This volume brings together many of South Africa's leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change.
This edited volume reflects on how the "e;transnational"e; features in education as well as policies and practices are conceived of as mobile and connected beyond the local.
This book asserts that engaging with divergent understandings about the nature of evil and how it functions can help those interested in education think through issues in curriculum, pedagogy, and beyond.
This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education.
This book seeks to explore the history of descriptive geometry in relation to its circulation in the 19th century, which had been favoured by the transfers of the model of the Ecole Polytechnique to other countries.
This book explores the study of policies and practices in Higher Education by comparing systems, institutions, programs, innovations, results and cultures.
ICMI (or IMUK) was founded in 1908 and initiated the establishment of national subcommissions to launch national activities in response to the IMUK agenda and to promote the reform proposals within each member country.
This book contributes significantly to our understanding of bilingualism and bilingual education as a sociocultural and political process by offering analyses of the stories of five Tibetan individual journeys of becoming bilingual in the Tibetan areas of China at four different points in time from 1950 to the present.
This book investigates the position of young children's self-determination within a range of social contexts, such as education, social care, mass-media, health, politics, law and the family.
This book presents Arab immigrant youths' voices through storytelling that reveals the challenges and achievements they experience at school and at home in a Canadian educational context.
This book analyzes the murals and texts of the Dunhuang Grottoes, one of the most famous sites of cultural heritage on the Silk Road in Northwest China, from an educational perspective.
This book examines and analyses the complex and contradictory relationships between Higher Education Institutions in England and their local communities within a wider political and policy context.
This book examines the origins of higher learning, and then traces education exchange to the aftermath of World War II, when the United States was internationally recognized as the epicenter of critical thinking and scientific discovery.
This book focuses on socioecological learning through the touchstone concepts of the Anthropocene, the Posthuman and Common Worlds as Creative Milieux.
This volume explores the value of using queer pedagogy in an interdisciplinary middle school classroom to promote a better understanding of social justice and the social construction of knowledge among students.
This book examines the Teaching Excellence Framework, and how this and various other educational policies create conditions for the exclusion of cross-border learners.
This book examines the nature of human language and the ideology of linguistic legitimacy - the common set of beliefs about language differences that leads to the rejection of some language varieties and the valorization of others.
This book examines the developments of the UK Higher Education system, from a time of donnish dominion, progressive decline and the increasing role of the market via the introduction of tuition fees.
This Handbook provides a systematic and analytical approach to the various dimensions of international, ethnic and domestic conflict over the uses of national history in education since the end of the Cold War.
This handbook provides an overview of major developments around diagnostic classification models (DCMs) with regard to modeling, estimation, model checking, scoring, and applications.
This book focuses on how school-level features affect student resistance to education from a comparative angle, taking into account cross-national differences.
This book, the first on the growing phenomenon of private full-time K-12 Muslim schools in France, investigates whether these schools participate in the communautarisme (or ethnic/cultural separatism) that Muslims are often accused of or if their founding is a sign of integration, given that most of private education in France is subsidized by the government.
This book explores the perspectives of primary school leaders in Serbia as they attempt to navigate its changing political, social and economic situation.
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities.
This book examines the history of formative assessment in the US and explores its potential for changing the landscape of teaching and learning to meet the needs of twenty-first century learners.
This book is an exposition of how political, cultural, historical, and economic structures and processes shape the nature and character of curriculum landscapes globally.
Based on the intertwined complex conversations among Heidegger, Dewey, and Lao Tzu, this book explores the possibilities of the Taoist Pedagogy of Pathmarks as a clearing between truth and untruth, responding to the spiritual call of Tao as inaction and teaching as releasement.
