Merrill, Adrianna Nizinska and Jose González-Monteagudo

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Book SynopsisWinner of the 2022 AESA Critics' Choice Book Award This book offers a critical perspective of the education of the Latinx populations around the world. Whether they are first-generation immigrants, new immigrants, or native born, the research presented in this book pulls from the authors’ personal experiences and their students’ experiences and their rich and diverse cultures to connect with and inspire those interested in learning about the reality of Latinx populations in the US and beyond. The Latinx research described in this book aims at combatting deficit perspectives among educators and the public. It has taken on the task of highlighting the knowledges and experiences of Latinx students and their communities as strengths and resources to transform curriculum, teaching, and schooling. These chapters craft pedagogies and highlight initiatives that directly work against hegemonic and colonizing practices and schooling. As a result, this book critiques oppressive curriculum and instead recognizes the teacher as a critical actor.Table of ContentsForeword: Connection and Critical Praxis  Silvia C. Bettez Acknowledgements List of Figures and Tables Introduction  Margarita Machado-Casas and Yolanda Medina 1 1961 Cuban Literacy Campaign: A Critical Analysis of the Culturing Process  Rita Sacay 2 From Critical Self Reflexivity to Action and Accountability: Atando Cabos Sueltos  Ana Lopez 3 Culturally Relevant Counseling: A Testimonio-Based Group Therapy for Latinx Youth  Alejandro Cervantes and Judith Flores Carmona 4 Culturally Relevant Pedagogy for Mexican American Students: Existing Research and Future Directions  Lin Wu 5 Culturally Responsive Lessons: Assessing English Language Learners (ELL s)  Juan Ríos Vega 6 Don’t Call It the New (Latinx) South, Estábamos Aquí por Años  Tim Monreal and Jesús A. Tirado 7 Dual Language Programs: The Landscape in Low Incidence Areas  Michele Schulze and Lindsay Grow 8 Emergent Bilingual Students Integrating Latinx Life-World Knowledges: Types of Student Knowledges and Promising Pedagogies  Susana Ibarra Johnson 9 Field Placement Experiences of Latinx Bilingual Pre-Service teachers: “Hoy es mi primer día oficial como maestra”  Katherine Espinoza 10 Growing Globally Conscious Citizens: Documenting Two Dual Language Maestras’ Pedagogical Approaches to Teaching Science  Melissa A. Navarro Martell, Jennifer Yanga-Peña and Gisel Barrett 11 Hate Speech in its Ultimate Form and the Response of an Educator: Warnings We Have Not Heeded  Marisol Diaz 12 Latin American Immigration in the Spanish Educational System  Sergio Andrés Cabello, Jhoana Chinchurreta Santamaría and Joaquín Giró Miranda 13 Latina Ethnographers Consider Ways of Knowing and Being in the Field: A Decolonial and Humanizing Approach to Educational Research with and for Immigrant Latinx Families  Sera J. Hernández and Ariana Mangual Figueroa 14 Latinx Adopted People’s Quest for Self-understanding: Alone and Brown in a Sea of Whiteness  Stephanie Flores-Koulish 15 Latinx Educators Dismantling Borders: “We Are Evolving, We Are Game Changers, We Are World Changers”  Lauren Johnson and Sheri Hardee 16 Latinx Engineering Students: A Critical Multimodal Analysis of Professional Identity Texts  Alberto Esquinca and Joel Alejandro Mejía 17 Latinx Immigrant Children Using Biliteracy and Their Linguistic Resources outside School Walls  Myriam Jimena Guerra 18 Local Latinx Community and Educational Histories in the U.S./Mexico Borderlands: Critically Engaging with U.S. Census Population Schedules  Lluliana Alonso 19 Parental Involvement across Race, Ethnicity and Socioeconomic Status through QuantCrit: Complicating Statistical Results  Patricia Olivas 20 School Culture and Restorative Justice: Transformations and Radical Healing in One Latinx High School  Elexia Reyes McGovern, JC Lugo and Farima Pour-Khorshid 21 Second Language Writing Approaches in Teacher Education for Multilingual Preservice Teachers: Desde el Local Hasta el Global  Victoria Núñez 22 Secondary Latina Educators: Testimonios  Leila Little 23 Silenced Voices Reimagined in the Classroom: Speaking Their Truths  Kevan A. Kiser-Chuc 24 Student Ambassador Program  Angello Villarreal, Nicole Trainor and Walter Greason 25 Transfronterizx Students and the Figured Worlds of Texas State Writing Exams  Amy Bach and Brad Jacobson Notes on Contributors Index

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Book SynopsisTeaching, Responsibility, and the Corruption of Youth explores the concept and practice of responsibility in education and teaching in the new post-Cold War era after the long run of globalization and liberal internationalism has been disrupted by the rise of populism, anti-immigration sentiments and new forms of terrorism. The old liberal values and forms of tolerance have been questioned. Responsibility is a complex concept in our lives with moral, social, financial and political aspects. It embraces both legal and moral forms, and refers to the state of being accountable or answerable for one’s actions implying a sense of obligation associated with being in a position of authority such as a parent, teacher or guardian having authority over children. First used with schools in 1855, the concept's legal meaning was only tested in the 1960s when student conduct, especially when materially affecting the rights of other students, was not considered immune by constitutional guarantees of freedom. This volume investigates the questions left with us today: What does responsibility mean in the present era? Does loco parentis still hold? What of the rights of students? In what does teacher responsibility consist? Can student autonomy be reconciled with market accountability? To what extent can responsibility of or for students be linked to ‘care of the self’ and ‘care for others’? And, most importantly, to what extent, if any, can teachers be held accountable for the actions of their students?Table of ContentsPreface and Acknowledgements Introduction: Teaching, Philosophy and the Education of Youth 1 Philosophy, Education and the Corruption of Youth: From Socrates to Islamic Extremists  Introduction  Youth, Moral Development and Indoctrination  The Case of Socrates – A Teacher Accused of Corrupting Youth  Education, Dissent, Indoctrination and Corrupting Youth – Contemporary Exemplars  Conclusion 2 Heidegger, De-Nazification and the Art of Teaching  Introduction  Heidegger as Teacher  Heidegger’s Comportment and the Art of Teaching 3 Truth-Telling as an Educational Practice of the Self: Foucault, Parrhesia and the Ethics of Subjectivity  Introduction  Foucault on the Truth: From Regimes to Games of Truth  Parrhesia, Education and Practices of Truth-Telling  Conclusion: Foucault and the Prospects for Parrhesiastical Education 4 Interculturalism, Ethnocentrism and Dialogue  Introduction: Interculturalism and Ethnocentrism  Dialogue  Conclusion 5 Understanding the Sources of Anti-Westernism: An Interview with Jan Nederveen Pieterse 6 Islam and the End of European Multiculturalism? From Multiculturalism to Civic Integration  Introduction  From Multiculturalism to the Crisis of Civic Integration  David Camerons 2011 Speech at the Munich Security Conference  Education and the Rise of Terrorism Studies  Reactions to Islamic Extremism: Hate Preachers and Poisonous Narratives  Radicalization as ‘Education’  The Crisis of Integration &emps;Appendix 7 ‘Western Education Is Sinful’: Boko Haram and the Abduction of Chibok Schoolgirls  Introduction 8 Global Citizenship Education: Politics, Problems and Prospects  Introduction 9 The Refugee Crisis and the Right to Political Asylum  Introduction 10 The Refugee Crisis in Europe: Words without Borders  ‘Refugee Blues,’ by W.H. Auden  From ‘A Mother in a Refugee Camp’, by Chinua Achebe  ‘From Home’, by Warsan Shire  From ‘When I am Overcome by Weakness’, by Najat Abdul Samad  From ‘I Am a Refugee’, by Mohamed Raouf Bachir 11 From State Responsibility for Education and Welfare to Self-Responsibilization in the Market  Introduction 12 Pedagogies of the Walking Dead: Diminishing Responsibility for Social Justice in a Neoliberal World  Introduction: Zombie Theory  Responsibilization and Deprofessionalization  Responsibilizing Teachers: The International Agencies  Neoliberalism and Teachers Conclusion: Education for Ecological Democracy  Democracy, Yet Again  Ecological Democracy  Origins and Possibilities  Education for Ecological Democracy Postscript: The End of Neoliberal Globalization and the Rise of Authoritarian Populism

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Book SynopsisEducating for the Twenty-First Century is an engaging account of some of the most critical challenges for humanity, seen through the unique perspective of a school principal. A virtuoso performance of great imaginative force, the book takes the reader through philosophical reflections, humorous anecdotes, syntheses of cutting-edge research and examples of best practice, to answer fundamental questions about education and learning in the 21st century. Provocative, touching, accessible, but always profound, the book is a must-read for policy-makers, school and university leaders, parents and anyone passionate about education and the future of the planet. "A significant book, which makes it required reading for educators, public policy experts, indeed every thoughtful citizen of our time." - AC Grayling, Philosopher and Master of the New College of the Humanities "An essential book for all those who are interested in the future of their children, in other words, the very future of humanity." - Luc Ferry, Philosopher and former Minister of Education, France

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Book SynopsisEducating for the Twenty-First Century is an engaging account of some of the most critical challenges for humanity, seen through the unique perspective of a school principal. A virtuoso performance of great imaginative force, the book takes the reader through philosophical reflections, humorous anecdotes, syntheses of cutting-edge research and examples of best practice, to answer fundamental questions about education and learning in the 21st century. Provocative, touching, accessible, but always profound, the book is a must-read for policy-makers, school and university leaders, parents and anyone passionate about education and the future of the planet. "A significant book, which makes it required reading for educators, public policy experts, indeed every thoughtful citizen of our time." - AC Grayling, Philosopher and Master of the New College of the Humanities "An essential book for all those who are interested in the future of their children, in other words, the very future of humanity." - Luc Ferry, Philosopher and former Minister of Education, France

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Book SynopsisIdentity and Internationalization in Catholic Universities explores the relationship between Catholic identity, mission, and internationalization in Catholic universities of different types and located in different contexts. Internationalization is a key concern for universities working to achieve their goals in different regions of the world but without neglecting their identity. There are many universities that consider themselves related to the Roman Catholic faith and many other universities with Christian affiliations. It is well known that Catholic universities have unique missions, such as the formation of individuals inspired by a religious conviction to serve society and the church. That is why it is imperative to have empirical knowledge to help develop practical and effective policies on central themes such as internationalization, a fundamental part of many universities’ developmental strategies, while paying special attention to each university’s specific context. This book includes sixteen case studies from Latin America, the United States, the Asia Pacific, and Europe, and also includes chapters on regional perspectives on Catholic higher education as well as more specifically Jesuit higher education, the global network of La Salle universities, and internationalization in the United States, Latin America, the Asia Pacific region, and Europe.Table of ContentsPreface Part 1: Introduction 1. Embedding Identity and Internationalization into Institutional Practice  Fiona Hunter and Michael James Part 2: Latin America 2. Exploring Levels of Internationalization in Latin American Catholic Universities  Pedro Pablo Rosso 3. Internationalization as a Dimension of Identity in Latin American Jesuit Universities  Ricardo Carbone Bruna 4. Pontificia Universidad Católica de Chile: Searching for Meaningful Links Between Identity and Internationalization  Andrés Bernasconi, Daniela Véliz and Astrid Pickenpack 5. Universidad Alberto Hurtado, Santiago, Chile: Strengthening Mission through International Cooperation  Sebastián Kaufmann and Constanza Bauer 6. Pontificia Universidad Javeriana, Bogotá, Colombia: The Emergence of a Symbiotic Relationship between Identity and Internationalization  Luis Fernando Álvarez Londoño, S.J. 7. Universidad la Salle Mexico City: Polyphony of Values between Christian Identity and the Educational Market Demands  Felipe Gaytán Alcalá 8. Universidade Do Vale Do Rio Dos Sinos, Unisinos, Brazil: How Identity Has Given Meaning to the Internationalization Process  Cristiano Richter, Gustavo Borba, Laura Knijnik Baumvol, Paula Dal Bo Campagnolo and Sara Rudnicki Part 3: United States of America 9. Identifying Characteristics of Identity and Internationalization in Catholic Universities in the United States of America  Michael James 10. Regional Perspectives from the USA: Understanding Internationalization Efforts in the Jesuit Higher Education Network  Bao Nguyen 11. Boston College: Integrating Identity into New Strategic Directions for Internationalization  Hans de Wit and Michael James Part 4: Asia Pacific 12. International Cooperation and Globalization in Asia and the Role of Jesuit Universities  Miki Sugimura 13. Sophia University, Tokyo, Japan: When Identity Is Strengthened by New Understandings of Internationalization  Miki Sugimura 14. Australian Catholic University, Melbourne: Expressing Identity through International Opportunity  Anthony Casamento and Chris Riley 15. St. Paul University, Tuguegarao City, the Philippines: Preserving Catholic Identity with an Increasingly Diverse Student Population  Jeremy Godofredo C. Morales Part 5: Europe 16. Catholic Identity and Internationalization in Europe: Linking the Past to the Future  Visnja Car 17. Universidad de Deusto, Bilbao, Spain: Internationalization as a Means to Realize Institutional Mission and Vision  María J. Pando-Canteli and Alvaro de La Rica Aspiunza 18. Universidad Loyola Andalucía, Sevilla, Spain: Cultivating Jesuit-Inspired Connections to Internationalization  Francisco de Borja Martín Garrido 19. Universidade Católica Portuguesa, Lisbon, Portugal: How Identity Guides International Partnerships and Positioning  Isabel Capeloa Gil and Teresa Lloyd Braga 20. John Paul II University of Lublin, Poland: How History Defines the Relationship between Identity and Internationalization  Visnja Car and Agnieszka Lekka-Kowalik 21. Tilburg University, the Netherlands: Attuning Catholic Identity to a Secular Society  Visnja Car 22. Catholic University of Croatia: A Renaissance of Catholic Identity  Visnja Car 23. Università Cattolica Del Sacro Cuore (UCSC), Milan, Italy: Re-Shaping Catholic Identity in a Changing Context  Visnja Car and Fiona Hunter Part 6: Global Perspectives 24. Identity Meets Internationalization: The Case of the International Association of La Salle Universities  Carlos Coelho About the Contributors

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Book SynopsisIdentity and Internationalization in Catholic Universities explores the relationship between Catholic identity, mission, and internationalization in Catholic universities of different types and located in different contexts. Internationalization is a key concern for universities working to achieve their goals in different regions of the world but without neglecting their identity. There are many universities that consider themselves related to the Roman Catholic faith and many other universities with Christian affiliations. It is well known that Catholic universities have unique missions, such as the formation of individuals inspired by a religious conviction to serve society and the church. That is why it is imperative to have empirical knowledge to help develop practical and effective policies on central themes such as internationalization, a fundamental part of many universities’ developmental strategies, while paying special attention to each university’s specific context. This book includes sixteen case studies from Latin America, the United States, the Asia Pacific, and Europe, and also includes chapters on regional perspectives on Catholic higher education as well as more specifically Jesuit higher education, the global network of La Salle universities, and internationalization in the United States, Latin America, the Asia Pacific region, and Europe.Table of ContentsPreface Part 1: Introduction 1. Embedding Identity and Internationalization into Institutional Practice  Fiona Hunter and Michael James Part 2: Latin America 2. Exploring Levels of Internationalization in Latin American Catholic Universities  Pedro Pablo Rosso 3. Internationalization as a Dimension of Identity in Latin American Jesuit Universities  Ricardo Carbone Bruna 4. Pontificia Universidad Católica de Chile: Searching for Meaningful Links Between Identity and Internationalization  Andrés Bernasconi, Daniela Véliz and Astrid Pickenpack 5. Universidad Alberto Hurtado, Santiago, Chile: Strengthening Mission through International Cooperation  Sebastián Kaufmann and Constanza Bauer 6. Pontificia Universidad Javeriana, Bogotá, Colombia: The Emergence of a Symbiotic Relationship between Identity and Internationalization  Luis Fernando Álvarez Londoño, S.J. 7. Universidad la Salle Mexico City: Polyphony of Values between Christian Identity and the Educational Market Demands  Felipe Gaytán Alcalá 8. Universidade Do Vale Do Rio Dos Sinos, Unisinos, Brazil: How Identity Has Given Meaning to the Internationalization Process  Cristiano Richter, Gustavo Borba, Laura Knijnik Baumvol, Paula Dal Bo Campagnolo and Sara Rudnicki Part 3: United States of America 9. Identifying Characteristics of Identity and Internationalization in Catholic Universities in the United States of America  Michael James 10. Regional Perspectives from the USA: Understanding Internationalization Efforts in the Jesuit Higher Education Network  Bao Nguyen 11. Boston College: Integrating Identity into New Strategic Directions for Internationalization  Hans de Wit and Michael James Part 4: Asia Pacific 12. International Cooperation and Globalization in Asia and the Role of Jesuit Universities  Miki Sugimura 13. Sophia University, Tokyo, Japan: When Identity Is Strengthened by New Understandings of Internationalization  Miki Sugimura 14. Australian Catholic University, Melbourne: Expressing Identity through International Opportunity  Anthony Casamento and Chris Riley 15. St. Paul University, Tuguegarao City, the Philippines: Preserving Catholic Identity with an Increasingly Diverse Student Population  Jeremy Godofredo C. Morales Part 5: Europe 16. Catholic Identity and Internationalization in Europe: Linking the Past to the Future  Visnja Car 17. Universidad de Deusto, Bilbao, Spain: Internationalization as a Means to Realize Institutional Mission and Vision  María J. Pando-Canteli and Alvaro de La Rica Aspiunza 18. Universidad Loyola Andalucía, Sevilla, Spain: Cultivating Jesuit-Inspired Connections to Internationalization  Francisco de Borja Martín Garrido 19. Universidade Católica Portuguesa, Lisbon, Portugal: How Identity Guides International Partnerships and Positioning  Isabel Capeloa Gil and Teresa Lloyd Braga 20. John Paul II University of Lublin, Poland: How History Defines the Relationship between Identity and Internationalization  Visnja Car and Agnieszka Lekka-Kowalik 21. Tilburg University, the Netherlands: Attuning Catholic Identity to a Secular Society  Visnja Car 22. Catholic University of Croatia: A Renaissance of Catholic Identity  Visnja Car 23. Università Cattolica Del Sacro Cuore (UCSC), Milan, Italy: Re-Shaping Catholic Identity in a Changing Context  Visnja Car and Fiona Hunter Part 6: Global Perspectives 24. Identity Meets Internationalization: The Case of the International Association of La Salle Universities  Carlos Coelho About the Contributors

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Book SynopsisThe wave of migrants arriving in Europe fleeing from war or hard living conditions represents both a challenge and a great educational opportunity for the European school systems. Currently, research and good practice in this field have been mainly developed within the boundaries of national educational politics and policies, addressing distinct populations. This fragmentation has stood in the way of a systematic analysis of the question at the European level, which is a necessary condition for the advancement of successful educational interventions. The book aims to offer substantive insights for researchers, policy makers, and teachers concerned with the effective inclusion of refugees within education by collecting and comparing the growing body of knowledge that is emerging from eight European countries. Contributors are: Oula Abu-Amsha, Miki Aristorenas, Tatjana Atanasoska, Benjamin Brass, Henrik Bruns, Heike de Boer, Sanja Grbić, Hermina Gunnþórsdóttir, Laure Kloetzer, Tünde Kovacs Cerović, Louise Pagden, Michelle Proyer, Wayne Veck, Dragan Vesić, and Julie Wharton.Table of ContentsList of Figures and Tables Introduction  Fabio Dovigo 1. “It’s Sad and Nice at the Same Time”: Challenges to Professionalization in Pedagogical Work with Migrant Children  Heike de Boer, Benjamin Brass and Henrik Bruns 2. We’re in It Together: Inclusive Approaches from Refugee Education in Italy  Fabio Dovigo 3. “Do You Teach about Real Knowledge?”: Different Ideas between Parents and Teachers from Unlike Cultures about the Role of Schools and Education  Hermina Gunnþórsdóttir 4. How Do Schools Integrate Refugee Students? First Experiences from Serbia  Tünde Kovács Cerović, Sanja Grbić and Dragan Vesić 5. “My Course, My Lifeline!”: Reconnecting Syrian Refugees to Higher Education in the Za’atari Camp  Laure Kloetzer, Miki Aristorenas and Oula Abu-Amsha 6. Austrian Perspectives on Refugee Studies  Tatjana Atanasoska and Michelle Proyer 7. Children Seeking Refuge, Assimilation and Inclusion: Insights from the United Kingdom  Wayne Veck, Louise Pagden and Julie Wharton About the Authors

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Book SynopsisThe wave of migrants arriving in Europe fleeing from war or hard living conditions represents both a challenge and a great educational opportunity for the European school systems. Currently, research and good practice in this field have been mainly developed within the boundaries of national educational politics and policies, addressing distinct populations. This fragmentation has stood in the way of a systematic analysis of the question at the European level, which is a necessary condition for the advancement of successful educational interventions. The book aims to offer substantive insights for researchers, policy makers, and teachers concerned with the effective inclusion of refugees within education by collecting and comparing the growing body of knowledge that is emerging from eight European countries. Contributors are: Oula Abu-Amsha, Miki Aristorenas, Tatjana Atanasoska, Benjamin Brass, Henrik Bruns, Heike de Boer, Sanja Grbić, Hermina Gunnþórsdóttir, Laure Kloetzer, Tünde Kovacs Cerović, Louise Pagden, Michelle Proyer, Wayne Veck, Dragan Vesić, and Julie Wharton.Table of ContentsList of Figures and Tables Introduction  Fabio Dovigo 1. “It’s Sad and Nice at the Same Time”: Challenges to Professionalization in Pedagogical Work with Migrant Children  Heike de Boer, Benjamin Brass and Henrik Bruns 2. We’re in It Together: Inclusive Approaches from Refugee Education in Italy  Fabio Dovigo 3. “Do You Teach about Real Knowledge?”: Different Ideas between Parents and Teachers from Unlike Cultures about the Role of Schools and Education  Hermina Gunnþórsdóttir 4. How Do Schools Integrate Refugee Students? First Experiences from Serbia  Tünde Kovács Cerović, Sanja Grbić and Dragan Vesić 5. “My Course, My Lifeline!”: Reconnecting Syrian Refugees to Higher Education in the Za’atari Camp  Laure Kloetzer, Miki Aristorenas and Oula Abu-Amsha 6. Austrian Perspectives on Refugee Studies  Tatjana Atanasoska and Michelle Proyer 7. Children Seeking Refuge, Assimilation and Inclusion: Insights from the United Kingdom  Wayne Veck, Louise Pagden and Julie Wharton About the Authors

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