Educational strategies and policy Books

Book SynopsisIn every corner of the world, children are learning languages at home that differ from the dominant language used in their broader social world. These children arrive at school with a precious resource: their mother tongue. In the face of this resource and the possibility for biliteracy, majority language educational programs do nothing to support primary language competence. To counter monolingual education, there are significant albeit few initiatives around the world that provide formal support for children to continue to develop competence in their mother tongue, while also learning an additional language or languages. One such initiative is dual language immersion education (DLI). Interestingly, most (if not all) research on DLI programs focus on the effectiveness of bilingual education vis-à-vis academic access and achievement. The ideologies embedded in the research and guidelines for DLI education, albeit necessary and critical during the early days of DLI schooling, are disconnected from the present realities, epistemologies, and humanness of our bilingual youth. A Humanizing Dual Language Immersion Education envisions a framework informed by bilingual teachers and students who support biliteracy as a human right. Positioning bilingual education under a human rights framework addresses the basic right of our bi/multilingual youth to human dignity. Respect for the languages of persons belonging to different linguistic communities is essential for a just and democratic society. Given the centrality of language to our sense of who we are and where we fit in the broader world, a connection between linguistic human rights and bilingual education is essential.Table of ContentsIntroduction PART 1: Being Human, Being Bilingual—A Human Right to Language 1 Language as a Human Right  Human Rights and Language  Where Are We Now?  Linguistic Human Rights in Education  Conclusion 2 Language Rights in the United States  The U.S. Approach to Language Rights  The Dismantling of Bilingual Rights and Education in the United States  The Case of California  Building the Bridge: Bilingual Education and Linguistic Human Rights in the United States  Conclusion 3 Bilingual Education as a Human Right: The Case of Dual Language Immersion Education  Being Bilingual, Being Human  The History of Dual Language Immersion Education  The Development of Dual Language Programs  Limitations of Dual Language Programs  Conclusion PART 2: A Humanizing Dual Language Immersion Education 4 Intentionality  We Promote, Validate, and Utilize the Wisdom That Bilingual Children Bring with Them  We Safeguard the Education of Linguistic Minoritized Youth   We Honor the Dignity of Bilingual Children  Intention 5 Sustenance  Intimacy  A Humanizing Dual Language Immersion Pedagogy  Dli Teachers  Conclusion  Sustenance 6 Imaginings  Bilingual Youth Epistemology  Language, Identity, and Culture in Flux  Imaginings with and by Plurilingual Youth  Imaginings 7 Conclusion  Epilogue References

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Book SynopsisIt is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it. This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Exploring Inclusive Education and ‘Inclusion’ in the African Context  Sulochini Pather and Roger Slee 1 Challenging Inclusive Education Policy and Practice in Libya  Abdelbasit Gadour 2 Strides and Strains in Including Children with Disabilities in Rwandan Education: Critical Reflections on Disability, Policies and Practice in Education Developments  Evariste Karangwa 3 Towards Inclusive Education Development: Addressing the Gap between Rhetoric and Practice in Zanzibar Schools  Said Juma 4 Inclusive Education Policy and Practice in Ghana: Air Castle or Realistic Goal?  William Nketsia 5 In Search of an Inclusive Pedagogy in South Africa  Sigamoney Manicka Naicker and Sindiswa Stofile 6 Special and Inclusive Education Policy and Practice in Kenya, 1963 to 2016: The Journey  Martin Mwongela Kavua 7 In-Service Tutor Development in Support of Inclusive Education: Lessons from Partnerships between University and Organizations  Lawrence Eron 8 Inclusive Education Policy Implementation in Swaziland: A Critical Reflection on Developments Since 2011  Cebsile P. Nxumalo 9 Challenges of Implementing Inclusive Education and Supporting Marginalized Groups in Ethiopia  Ali Side

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Book SynopsisIt is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it. This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Exploring Inclusive Education and ‘Inclusion’ in the African Context  Sulochini Pather and Roger Slee 1 Challenging Inclusive Education Policy and Practice in Libya  Abdelbasit Gadour 2 Strides and Strains in Including Children with Disabilities in Rwandan Education: Critical Reflections on Disability, Policies and Practice in Education Developments  Evariste Karangwa 3 Towards Inclusive Education Development: Addressing the Gap between Rhetoric and Practice in Zanzibar Schools  Said Juma 4 Inclusive Education Policy and Practice in Ghana: Air Castle or Realistic Goal?  William Nketsia 5 In Search of an Inclusive Pedagogy in South Africa  Sigamoney Manicka Naicker and Sindiswa Stofile 6 Special and Inclusive Education Policy and Practice in Kenya, 1963 to 2016: The Journey  Martin Mwongela Kavua 7 In-Service Tutor Development in Support of Inclusive Education: Lessons from Partnerships between University and Organizations  Lawrence Eron 8 Inclusive Education Policy Implementation in Swaziland: A Critical Reflection on Developments Since 2011  Cebsile P. Nxumalo 9 Challenges of Implementing Inclusive Education and Supporting Marginalized Groups in Ethiopia  Ali Side

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Book SynopsisIn this book the editors consider the resistance to change among teachers and learners despite all the evidence that science participation brings benefits for both individuals and nations. Beginning with biology, Stability and Change in Science Education: Meeting Basic Learning Needs explores this balance in teaching and learning science. The authors reflect upon this equilibrium as they each present their work and its contribution. The book provides a wide range of examples using the change/stability lens. Authors from the Netherlands, Israel, Spain, Canada and the USA discuss how they observe and consider both homeostasis and novelty in theory, projects and other work. The book contains examples from science educators in schools and in other science rich settings. Contributors are: Lucy Avraamidou, Ayelet Baram-Tsabari, Michelle Crowl, Marilynne Eichinger, Lars Guenther, Maria Heras, Phyllis Katz, Joy Kubarek, Lucy R. McClain, Patricia Patrick, Wolff-Michael Roth, Isabel Ruiz-Mallen, Lara Smetana, Hani Swirski, Heather Toomey Zimmerman, and Bart Van de Laar.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors PART 1: Theoretical Considerations 1 Introduction: Meeting Basic Needs  Phyllis Katz and Lucy Avraamidou 2 Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science Education  Phyllis Katz and Lucy Avraamidou 3 Novelty: A Phenomenological Perspective  Wolff-Michael Roth PART 2: Continual Science Learning 4 Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology: Preliminary Results from the STEM Pillars Museum-Library-University Partnership  Heather Toomey Zimmerman, Lucy R. McClain and Michele Crowl 5 When Stability Isn’t the Baseline: Traumatized Children and Science Education  Marilynne Eichinger 6 Homeostasis and Novelty as Concepts for Science Journalism: A Re-Interpretation of the Selection and Depiction of Scientific Issues in the Media  Lars Guenther 7 Making the Unfamiliar Familiar: Zoo and Aquarium Educators Leveraging Novelty and Curiosity  Joy Kubarek PART 3: Systemic Change 8 Regional Networks and Ecosystem Learning  Bart van de Laar PART 4: Formal Education 9 Teacher Preparation Embraces Homeostasis and Novelty: Expanding Teacher Candidates’ Learning Ecologies through a Short-Term Study Abroad  Lara Smetana 10 Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis Model  Patricia Patrick 11 Maintaining Homeostasis While Embracing Novelty: Students’ Questions as Agents of Student’s Voice in the Science Classroom  Hani Swirski and Ayelet Baram-Tsabari 12 ‘What Do I Like about Science-Related Activities?’: Participatory Indicators Addressing Students’ Motivations and Needs When Learning Science  María Heras and Isabel Ruiz-Mallén 13 Synthesis and Recommendations  Lucy Avraamidou and Phyllis Katz Index

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Book SynopsisIn this book the editors consider the resistance to change among teachers and learners despite all the evidence that science participation brings benefits for both individuals and nations. Beginning with biology, Stability and Change in Science Education: Meeting Basic Learning Needs explores this balance in teaching and learning science. The authors reflect upon this equilibrium as they each present their work and its contribution. The book provides a wide range of examples using the change/stability lens. Authors from the Netherlands, Israel, Spain, Canada and the USA discuss how they observe and consider both homeostasis and novelty in theory, projects and other work. The book contains examples from science educators in schools and in other science rich settings. Contributors are: Lucy Avraamidou, Ayelet Baram-Tsabari, Michelle Crowl, Marilynne Eichinger, Lars Guenther, Maria Heras, Phyllis Katz, Joy Kubarek, Lucy R. McClain, Patricia Patrick, Wolff-Michael Roth, Isabel Ruiz-Mallen, Lara Smetana, Hani Swirski, Heather Toomey Zimmerman, and Bart Van de Laar.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors PART 1: Theoretical Considerations 1 Introduction: Meeting Basic Needs  Phyllis Katz and Lucy Avraamidou 2 Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science Education  Phyllis Katz and Lucy Avraamidou 3 Novelty: A Phenomenological Perspective  Wolff-Michael Roth PART 2: Continual Science Learning 4 Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology: Preliminary Results from the STEM Pillars Museum-Library-University Partnership  Heather Toomey Zimmerman, Lucy R. McClain and Michele Crowl 5 When Stability Isn’t the Baseline: Traumatized Children and Science Education  Marilynne Eichinger 6 Homeostasis and Novelty as Concepts for Science Journalism: A Re-Interpretation of the Selection and Depiction of Scientific Issues in the Media  Lars Guenther 7 Making the Unfamiliar Familiar: Zoo and Aquarium Educators Leveraging Novelty and Curiosity  Joy Kubarek PART 3: Systemic Change 8 Regional Networks and Ecosystem Learning  Bart van de Laar PART 4: Formal Education 9 Teacher Preparation Embraces Homeostasis and Novelty: Expanding Teacher Candidates’ Learning Ecologies through a Short-Term Study Abroad  Lara Smetana 10 Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis Model  Patricia Patrick 11 Maintaining Homeostasis While Embracing Novelty: Students’ Questions as Agents of Student’s Voice in the Science Classroom  Hani Swirski and Ayelet Baram-Tsabari 12 ‘What Do I Like about Science-Related Activities?’: Participatory Indicators Addressing Students’ Motivations and Needs When Learning Science  María Heras and Isabel Ruiz-Mallén 13 Synthesis and Recommendations  Lucy Avraamidou and Phyllis Katz Index

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Book SynopsisMost debates about the so-called research-practice gap in TESOL have focused on a one-way transfer of research evidence from the context of origin to the context of application. Rather than continuing such debates, Knowledge Mobilization in TESOL: Connecting Research and Practice sheds light on what happens after research is transferred to contexts of practice such as the classroom. It explores whether or not, and under what circumstances, research can make contributions to teachers’ professional learning and development. By featuring English language teachers’ first-hand accounts of research utilization, the book highlights the complex processes of making research-based knowledge meaningful for pedagogical practice. It shows why the success of any knowledge mobilization project depends on sensitivity to context and teachers’ interpretive engagement with research-based recommendations. Written in a lucid and accessible style, Knowledge Mobilization in TESOL: Connecting Research and Practice will appeal to a broad readership interested in research utilization in the field of education, especially in TESOL. It will be an informative text for pre-service and graduate courses in TESOL, ELT, applied linguistics, teacher education, and education policy studies. In-service teachers, teacher educators, program administrators, and funding agencies will also find it to be a valuable resource. Contributors are: Chris Banister, Leigh Yohei Bennett, Xin Chen, Tiffany Johnson, Kendon Kurzer, Cynthia Macknish, Michael McLelland, Nashwa Donna M. Neary, Gina Paschalidou, Aysenur Sagdic, Nashaat Sobhy, Nguyen Thi Thuy Loan, Lorena Valmori, and Robert E. White.Trade Review“This thoughtful collection, featuring teacher research from Asia, Europe and North America, highlights the dialogical nature of research and practice. As the authors demonstrate, the so-called research-practice gap only exists for those—researchers or practitioners—who choose not to engage in either. The volume is an excellent reminder that it is practitioners and their professional agency that determine the impact of research on practice. Readers should not expect examples of how research can be blindly replicated in any classroom. Rather, they should look forward to reading multiple accounts of how teachers selected and interpreted research they thought could challenge and/or enhance their practice. By sharing their dialogical processes, authors invite readers to consider how they engage research in their own practice(s).” – Judy Sharkey, Associate Professor, University of New HampshireTable of ContentsIntroduction: Knowledge Mobilization in TESOL: Insights from the Classroom  Sardar Anwaruddin 1 Improving the Effectiveness of International Students’ Peer Review in an English Academic Writing Course  Xin Chen 2 Implementing Peer-Feedback in Paragraph-Writing Classes at a Thai University  Nguyen Thi Thuy Loan 3 Revising Essays Collaboratively  Gina Paschalidou 4 Dynamic Written Corrective Feedback in a Community College ESL Writing Class Setting  Kendon Kurzer 5 Bringing the Academic Vocabulary List into the Classroom: Student Lexical Investigations  Chris Banister 6 Operationalizing “Defining” from a Cognitive Discourse Perspective for Learners’ Use  Nashwa Nashaat Sobhy 7 From Researchers to L2 Classrooms: Teaching Pragmatics through Collaborative Tasks  Aysenur Sagdic 8 From False Myths to Achievable Goals: Developing Language Learning Awareness in the L2 Classroom  Lorena Valmori 9 "I Saw Wonderfull Things in There": Reflecting on Academic Service-Learning Research in a University Intensive English Program  Cynthia Macknish, Tiffany Johnson and Michael McLelladn 10 Reflection on an Art Museum Field Trip for High School English Language Learners  Donna M. Neary 11 Blending the Styles: Exploring Students’ Views on the Merging of the Creative with the Academic  Leigh Yohei Bennett Afterword: Knowledge Mobilization in TESOL: Fostering Teacher Agency and Ideological Awareness  Brian Morgan

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Book SynopsisArtistic Mentoring as a Decolonizing Methodology: An Evolving Collaborative Painting Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez illuminates the collaborative, holistic teaching processes of artistic mentoring, a decolonizing arts-based methodology, focused on the Indigenous expert as partner and mentor.Table of ContentsOsiyo: Welcome in Cherokee  Christine Ballengee Morris Foreword  Luke Eric Lassiter Acknowledgements List of Figures Introduction Mentor Biographies Pedro Rafael González Chavajay  Joseph Johnston Paula Nicho Cúmez  Joseph Johnston Salvador Cúmez Curruchich  Joseph Johnston PART 1: The Artist as Mentor: The Mentoring Relationship as a Teaching Method and Paintings as Didactic Tools Introduction to Part 1: The Artist as mentor Pastor Maya (Maya Pastor) 1 Personal and Cultural Narrative as Inspiration: A Painting and Pedagogical Collaboration with Two Maya Artists  A Problem of Perspective  A Problem of Practice  Perspective and Practice in Context  Decolonizing Methodologies  Results  Life as Text  Discussion  Applications  Conclusion 2 Where Lived Experience Resides in Art Education: A Painting and Pedagogical Collaboration with Paula Nicho Cúmez  Introduction  Reflections on Feminist Pedagogy  Female Kaqchikel Maya Painting and Teaching Processes  Owning One’s Narrative in Collaboratively Produced Paintings  Weaving Women’s Iconography in Paintings  Fusion: One Imagines the Painting into Being  Kaqchikel Women Painters’ Iconography: Personal in Cultural  Maya Women Painters as Role Models  Asserting Female Ways of Connected Knowing and Teacher/Student Role Reversals  A Feminist Teacher’s Strategy: To Elicit  Conclusion PART 2: The Artist as Historian: Paintings as Historical Documents, Sites for Cultural Transmission, and Platforms of Protest and Resistance Introduction to Part 2: The Artist as Historian, Massacre en Atitlán (Massacre in Atitlán)  Painting as a Site for Claiming Maya History 3 Maya Paintings as Teachers of Justice: Art Making the Impossible Possible  The Maya Painting Movement in Context  Our Values Must Be Salvaged and Presented to Our Children 4 Crossing Borders 5 Advocating for Justice: A Maya Painter’s Journey  A Story of Courage  The Anthropology of Genocide: Annihilating Difference (Hinton, 2002)  A Brief Overview of Guatemalan History  A Tragic Moment in History: Massacre in Santiago Atitlán December 3, 1990  Pedro Rafael González Chavajay’s Story PART 3: The Artist as Ethnographer: Collaborative Ethnography, Decolonizing Research Practice, and the Ethics of Representation Introduction to Part 3: The Artist as Ethnographer, Nuestra Amistad (Our Friendship) 6 “Coming of Age in Methodology”: Two Collaborative Inquiries with Shinnecock and Maya Peoples  Diane’s Research Story  Shinnecock Museum  Kryssi’s Research Story  Conclusion: Closing the Distance Section 1: Ethical Changes in Representation Phase One – Participants and Research Process 7 Visual Privileging: Subjectivity in Collaborative Ethnography 8 Decolonizing Development through Indigenous Artist-Led Inquiry  Speaking with, Not for or about Others  The Recounting of Tales, Myths and Readings  Approaching Arts-Based Inquiry with Eyes Wide-Open  Researching in Ways that Might (Dis)Serve Multiple Populations  Conclusions Section 2: Ethical Changes in Representation Phase Two – Relational Presentation 9 Indigenous Methodologies: A Collaborative Painting with Maya Painter Paula Nicho Cúmez  Introduction  A Collaborative Painting with Maya Painter Paula Nicho Cúmez  Conclusion 10 The Inseparability of Indigenous Research and Pedagogy: A Collaborative Painting of a Maya Tz’utuhil Grieving Ritual  Sharing Pain and Happiness  We Shared This  La Consolación  Oh What a Wonderful Theme  You Were the Author of This Painting  You Were There  Reality of a Community  This Painting Carries Something Important  We Have Gotten to Know Each Other  Part of a Larger Story PART 4: The Artist as Teacher: Transformations of the Academy and the Artist/Teacher Introduction to Part 4: The Artist as Teacher, La Consolacion (Condolence) Section 1: Transformations: Curricular Applications to Teaching 11 Learning OUTSIDE the Box: How Mayan Pedagogy Informs a Community/University Partnership  Inroads: Art Education  Connections: Transferring Knowledge across Cultures  The Specifics  How It Unfolded: Step by Step  Negotiating Learning  Leadership: Novices Become Experts  Cultural Narratives: Paths to Learning  Co-Mentoring, Friendship, and the Co-Construction of Knowledge  Conclusions and Implications Situated Learning: The Local Context 12 Maya Teaching Methods: Transformers of Content and Pedagogy in Higher Education  Part One: Working out of Maya Studios  Part Two: Walk the Talk  Conclusion Section 2: Transformations: Self-Reflections of the Artist/Teacher 13 Interior Paths: Transformations of a Painter  El Rapto del Gallo (Abduction of the Rooster): The Absence of Presence in Art Education  Vendedora De Gallos (Seller of Roosters): Paths in as Lived Experience  Conclusion: Who Rules the Roost? 14 Decolonizing Methodologies and the Ethics of Representation: A Collaborative Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez  Introduction: Ethnography in Art Education  Description of the Study: A Collaborative Ethnographic Study  Language  Dismantling Concepts: Research, Benefits, Researcher Subjectivity  Confidentiality and Representation: How Will the Results Be Disseminated?  Discussion: A Growing Discomfort  Conclusion 15 Conclusion  Discoveries  Through the Lens of Life and Death  Reciprocity and Relationship  Doing Arts Thinking  Expanding the Possibilities: Arts Thinking Grounded in Indigenous Perspectives  Artistic Mentoring as a Decolonizing Methodology Index

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Book SynopsisArtistic Mentoring as a Decolonizing Methodology: An Evolving Collaborative Painting Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez illuminates the collaborative, holistic teaching processes of artistic mentoring, a decolonizing arts-based methodology, focused on the Indigenous expert as partner and mentor.Table of ContentsOsiyo: Welcome in Cherokee  Christine Ballengee Morris Foreword  Luke Eric Lassiter Acknowledgements List of Figures Introduction Mentor Biographies Pedro Rafael González Chavajay  Joseph Johnston Paula Nicho Cúmez  Joseph Johnston Salvador Cúmez Curruchich  Joseph Johnston PART 1: The Artist as Mentor: The Mentoring Relationship as a Teaching Method and Paintings as Didactic Tools Introduction to Part 1: The Artist as mentor Pastor Maya (Maya Pastor) 1 Personal and Cultural Narrative as Inspiration: A Painting and Pedagogical Collaboration with Two Maya Artists  A Problem of Perspective  A Problem of Practice  Perspective and Practice in Context  Decolonizing Methodologies  Results  Life as Text  Discussion  Applications  Conclusion 2 Where Lived Experience Resides in Art Education: A Painting and Pedagogical Collaboration with Paula Nicho Cúmez  Introduction  Reflections on Feminist Pedagogy  Female Kaqchikel Maya Painting and Teaching Processes  Owning One’s Narrative in Collaboratively Produced Paintings  Weaving Women’s Iconography in Paintings  Fusion: One Imagines the Painting into Being  Kaqchikel Women Painters’ Iconography: Personal in Cultural  Maya Women Painters as Role Models  Asserting Female Ways of Connected Knowing and Teacher/Student Role Reversals  A Feminist Teacher’s Strategy: To Elicit  Conclusion PART 2: The Artist as Historian: Paintings as Historical Documents, Sites for Cultural Transmission, and Platforms of Protest and Resistance Introduction to Part 2: The Artist as Historian, Massacre en Atitlán (Massacre in Atitlán)  Painting as a Site for Claiming Maya History 3 Maya Paintings as Teachers of Justice: Art Making the Impossible Possible  The Maya Painting Movement in Context  Our Values Must Be Salvaged and Presented to Our Children 4 Crossing Borders 5 Advocating for Justice: A Maya Painter’s Journey  A Story of Courage  The Anthropology of Genocide: Annihilating Difference (Hinton, 2002)  A Brief Overview of Guatemalan History  A Tragic Moment in History: Massacre in Santiago Atitlán December 3, 1990  Pedro Rafael González Chavajay’s Story PART 3: The Artist as Ethnographer: Collaborative Ethnography, Decolonizing Research Practice, and the Ethics of Representation Introduction to Part 3: The Artist as Ethnographer, Nuestra Amistad (Our Friendship) 6 “Coming of Age in Methodology”: Two Collaborative Inquiries with Shinnecock and Maya Peoples  Diane’s Research Story  Shinnecock Museum  Kryssi’s Research Story  Conclusion: Closing the Distance Section 1: Ethical Changes in Representation Phase One – Participants and Research Process 7 Visual Privileging: Subjectivity in Collaborative Ethnography 8 Decolonizing Development through Indigenous Artist-Led Inquiry  Speaking with, Not for or about Others  The Recounting of Tales, Myths and Readings  Approaching Arts-Based Inquiry with Eyes Wide-Open  Researching in Ways that Might (Dis)Serve Multiple Populations  Conclusions Section 2: Ethical Changes in Representation Phase Two – Relational Presentation 9 Indigenous Methodologies: A Collaborative Painting with Maya Painter Paula Nicho Cúmez  Introduction  A Collaborative Painting with Maya Painter Paula Nicho Cúmez  Conclusion 10 The Inseparability of Indigenous Research and Pedagogy: A Collaborative Painting of a Maya Tz’utuhil Grieving Ritual  Sharing Pain and Happiness  We Shared This  La Consolación  Oh What a Wonderful Theme  You Were the Author of This Painting  You Were There  Reality of a Community  This Painting Carries Something Important  We Have Gotten to Know Each Other  Part of a Larger Story PART 4: The Artist as Teacher: Transformations of the Academy and the Artist/Teacher Introduction to Part 4: The Artist as Teacher, La Consolacion (Condolence) Section 1: Transformations: Curricular Applications to Teaching 11 Learning OUTSIDE the Box: How Mayan Pedagogy Informs a Community/University Partnership  Inroads: Art Education  Connections: Transferring Knowledge across Cultures  The Specifics  How It Unfolded: Step by Step  Negotiating Learning  Leadership: Novices Become Experts  Cultural Narratives: Paths to Learning  Co-Mentoring, Friendship, and the Co-Construction of Knowledge  Conclusions and Implications Situated Learning: The Local Context 12 Maya Teaching Methods: Transformers of Content and Pedagogy in Higher Education  Part One: Working out of Maya Studios  Part Two: Walk the Talk  Conclusion Section 2: Transformations: Self-Reflections of the Artist/Teacher 13 Interior Paths: Transformations of a Painter  El Rapto del Gallo (Abduction of the Rooster): The Absence of Presence in Art Education  Vendedora De Gallos (Seller of Roosters): Paths in as Lived Experience  Conclusion: Who Rules the Roost? 14 Decolonizing Methodologies and the Ethics of Representation: A Collaborative Ethnography with Maya Artists Pedro Rafael González Chavajay and Paula Nicho Cúmez  Introduction: Ethnography in Art Education  Description of the Study: A Collaborative Ethnographic Study  Language  Dismantling Concepts: Research, Benefits, Researcher Subjectivity  Confidentiality and Representation: How Will the Results Be Disseminated?  Discussion: A Growing Discomfort  Conclusion 15 Conclusion  Discoveries  Through the Lens of Life and Death  Reciprocity and Relationship  Doing Arts Thinking  Expanding the Possibilities: Arts Thinking Grounded in Indigenous Perspectives  Artistic Mentoring as a Decolonizing Methodology Index

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Book SynopsisIn Preparing Students for Life and Work: Policies and Reforms Affecting Higher Education’s Principal Mission the editors assemble works by scholars of higher education who address various aspects of the policies and reforms that affect the education and ultimately the lives and work prospects of students. Chapter topics include the social and government policy context of higher education in various countries, including Canada, Mexico, the USA, Japan, Germany, Europe generally and the Bologna process specifically. Aspects of teaching and learning in higher education, including MOOCs, student services, and treatment of international students are also addressed. Finally, how students themselves have had major impacts on higher education in various countries is touched upon in several chapters.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Walter Archer and Hans G. Schuetze 1 How Central Is the “Principal Mission” of the University Today?  Chris Duke PART 1: Canada 2 Access to and Participation in Higher Education in Canada  Hans G. Schuetze and Walter Archer 3 Aboriginal Higher Education and Indigenous Students  Michelle Pidgeon 4 Minding the Gap: Perspectives on Graduate Education for Students with Disabilities  Mahadeo A. Sukhai 5 Student Affairs and Services in Canadian Higher Education  Kyle D. Massey PART 2: The World 6 Reforms and Myths: University Graduates and the Labor Market in Mexico  Wietse de Vries 7 Policies for Adult Students in Mexican Higher Education and Motives for Returning to Study  Germán Álvarez Mendiola and Brenda Yokebed Pérez Colunga 8 The Value of Degrees and Diplomas in Japan  Shinichi Yamamoto 9 MOOCs, Students, Higher Education and Their Paradoxes  Maureen W. McClure 10 The Expansion of Higher Education and First Generation Students in Germany: Increasing Participation or Continuing Exclusion?  Andrä Wolter 11 The Abolition of Tuition Fees in Germany: Student Protests and Their Impact, or Tuition Fees in Germany: In and Out  Dieter Timmermann 12 Conditions of Learning at High-Ranked Universities in Four Countries: An International Student’s Perspective  Jade Zhao PART 3: Students and Their Influence on Higher Education Policies 13 Student Policies and Protests: The Student Movements of the 1960s and the 2012 Canadian “Maple Spring”  Hans G. Schuetze 14 Collective Student Action and Student Association in Quebec  Alexandre Beaupré-Lavallée and Olivier Bégin-Caouette 15 European Higher Education Reforms and the Role of Students  Pavel Zgaga

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Book SynopsisIn Preparing Students for Life and Work: Policies and Reforms Affecting Higher Education’s Principal Mission the editors assemble works by scholars of higher education who address various aspects of the policies and reforms that affect the education and ultimately the lives and work prospects of students. Chapter topics include the social and government policy context of higher education in various countries, including Canada, Mexico, the USA, Japan, Germany, Europe generally and the Bologna process specifically. Aspects of teaching and learning in higher education, including MOOCs, student services, and treatment of international students are also addressed. Finally, how students themselves have had major impacts on higher education in various countries is touched upon in several chapters.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Walter Archer and Hans G. Schuetze 1 How Central Is the “Principal Mission” of the University Today?  Chris Duke PART 1: Canada 2 Access to and Participation in Higher Education in Canada  Hans G. Schuetze and Walter Archer 3 Aboriginal Higher Education and Indigenous Students  Michelle Pidgeon 4 Minding the Gap: Perspectives on Graduate Education for Students with Disabilities  Mahadeo A. Sukhai 5 Student Affairs and Services in Canadian Higher Education  Kyle D. Massey PART 2: The World 6 Reforms and Myths: University Graduates and the Labor Market in Mexico  Wietse de Vries 7 Policies for Adult Students in Mexican Higher Education and Motives for Returning to Study  Germán Álvarez Mendiola and Brenda Yokebed Pérez Colunga 8 The Value of Degrees and Diplomas in Japan  Shinichi Yamamoto 9 MOOCs, Students, Higher Education and Their Paradoxes  Maureen W. McClure 10 The Expansion of Higher Education and First Generation Students in Germany: Increasing Participation or Continuing Exclusion?  Andrä Wolter 11 The Abolition of Tuition Fees in Germany: Student Protests and Their Impact, or Tuition Fees in Germany: In and Out  Dieter Timmermann 12 Conditions of Learning at High-Ranked Universities in Four Countries: An International Student’s Perspective  Jade Zhao PART 3: Students and Their Influence on Higher Education Policies 13 Student Policies and Protests: The Student Movements of the 1960s and the 2012 Canadian “Maple Spring”  Hans G. Schuetze 14 Collective Student Action and Student Association in Quebec  Alexandre Beaupré-Lavallée and Olivier Bégin-Caouette 15 European Higher Education Reforms and the Role of Students  Pavel Zgaga

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Book SynopsisPreparing Indonesian Youth: A Review of Educational Research offers insights into the challenges and prospects in preparing Indonesian youth for 21st century living. The chapters feature empirically-based case studies focusing on three key aspects of education in Indonesia: teachers and teaching; school practices, programs, and innovations; and the social contexts of youth and schooling. The case studies also represent different vantage points contributing to an enriched understanding of how larger social phenomenon—for example, education decentralisation in Indonesia, (rural-urban and transnational) migration, international benchmarking assessments, and the global feminist and women’s movement—impact and interact with enacted visions of preparing all youth educationally for work, as well as for meaningful participation in their respective communities and the Indonesian society at large. Contributors are: Anindito Aditomo, Hasriadi Masalam, Juliana Murniati, Ahmad Bukhori Muslim, Wahyu Nurhayati, Shuki Osman, Margaretha Purwanti, Esti Rahayu, Ila Rosmilawati, Andrew Rosser, Widjajanti M. Santoso, Anne Suryani, Aries Sutantoputra, Novita W. Sutantoputri, Isabella Tirtowalujo, Nina Widyawati and David Wright.    Trade Review“Preparing Indonesian Youth includes a penetrating set of essays written by scholars with a deep understanding of current conditions in Indonesian schools. In combination, the twelve chapters offer fresh insights into the issues that are attracting the attention of educators, academics, and government officials inside Indonesia. In addition to examining public schools, the authors explore topics that have previously escaped the attention of researchers, such as alternative education programs and the experiences of migrant youth. I was impressed by the breadth of the material included as well as the quality of the scholarship.” – Christopher Bjork, Professor of Education on the Dexter M. Ferry, Jr. Chair & Coord. of Teacher Education and Director of Asian Studies “Preparing Indonesian Youth reminds readers of the role of education research to inform our collective responses to the call for urgent improvements in the education of our young people. Widen participation, improve quality and efficiency, foster creative thinking, and consider deeply the contexts that shape the lives and livelihoods of our youth.” – Suyanto, Professor of Economics Education at Yogyakarta State University, Chair of the YSU Board of Professors, and member of the Indonesian National Board of Education Standards “Collaboratively written by Indonesian scholars with vast knowledge of local education and international exposure, this book has brilliantly portrayed the educational preparation of Indonesian youth for brighter future professions and more competitive human resources. With this distinctive feature, the book is highly recommended for teachers, teacher educators, policy makers in education, and the like.” – Fuad A. Hamied, President of Asia TEFL and Professor of Education, Universitas Pendidikan IndonesiaTable of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Preparing Youth for Indonesia 4.0: Challenges and Prospects  Isabella Tirtowalujo, Anne Suryani and Hasriadi Masalam PART 1: Teachers and Teaching 2 Science Teaching Practices in Indonesian Secondary Schools: A Portrait of Educational Quality and Equity-Based on PISA 2015  Anindito Aditomo 3 Governing Guru: The Political Economy of Teacher Distribution in Indonesia  Andrew Rosser 4 The Role of Religious Beliefs in Teacher Education Students’ Career Aspirations  Anne Suryani 5 The Boundary Crossing of Indonesian Out-of-Field Teachers  Esti Rahayu and Shuki Osman PART 2: School and Institutional Practices 6 The Implementation of Character Education Programs in Indonesian Schools  Wahyu Nurhayati 7 Fostering Quality Education and Global Engagement through Sister School Partnership: Perspectives of Teachers  Ahmad Bukhori Muslim 8 Politics of Gender and Gender Studies in Higher Education  Widjajanti M. Santoso and Nina Widyawati PART 3: Youth, Schooling, and Social Context of Education 9 Framing the Early School Leaving Policy Problem: Indonesian Rural Youth Engagement in Transnational Labour Migration as a Test Case  Isabella Tirtowalujo 10 Significance of Sociocultural Factors in Attribution of Educational Outcomes and Motivation Goals  Novita W. Sutantoputri, Aries Sutantoputra, Isabella Tirtowalujo, Juliana Murniati and Margaretha Purwanti 11 Successful Student Mobility: What Makes an Indonesian Alternative Education Beneficial for Internal Youth Migrants?  Ila Rosmilawati and David Wright 12 Participatory Action Research on Education for Self-Reliance for Rural Youth in Indonesia  Hasriadi Masalam Index

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Book SynopsisPreparing Indonesian Youth: A Review of Educational Research offers insights into the challenges and prospects in preparing Indonesian youth for 21st century living. The chapters feature empirically-based case studies focusing on three key aspects of education in Indonesia: teachers and teaching; school practices, programs, and innovations; and the social contexts of youth and schooling. The case studies also represent different vantage points contributing to an enriched understanding of how larger social phenomenon—for example, education decentralisation in Indonesia, (rural-urban and transnational) migration, international benchmarking assessments, and the global feminist and women’s movement—impact and interact with enacted visions of preparing all youth educationally for work, as well as for meaningful participation in their respective communities and the Indonesian society at large. Contributors are: Anindito Aditomo, Hasriadi Masalam, Juliana Murniati, Ahmad Bukhori Muslim, Wahyu Nurhayati, Shuki Osman, Margaretha Purwanti, Esti Rahayu, Ila Rosmilawati, Andrew Rosser, Widjajanti M. Santoso, Anne Suryani, Aries Sutantoputra, Novita W. Sutantoputri, Isabella Tirtowalujo, Nina Widyawati and David Wright.    Trade Review“Preparing Indonesian Youth includes a penetrating set of essays written by scholars with a deep understanding of current conditions in Indonesian schools. In combination, the twelve chapters offer fresh insights into the issues that are attracting the attention of educators, academics, and government officials inside Indonesia. In addition to examining public schools, the authors explore topics that have previously escaped the attention of researchers, such as alternative education programs and the experiences of migrant youth. I was impressed by the breadth of the material included as well as the quality of the scholarship.” – Christopher Bjork, Professor of Education on the Dexter M. Ferry, Jr. Chair & Coord. of Teacher Education and Director of Asian Studies “Preparing Indonesian Youth reminds readers of the role of education research to inform our collective responses to the call for urgent improvements in the education of our young people. Widen participation, improve quality and efficiency, foster creative thinking, and consider deeply the contexts that shape the lives and livelihoods of our youth.” – Suyanto, Professor of Economics Education at Yogyakarta State University, Chair of the YSU Board of Professors, and member of the Indonesian National Board of Education Standards “Collaboratively written by Indonesian scholars with vast knowledge of local education and international exposure, this book has brilliantly portrayed the educational preparation of Indonesian youth for brighter future professions and more competitive human resources. With this distinctive feature, the book is highly recommended for teachers, teacher educators, policy makers in education, and the like.” – Fuad A. Hamied, President of Asia TEFL and Professor of Education, Universitas Pendidikan IndonesiaTable of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Preparing Youth for Indonesia 4.0: Challenges and Prospects  Isabella Tirtowalujo, Anne Suryani and Hasriadi Masalam PART 1: Teachers and Teaching 2 Science Teaching Practices in Indonesian Secondary Schools: A Portrait of Educational Quality and Equity-Based on PISA 2015  Anindito Aditomo 3 Governing Guru: The Political Economy of Teacher Distribution in Indonesia  Andrew Rosser 4 The Role of Religious Beliefs in Teacher Education Students’ Career Aspirations  Anne Suryani 5 The Boundary Crossing of Indonesian Out-of-Field Teachers  Esti Rahayu and Shuki Osman PART 2: School and Institutional Practices 6 The Implementation of Character Education Programs in Indonesian Schools  Wahyu Nurhayati 7 Fostering Quality Education and Global Engagement through Sister School Partnership: Perspectives of Teachers  Ahmad Bukhori Muslim 8 Politics of Gender and Gender Studies in Higher Education  Widjajanti M. Santoso and Nina Widyawati PART 3: Youth, Schooling, and Social Context of Education 9 Framing the Early School Leaving Policy Problem: Indonesian Rural Youth Engagement in Transnational Labour Migration as a Test Case  Isabella Tirtowalujo 10 Significance of Sociocultural Factors in Attribution of Educational Outcomes and Motivation Goals  Novita W. Sutantoputri, Aries Sutantoputra, Isabella Tirtowalujo, Juliana Murniati and Margaretha Purwanti 11 Successful Student Mobility: What Makes an Indonesian Alternative Education Beneficial for Internal Youth Migrants?  Ila Rosmilawati and David Wright 12 Participatory Action Research on Education for Self-Reliance for Rural Youth in Indonesia  Hasriadi Masalam Index

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Book SynopsisThe Reflexivity of Pain and Privilege offers a fresh and critical perspective to people of indigenous and/or marginalized identifications. It highlights the research, shared experiences and personal stories, and the artistic collections of those who are of mixed heritage and/or identity, as well as the perspectives of young adolescents who identify as being of mixed racial, socio-economic, linguistic, and ethno-cultural backgrounds and experiences. These auto-ethnographic collections serve as an impetus for the untold stories of millions of marginalized people who may find solace here and in the stories of others who are of mixed identity.Trade Review“A groundbreaking and thoughtful collection of narratives, essays, and poems on challenges that arise for individuals of mixed race identity at different stages of development. Drawing on the experiences of an international collection of scholars, these artifacts remind us that in a world where race and ethnic identities are often used to confer power and privilege, those who occupy hybrid spaces because of their status as ‘mixed’ people, often have unique insights into how these social constructions of identity play out in everyday life. Illuminating and thought provoking, this book will serve as a useful guide to anyone who seeks to understand why race and ethnicity continue to matter so much in modern society.” ~Pedro A. Noguera, Ph.D., Distinguished Professor of Education, University of California, Los AngelesTable of ContentsAcknowledgements List of Figures Notes on Contributors The Homily of Pain and Privilege: Understanding the Need for a Discourse on Mixed Identity  Ellis Hurd Part 1: Exploring the Reflexivity of Pain and Privilege 1. Navigating the Ambiguity of Mixed Identity as Chinese-Indonesian  Dian Mitrayani 2. The Unbearable Whiteness of Being  Cristina Santamaría Graff 3. Stepping towards Healing about Learning Disability at Our Intersectionality: How Learning Disability Pain and Privilege Structured Our Schooling Experiences  Lisa A. Boskovich and David I. Hernández-Saca Part 2: Supporting Youth with Marginalized Identities 4. The Unidentified Nationality: Navigating Middle School as a Third Culture Kid  Hwa Pyung Yoo 5. Mis Roots  Paloma E. Villegas 6. A Different Kind of Asian Persuasion  Susan Y. Leonard 7. Transformative Consciousness Raising Questions  Hannah R. Stohry Part 3: Exploring the Convergences of Identity and Cultural Responsiveness 8. Will I Ever Be Enough? An African Louisiana Creole’s Narrative on Race, Ethnicity, and Belonging  Raymond Adams 9. Sika  Jessica Samuels Part 4: Interrelated Homilies (Movements) of Mixed Identity: An International Lens 10. Being Ambiguously Brown in Africa: An Autoethnography of Biracial Identity in Three Acts  Lynnette Mawhinney 11. Identity Perceptions of Youth in Middle and High-School: Beyond Being Mestizo  Mariana Leon and Guillermina de Gracia 12. Bordered Lives: An Autoethnography of Transnational Precarity  Francisco J. Villegas and Paloma E. Villegas 13. The Ubiquitous Rank: Some Reflections on Walking on Thin Ice  Anne Ryen Part 5: On Being Mixed and Moving Forward 14. Raising Consciousness for Multi-Racial Third Culture Kids  Hannah R. Stohry 15. Resisting Learning Disabilty Oppression: Healing through Dis/Ability Voice  David I. Hernández-Saca 16. Poems on Being Mixed and Moving Forward  Lisa A. Boskovich 17. Walking the Line  Iman Fagan Part 6: Conclusion 18. The Untold Future of Being Mixed: Moving Forward While Remembering What Is Behind  Ellis Hurd

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Book SynopsisThe Reflexivity of Pain and Privilege offers a fresh and critical perspective to people of indigenous and/or marginalized identifications. It highlights the research, shared experiences and personal stories, and the artistic collections of those who are of mixed heritage and/or identity, as well as the perspectives of young adolescents who identify as being of mixed racial, socio-economic, linguistic, and ethno-cultural backgrounds and experiences. These auto-ethnographic collections serve as an impetus for the untold stories of millions of marginalized people who may find solace here and in the stories of others who are of mixed identity.Trade Review“A groundbreaking and thoughtful collection of narratives, essays, and poems on challenges that arise for individuals of mixed race identity at different stages of development. Drawing on the experiences of an international collection of scholars, these artifacts remind us that in a world where race and ethnic identities are often used to confer power and privilege, those who occupy hybrid spaces because of their status as ‘mixed’ people, often have unique insights into how these social constructions of identity play out in everyday life. Illuminating and thought provoking, this book will serve as a useful guide to anyone who seeks to understand why race and ethnicity continue to matter so much in modern society.” ~Pedro A. Noguera, Ph.D., Distinguished Professor of Education, University of California, Los AngelesTable of ContentsAcknowledgements List of Figures Notes on Contributors The Homily of Pain and Privilege: Understanding the Need for a Discourse on Mixed Identity  Ellis Hurd Part 1: Exploring the Reflexivity of Pain and Privilege 1. Navigating the Ambiguity of Mixed Identity as Chinese-Indonesian  Dian Mitrayani 2. The Unbearable Whiteness of Being  Cristina Santamaría Graff 3. Stepping towards Healing about Learning Disability at Our Intersectionality: How Learning Disability Pain and Privilege Structured Our Schooling Experiences  Lisa A. Boskovich and David I. Hernández-Saca Part 2: Supporting Youth with Marginalized Identities 4. The Unidentified Nationality: Navigating Middle School as a Third Culture Kid  Hwa Pyung Yoo 5. Mis Roots  Paloma E. Villegas 6. A Different Kind of Asian Persuasion  Susan Y. Leonard 7. Transformative Consciousness Raising Questions  Hannah R. Stohry Part 3: Exploring the Convergences of Identity and Cultural Responsiveness 8. Will I Ever Be Enough? An African Louisiana Creole’s Narrative on Race, Ethnicity, and Belonging  Raymond Adams 9. Sika  Jessica Samuels Part 4: Interrelated Homilies (Movements) of Mixed Identity: An International Lens 10. Being Ambiguously Brown in Africa: An Autoethnography of Biracial Identity in Three Acts  Lynnette Mawhinney 11. Identity Perceptions of Youth in Middle and High-School: Beyond Being Mestizo  Mariana Leon and Guillermina de Gracia 12. Bordered Lives: An Autoethnography of Transnational Precarity  Francisco J. Villegas and Paloma E. Villegas 13. The Ubiquitous Rank: Some Reflections on Walking on Thin Ice  Anne Ryen Part 5: On Being Mixed and Moving Forward 14. Raising Consciousness for Multi-Racial Third Culture Kids  Hannah R. Stohry 15. Resisting Learning Disabilty Oppression: Healing through Dis/Ability Voice  David I. Hernández-Saca 16. Poems on Being Mixed and Moving Forward  Lisa A. Boskovich 17. Walking the Line  Iman Fagan Part 6: Conclusion 18. The Untold Future of Being Mixed: Moving Forward While Remembering What Is Behind  Ellis Hurd

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Book Synopsis“I just cannot write” or “I am not a good writer” are familiar complaints from students in academia. Many of them claim they cannot express themselves clearly in written text, and their lack of this skill impedes them in their academic career. In this book, Nancy A. Wasser argues that teachers can help solve this when they start viewing writing not as secondary to reading, but as the equally important side of the same coin. Those who cannot read, will not be able to write. Wasser explains how teaching and regular practicing of writing skills from an early age onwards helps children grow into students who are self-aware of their voices. By employing narrative as a process of learning to write and a way to read, teachers can teach children the art of writing, while also making children more aware of their own constructions of narrative. Combining the focus on individual and group expression in writing lessons, students can trace and reflect on their own life transformations through their writing process. Good writers are not born that way, but made through effort and practice. Changes in curriculum may not only lead to better-expressed citizens, but also to more balance between teacher and children voices.Trade Review"Wasser convincingly argues that skills can be taught as part of the learning process while situating writing in the context of children’s lives and culture. She develops a strong theoretical framework throughout her discussion of student writing samples, preservice teacher reflections, and her own experiences as an elementary school teacher and a professor ofteacher education." - A. L. Hsu, State University of New York College at Old WestburyTable of ContentsPreface Acknowledgments Introduction 1 Purpose of This Book as a Conceptual Bridge PART 1: Critical School Writing as a Place for Transformation 1 Transformative Literacy: Narrative as Retrospective Meaning Making  1 A Word about Definitions  2 Conclusion 2 A Framework for Writing to Transform Our World  1 Through the Lens of Writing — An Historical Journey: A Rationale  2 Transforming Writing from a Secondary to a Primary Discourse  3 Whole Language: Literacy Learning from Whole to Part  4 Personal Narrative as Literacy Pedagogy  5 Pushing back against Current School Writing Policies 3 Teacher Candidates Critical Work and a Critical Discourse Analysis  1 How It Worked: The Documentation  2 How It Worked: My Teacher Research Classroom Methods  3 An Example of a Narrative Lesson in Progress  4 Data Analysis Method  5 CDA Theoretical Tools  6 Conclusion 4 Language and Power: Emergent Themes  1 Theme of Writing for Meaning and Purpose  2 Theme of Building Community through Narrative Writing Pedagogy  3 Theme of Narrative Writing as a Tool for Healing  4 Language and Power; Language Empowers  5 Conclusions PART 2: Teacher Action Research 5 Teacher Action Research: Schools as Knowledge Democracies  1 TAR as a Research Paradigm  2 TAR as Knowledge Democracy 6 Using Teacher Action Research to Support Narrative as Writing Pedagogy  1 Funds of Knowledge as Fodder for Narrative Writing Pedagogy  2 Pioneering Support for the Methodology  3 Studies Treating Teaching Writing through Teacher Research  4 Research Studies Employing Personal Narrative as a Source of Scholarly Writing  5 Conclusion PART 3: Teachers as Change Agents 7 Challenging the Practice of Testing and Grades as Proof of Good Teaching and Learning: Challenging Writing as Merely a Skill  1 Why Narrative as Writing Pedagogy?  2 A Critical Discourse Approach to Analyzing the Narratives  3 What Worked Well  4 Preservice Teachers Challenge the Pedagogy: Testing and Grades as Proof of Good Teaching and Learning  5 Preservice Teachers’ Thinking about Writing Begins to Change 8 Narrative to Promote “School” Writing while Writing for Meaning and Purpose  1 Incorporating Skill-Based Literacy Instruction and Narrative Genre in Pedagogy Based on Personal Stories: How It Worked  2 Language and Power  3 Conclusion 9 General Discussion and Conclusions: Changing the Dominant Literacy Pedagogy One Story at a Time  1 Open-Ended Planning  2 A Place of Transformation  3 Preservice Teachers Push back against Writing as Primary Literacy Pedagogy: The “What Do We Do about Grades?” Discourse  4 Places of Transformation from “What Do We Do about Grades,” to “How Can We Assess Students’ Writing along the Road to Learning to Write?”  5 Pushing back against Issues of Language and Power  6 Transformative Actions to Address Issues of Language and Power  7 The Tradition of Teaching/Not Teaching Writing in School  8 A Look at My Teacher Discourse and Discourse  9 In Conclusion Appendices Appendix 1: Johnson Elementary Charter School Demographics Appendix 2: Methods for Teaching Elementary Language Appendix 3: Reading Log Appendix 4: Lesson Plan 4-16-2014 Appendix 5: I Know What It’s Like… Appendix 6: I Know What It’s Like… Appendix 7: Class Poem #2 Appendix 8: Class Poem #3 Appendix 9: Questions on Unit 1 Reading, EDUC 453/553 February 12, 2014 Appendix 10: Journal Guidelines References

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Book SynopsisOver the last decade, Finland’s educational system has become internationally recognised. Different countries have shown an interest in learning about the Finnish education system to gain a better understanding of how education is developed, planned and executed in that country. The Introduction to the Finnish Educational System aims to describe how the education system in Finland was built and what kind of aspects influence learning and teaching today. The authors of the chapters are academics and experts in the fields of teacher education or vocational education. The book presents a review of the historical and current aspects of the educational system of Finland. As such, it describes the learning path from compulsory education to vocational education and primary school teacher education, which is one of the main focuses of the Faculty of Education at the University of Lapland. Each chapter is based on its authors’ research results, which are adapted for inclusion in this book. It answers an international call to provide an in-depth description of the National Finnish Education System from its beginning to today and to discuss the practical implications of these measures. Contributors are: Heikki Ervast, Marjaana Kangas, Pigga Keskitalo, Otso Kortekangas, Minna Körkkö, Outi Kyrö-Ämmälä, Pertti Lakkala, Suvi Lakkala, Merja Paksuniemi, Rauna Rahko-Ravantti, Päivi Rasi, and Heli Ruokamo.Table of ContentsList of Figures and Tables Introduction  Merja Paksuniemi and Pigga Keskitalo 1. Milestones of Basic Education in Finland: Pedagogy, Structure and Language  Otso Kortekangas, Merja Paksuniemi and Heikki Ervast 2. Tracing Inclusive Education and its Prerequisites in the Finnish Education System  Suvi Lakkala 3. Finnish Vocational Education and Training in Transition  Pertti Lakkala and Suvi Lakkala 4. Initial Teacher Education at the University of Lapland  Outi Kyrö-Ämmälä 5. Introduction to Sámi Education  Rauna Rahko-Ravantti and Pigga Keskitalo 6. Immigrant Students in the Finnish Educational System  Minna Körkkö 7. Promoting Multiliteracy in the Finnish Educational System  Päivi Rasi, Marjaana Kangas and Heli Ruokamo

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Book SynopsisOver the last decade, Finland’s educational system has become internationally recognised. Different countries have shown an interest in learning about the Finnish education system to gain a better understanding of how education is developed, planned and executed in that country. The Introduction to the Finnish Educational System aims to describe how the education system in Finland was built and what kind of aspects influence learning and teaching today. The authors of the chapters are academics and experts in the fields of teacher education or vocational education. The book presents a review of the historical and current aspects of the educational system of Finland. As such, it describes the learning path from compulsory education to vocational education and primary school teacher education, which is one of the main focuses of the Faculty of Education at the University of Lapland. Each chapter is based on its authors’ research results, which are adapted for inclusion in this book. It answers an international call to provide an in-depth description of the National Finnish Education System from its beginning to today and to discuss the practical implications of these measures. Contributors are: Heikki Ervast, Marjaana Kangas, Pigga Keskitalo, Otso Kortekangas, Minna Körkkö, Outi Kyrö-Ämmälä, Pertti Lakkala, Suvi Lakkala, Merja Paksuniemi, Rauna Rahko-Ravantti, Päivi Rasi, and Heli Ruokamo.Table of ContentsList of Figures and Tables Introduction  Merja Paksuniemi and Pigga Keskitalo 1. Milestones of Basic Education in Finland: Pedagogy, Structure and Language  Otso Kortekangas, Merja Paksuniemi and Heikki Ervast 2. Tracing Inclusive Education and its Prerequisites in the Finnish Education System  Suvi Lakkala 3. Finnish Vocational Education and Training in Transition  Pertti Lakkala and Suvi Lakkala 4. Initial Teacher Education at the University of Lapland  Outi Kyrö-Ämmälä 5. Introduction to Sámi Education  Rauna Rahko-Ravantti and Pigga Keskitalo 6. Immigrant Students in the Finnish Educational System  Minna Körkkö 7. Promoting Multiliteracy in the Finnish Educational System  Päivi Rasi, Marjaana Kangas and Heli Ruokamo

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Book SynopsisAs Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change. Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students. This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.

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Book SynopsisAs Higher Education has come to be valued for its direct contribution to the global economy, university policy discourse has reinforced this rationale. In The Labour of Words in Higher Education: Is it Time to Reoccupy Policy? two globes are depicted. One is a beautiful, but complete artefact, that markets a UK university. The second sits on a European city street and is continually inscribed with the markings of passers-by. A distinction is drawn between the rhetoric of university McPolicy, as a discourse that appears to no longer require input from humans, and a more authentic approach to writing policy, that acknowledges the academic labour of staff and students, in effecting change. Inspired by the work of George Ritzer on the McDonaldisation of Society, the term McPolicy is adopted by the author, to describe a rational method of writing policy, now widespread across UK universities. Recent strategies on ‘the student experience’, ‘technology enhanced learning’, ‘student engagement’ and ‘employability’ are explored through a corpus-based Critical Discourse Analysis (CDA). Findings are humourously compared to the marketing of consumer goods, where commodities like cars are invested with human qualities, such as ‘ambition’. Similarly, McPolicy credits non-human strategies, technologies and a range of socially constructed buzz phrases, with the human qualities and labour activities that would normally be enacted by staff and students. This book is written for anyone with an interest in the future of universities. It concludes with suggestions of ways we might all reoccupy McPolicy.

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Book SynopsisThere is on-going debate in youth and community work regarding its future. Driven by processes of neo-liberal governmentality, youth work has been bent in new and uncomfortable directions. For many, this threatens the very telos of praxis. However, despite this, a passionate commitment to youth work’s values and approaches doggedly remains. This edited volume invites academics working in different continents and contexts to move beyond a critique of youth work’s current state, towards imagining different professional futures. Rooted in the profession’s historic values, and drawing on the distinct political and cultural environments that have shaped youth work practice in different global locations, the authors explore possible new routes and approaches for the profession. These discussions are located geographically (in a devolved United Kingdom, Europe, United States, Australasia, and the Developing/Majority world) as well as across different sectors and approaches (voluntary sector, faith sector, online, young women’s work). The result is a rich picture of global practice. This provides both depth and perspective from which to gain new insights regarding possibilities for future practices, which imagine fairer and more participative societies.Table of ContentsNotes on Contributors Introduction  Graham Bright and Carole Pugh 1 On Critical Beginnings: How We Got to Where We Are  Bernard Davies and Tony Taylor 2 Contrasting Futures? Exploring Youth Work across the UK  Tony Jeffs, Annette Coburn, Alastair Scott-McKinley and Steve Drowley 3 Youth Work and Cartographic Action: Re-naming Paradoxes – Mapping Utopian Futures  Graham Bright and Carole Pugh 4 Youth Workin’ All over Europe: Moving, Associating, Organising and Providing  Howard Williamson and Filip Coussée 5 The Future of US Youth Work  Dana Fusco and Michael Baizerman 6 Future Prospects for Australasian Youth Work  Trudi Cooper and Rod Baxter 7 Youth Work: Global Futures – Pictures from the Developing World  Stuart Wroe 8 Dichotomous Voluntary Futures  Ilona Buchroth and Dan Connolly 9 Where Is Faith-Based Youth Work Heading?  Naomi Thompson 10 The Future of Online Youth Work  Jane Melvin 11 On the Future of Youth Work with Young Women  Janet Batsleer and Karen McCarthy 12 Towards New Horizons? ‘Youth and Community Work’ and Rhizomatic Possibilities  Graham Bright and Carole Pugh Index

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Book SynopsisThere is on-going debate in youth and community work regarding its future. Driven by processes of neo-liberal governmentality, youth work has been bent in new and uncomfortable directions. For many, this threatens the very telos of praxis. However, despite this, a passionate commitment to youth work’s values and approaches doggedly remains. This edited volume invites academics working in different continents and contexts to move beyond a critique of youth work’s current state, towards imagining different professional futures. Rooted in the profession’s historic values, and drawing on the distinct political and cultural environments that have shaped youth work practice in different global locations, the authors explore possible new routes and approaches for the profession. These discussions are located geographically (in a devolved United Kingdom, Europe, United States, Australasia, and the Developing/Majority world) as well as across different sectors and approaches (voluntary sector, faith sector, online, young women’s work). The result is a rich picture of global practice. This provides both depth and perspective from which to gain new insights regarding possibilities for future practices, which imagine fairer and more participative societies.Table of ContentsNotes on Contributors Introduction  Graham Bright and Carole Pugh 1 On Critical Beginnings: How We Got to Where We Are  Bernard Davies and Tony Taylor 2 Contrasting Futures? Exploring Youth Work across the UK  Tony Jeffs, Annette Coburn, Alastair Scott-McKinley and Steve Drowley 3 Youth Work and Cartographic Action: Re-naming Paradoxes – Mapping Utopian Futures  Graham Bright and Carole Pugh 4 Youth Workin’ All over Europe: Moving, Associating, Organising and Providing  Howard Williamson and Filip Coussée 5 The Future of US Youth Work  Dana Fusco and Michael Baizerman 6 Future Prospects for Australasian Youth Work  Trudi Cooper and Rod Baxter 7 Youth Work: Global Futures – Pictures from the Developing World  Stuart Wroe 8 Dichotomous Voluntary Futures  Ilona Buchroth and Dan Connolly 9 Where Is Faith-Based Youth Work Heading?  Naomi Thompson 10 The Future of Online Youth Work  Jane Melvin 11 On the Future of Youth Work with Young Women  Janet Batsleer and Karen McCarthy 12 Towards New Horizons? ‘Youth and Community Work’ and Rhizomatic Possibilities  Graham Bright and Carole Pugh Index

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Book SynopsisA Brill Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.Trade Review"As a member of the Little Rock Nine, I know firsthand how racial discrimination and segregation damages schools and harms millions of Black learners. Dr. Toldson is an education activist for this century who skillfully blends academic prose with sharp wit and human sensibilities to challenge wayward thinking and stimulate innovation. We need to stop the BS driving education policy by reading No BS!" – Ernest Gideon Green, member of the Little Rock Nine (1957) "Toldson brings science, common sense and passion to bear on an issue on which too many of us have given up. To know Black youth is to recognize their ability to learn when given appropriate opportunities. This is a book well worth reading." – Edmund W. Gordon, PhD, John M. Musser Professor of Psychology, Emeritus, Yale University "No BS is the book the HBCU Community has been waiting for! For those committed to educating students of color, Toldson’s intellectually honest, data driven analysis is a breath of fresh air. This seminal work should be required reading for anyone who is sincere about educational access and equity." – Roslyn Clark Artis, JD, EdD, President, Benedict College "Ivory Toldson, with his cleverly entitled book No BS, is at his best with real talk and real data. He is my numbers scholar. This unique book debunks myths and lies to improve excellence and equity for students of color." – Donna Y. Ford, PhD, Professor of Education and Human Development, Vanderbilt University "No BS (Bad Stats) is an instant classic! Dr. Toldson masterfully guides the reader through an intellectually invigorating thought-process that debunks the BS (Bad Stats) about Black students to illuminating a pathway for academic success and life transformation. I highly endorse this much-needed contribution to the field of education!" – Chance W. Lewis, PhD, Carol Grotnes Belk Distinguished Professor of Urban Education, University of North Carolina at Charlotte "Everything is good about No BS. In an era where ‘alternative facts’ have entered our lexicon, Ivory Toldson lays out the real data, facts and statistics about what's really going on in the Black community. He also provides keen insights and evidenced-based strategies on how to craft an agenda to empower Black students to realize all of their potential. Terrific book!" – David Wilson, PhD, President, Morgan State UniversityTable of ContentsAcknowledgements Part 1: No BS (Bad Stats) Chapter 1: No BS (Bad Stats)  Numbers Are People: The Achievement Gap as a Social Construct  A Duboisian Framework for Educational Equity  Discovering the Talented Tenth Chapter 2: The Happy Bell Curve  Story of My Life  BS Funny Numbers  The Happy Bell Curve  Why Not Trust Objective Research on Black People? Chapter 3: More Black Men in Prison Than College  Introduction  The Dubious Basis for the Line, “There Are More Black Men in Jail Than in College”  The Overrepresentation of Black Men in Prison Continues to Be a Problem  Starting a New Agenda to Increase College Persistence and Reduce Incarceration for Black Males  Conclusion, Context, Dissection and the Surge of White Women in Prison Chapter 4: Black Students Don’t Read  Introduction  Failing Black Students  Separating Tests from Test Takers  Learning How to Read  Making a Difference  Why Public Schools Are Confused – An Afterthought Chapter 5: Black Students Are Dropping Out  Introduction  Related Findings Chapter 6: Single Parents Can’t Raise Black Children: What if the Single Parent Was White?  Introduction  Do Black Children from Two-Parent Homes Perform Better in School?  Single Parents and Incarceration – Response to a Message Chapter 7: Smart Black Students Are Acting White  Introduction  What Black Students Think about Being Smart  What Black Students Think about College  What Black Students Need to Be Successful in School  Conclusion Chapter 8: Black Male Teachers Are Missing  Introduction  Black Male Teachers – Separating Facts from Myths  Why Are Black Male Teachers Important?  When Teachers of Color Are Missing, Check Racism First Chapter 9: Waiting for Super-Predator  Introduction  Law and Disorder in Schools for Black Children  Why We See Young Black and White Criminals Differently  When Schools Became Prisons  The Existential Crisis of School Resource Officers  Creating More Opportunities for Black Students  The Inner City – An Afterthought Part 2: Why We Believe Chapter 10: Why We Believe  Why We Believe – An Afterthought Chapter 11: Believing in Black Parents  Introduction  What Schools Need from Black Parents?  What Do Black Parents Need from Schools?  Building Partnerships between Black Parents and Schools  Black Marriage – An Afterthought Chapter 12: Believing Black Students Are College Bound  Introduction  Debunking the BS about Black College Students  Why We Believe Black Students Are College Bound Chapter 13: Believing in Black History  Who Are Black Americans?  Dear Racism, I am Not My Grandparents  How to Teach about Slavery without Looking like a Jerk  When Black History Is a Current Affair Chapter 14: Believing in Black Students with Disabilities  How Black Students with Disabilities End up in Honors Classes? 132  How Black Students without Disabilities End up in Special Education?  What Does This All Mean?  I Don’t Get it … – An Afterthought Chapter 15: Believing in Fair Discipline for Black Students  Introduction  Discipline Data Civil Rights Data Collection  Analysis of Who Gets Suspended  Why Black Students Get Suspended More  How Can We Reduce Suspentions? Chapter 16: Believing White Teachers Can Teach Black Students  Introduction  Education in Black and White  Who Makes up the U.S. Teaching Population?  So, What if Most Teachers Are White?  White Teachers Need to Become Better White People  Beyond Black and White  The Problem with School – An Afterthought Chapter 17: Believing in Black Colleges  Introduction  Debunking the BS about Black Colleges  HBCUs and STEM  Linkage to Theory and Research  Believing in HBCUs  65 Years after Brown v. Board of Education: How Important Is Integration? – An Afterthought  Being an HBCU Scholar Chapter 18: Believing in Black Students About the Author

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Book SynopsisA Brill Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.Trade Review"As a member of the Little Rock Nine, I know firsthand how racial discrimination and segregation damages schools and harms millions of Black learners. Dr. Toldson is an education activist for this century who skillfully blends academic prose with sharp wit and human sensibilities to challenge wayward thinking and stimulate innovation. We need to stop the BS driving education policy by reading No BS!" – Ernest Gideon Green, member of the Little Rock Nine (1957) "Toldson brings science, common sense and passion to bear on an issue on which too many of us have given up. To know Black youth is to recognize their ability to learn when given appropriate opportunities. This is a book well worth reading." – Edmund W. Gordon, PhD, John M. Musser Professor of Psychology, Emeritus, Yale University "No BS is the book the HBCU Community has been waiting for! For those committed to educating students of color, Toldson’s intellectually honest, data driven analysis is a breath of fresh air. This seminal work should be required reading for anyone who is sincere about educational access and equity." – Roslyn Clark Artis, JD, EdD, President, Benedict College "Ivory Toldson, with his cleverly entitled book No BS, is at his best with real talk and real data. He is my numbers scholar. This unique book debunks myths and lies to improve excellence and equity for students of color." – Donna Y. Ford, PhD, Professor of Education and Human Development, Vanderbilt University "No BS (Bad Stats) is an instant classic! Dr. Toldson masterfully guides the reader through an intellectually invigorating thought-process that debunks the BS (Bad Stats) about Black students to illuminating a pathway for academic success and life transformation. I highly endorse this much-needed contribution to the field of education!" – Chance W. Lewis, PhD, Carol Grotnes Belk Distinguished Professor of Urban Education, University of North Carolina at Charlotte "Everything is good about No BS. In an era where ‘alternative facts’ have entered our lexicon, Ivory Toldson lays out the real data, facts and statistics about what's really going on in the Black community. He also provides keen insights and evidenced-based strategies on how to craft an agenda to empower Black students to realize all of their potential. Terrific book!" – David Wilson, PhD, President, Morgan State UniversityTable of ContentsAcknowledgements Part 1: No BS (Bad Stats) Chapter 1: No BS (Bad Stats)  Numbers Are People: The Achievement Gap as a Social Construct  A Duboisian Framework for Educational Equity  Discovering the Talented Tenth Chapter 2: The Happy Bell Curve  Story of My Life  BS Funny Numbers  The Happy Bell Curve  Why Not Trust Objective Research on Black People? Chapter 3: More Black Men in Prison Than College  Introduction  The Dubious Basis for the Line, “There Are More Black Men in Jail Than in College”  The Overrepresentation of Black Men in Prison Continues to Be a Problem  Starting a New Agenda to Increase College Persistence and Reduce Incarceration for Black Males  Conclusion, Context, Dissection and the Surge of White Women in Prison Chapter 4: Black Students Don’t Read  Introduction  Failing Black Students  Separating Tests from Test Takers  Learning How to Read  Making a Difference  Why Public Schools Are Confused – An Afterthought Chapter 5: Black Students Are Dropping Out  Introduction  Related Findings Chapter 6: Single Parents Can’t Raise Black Children: What if the Single Parent Was White?  Introduction  Do Black Children from Two-Parent Homes Perform Better in School?  Single Parents and Incarceration – Response to a Message Chapter 7: Smart Black Students Are Acting White  Introduction  What Black Students Think about Being Smart  What Black Students Think about College  What Black Students Need to Be Successful in School  Conclusion Chapter 8: Black Male Teachers Are Missing  Introduction  Black Male Teachers – Separating Facts from Myths  Why Are Black Male Teachers Important?  When Teachers of Color Are Missing, Check Racism First Chapter 9: Waiting for Super-Predator  Introduction  Law and Disorder in Schools for Black Children  Why We See Young Black and White Criminals Differently  When Schools Became Prisons  The Existential Crisis of School Resource Officers  Creating More Opportunities for Black Students  The Inner City – An Afterthought Part 2: Why We Believe Chapter 10: Why We Believe  Why We Believe – An Afterthought Chapter 11: Believing in Black Parents  Introduction  What Schools Need from Black Parents?  What Do Black Parents Need from Schools?  Building Partnerships between Black Parents and Schools  Black Marriage – An Afterthought Chapter 12: Believing Black Students Are College Bound  Introduction  Debunking the BS about Black College Students  Why We Believe Black Students Are College Bound Chapter 13: Believing in Black History  Who Are Black Americans?  Dear Racism, I am Not My Grandparents  How to Teach about Slavery without Looking like a Jerk  When Black History Is a Current Affair Chapter 14: Believing in Black Students with Disabilities  How Black Students with Disabilities End up in Honors Classes? 132  How Black Students without Disabilities End up in Special Education?  What Does This All Mean?  I Don’t Get it … – An Afterthought Chapter 15: Believing in Fair Discipline for Black Students  Introduction  Discipline Data Civil Rights Data Collection  Analysis of Who Gets Suspended  Why Black Students Get Suspended More  How Can We Reduce Suspentions? Chapter 16: Believing White Teachers Can Teach Black Students  Introduction  Education in Black and White  Who Makes up the U.S. Teaching Population?  So, What if Most Teachers Are White?  White Teachers Need to Become Better White People  Beyond Black and White  The Problem with School – An Afterthought Chapter 17: Believing in Black Colleges  Introduction  Debunking the BS about Black Colleges  HBCUs and STEM  Linkage to Theory and Research  Believing in HBCUs  65 Years after Brown v. Board of Education: How Important Is Integration? – An Afterthought  Being an HBCU Scholar Chapter 18: Believing in Black Students About the Author

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Book SynopsisAt a time when higher education institutions in the United States are the subject of increased media scrutiny and nearly continuous loss of funding by resource-strapped state legislatures, a greater understanding of higher education’s bulwark resource—mid-career research and teaching faculty—is more important than ever. Faculty at mid-career comprise the largest segment of academia. For some, this is a time of significant productivity and creativity, yet for others, it is a time of disillusionment and stagnation. Revealing impediments and pathways to faculty job satisfaction and productivity will strengthen higher education institutions by protecting, fostering, and maintaining this vital workforce. In this collection we will explore the lives of mid-career faculty as our authors uncover the complexities in this stage of professional life and discuss support systems for the transition into this period of faculties’ academic careers. Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education. Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Anita G. Welch, Jocelyn Bolin and Daniel Reardon PART 1: Barriers and Challenges in the Lives of Mid-Career Faculty 1 Mid-Career Faculty: The Current State of the Field  Michael Terwillegar, Jenna Thomas and Jocelyn Bolin 2 Sustaining Faculty Vitality at Mid-Career: Individual and Institutional Strategies  Anne M. DeFelippo and Jay R. Dee 3 The Academic Mother at Mid-Career  Amanda J. Rockinson-Szapkiw 4 Career Advancement Experiences of Mid-Career Women Faculty and Those across African, Latinx, Asian, and Native American Diasporas  Carrie Graham and Jennifer McGarry Part 2: Strategies to Support Mid-Career Faculty 5 Making Time: Supporting Mid-Career Faculty through Mentoring  Michael Bernard-Donals 6 A Comprehensive Approach to Supporting and Promoting Mid-Career Faculty  Kimberly Buch, Andrea Dulin and Yvette Huet 7 Faculty Writing Groups: A Tool for Providing Support, Community, and Accountability at Mid-Career  Laura Plummer, Eliza Pavalko, Joyce Alexander and Jane McLeod 8 Career Development Strategies for Mid-Career Faculty  Pradeep Bhardwaj, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez and J. Blake Scott 9 Keeping the Momentum: Mid-Career Faculty Mentorship  Mandy Rispoli  10 Using Organizational, Functional, and Personal Development to Help Mid-Career Faculty Members Javier Cavazos-Vela, Maria L. Morales, Claudia Vela and Jeremiah Fisk 11 Conclusion: Protecting and Promoting Higher Education’s Greatest Resource  Daniel Reardon Index

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Book SynopsisIn the present-day Tower of Babylon—the all-encompassing virtual world built of image layered upon image—children are the most vulnerable users. If we permit them unfettered access to media that promotes corporate and consumer values, while suppressing their cognitive development and creative imagination, then an ‘imaginationless generation’ may be our grim and inevitable future. This book takes the reader, whether an academic, a parent or an educator, through a startling journey from the harms lurking in the virtual worlds—to children’s health and well-being, to how they deal with representations of violence and sexuality, as well as exposure to cyberbullying, advertising, Internet Addiction Disorder, and even exploitation. The most dangerous harm is unseen, and affects the innermost realm of a child’s psyche: the imagination. The authors discuss the current global regulatory framework that makes the protection of children ever more challenging. They discuss lessons learned from the ways that courts have negotiated free speech issues, as well as the research on parental mediation of children’s Internet use in the home. Finally, they move towards a bold new attempt at understanding regulation, by drawing lessons for new media from ancient culture. In The Imagionationless Generation, the authors pioneer an attempt to address the real harms that children face in virtual realities by presenting a new and paradigm shifting theory—the Media Engagement. They follow the theory’s insights and predictions to offer a new perspective on a burning question of our time—how to protect children online. This multidisciplinary intellectual voyage and its insights are only possible by standing on the shoulders of scholars who have gone before, such as Ellul, Baudrillard, McLuhan, Postman and Piaget, to name a few. As academics, parents and concerned human beings, the authors present here the results of more than twenty years of research in a way that should appeal to a wide variety of readers, as they stretch our understanding of the human-machine interface beyond right and wrong. This book shapes our understanding of media in the digital age in much the same way that McLuhan’s Understanding Media did for a previous generation.Table of ContentsPreface Introduction 1 Children & Challenges of New Media  Introduction: New Media, Old Problems  The Media Diet  Bringing It All Together: Culture, Values & Moral Development 2 Understanding the Laws of Media Engagement  What Are the Laws of Media Engagement?  Introduction to Media Engagement  The Five Laws of Media Engagement 3 The Imaginationless Generation  Introduction  The Imagination  The Visualization Hypothesis  Conclusion 4 Internet Regulation: Could & Should the Internet be Regulated?  Introduction: A Need for Internet Regulation?  Internet Infrastructure  Control of the Internet  Conclusion 5 Freedom of Speech & Online Harm to Children  Introduction  Canadian Law: Irwin Toy v. Québec  U.S. First Amendment Jurisprudence: Brown v. Entertainment  Conclusion 6 Parental Regulation  Introduction  Parents, Children & Media in the Home  Parental Mediation Styles  Conclusion 7 The Cultural Regulation of Technology  Introduction: Technology & Spirituality  The Tower & the Image  Technology’s Commandments 8 Conclusion: Coming down from the Tower References Index

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Book SynopsisIt is an old, yet relevant, argument that education needs to focus more on real-world issues in students’ lives and communities. Nevertheless, conventional school curricula in many countries create superficial boundaries to separate natural and social worlds. A call for science learning approaches that acknowledge societal standpoints accumulate that human activities are driving environmental and evolutionary change which has lead scholars to investigate how different societies respond to environmental change. Children and Mother Nature is a multilingual volume that represents indigenous knowledges from various ethnic, linguistic, geographical, and national groups of educators and students through storytelling. Authors have identified indigenous stories, fables, and folk tales with a theme of human-nature interaction and facilitated storytelling sessions with groups of students in K–8 grade (5–14 years old) in Turkey, Greece, US, Jamaica, Brazil, Saudi Arabia, and Chinese and Korean language speaking communities in the US. Students have discussed and rewritten/retold the stories collaboratively and illustrated their own stories. All student-told stories are presented in the original language along with an English translation. This volume provides authentic materials for teachers to use in their classrooms and could also be of interest to educational, literary, and environmental researchers to conduct comparative and international studies.Trade Review“Children and Mother Nature is a groundbreaking volume that centers storytelling as a way of teaching and learning about our relationship with nature. It reminds many of us to revisit the stories, folktales, and proverbs that our elders told and reflect on the powerful and contextual lessons that they offered us about living well and relating to all beings on our planet. The international authors share folk stories in the original languages and text and offer English translations as a demonstration of valuing multiple languages and perspectives in science teaching and learning. Throughout the book the stories are complemented with descriptions of student engagements that include examples of children’s retellings, art and narratives of their lived experiences with the phenomena. This provides useful ideas for educators who wish to enact these stories with students in their own contexts. I was particularly thrilled to read ‘Anancy and Sorrel’ in the original patois (Creole English). It reconnected me to my heritage, my own experiences of making sorrel and was validating to see my mother’s language in a science text. This book provides a much-needed resource in science, environmental education, and children’s literature that disrupts the dominant narrative of the human/nature dualism and offers all of us different ways of knowing, being and relating to our planet. The Indigenous and ecological perspectives offered in this volume allow all of us, children and adults alike, to reimagine different ways of being on the planet and living well with All Our Relations.” – Jennifer D. Adams, Ph.D., University of Calgary, Canada, Urban Place-based and Environmental Educator and Canada Research Chair of Creativity and STEM “Rouhollah has done an excellent job at persuading scholars and teachers from different parts of the world to share beautifully delineated portraits of traditional story telling in science classrooms. Here we see a brief but perceptive glimpse of the enormous wealth of indigenous knowledge that is housed in stories from different parts of the world and how this knowledge can be made available to the students. Further, given the fact that many of these stories and the chapters in this book come from parts that were till recently colonized by the West, we can also value this book as a worthy and rare example in science education world in which ‘the Empire writes back.’ That is, in this book we see postcolonial subjects writing back to their erstwhile colonial masters to challenge the traditional scientific discourse that has long been complicit in the colonization of the indigenous people all over the world. As I moved from one chapter to the next, I could hear the different voices from far corners of the earth telling the children and their teachers in the West how we can see reimagine the world in ways that can engender more hope for our collective future. Hearing this mellifluous polyphony rekindled hope in me. I hope this beautiful book does the same for you.” – Ajay Sharma, Ph.D., University of Georgia, Author of The Natural World and Science Education in the United States “These powerful stories reveal what many indigenous people have known all along. Our relations with other-than-human beings can have a profoundly positive impact on our health and out sense of belonging in the in the world.” – Richard Louv, Author of Last Child in the Woods, The Nature Principle and Vitamin NTable of ContentsForeword  Ajay Sharma Acknowledgements List of Figures Notes on Contributors Introduction  Rouhollah Aghasaleh 1 "Nasreddin Hodja and Walnut Tree": A Turkish Indigenous Story about Human-Nature Interaction  Zeynep Temiz, Guliz Karaarslan Semiz and Simge Yilmaz 2 From So Real to Sorrel: Anancy Storytelling, Jamaican Folk Tales, and the Grand Market  Natalie S. King, Nadine Ebri and Ulett Williams 3 Yu the Great Managed the Flood  Xiaoli Gong, Martina D. Booker, Janiya A. Brown, Gabrielle C. Mann and Alexander M. Gastfield 4 Retelling of the Magic Spring: A Preschool Perspective on Water, Greed, and the Human-Nature Relationship  MinSoo Kim-Bossard, Lauren Madden, Louise Ammentorp and Tabitha Dell¡¯Angelo 5 Representing Cultural Values through Children¡¯s Stories: A Perspective from Saudi Arabia  Amani K. H. Alghamdi and Ibtesam Hussain 6 "Yannis and the Forty Dragons": A Traditional Greek Folktale to Teach Environmental Awareness  Nausica Kapsala, Apostolia Karagianni and Evangelia Mavrikaki 7 "The Theft of the Fire": Fostering Awareness about Indigenous Culture through a Gurani Myth  Philipe Pereira Borba de Araujo and Marco Antonio Margarido Costa 8 Notes for Living on Planet Earth: Science, Self, and Society in Second Grade  Dawnene D. Hassett, Steffenie Williams, Scott Enger, Marilee Cronin and John Porco Glossary of Terms: Historical and Folklore Characters, Natural Phenomena, Geographical Locations, and Natural Resources

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Book SynopsisIt is an old, yet relevant, argument that education needs to focus more on real-world issues in students’ lives and communities. Nevertheless, conventional school curricula in many countries create superficial boundaries to separate natural and social worlds. A call for science learning approaches that acknowledge societal standpoints accumulate that human activities are driving environmental and evolutionary change which has lead scholars to investigate how different societies respond to environmental change. Children and Mother Nature is a multilingual volume that represents indigenous knowledges from various ethnic, linguistic, geographical, and national groups of educators and students through storytelling. Authors have identified indigenous stories, fables, and folk tales with a theme of human-nature interaction and facilitated storytelling sessions with groups of students in K–8 grade (5–14 years old) in Turkey, Greece, US, Jamaica, Brazil, Saudi Arabia, and Chinese and Korean language speaking communities in the US. Students have discussed and rewritten/retold the stories collaboratively and illustrated their own stories. All student-told stories are presented in the original language along with an English translation. This volume provides authentic materials for teachers to use in their classrooms and could also be of interest to educational, literary, and environmental researchers to conduct comparative and international studies.Trade Review“Children and Mother Nature is a groundbreaking volume that centers storytelling as a way of teaching and learning about our relationship with nature. It reminds many of us to revisit the stories, folktales, and proverbs that our elders told and reflect on the powerful and contextual lessons that they offered us about living well and relating to all beings on our planet. The international authors share folk stories in the original languages and text and offer English translations as a demonstration of valuing multiple languages and perspectives in science teaching and learning. Throughout the book the stories are complemented with descriptions of student engagements that include examples of children’s retellings, art and narratives of their lived experiences with the phenomena. This provides useful ideas for educators who wish to enact these stories with students in their own contexts. I was particularly thrilled to read ‘Anancy and Sorrel’ in the original patois (Creole English). It reconnected me to my heritage, my own experiences of making sorrel and was validating to see my mother’s language in a science text. This book provides a much-needed resource in science, environmental education, and children’s literature that disrupts the dominant narrative of the human/nature dualism and offers all of us different ways of knowing, being and relating to our planet. The Indigenous and ecological perspectives offered in this volume allow all of us, children and adults alike, to reimagine different ways of being on the planet and living well with All Our Relations.” – Jennifer D. Adams, Ph.D., University of Calgary, Canada, Urban Place-based and Environmental Educator and Canada Research Chair of Creativity and STEM “Rouhollah has done an excellent job at persuading scholars and teachers from different parts of the world to share beautifully delineated portraits of traditional story telling in science classrooms. Here we see a brief but perceptive glimpse of the enormous wealth of indigenous knowledge that is housed in stories from different parts of the world and how this knowledge can be made available to the students. Further, given the fact that many of these stories and the chapters in this book come from parts that were till recently colonized by the West, we can also value this book as a worthy and rare example in science education world in which ‘the Empire writes back.’ That is, in this book we see postcolonial subjects writing back to their erstwhile colonial masters to challenge the traditional scientific discourse that has long been complicit in the colonization of the indigenous people all over the world. As I moved from one chapter to the next, I could hear the different voices from far corners of the earth telling the children and their teachers in the West how we can see reimagine the world in ways that can engender more hope for our collective future. Hearing this mellifluous polyphony rekindled hope in me. I hope this beautiful book does the same for you.” – Ajay Sharma, Ph.D., University of Georgia, Author of The Natural World and Science Education in the United States “These powerful stories reveal what many indigenous people have known all along. Our relations with other-than-human beings can have a profoundly positive impact on our health and out sense of belonging in the in the world.” – Richard Louv, Author of Last Child in the Woods, The Nature Principle and Vitamin NTable of ContentsForeword  Ajay Sharma Acknowledgements List of Figures Notes on Contributors Introduction  Rouhollah Aghasaleh 1 "Nasreddin Hodja and Walnut Tree": A Turkish Indigenous Story about Human-Nature Interaction  Zeynep Temiz, Guliz Karaarslan Semiz and Simge Yilmaz 2 From So Real to Sorrel: Anancy Storytelling, Jamaican Folk Tales, and the Grand Market  Natalie S. King, Nadine Ebri and Ulett Williams 3 Yu the Great Managed the Flood  Xiaoli Gong, Martina D. Booker, Janiya A. Brown, Gabrielle C. Mann and Alexander M. Gastfield 4 Retelling of the Magic Spring: A Preschool Perspective on Water, Greed, and the Human-Nature Relationship  MinSoo Kim-Bossard, Lauren Madden, Louise Ammentorp and Tabitha Dell¡¯Angelo 5 Representing Cultural Values through Children¡¯s Stories: A Perspective from Saudi Arabia  Amani K. H. Alghamdi and Ibtesam Hussain 6 "Yannis and the Forty Dragons": A Traditional Greek Folktale to Teach Environmental Awareness  Nausica Kapsala, Apostolia Karagianni and Evangelia Mavrikaki 7 "The Theft of the Fire": Fostering Awareness about Indigenous Culture through a Gurani Myth  Philipe Pereira Borba de Araujo and Marco Antonio Margarido Costa 8 Notes for Living on Planet Earth: Science, Self, and Society in Second Grade  Dawnene D. Hassett, Steffenie Williams, Scott Enger, Marilee Cronin and John Porco Glossary of Terms: Historical and Folklore Characters, Natural Phenomena, Geographical Locations, and Natural Resources

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Book SynopsisThe Bologna Declaration started the development of the European Higher Education Area. The ensuing Bologna Process has run for already 20 years now. In the meantime many higher education systems in Europe have been reformed – some more drastically than others; some quicker than others; some with more resistance than others. In the process of reform the initial (six) goals have sometimes been forgotten or sometimes been taken a step further. The context too has shifted: while the European Union in itself has expanded, the voice for exit has also been heard more frequently. Higher Education System Reform: An international comparison after Twenty Years of Bologna critically describes and analyses 12 Higher Education Systems from the perspective of four major questions: What is currently the situation with regard to the six original goals of Bologna? What was the adopted path of reform? Which were the triggering (economic, social, political) factors for the reform in each specific country? What was the rationale/discourse used during the reform? The book comparatively analyses the different systems, their paths of reforms and trajectories, and the similarities and the differences between them. At the same time it critically assesses the current situation on higher education in Europe, and hints towards a future policy agenda. Contributors are: Tommaso Agasisti, Bruno Broucker, Martina Dal Molin, Kurt De Wit, Andrew Gibson, Ellen Hazelkorn, Gergely Kovats, Liudvika Leišytė, Lisa Lucas, António Magalhães, Sude Peksen, Rosalind Pritchard, Palle Rasmussen, Anna-Lena Rose, Christine Teelken, Eva M. de la Torre, Carmen Perez-Esparrells, Jani Ursin, Amélia Veiga, Jef C. Verhoeven, Nadine Zeeman, and Rimantas Želvys.Trade Review"The analyses in this book will give all of us working in academia a clear image of where we currently stand [in higher education] as a united Europe, and may contribute to making further plans and ambitions more concrete. Given the current European political context, this seems to be more important than ever before." - Liesbeth van Welie, Leiden University and Saxion Hogescholen, in: Th&ma, 2019 (3): 79-80 [translated from the original Dutch text]Table of Contentsb>Foreword  Rosalind Pritchard> List of Figures and Tables Notes on Contributors 1. An Introduction on the Study of Higher Education Policy Reforms  Jef C. Verhoeven, Liudvika Leišyte, Kurt De Wit and Bruno Broucker> 2. Higher Education System Reform in Flanders (Belgium)  Kurt De Wit, Jef C. Verhoeven and Bruno Broucker> 3. Higher Education System Reform in Germany  Sude Peksen and Nadine Zeeman> 4. The Higher Education System in the Netherlands: Overview and Analysis of Changes Induced by the Bologna Process  Christine Teelken> 5. Higher Education Reforms in Finland: From a Ponderous to a More Agile System?  Jani Ursin> 6. Higher Education System Reform in Denmark in the Bologna Era  Palle Rasmussen> 7. The Bologna Process: Reforms in Italian Higher Education  Tommaso Agasisti and Martina Dal Molin> 8. Reforms in the Spanish Higher Education System Since Democracy and Future Challenges  Eva M. De La Torre and Carmen Perez-Esparrells> 9. Reconfiguring Portuguese Higher Education: Between National and European Priorities  Amélia Veiga and António Magalhães> 10. “Part of the Furniture”: Ireland, Bologna, and Two Decades of Higher Education Reform  Andrew G. Gibson and Ellen Hazelkorn> 11. Intensification of Neo-liberal Reform of Higher Education in England or ‘Change’ as ‘More of the Same’?  Lisa Lucas> 12. Higher Education Reforms in Lithuania: Two Decades after Bologna  Liudvika Leišyte, Anna-Lena Rose AND Rimantas Želvys> 13. The Bologna Reform in Hungary  Gergely Kováts> 14. Understanding Higher Education System Reform: Practices, Patterns and Pathways  Bruno Broucker, Liudvika Leišyte, Kurt De Wit and Jef C. Verhoeven>

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Book SynopsisThe Bologna Declaration started the development of the European Higher Education Area. The ensuing Bologna Process has run for already 20 years now. In the meantime many higher education systems in Europe have been reformed – some more drastically than others; some quicker than others; some with more resistance than others. In the process of reform the initial (six) goals have sometimes been forgotten or sometimes been taken a step further. The context too has shifted: while the European Union in itself has expanded, the voice for exit has also been heard more frequently. Higher Education System Reform: An international comparison after Twenty Years of Bologna critically describes and analyses 12 Higher Education Systems from the perspective of four major questions: What is currently the situation with regard to the six original goals of Bologna? What was the adopted path of reform? Which were the triggering (economic, social, political) factors for the reform in each specific country? What was the rationale/discourse used during the reform? The book comparatively analyses the different systems, their paths of reforms and trajectories, and the similarities and the differences between them. At the same time it critically assesses the current situation on higher education in Europe, and hints towards a future policy agenda. Contributors are: Tommaso Agasisti, Bruno Broucker, Martina Dal Molin, Kurt De Wit, Andrew Gibson, Ellen Hazelkorn, Gergely Kovats, Liudvika Leišytė, Lisa Lucas, António Magalhães, Sude Peksen, Rosalind Pritchard, Palle Rasmussen, Anna-Lena Rose, Christine Teelken, Eva M. de la Torre, Carmen Perez-Esparrells, Jani Ursin, Amélia Veiga, Jef C. Verhoeven, Nadine Zeeman, and Rimantas Želvys.Trade Review"The analyses in this book will give all of us working in academia a clear image of where we currently stand [in higher education] as a united Europe, and may contribute to making further plans and ambitions more concrete. Given the current European political context, this seems to be more important than ever before." - Liesbeth van Welie, Leiden University and Saxion Hogescholen, in: Th&ma, 2019 (3): 79-80 [translated from the original Dutch text]Table of Contentsb>Foreword  Rosalind Pritchard> List of Figures and Tables Notes on Contributors 1. An Introduction on the Study of Higher Education Policy Reforms  Jef C. Verhoeven, Liudvika Leišyte, Kurt De Wit and Bruno Broucker> 2. Higher Education System Reform in Flanders (Belgium)  Kurt De Wit, Jef C. Verhoeven and Bruno Broucker> 3. Higher Education System Reform in Germany  Sude Peksen and Nadine Zeeman> 4. The Higher Education System in the Netherlands: Overview and Analysis of Changes Induced by the Bologna Process  Christine Teelken> 5. Higher Education Reforms in Finland: From a Ponderous to a More Agile System?  Jani Ursin> 6. Higher Education System Reform in Denmark in the Bologna Era  Palle Rasmussen> 7. The Bologna Process: Reforms in Italian Higher Education  Tommaso Agasisti and Martina Dal Molin> 8. Reforms in the Spanish Higher Education System Since Democracy and Future Challenges  Eva M. De La Torre and Carmen Perez-Esparrells> 9. Reconfiguring Portuguese Higher Education: Between National and European Priorities  Amélia Veiga and António Magalhães> 10. “Part of the Furniture”: Ireland, Bologna, and Two Decades of Higher Education Reform  Andrew G. Gibson and Ellen Hazelkorn> 11. Intensification of Neo-liberal Reform of Higher Education in England or ‘Change’ as ‘More of the Same’?  Lisa Lucas> 12. Higher Education Reforms in Lithuania: Two Decades after Bologna  Liudvika Leišyte, Anna-Lena Rose AND Rimantas Želvys> 13. The Bologna Reform in Hungary  Gergely Kováts> 14. Understanding Higher Education System Reform: Practices, Patterns and Pathways  Bruno Broucker, Liudvika Leišyte, Kurt De Wit and Jef C. Verhoeven>

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Book SynopsisThere is no doubt that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment we need to be digitally literate, yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. Regrettably, many schools in these communities are under resourced. They do not have sufficient and relevant library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades. The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. Critical pedagogy, however, is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective strategies and critical educators. Share Engage Educate is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside local communities to enhance the quality of education for over 15,000 children in these schools. This book explores how critical pedagogy can unfold in educational spaces through knowledge sharing, engaging and in the process educating all stakeholders.

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Book SynopsisLearning to read and write for meaning and pleasure are arguably the two most important competences that children acquire in primary school. Yet, in 2019 more than one half of children worldwide do not reach this first rung on the literacy ladder. Improving Early Literacy Outcomes aims to address this head-on, by foregrounding the work of more than 40 researchers, most of them living in, and working on, developing countries. Their contributions illuminate, magnify, and discover anew the importance of improving early reading, through precise alignment of curriculum, teaching, and assessment, and with a special focus on some of the most under-studied countries in the world (e.g., Burkina Faso, Niger, and Senegal). Through probing analyses of research, policy, and practice, the book highlights the common experiences of high aspirations repeatedly confronting harsh realities. Sixteen interconnected chapters cast an ever-vigilant and deflationary eye on the temptation to take an unrealistic approach to early literacy, and also caution against lumping all languages, contexts, and policy-challenges into a single heap. This book provides an indispensable guide to policymakers, practitioners, educators, and academics working towards the realisation of the UN Sustainable Development Goals (SDGs). Improving the teaching, learning, and assessment of early grade literacy is key not only to expanding the quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.Trade Review"The book tackles the vital question of how to improve early literacy, which is of particular importance to children from the most disadvantaged backgrounds. I strongly recommend it to policy actors, non-government organisations, researchers, and students seeking to understand, and identify solutions to, the learning crisis facing many countries around the world." – Pauline Rose, Professor and Director, Research for Equitable Access and Learning (REAL) Centre, Cambridge UniversityTable of ContentsForeword  Mmantsetsa Marope Notes on Contributors Introduction Part 1: Improving Early Literacy Outcomes: Curriculum, Teaching, and Assessment 1. The Early Reading Curriculum: International Policy and Practice  Claire McLachlan 2. Aligning Curriculum and Assessment in Early Reading Education  Peter Afflerbach 3. Assessing Early Literacy Outcomes in Burkina Faso and Senegal: Using DHS and PASEC to Combine Access and Quality  Nic Spaull and Adaiah Lilenstein 4. Getting It Right from the Start: Some Cautionary Notes for Early Reading Instruction in African Languages  Elizabeth J. Pretorius 5. The Teaching of Reading and Writing in Second- and Multi-Language Contexts: Evidence from Canada  Robert Savage and Marie-France Côté 6. Early Literacy Instruction in India: Redefining the Challenge  Shobha Sinha 7. Challenges Associated With Reading Acquisition in Sub-Saharan Africa: Promotion of Literacy in Multilingual Contexts  Heikki Lyytinen, Emma Ojanen, Jacqueline Jere-Folotiya, Stella Damaris Ngorosho, Francis Sampa, Pamela February, Flora Malasi, Jonathan Munachaka, Christopher Yalukanda, Kenneth Pugh and Robert Serpel 8. Entering into the Written Culture to Overcome Inequalities: Teaching Literacy to Children from Vulnerable Communities  Alejandra Medina 9. Those Children Who Are Left Behind: A Reading Programme That Works  Beatriz Diuk 10. We Want to Learn: A Programme for the Linguistic, Cognitive and Socio-Emotional Development of Young Children in Argentina  Ana María Borzone and Mariela Vanesa De Mier 11. Powerful Reforms in Early Language and Literacy Instruction in India  Shailaja Menon, Sajitha S. K., Neela Apte, Abha Basargekar and Ramachandar Krishnamurthy Part 2: Improving Learning Outcomes in Early Grade Reading and Writing in Burkina Faso, Niger, and Senegal: Insights from A UNESCO IBE Project 12. Integrating Curriculum, Teaching, and Learning Materials to Improve Learning Outcomes in Early Grade Reading: A Common Goal for Burkina Faso, Niger, and Senegal  Amapola Alama 13. Teaching and learning to Read and Write in a Multilingual Context: Burkina Faso, Niger, and Senegal  Bernard Schneuwly, Sandrine Aeby Daghé, Irina Leopoldoff, Glaís Sales Cordeiro, Thérèse Thévenaz-Christen and Simon Toulou 14. Teaching Reading in Burkina Faso: Improving Reading and Writing Outcomes in the Early Years of Primary School  Sandrine Aeby Daghé, Irina Leopoldoff, Thérèse Thévenaz-Christen and Victor Yaméogo 15. Modules to Train Teachers to Teach Reading and Writing in Niger: From an Analysis of the Current Situation to a Collaborative Production of Tools for Teacher Education  Bernard Schneuwly, Simon Toulou and Maman Mallam Garba 16. Senegal: Improving Training to Bolster Reading and Writing Skills in French as a Second Language  Thérèse Thévenaz-Christen and Glaís Sales Cordeiro

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Book SynopsisLearning to read and write for meaning and pleasure are arguably the two most important competences that children acquire in primary school. Yet, in 2019 more than one half of children worldwide do not reach this first rung on the literacy ladder. Improving Early Literacy Outcomes aims to address this head-on, by foregrounding the work of more than 40 researchers, most of them living in, and working on, developing countries. Their contributions illuminate, magnify, and discover anew the importance of improving early reading, through precise alignment of curriculum, teaching, and assessment, and with a special focus on some of the most under-studied countries in the world (e.g., Burkina Faso, Niger, and Senegal). Through probing analyses of research, policy, and practice, the book highlights the common experiences of high aspirations repeatedly confronting harsh realities. Sixteen interconnected chapters cast an ever-vigilant and deflationary eye on the temptation to take an unrealistic approach to early literacy, and also caution against lumping all languages, contexts, and policy-challenges into a single heap. This book provides an indispensable guide to policymakers, practitioners, educators, and academics working towards the realisation of the UN Sustainable Development Goals (SDGs). Improving the teaching, learning, and assessment of early grade literacy is key not only to expanding the quality, access, and equity of education, but also to unlocking all the other SDGs, and ultimately to driving development.Trade Review"The book tackles the vital question of how to improve early literacy, which is of particular importance to children from the most disadvantaged backgrounds. I strongly recommend it to policy actors, non-government organisations, researchers, and students seeking to understand, and identify solutions to, the learning crisis facing many countries around the world." – Pauline Rose, Professor and Director, Research for Equitable Access and Learning (REAL) Centre, Cambridge UniversityTable of ContentsForeword  Mmantsetsa Marope Notes on Contributors Introduction Part 1: Improving Early Literacy Outcomes: Curriculum, Teaching, and Assessment 1. The Early Reading Curriculum: International Policy and Practice  Claire McLachlan 2. Aligning Curriculum and Assessment in Early Reading Education  Peter Afflerbach 3. Assessing Early Literacy Outcomes in Burkina Faso and Senegal: Using DHS and PASEC to Combine Access and Quality  Nic Spaull and Adaiah Lilenstein 4. Getting It Right from the Start: Some Cautionary Notes for Early Reading Instruction in African Languages  Elizabeth J. Pretorius 5. The Teaching of Reading and Writing in Second- and Multi-Language Contexts: Evidence from Canada  Robert Savage and Marie-France Côté 6. Early Literacy Instruction in India: Redefining the Challenge  Shobha Sinha 7. Challenges Associated With Reading Acquisition in Sub-Saharan Africa: Promotion of Literacy in Multilingual Contexts  Heikki Lyytinen, Emma Ojanen, Jacqueline Jere-Folotiya, Stella Damaris Ngorosho, Francis Sampa, Pamela February, Flora Malasi, Jonathan Munachaka, Christopher Yalukanda, Kenneth Pugh and Robert Serpel 8. Entering into the Written Culture to Overcome Inequalities: Teaching Literacy to Children from Vulnerable Communities  Alejandra Medina 9. Those Children Who Are Left Behind: A Reading Programme That Works  Beatriz Diuk 10. We Want to Learn: A Programme for the Linguistic, Cognitive and Socio-Emotional Development of Young Children in Argentina  Ana María Borzone and Mariela Vanesa De Mier 11. Powerful Reforms in Early Language and Literacy Instruction in India  Shailaja Menon, Sajitha S. K., Neela Apte, Abha Basargekar and Ramachandar Krishnamurthy Part 2: Improving Learning Outcomes in Early Grade Reading and Writing in Burkina Faso, Niger, and Senegal: Insights from A UNESCO IBE Project 12. Integrating Curriculum, Teaching, and Learning Materials to Improve Learning Outcomes in Early Grade Reading: A Common Goal for Burkina Faso, Niger, and Senegal  Amapola Alama 13. Teaching and learning to Read and Write in a Multilingual Context: Burkina Faso, Niger, and Senegal  Bernard Schneuwly, Sandrine Aeby Daghé, Irina Leopoldoff, Glaís Sales Cordeiro, Thérèse Thévenaz-Christen and Simon Toulou 14. Teaching Reading in Burkina Faso: Improving Reading and Writing Outcomes in the Early Years of Primary School  Sandrine Aeby Daghé, Irina Leopoldoff, Thérèse Thévenaz-Christen and Victor Yaméogo 15. Modules to Train Teachers to Teach Reading and Writing in Niger: From an Analysis of the Current Situation to a Collaborative Production of Tools for Teacher Education  Bernard Schneuwly, Simon Toulou and Maman Mallam Garba 16. Senegal: Improving Training to Bolster Reading and Writing Skills in French as a Second Language  Thérèse Thévenaz-Christen and Glaís Sales Cordeiro

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Book SynopsisThere is no doubt that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment we need to be digitally literate, yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. Regrettably, many schools in these communities are under resourced. They do not have sufficient and relevant library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades. The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. Critical pedagogy, however, is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective strategies and critical educators. Share Engage Educate is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside local communities to enhance the quality of education for over 15,000 children in these schools. This book explores how critical pedagogy can unfold in educational spaces through knowledge sharing, engaging and in the process educating all stakeholders.

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Book SynopsisPISA and Global Education Policy: Understanding Finland's Success and Influence provides an in-depth investigation for the reasons behind Finland’s success in the Programme for International Student Assessment (PISA). Finland’s high performances in every administration of PISA since 2000 have captured worldwide attention. This volume offers a comprehensive exploration into the context of Finland, uncovering its historical, cultural, political, and societal nuances. Furthermore, it delves into the history of Finnish education, providing a strong foundation from which to view the system that produced so much success in PISA. The book analyses empirical data from Finnish professors of education, ministers of education, head teachers, and teachers for the reasons behind Finland’s consistently high outcomes in the survey. It includes viewpoints from OECD officers with direct responsibility for PISA. In addition, it uncovers the impact of Finnish influence on education policy worldwide. Thus, the text presents an analysis of the growing politicisation of international achievement studies such as PISA. The increasingly globalised educational context surrounding PISA calls for an analysis of policy transfer and the already-apparent uncritical policy borrowing of Finnish education policy within the UK context.Trade Review"This volume (…) deals with the attempt, developed by the OECD, to implement an international standard to compare educational outcomes for several nations, known as the Programme for International Student Assessment (PISA). Using aggregate scores generated by PISA in participating European countries, Chung hones her focus on Finland, which has consistently maintained top PISA scores since the program was first conducted in 2000. Seeking to understand the factors underlying this success, the author conducts an in-depth historical investigation in chapters 2 and 3, laying the groundwork to compare other European countries participating in PISA later. The text delves into an important discussion of OECD, PISA, and their connections in chapter 4, and chapters 9 and 10 cover the challenges of PISA adoption. The concluding chapter considers the possibility of PISA's serving as a comparative database for educational systems in the future. Some shortcomings of this study include the omission of the American education system from discussions and the rather limited bibliography." - J. H. Larson, University of North Dakota "The book is a good guide for policy makers, offering the theoretical approaches and lessons learned to date on public policy transfer; and for political scientists and educationalists, who can learn about teaching guidelines through the book, and other pedagogical approaches, as well as for those interested in Finnish society, history, and their education system. All of the above is only a fraction of the very interesting and rich content of the book, which is the result of the author's many years of work and research in the field of Nordic education systems. The book brings new dimensions to political science knowledge, as well as general insights and interesting facts, and contributes to a different perspective on everyday events and the development of the world in a global context." - Urša Koritnik translated from Šolsko polje, volume 31, issue 1/2 (2020)Table of ContentsForeword  Michael Crossley Acknowledgements Introduction 1 The Global Context of Education Policy-Making  1 Introduction  2 Summary 2 The Backdrop for Success: Finland’s Context and Configuration  1 Introduction  2 Summary 3 The Education System of Finland  1 Introduction  2 The Current Education System of Finland  3 Education Provision for Minority Groups  4 Teacher Education in Finland  5 Summary 4 The Programme for International Student Assessment: The Birth of an Achievement Study that Captured Worldwide Attention  1 Introduction  2 Summary 5 Issues of Policy Transfer  1 Introduction  2 Summary 6 Strengths of Finnish Education  1 Introduction  2 Teachers  3 Equality  4 High Value of Education  5 Structure, Organisation, and Characteristics of Finnish Schools  6 Summary 7 Weaknesses of Finnish Education  1 Introduction  2 The Downsides of Mixed Ability Teaching  3 Decreasing Importance of Education  4 Lack of Enjoyment in School  5 Budget Cuts  6 Structural Weaknesses  7 Summary 8 Finnish Responses to PISA  1 Introduction  2 Positive Responses to PISA  3 Negative Responses to PISA  4 Additional Responses to PISA  5 Summary 9 Cross-National Attraction and Education Policy Transfer  1 Introduction  2 Summary 10 The Temptation of Uncritical International Transfer: The Politics of Finland’s Success in PISA  1 Introduction  2 Summary  3 Conclusion Conclusion Appendix: List of Participants References Index

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Book SynopsisPISA and Global Education Policy: Understanding Finland's Success and Influence provides an in-depth investigation for the reasons behind Finland’s success in the Programme for International Student Assessment (PISA). Finland’s high performances in every administration of PISA since 2000 have captured worldwide attention. This volume offers a comprehensive exploration into the context of Finland, uncovering its historical, cultural, political, and societal nuances. Furthermore, it delves into the history of Finnish education, providing a strong foundation from which to view the system that produced so much success in PISA. The book analyses empirical data from Finnish professors of education, ministers of education, head teachers, and teachers for the reasons behind Finland’s consistently high outcomes in the survey. It includes viewpoints from OECD officers with direct responsibility for PISA. In addition, it uncovers the impact of Finnish influence on education policy worldwide. Thus, the text presents an analysis of the growing politicisation of international achievement studies such as PISA. The increasingly globalised educational context surrounding PISA calls for an analysis of policy transfer and the already-apparent uncritical policy borrowing of Finnish education policy within the UK context.Trade Review"This volume (…) deals with the attempt, developed by the OECD, to implement an international standard to compare educational outcomes for several nations, known as the Programme for International Student Assessment (PISA). Using aggregate scores generated by PISA in participating European countries, Chung hones her focus on Finland, which has consistently maintained top PISA scores since the program was first conducted in 2000. Seeking to understand the factors underlying this success, the author conducts an in-depth historical investigation in chapters 2 and 3, laying the groundwork to compare other European countries participating in PISA later. The text delves into an important discussion of OECD, PISA, and their connections in chapter 4, and chapters 9 and 10 cover the challenges of PISA adoption. The concluding chapter considers the possibility of PISA's serving as a comparative database for educational systems in the future. Some shortcomings of this study include the omission of the American education system from discussions and the rather limited bibliography." - J. H. Larson, University of North Dakota "The book is a good guide for policy makers, offering the theoretical approaches and lessons learned to date on public policy transfer; and for political scientists and educationalists, who can learn about teaching guidelines through the book, and other pedagogical approaches, as well as for those interested in Finnish society, history, and their education system. All of the above is only a fraction of the very interesting and rich content of the book, which is the result of the author's many years of work and research in the field of Nordic education systems. The book brings new dimensions to political science knowledge, as well as general insights and interesting facts, and contributes to a different perspective on everyday events and the development of the world in a global context." - Urša Koritnik translated from Šolsko polje, volume 31, issue 1/2 (2020)Table of ContentsForeword  Michael Crossley Acknowledgements Introduction 1 The Global Context of Education Policy-Making  1 Introduction  2 Summary 2 The Backdrop for Success: Finland’s Context and Configuration  1 Introduction  2 Summary 3 The Education System of Finland  1 Introduction  2 The Current Education System of Finland  3 Education Provision for Minority Groups  4 Teacher Education in Finland  5 Summary 4 The Programme for International Student Assessment: The Birth of an Achievement Study that Captured Worldwide Attention  1 Introduction  2 Summary 5 Issues of Policy Transfer  1 Introduction  2 Summary 6 Strengths of Finnish Education  1 Introduction  2 Teachers  3 Equality  4 High Value of Education  5 Structure, Organisation, and Characteristics of Finnish Schools  6 Summary 7 Weaknesses of Finnish Education  1 Introduction  2 The Downsides of Mixed Ability Teaching  3 Decreasing Importance of Education  4 Lack of Enjoyment in School  5 Budget Cuts  6 Structural Weaknesses  7 Summary 8 Finnish Responses to PISA  1 Introduction  2 Positive Responses to PISA  3 Negative Responses to PISA  4 Additional Responses to PISA  5 Summary 9 Cross-National Attraction and Education Policy Transfer  1 Introduction  2 Summary 10 The Temptation of Uncritical International Transfer: The Politics of Finland’s Success in PISA  1 Introduction  2 Summary  3 Conclusion Conclusion Appendix: List of Participants References Index

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Book SynopsisAt a time when higher education institutions in the United States are the subject of increased media scrutiny and nearly continuous loss of funding by resource-strapped state legislatures, a greater understanding of higher education’s bulwark resource—mid-career research and teaching faculty—is more important than ever. Faculty at mid-career comprise the largest segment of academia. For some, this is a time of significant productivity and creativity, yet for others, it is a time of disillusionment and stagnation. Revealing impediments and pathways to faculty job satisfaction and productivity will strengthen higher education institutions by protecting, fostering, and maintaining this vital workforce. In this collection we will explore the lives of mid-career faculty as our authors uncover the complexities in this stage of professional life and discuss support systems for the transition into this period of faculties’ academic careers. Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education. Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Anita G. Welch, Jocelyn Bolin and Daniel Reardon PART 1: Barriers and Challenges in the Lives of Mid-Career Faculty 1 Mid-Career Faculty: The Current State of the Field  Michael Terwillegar, Jenna Thomas and Jocelyn Bolin 2 Sustaining Faculty Vitality at Mid-Career: Individual and Institutional Strategies  Anne M. DeFelippo and Jay R. Dee 3 The Academic Mother at Mid-Career  Amanda J. Rockinson-Szapkiw 4 Career Advancement Experiences of Mid-Career Women Faculty and Those across African, Latinx, Asian, and Native American Diasporas  Carrie Graham and Jennifer McGarry Part 2: Strategies to Support Mid-Career Faculty 5 Making Time: Supporting Mid-Career Faculty through Mentoring  Michael Bernard-Donals 6 A Comprehensive Approach to Supporting and Promoting Mid-Career Faculty  Kimberly Buch, Andrea Dulin and Yvette Huet 7 Faculty Writing Groups: A Tool for Providing Support, Community, and Accountability at Mid-Career  Laura Plummer, Eliza Pavalko, Joyce Alexander and Jane McLeod 8 Career Development Strategies for Mid-Career Faculty  Pradeep Bhardwaj, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez and J. Blake Scott 9 Keeping the Momentum: Mid-Career Faculty Mentorship  Mandy Rispoli  10 Using Organizational, Functional, and Personal Development to Help Mid-Career Faculty Members Javier Cavazos-Vela, Maria L. Morales, Claudia Vela and Jeremiah Fisk 11 Conclusion: Protecting and Promoting Higher Education’s Greatest Resource  Daniel Reardon Index

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Book SynopsisGlobalisation has brought a number of regional cooperation, collaboration, partnership and networking initiatives among different countries. The regionalisation of higher education or its initiators have used different terms to define their objectives. For Asian higher education, this relationship has extended beyond the broader idea of higher education cooperation for instance, to include different networks and agreements within region and outside region on matters related to research, student mobility and quality assurance among Asian countries and between Asia and other countries that share a similar vision on education. This book examines and analyses the status of education policy in the Philippines and, more particularly, focuses on the issue of the integration of higher education in the Association of Southeast Asian Nations (ASEAN). It further examines ASEAN integration policies and what the Philippines could do to underpin these policies. The objective is to better understand the problems of global policy in the context of regionalisation, harmonisation and integration from both an ASEAN and a Philippine perspective. Prospective mechanisms of ASEAN for upgrading the quality of education provision through student mobility, staff exchange, regional accreditation and articulation are succinctly argued in this book. Methodologically, various research designs and methods, including a literature review, as a well as an empirical data and secondary data analysis were used. ASEAN leaders, higher education researchers and policymakers may find the results discussed in this book useful.Table of ContentsAcknowledgements List of Figures and Tables 1 Philippine Higher Education in the Era of ASEAN Integration 1  Introduction 2  Integration of Higher Education in Southeast Asia 3  Philippines’ Response 4  Globalisation of ASEAN Higher Education 5  The Organisation of the Book 2 A Review of the Philippine Quality Assurance System 1  Globalisation and the Development of a Knowledge Economy 2  Understanding ‘Quality’ in Higher Education 3  The Need for Quality in Philippine Higher Education 4  Accreditation 5  Quality Assurance for Skills Production 6  Concluding Remarks 3 Quality Improvement of Private Higher Education in the Philippines for ASEAN Integration 1  Introduction 2  Privatisation of Higher Education in the ASEAN Context 3  The Role of Regulatory Bodies 4  Concluding Remarks 4 Predictors of the Use of Quality Management System (QMS) Processes for the ASEAN Agenda 1  Introduction 2  Use of Process Management in Higher Education 3  Empirical Findings 4  Age 5  Gender 6  Experience 7  Educational Attainment 8  Concluding Remarks 5 Total Quality Management (TQM) and the ASEAN Skills Development Agenda 1  Introduction 2  Higher Education and Skills Development 3  Application of TQM in Higher Education 4  Concluding Remarks 6 Measuring Research Performance of ASEAN Higher Education 1  Introduction 2  Historical Trajectory of Performance Measurement 3  Measuring Service Quality in Higher Education 4  Change Management 5  Concluding Remarks 7 Cultural Barriers to ASEAN Integration Policy Implementation 1  Introduction 2  Culture and Performance in Higher Education 3  Mobility and Cultural Barriers 4  Concluding Remarks 8 Implications of ASEAN Integration for the Philippine Higher Education Policies 1  ASEAN Integration 2  Philippine Higher Education Policy 3  Major Findings 4  Symbolism of ASEAN Policy 5  Political Symbolism 6  Challenges and Demands 7  Recommendations Index

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Book SynopsisGlobalisation has brought a number of regional cooperation, collaboration, partnership and networking initiatives among different countries. The regionalisation of higher education or its initiators have used different terms to define their objectives. For Asian higher education, this relationship has extended beyond the broader idea of higher education cooperation for instance, to include different networks and agreements within region and outside region on matters related to research, student mobility and quality assurance among Asian countries and between Asia and other countries that share a similar vision on education. This book examines and analyses the status of education policy in the Philippines and, more particularly, focuses on the issue of the integration of higher education in the Association of Southeast Asian Nations (ASEAN). It further examines ASEAN integration policies and what the Philippines could do to underpin these policies. The objective is to better understand the problems of global policy in the context of regionalisation, harmonisation and integration from both an ASEAN and a Philippine perspective. Prospective mechanisms of ASEAN for upgrading the quality of education provision through student mobility, staff exchange, regional accreditation and articulation are succinctly argued in this book. Methodologically, various research designs and methods, including a literature review, as a well as an empirical data and secondary data analysis were used. ASEAN leaders, higher education researchers and policymakers may find the results discussed in this book useful.Table of ContentsAcknowledgements List of Figures and Tables 1 Philippine Higher Education in the Era of ASEAN Integration 1  Introduction 2  Integration of Higher Education in Southeast Asia 3  Philippines’ Response 4  Globalisation of ASEAN Higher Education 5  The Organisation of the Book 2 A Review of the Philippine Quality Assurance System 1  Globalisation and the Development of a Knowledge Economy 2  Understanding ‘Quality’ in Higher Education 3  The Need for Quality in Philippine Higher Education 4  Accreditation 5  Quality Assurance for Skills Production 6  Concluding Remarks 3 Quality Improvement of Private Higher Education in the Philippines for ASEAN Integration 1  Introduction 2  Privatisation of Higher Education in the ASEAN Context 3  The Role of Regulatory Bodies 4  Concluding Remarks 4 Predictors of the Use of Quality Management System (QMS) Processes for the ASEAN Agenda 1  Introduction 2  Use of Process Management in Higher Education 3  Empirical Findings 4  Age 5  Gender 6  Experience 7  Educational Attainment 8  Concluding Remarks 5 Total Quality Management (TQM) and the ASEAN Skills Development Agenda 1  Introduction 2  Higher Education and Skills Development 3  Application of TQM in Higher Education 4  Concluding Remarks 6 Measuring Research Performance of ASEAN Higher Education 1  Introduction 2  Historical Trajectory of Performance Measurement 3  Measuring Service Quality in Higher Education 4  Change Management 5  Concluding Remarks 7 Cultural Barriers to ASEAN Integration Policy Implementation 1  Introduction 2  Culture and Performance in Higher Education 3  Mobility and Cultural Barriers 4  Concluding Remarks 8 Implications of ASEAN Integration for the Philippine Higher Education Policies 1  ASEAN Integration 2  Philippine Higher Education Policy 3  Major Findings 4  Symbolism of ASEAN Policy 5  Political Symbolism 6  Challenges and Demands 7  Recommendations Index

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Book SynopsisPolitics of Education in Latin America: Reforms, Resistance and Persistence portrays complex situations of education change policies in Latin America from Argentina and Chile, the southernmost part of the continent, to Mexico, the northernmost. The analyses tour through Brazil, Peru, Colombia, Ecuador, El Salvador, and Cuba to conclude with a chapter that scrutinizes why the big teacher unions reject most attempts at education reforms. In these, teachers are the target of criticism and, at the same time, the focus of the expectations for progress and better educational quality. Readers will find a variety of contentious issues such as inclusion, equity, privatization, uses of power, and dialectics between the indications of intergovernmental organizations and the rejection of their recommendations by local political actors. They will also find narratives to raise public education participation, improve the quality of life of teachers, and put local education systems to dialogue with the global world. The politics of education in Latin America is a territory that groups and institutions continue to dispute since the establishment of their education systems.Table of ContentsForeword  Robert F. Arnove Acknowledgments List of Figures and Tables Notes on Contributors Introduction: Reforms, Resistance and Persistence  Carlos Ornelas 1 The Long and Winding Road to Inclusion: Educational Policies in Argentina (2003–2015)  Jason Beech 2 Recent Education Reforms in Chile: How Much of a Departure from Market and New Public Management Systems?  Beatrice Ávalos and Cristián Bellei 3 The Difficult Process in Chile: Redefining the Rules of the Game for Subsidized Private Education  Gonzalo Muñoz Stuardo and José Weinstein Cayuela 4 Education Reform in Brazil: Multicultural Reflections  Ana Ivenicki 5 Endurance and Absences in Peru’s Reform: The Challenge of Second Order Reforms in the Core of Educational Practice  María Balarin and María Fernanda Rodríguez 6 The Paradox of Power in Ecuador: Governance and Education Reform: 2007–2015  Jorge Baxter 7 From the Indicative to the Imperative: Colombia, the Most Educated in 2025?  René Guevara Ramírez and Sandra Milena Téllez Rico 8 Education in El Salvador: Recent Political Economy of Education Policy  D. Brent Edwards Jr. 9 Education and Teacher Education in Cuba: Revolución and perfeccionamiento  Mark Ginsburg and Gilberto Garcia Batista 10 Hills and Valleys of the Mexican Reform: Politics and Contentions  Carlos Ornelas 11 Teacher Unions and Educational Reforms: The 90’s in Argentina, Brazil and Mexico  Aurora Loyo Postscript  Carlos Ornelas

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Book SynopsisPolitics of Education in Latin America: Reforms, Resistance and Persistence portrays complex situations of education change policies in Latin America from Argentina and Chile, the southernmost part of the continent, to Mexico, the northernmost. The analyses tour through Brazil, Peru, Colombia, Ecuador, El Salvador, and Cuba to conclude with a chapter that scrutinizes why the big teacher unions reject most attempts at education reforms. In these, teachers are the target of criticism and, at the same time, the focus of the expectations for progress and better educational quality. Readers will find a variety of contentious issues such as inclusion, equity, privatization, uses of power, and dialectics between the indications of intergovernmental organizations and the rejection of their recommendations by local political actors. They will also find narratives to raise public education participation, improve the quality of life of teachers, and put local education systems to dialogue with the global world. The politics of education in Latin America is a territory that groups and institutions continue to dispute since the establishment of their education systems.Table of ContentsForeword  Robert F. Arnove Acknowledgments List of Figures and Tables Notes on Contributors Introduction: Reforms, Resistance and Persistence  Carlos Ornelas 1 The Long and Winding Road to Inclusion: Educational Policies in Argentina (2003–2015)  Jason Beech 2 Recent Education Reforms in Chile: How Much of a Departure from Market and New Public Management Systems?  Beatrice Ávalos and Cristián Bellei 3 The Difficult Process in Chile: Redefining the Rules of the Game for Subsidized Private Education  Gonzalo Muñoz Stuardo and José Weinstein Cayuela 4 Education Reform in Brazil: Multicultural Reflections  Ana Ivenicki 5 Endurance and Absences in Peru’s Reform: The Challenge of Second Order Reforms in the Core of Educational Practice  María Balarin and María Fernanda Rodríguez 6 The Paradox of Power in Ecuador: Governance and Education Reform: 2007–2015  Jorge Baxter 7 From the Indicative to the Imperative: Colombia, the Most Educated in 2025?  René Guevara Ramírez and Sandra Milena Téllez Rico 8 Education in El Salvador: Recent Political Economy of Education Policy  D. Brent Edwards Jr. 9 Education and Teacher Education in Cuba: Revolución and perfeccionamiento  Mark Ginsburg and Gilberto Garcia Batista 10 Hills and Valleys of the Mexican Reform: Politics and Contentions  Carlos Ornelas 11 Teacher Unions and Educational Reforms: The 90’s in Argentina, Brazil and Mexico  Aurora Loyo Postscript  Carlos Ornelas

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Book SynopsisCritical questions of purpose, quality, choice, and access in public education have been key in processes of neoliberal globalization spanning the last four decades. The growing privatization of schools around the world has resulted in fundamental changes regarding the ways in which local systems of education are imagined and re-constructed. Schools and schooling are now increasingly (re)fashioned in alignment with global neoliberal imaginaries for the purpose of (re)producing human capital in the service of private interests. As a result, education for social betterment and democratic engagement, two pillars of public school policies throughout the 20th century, are compromised, even undermined. Employing models and research findings from critical international political economy and progressive education, Globalization and the Neoliberal Schoolhouse: Education in a World of Trouble explores the corrosive influences of commodification and privatization on public education worldwide, within the context of crisis-ridden neoliberal globalization and expanding global capitalist governance. The consequences are nation-state de-evolution, social and cultural decay, and the forfeiture of public schools as engines of progress. Understanding how the historical emergence, political economic processes, and governing institutions of neoliberal globalization are adversely impacting local systems of education – and what to do about it – is important to free education advocates, civic-minded educators, student teachers, social activists, and education development specialists everywhere!Table of ContentsPreface 1 The Hope of Education in a World of Trouble 2 The Four Defining Elements of Globalization: Integration, Interdependence, State Erosion, Transnational Power 3 Globalization and the Ascendancy of the Neoliberal School Yard 4 The Washington Consensus, the WTO, and the Neoliberal State: An Archeology of the Globalized Schoolhouse 5 Global Governance and the Neoliberal Schoolhouse 6 The World Bank and The International Monetary Fund: Twin Horsemen of the Edpocalypse 7 The World Bank’s Impact on Local Education: A Case of the Chickens Coming Home to Roost 8 The WB/IMF Symmetry of Influence in Global(ized) Education 9 The WTO and the OECD: The Other Two Horsemen of the Global Edpocalyse 10 The Impact of the D/evolved State on Local Systems of Education 11 Social Consequences of the Neoliberal Schoolhouse 12 Culture and Relationship in the Neoliberal Schoolhouse 13 Extinguishing the Flames of Our Village Burning: The Spirit and Ground of Education Re-Imagined References Index

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Book SynopsisWinner of the 2021 Society of Professors of Education Outstanding Book Award Canadian Indigenous Literature and Art sheds light on Indigenous justice perspectives in Indigenous literature and art. Decolonizing education, culture, and society is the revolutionary pulse of this book aimed at educational reform and comprehensive change. Select works of published literature and exhibited art are interpreted in the critical discourse presented. Indigeneity as a lens is used to deconstruct education, accountability, and policy in Canada and globally. A new hypothesis is advanced about colonization and Indigenous voicelessness, helplessness, and genocidal victimhood as unchanging conditions of humanity. Activist pushback is demonstrated in the rise of Indigenous sources originating in global Canada. While colonization dehumanizes Canadian Indigenous peoples, a global movement has erupted, changing pockets of curriculum, teaching, and research. Through agency and solidarity in public life and, gradually, education, Indigenous justice is a mounting paradigmatic force. Indigenous voices speak about colonialism as a crisis of humanity that provokes truth-telling and protest. Glimpses of Indigenous futurity offer new possibilities for decolonizing our globally connected lives. Actionable steps include educating for a just world and integrating Indigenous justice in other advocacy theories. “Compelling, interesting, important, and original. I was impressed with Carol Mullen’s knowledge as well as how she wove together this knowledge with both the literature and personal experience throughout this beautifully and soulfully written text. I appreciate how she illuminated spaces and people whose work is often relegated to dark corners.” – Pamela J. Konkol, Professor of Foundations, Social Policy, and Research at Concordia University Chicago See inside the book.Trade Review“Compelling, interesting, important, and original. I was impressed with Carol Mullen’s knowledge as well as how she wove together this knowledge with both the literature and personal experience throughout this beautifully and soulfully written text. I appreciate how the author illuminated spaces and people whose work is often relegated to dark corners.” – Pamela J. Konkol, Professor of Foundations, Social Policy, and Research at Concordia University Chicago "I believe that this book contributes much needed knowledge to the field, with earnest attention on Indigenous education. It is the first writing I have seen on this important topic that integrates Indigenous art and literature as tools for protest and meaningful change. Without a doubt, Canadian Indigenous Literature and Art breaks new ground for education in its content, frameworks, and presentation". Christopher H. Tienken, in AASA Journal of Scholarship and Practice, 18 (3), Fall 2021.Table of ContentsTribute to Bernardo P. Gallegos Preface Acknowledgments List of Figures and Tables Introduction About the Author 1 Frames: Canadian Indigenous Literature and Art  1 Frames Introduced  2 Specialized Terms Defined  3 Methods and Methodological Frames  4 Selection Criteria  5 Canadian Indigenous Art/ifacts  6 Viewpoints 2 Tensions: Truth-Telling about Injustice in Canada  1 Policy and Reform: Trend #1  2 Testing and Education: Trend #2  3 Diversity and Immigration: Trend #3  4 Health and Environment: Trend #4  5 Perspectives 3 Binaries: Colonizing Forces and Counterforces  1 Conceptual Framework  2 Thematic Binary Discussion  3 Viewpoints 4 Exhibits: Water and Land Politics in Aboriginal Art/ifacts  1 Erasure.Exposure Narrative Friction  2 Messages to Ponder  3 Viewpoints 5 Interventions: Pedagogies for Decolonizing Education  1 Interventions from Six Domains  2 Ten Literature-Based Tenets  3 Vigilance Practiced and in Practice  4 Perspectives 6 Futurity: Glimpses of Indigenous and Settler Struggle  1 Indigenous and Settler Futurity  2 Visions of Indigenous Education  3 Learning from the Past  4 In Light of Indigenous Justice  5 Perspectives Epilogue  1 International Linkages of Colonialism  2 Recommendations from the Literature  3 Eyes Wide Open Index

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Book SynopsisWinner of the 2021 Society of Professors of Education Outstanding Book Award Canadian Indigenous Literature and Art sheds light on Indigenous justice perspectives in Indigenous literature and art. Decolonizing education, culture, and society is the revolutionary pulse of this book aimed at educational reform and comprehensive change. Select works of published literature and exhibited art are interpreted in the critical discourse presented. Indigeneity as a lens is used to deconstruct education, accountability, and policy in Canada and globally. A new hypothesis is advanced about colonization and Indigenous voicelessness, helplessness, and genocidal victimhood as unchanging conditions of humanity. Activist pushback is demonstrated in the rise of Indigenous sources originating in global Canada. While colonization dehumanizes Canadian Indigenous peoples, a global movement has erupted, changing pockets of curriculum, teaching, and research. Through agency and solidarity in public life and, gradually, education, Indigenous justice is a mounting paradigmatic force. Indigenous voices speak about colonialism as a crisis of humanity that provokes truth-telling and protest. Glimpses of Indigenous futurity offer new possibilities for decolonizing our globally connected lives. Actionable steps include educating for a just world and integrating Indigenous justice in other advocacy theories. “Compelling, interesting, important, and original. I was impressed with Carol Mullen’s knowledge as well as how she wove together this knowledge with both the literature and personal experience throughout this beautifully and soulfully written text. I appreciate how she illuminated spaces and people whose work is often relegated to dark corners.” – Pamela J. Konkol, Professor of Foundations, Social Policy, and Research at Concordia University Chicago See inside the book.Trade Review“Compelling, interesting, important, and original. I was impressed with Carol Mullen’s knowledge as well as how she wove together this knowledge with both the literature and personal experience throughout this beautifully and soulfully written text. I appreciate how the author illuminated spaces and people whose work is often relegated to dark corners.” – Pamela J. Konkol, Professor of Foundations, Social Policy, and Research at Concordia University Chicago "I believe that this book contributes much needed knowledge to the field, with earnest attention on Indigenous education. It is the first writing I have seen on this important topic that integrates Indigenous art and literature as tools for protest and meaningful change. Without a doubt, Canadian Indigenous Literature and Art breaks new ground for education in its content, frameworks, and presentation". Christopher H. Tienken, in AASA Journal of Scholarship and Practice, 18 (3), Fall 2021.Table of ContentsTribute to Bernardo P. Gallegos Preface Acknowledgments List of Figures and Tables Introduction About the Author 1 Frames: Canadian Indigenous Literature and Art  1 Frames Introduced  2 Specialized Terms Defined  3 Methods and Methodological Frames  4 Selection Criteria  5 Canadian Indigenous Art/ifacts  6 Viewpoints 2 Tensions: Truth-Telling about Injustice in Canada  1 Policy and Reform: Trend #1  2 Testing and Education: Trend #2  3 Diversity and Immigration: Trend #3  4 Health and Environment: Trend #4  5 Perspectives 3 Binaries: Colonizing Forces and Counterforces  1 Conceptual Framework  2 Thematic Binary Discussion  3 Viewpoints 4 Exhibits: Water and Land Politics in Aboriginal Art/ifacts  1 Erasure.Exposure Narrative Friction  2 Messages to Ponder  3 Viewpoints 5 Interventions: Pedagogies for Decolonizing Education  1 Interventions from Six Domains  2 Ten Literature-Based Tenets  3 Vigilance Practiced and in Practice  4 Perspectives 6 Futurity: Glimpses of Indigenous and Settler Struggle  1 Indigenous and Settler Futurity  2 Visions of Indigenous Education  3 Learning from the Past  4 In Light of Indigenous Justice  5 Perspectives Epilogue  1 International Linkages of Colonialism  2 Recommendations from the Literature  3 Eyes Wide Open Index

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Book SynopsisAutomatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers’ and students’ spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent—an epistemic blindness and privilege.Trade Review“The Pinocchio Effect takes decolonial work squarely into the next step of empirical qualitative research by focusing on situated feminist decoloniality both in her lived experience as a teacher and the classroom. All this comes together in her critical and decolonial autoethnography, showing how crucial it is the Itinerant Curriculum Theory (ICT) in the classroom, as a decolonial turn. It is impossible to overstate the importance of Janson’s thinking documented in her first book, as she starts to answer the questions: What does decolonial teaching in public schools mean, look like, feel like? What does feeling, doing, and thinking decolonial teaching and learning look like?” – James Jupp University of Texas Rio Grande Valley "Janson's study is an awesome composition of erudite, touching, moving, humorous, playful, artistic, tragic, in sum a heroic tribute to the teacher and teaching profession in our neoliberal times. The Pinocchio Effect redefines, intensifies and creatively mingles the borders of an internationalization of curriculum studies beyond geographical maps toward a novel intellectual itinerant curriculum theory cartography by introducing the elements of Curriculum of the South at the heart of neoliberal education and curriculum practices, in the United States.” - Tero Autio, Tallinn University, EstoniaTable of ContentsSeries Introduction On (De)Coloniality: Curriculum Within and Beyond the West Acknowledgements List of Figures 1 Colonial Heart and Silenced Spiritualities 2 Need for Decolonial Autoethnography in Education 3 Colonialism, Colonialities, and Imperialism within and beyond U.S. Education 4 Canary in the Mind: Colonialities, Biopolitics, and Body-Politics 5 The Pinocchio Effect: Biopolitics and Coloniality 6 Colonialities and Spiritualities: Voices, Silences, and Experiences in the Classroom 7 Decolonial Manifesto for Public Education References Index

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Book SynopsisMigration is one of the major phenomena that characterizes the modern world and even more post-modernity. Improved transportation and advanced technology have facilitated transition from place to place and this phenomenon of greater mobility has changed the world and humanity. Given the fact that many countries in both the developed and underdeveloped world face similar challenges due to the current mass migration, comparative research in terms of the responses of government and non-government organizations (NGOs), both local and international, allows for a deeper understanding of ways of approaching the many challenges relating to immigration and education. The comparative dimension enables both scholars and policy makers to compare and contrast different approaches and to weigh up what approach is most suitable for their circumstances. The aim of Migrants and Comparative Education: Call to Re/Engagement is to bring together new research and conceptualizations on education’s complex and evolving role in the immigration process in different contexts around the world, at different levels of education, and from different theoretical perspectives. It is hoped that by so doing a better understanding will emerge of the issues and challenges associated with immigration that can assist policy makers and practitioners.Table of ContentsSeries Introduction  N’Dri Thérèse Assié-Lumumba List of Figures and Tables Notes on Contributors PART 1: Introduction 1 Migrants and Comparative Education – Scope and Major Debates: International Perspectives  Zehavit Gross PART 2: Conceptual and Theoretical Framework 2 Cosmopolitan Education and the Migrant Predicament  Yusef Waghid 3 Conducting Comparative Education Research on the Intersections of Migration, Religion, and Schooling  Bruce A. Collet 4 Examination of the Relationships between Successful School Acculturation Leadership, Social Ecological Model, and Social Justice  Orly Shapira-Lishchinsky PART 3: International Perspectives Section 1: Europe 5 Islamic Education in the Post-Modern and Post-Secular Europe: A Pedagogical Blueprint  Najwan Saada Section 2: The Americas 6 A Success Story of Integrating Migrant Students within a Progressive, Public Secondary School in Southeastern US  Karen L. Biraimah and Brianna Kurtz 7 Comparative Education, Migration and Education Policy in Latin America: New Borders and a Pedagogy of Horizons  Enrique Martínez Larrechea and Adriana Chiancone Section 3: The Middle East 8 Labor Migration and Deskilling in the United Arab Emirates: Impacts on Cameroonian Labor Migrants' Labor Market Employment Status and Welfare  Froilan T. Malit Jr. and Tchiapep Oliver Section 4: Israel 9 Dealing with Ethnic Identity: Female Jewish-Ethiopian Migrants in Elite Religious Israeli Schools  Zehavit Gross and Aviva Alemu 10 Differences between Schools in Implementing an Immigrant-Integrating Policy  Adi Binhas Section 5: Africa 11 Migration, Xeno/Afrophobia and Human Rights in South Africa  Michael Cross 12 Challenges, Perceptions, and Practices in Education for South Sudanese Children Forced to Flee Conflict: The Case of a Refugee Settlement in Uganda  Kenta Miyamoto 13 Educational Challenges That Girls of School Going Age Face in Their Quest for Education in IDP Camps: The Case of Maai-Mahiu IDP Camp, Nakuru County, Kenya  Daniel K. Gakunga and Joan M. Gathinye 14 Educational Migration: Causes, Challenges, and Probable Solutions  Omokaro Obire Section 6: Asia 15 Labour Migration in Nepal: Voluntary or Forced?  Prakash C. Bhattarai and Prakash K. Paudel 16 Experiences of International Immigrant Students in a Japanese University: An In-Depth Study  Hisako Inaba

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Book SynopsisMigration is one of the major phenomena that characterizes the modern world and even more post-modernity. Improved transportation and advanced technology have facilitated transition from place to place and this phenomenon of greater mobility has changed the world and humanity. Given the fact that many countries in both the developed and underdeveloped world face similar challenges due to the current mass migration, comparative research in terms of the responses of government and non-government organizations (NGOs), both local and international, allows for a deeper understanding of ways of approaching the many challenges relating to immigration and education. The comparative dimension enables both scholars and policy makers to compare and contrast different approaches and to weigh up what approach is most suitable for their circumstances. The aim of Migrants and Comparative Education: Call to Re/Engagement is to bring together new research and conceptualizations on education’s complex and evolving role in the immigration process in different contexts around the world, at different levels of education, and from different theoretical perspectives. It is hoped that by so doing a better understanding will emerge of the issues and challenges associated with immigration that can assist policy makers and practitioners.Table of ContentsSeries Introduction  N’Dri Thérèse Assié-Lumumba List of Figures and Tables Notes on Contributors PART 1: Introduction 1 Migrants and Comparative Education – Scope and Major Debates: International Perspectives  Zehavit Gross PART 2: Conceptual and Theoretical Framework 2 Cosmopolitan Education and the Migrant Predicament  Yusef Waghid 3 Conducting Comparative Education Research on the Intersections of Migration, Religion, and Schooling  Bruce A. Collet 4 Examination of the Relationships between Successful School Acculturation Leadership, Social Ecological Model, and Social Justice  Orly Shapira-Lishchinsky PART 3: International Perspectives Section 1: Europe 5 Islamic Education in the Post-Modern and Post-Secular Europe: A Pedagogical Blueprint  Najwan Saada Section 2: The Americas 6 A Success Story of Integrating Migrant Students within a Progressive, Public Secondary School in Southeastern US  Karen L. Biraimah and Brianna Kurtz 7 Comparative Education, Migration and Education Policy in Latin America: New Borders and a Pedagogy of Horizons  Enrique Martínez Larrechea and Adriana Chiancone Section 3: The Middle East 8 Labor Migration and Deskilling in the United Arab Emirates: Impacts on Cameroonian Labor Migrants' Labor Market Employment Status and Welfare  Froilan T. Malit Jr. and Tchiapep Oliver Section 4: Israel 9 Dealing with Ethnic Identity: Female Jewish-Ethiopian Migrants in Elite Religious Israeli Schools  Zehavit Gross and Aviva Alemu 10 Differences between Schools in Implementing an Immigrant-Integrating Policy  Adi Binhas Section 5: Africa 11 Migration, Xeno/Afrophobia and Human Rights in South Africa  Michael Cross 12 Challenges, Perceptions, and Practices in Education for South Sudanese Children Forced to Flee Conflict: The Case of a Refugee Settlement in Uganda  Kenta Miyamoto 13 Educational Challenges That Girls of School Going Age Face in Their Quest for Education in IDP Camps: The Case of Maai-Mahiu IDP Camp, Nakuru County, Kenya  Daniel K. Gakunga and Joan M. Gathinye 14 Educational Migration: Causes, Challenges, and Probable Solutions  Omokaro Obire Section 6: Asia 15 Labour Migration in Nepal: Voluntary or Forced?  Prakash C. Bhattarai and Prakash K. Paudel 16 Experiences of International Immigrant Students in a Japanese University: An In-Depth Study  Hisako Inaba

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Book SynopsisOffering a critical yet constructive response to the perceived crises in tertiary foreign language education in the Japanese university, the contributors to Bringing Forth a World provide theoretical and practical solutions which together act as a prolegomena to bringing forth a world. Theirs is an ecology of contribution in liberal arts education which takes responsibility for the care for youth, and contests intellectual passivity and indifference in foreign language instruction. The editors proffer a transformative, engaged and multidisciplinary liberal arts pedagogy, one at odds with forms of lowest common denominator, one-size-fits-all, and standardized provision. In response to the prevalent business-dominated model, they demonstrate an applied format of multiliteracy theory—one with semiotic, multimodal, feminist dimensions—which is regionally specific and better accounts for divergent forms of human expression and perception. The writers not only take account of the intellectual and mental issues in the student demographic but also in the teaching profession which suffers from widespread anxiety, job insecurity and a lack of autonomy, experimentation and innovation. Philosophically, the contributors to this book demand a form of meaning-making which is fundamentally social and creative, and which celebrates processes of ‘becoming-other’ in-between the student and teacher that seldom, if ever, follow a predictable trajectory. It is hoped that readers will embrace the spirit of the book, pick up its philosophical gauntlet to think otherwise than prevalent standardized models of teaching and learning, and therefore will use its core tenets to experiment with different ways of educating the youth of today.Table of ContentsForeword  Glenn Toh Acknowledgements List of Figures and Tables Notes on Contributors 1. Introduction  Joff P. N. Bradley and David Kennedy 2. A Metaphorical Complexity Lens Approach to Researching in the Second Language Classroom  Joanne May Sato 3. Critical Thoughts on Critical Thinking  Michael Hood 4. Academic Writing as Community of Practice: Peer Ethnography Research in the EFL Classroom  David Kennedy 5. An Ecological Perspective of English Language Teaching: Conversations about Conversations  Sarah Holland 6. Pinter: Held Incommunicado on the Mobile  Joff P. N. Bradley 7. The Renegotiation of Modernity: On Teaching the Dialectics of Japanese Cultural Imperialism, as Reflected in the Rurouni Kenshin Phenomenon  Maria Grajdian 8. Multimodal Literacy Development: Filmmaking Projects in EFL Classes  James R. Hunt 9. Motivating EFL Learners for Engaged Learning: Content-Based Instruction with Music  Chiyo Hayashi 10. Feminist Pedagogy in EFL  Reiko Yoshihara 11. (Im)mobilising against Climate Change: Ecopedagogy in a Neoliberal Framework  Michael Dancsok 12. For a Planetary Education: Neoliberal Education and Its Modes of Subversion  Christophe Thouny Index

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Book SynopsisOffering a critical yet constructive response to the perceived crises in tertiary foreign language education in the Japanese university, the contributors to Bringing Forth a World provide theoretical and practical solutions which together act as a prolegomena to bringing forth a world. Theirs is an ecology of contribution in liberal arts education which takes responsibility for the care for youth, and contests intellectual passivity and indifference in foreign language instruction. The editors proffer a transformative, engaged and multidisciplinary liberal arts pedagogy, one at odds with forms of lowest common denominator, one-size-fits-all, and standardized provision. In response to the prevalent business-dominated model, they demonstrate an applied format of multiliteracy theory—one with semiotic, multimodal, feminist dimensions—which is regionally specific and better accounts for divergent forms of human expression and perception. The writers not only take account of the intellectual and mental issues in the student demographic but also in the teaching profession which suffers from widespread anxiety, job insecurity and a lack of autonomy, experimentation and innovation. Philosophically, the contributors to this book demand a form of meaning-making which is fundamentally social and creative, and which celebrates processes of ‘becoming-other’ in-between the student and teacher that seldom, if ever, follow a predictable trajectory. It is hoped that readers will embrace the spirit of the book, pick up its philosophical gauntlet to think otherwise than prevalent standardized models of teaching and learning, and therefore will use its core tenets to experiment with different ways of educating the youth of today.Table of ContentsForeword  Glenn Toh Acknowledgements List of Figures and Tables Notes on Contributors 1. Introduction  Joff P. N. Bradley and David Kennedy 2. A Metaphorical Complexity Lens Approach to Researching in the Second Language Classroom  Joanne May Sato 3. Critical Thoughts on Critical Thinking  Michael Hood 4. Academic Writing as Community of Practice: Peer Ethnography Research in the EFL Classroom  David Kennedy 5. An Ecological Perspective of English Language Teaching: Conversations about Conversations  Sarah Holland 6. Pinter: Held Incommunicado on the Mobile  Joff P. N. Bradley 7. The Renegotiation of Modernity: On Teaching the Dialectics of Japanese Cultural Imperialism, as Reflected in the Rurouni Kenshin Phenomenon  Maria Grajdian 8. Multimodal Literacy Development: Filmmaking Projects in EFL Classes  James R. Hunt 9. Motivating EFL Learners for Engaged Learning: Content-Based Instruction with Music  Chiyo Hayashi 10. Feminist Pedagogy in EFL  Reiko Yoshihara 11. (Im)mobilising against Climate Change: Ecopedagogy in a Neoliberal Framework  Michael Dancsok 12. For a Planetary Education: Neoliberal Education and Its Modes of Subversion  Christophe Thouny Index

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