National Identity and Educational Reform: Contested Classrooms By Elizabeth Anderson Worden
2014 | 180 Pages | ISBN: 0415719542 | PDF | 2 MB
National identity in Moldova remains contested despite repeated attempts by governments, historians, and educators to cultivate a shared sense of national belonging through the development of history textbooks. Concern over professional status and distrust of the government's motivations halted these reforms, demonstrating that the success of such efforts greatly depends on teachers' and citizens' social memory and everyday lives. This volume looks at educational reform and the struggle over national identity in the history classroom from the perspectives of five different groups: elected politicians, Ministry of Education officials, textbook authors and historians, teachers, and students. Each chapter explores the actors' motivations and agendas regarding reform, their role in promoting or obstructing the reform process, and their opinions about the ensuing controversy. Drawing on months of fieldwork and original research, author Elizabeth Worden examines the importance of teachers and students in the success or failure of a reform initiative.

Global Identity in Multicultural and International Educational Contexts: Student identity formation in international schools By Nigel Bagnall
2015 | 154 Pages | ISBN: 1138797499 | PDF | 2 MB
The increased movement of people globally has changed the face of national and international schooling. Higher levels of mobility have resulted from both the willing movement of students and their families with a desire to create a better life, and the forced movement of refugee families travelling away from war, famine and other extreme circumstances. This book explores the idea that the complex connections created by the forces of globalisation have led to a diminishing difference between what were once described as international schools and national schools.By examining a selection of responses from students attending international schools in Brazil, the United Kingdom, France, Germany, the Philippines and Switzerland, the book discusses key issues surrounding identity and cosmopolitan senses of belonging. Chapters draw from current literature and recent qualitative research to highlight the concerns that students face within the international school community, including social, psychological, and academic difficulties. The interviews provide a rich and unique body of knowledge, demonstrating how perceptions of identity and belonging are changing, especially with affiliation to a national or a global identity. The notion that international students have become global citizens through their affiliation to a global rather than a national identity exhibits a changing and potentially irreversible trend.Global Identity in Multicultural and International Educational Contexts will be of key interest to researchers, academics and policy makers involved with international schooling and globalised education.

Educational Policy Borrowing in China: Looking West or looking East? By Charlene Tan
2016 | 226 Pages | ISBN: 0415743249 | PDF | 4 MB
For over a decade, Mainland China has been embarking on an ambitious nation-wide education reform ('New Curriculum Reform') for its basic education. The reform reflects China's propensity to borrow selected educational policies from elsewhere, particularly North America and Europe. Chinese scholars have used a local proverb "the West wind has overpowered the East wind" to describe this phenomenon of 'looking West'.But what do we mean by educational policy borrowing from the West?What are the educational policies in China's new curriculum reform that are perceived to be borrowed from the West?To what extent have the borrowed educational policies in China's new curriculum reform been accepted, modified, and rejected by the various educational stakeholders?How does culture influence the various educational stakeholders in China in interpreting and mediating educational policy borrowing from the West?How do the findings of this study on China's education reform inform and add to the existing theories on and approaches to on cross-cultural educational policy borrowing?This book answers the above questions by critically discussing China's policy borrowing from the West through its current reform for primary and secondary education. It presents the latest in-depth research findings from a three-year empirical study (2013-2015) with school principals, teachers, students and other educational stakeholders across China. This study offers new insights into China's educational policy borrowing from the West and international implications on cross-cultural educational transfer for academics, policymakers and educators.

Actionable Research for Educational Equity and Social Justice: Higher Education Reform in China and Beyond By Wang Chen (editor), Xu Li (editor), Edward P. St. John (editor), Cliona Hannon (editor)
2018 | 310 Pages | ISBN: 081537187X | PDF | 2 MB
Actionable Research for Educational Equity and Social Justice advances a unique, engaged approach to promoting educational equity and social justice in higher education across China and beyond. Developed as a joint venture of senior and junior scholars in China and the United States, this book documents Chinese, Latin American, U.S., and European examples of engaged scholarship supporting the development of strategies for expanding educational opportunities for low-income families. Drawing from collaborative research, workshops, and field investigations, chapter authors propose and test new methods and practices for reducing educational inequality and provide examples of successful practices that have improved access for low-income students across the globe.

Law S , Glover D Educational Leadership and Learning 2000 | 55.46 MB
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Anna Filipi, "Storytelling Practices in Home and Educational Contexts: Perspectives from Conversation Analysis"
English | ISBN: 9811699542 | 2022 | 451 pages | PDF | 15 MB
This book brings together researchers from across the globe to share their work on the micro-analyses of storytelling. By doing so, the book helps to deepen the understanding of, and track storytelling practices cross-culturally and longitudinally in the home, at school, and in higher education. Through the unique focus on education and learning, this book provides a lens with which to identify how children's and adolescents' language development and sense of self in storytelling are supported in various contexts: the home, classroom, playground or in the higher education context. It explores the work, identity and practices of friends, teachers and lecturers in teaching, learning, reflection and supervision. Importantly, in identifying these practices, the book presents opportunities to assist parents and teachers, to inform pedagogy in teacher education, and to support effective doctoral supervision. The focus on storytelling in homes, education, and for learning, and the practical applications of the findings, contribute to the ongoing research in both education and conversation analysis.

Emmanuel Mogaji, "Re-imagining Educational Futures in Developing Countries: Lessons from Global Health Crises"
English | ISBN: 3030882330 | 2022 | 332 pages | PDF | 4 MB
This book explores the challenges and precarity of higher education post-pandemic, explicitly focusing on higher education in emerging countries. Looking beyond the pandemic, the editors and contributors provide a holistic view of the residual legacies of global health crises like COVID-19 in developing countries. The book calls for the need to reimagine, reevaluate and reposition the higher education system: exploring the challenges experienced by students, staff, administrators and other stakeholders. Bringing forth insights from researchers, practitioners and senior leadership, the book shares theoretical and practical insights on dealing with the aftermath of a pandemic and what can be learned for the future. It will be of interest and value to researchers, practitioners and leaders who wish to understand a develop new approaches for their teaching and management post-pandemic.

Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies: How do education systems contribute to raising global citizens? by Mustafa Öztürk
English | PDF,EPUB | 2022 | 278 Pages | ISBN : 3030989615 | 27.8 MB
This volume analyzes cases from emerging economies in relation to the global endeavor to promote the vision of sustainable development in all forms of education. It aims to discuss the significance of hearing local voices and understanding local discourse regarding strategies for action for change, and the role of educational systems as a means to communicate, promote and educate for the Sustainable Development Goals (SDGs).

Thomas Poplawski, "Eurythmy: A Short Introduction to Educational, Therapeutic and Performance Eurythmy"
English | 2020 | pages: 116 | ASIN: B08514JCPB | EPUB | 4,1 mb
Rudolf Steiner initiated a new art of movement, which can be characterised as speech and music made visible. This concise but informative guide to eurythmy includes a brief survey of dance, from its origin in the ancient mysteries to its contemporary forms, placing Steiner's ideas in their historical context.

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