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This volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitute an opportunity to notice recurring patterns as well as distinctive characteristics.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
This book contains twenty essays on Italian Renaissance humanism, universities, and Jesuit education in three equal parts. The book defines Renaissance humanism, then studies biblical humanism, humanistic education in Venice, the pioneering historian of humanism Georg Voigt, and Paul Oskar Kristeller. The middle section discusses Italian universities, the sports played by university students, a famous law professor, and the controversy over the immortality of the soul. The last section analyses Jesuit education: the culture of the Jesuit teacher, the philosophy curriculum, attitudes toward Erasmus and Juan Luis Vives, and the education of a cardinal.
This volume collects Paul Grendler's most recent research (published and unpublished), offering to the reader a broad fresco on a complex and crucial age in the history of education.
Bildungsphilosophische Öffnungen im Anschluss an Roberto Espositos politisches Denken
In der vorliegenden Studie wird das Werk des italienischen Philosophen Roberto Esposito auf mögliche Anschlüsse an erziehungswissenschaftliche Diskurse untersucht.
Politische wie pädagogische Theorie und Praxis sind darauf angewiesen, zeitweise feste Fundamente anzunehmen und Kontingenz zu schließen. Dies kann heute nur noch im Bewusstsein um die Unmöglichkeit einer Letztbegründung oder universellen Schließung geschehen. Für die Theorie bedeutet das, die Offenlegung von Kontingenz als relevante Aufgabe zu verstehen. Die Analyse ausgewählter Schriften Roberto Espositos zeigt in diesem Sinne, dass dessen zentrale Begriffe sowohl in der politischen Philosophie als auch in der erziehungswissenschaftlichen Theoriebildung von Bedeutung sind: Vom (Im)Politischen führt der hermeneutische Pfad über die Politisierung des Gemeinschaftsbegriffs, die Konzeption eines Paradigmas der Immunität bis zur Affirmativen Biopolitik und einer Dekonstruktion des Personenbegriffs. Von dort aus ergeben sich Denkangebote für bildungsphilosophische Diskurse und exemplarische Handlungsfelder.
This volume includes English translations of articles selected from Blue Book of Chinese Education 2017, 2018 and 2019. It reviews China’s education development from 2016 to 2018. A total of 16 chapters in this volume cover a wide variety of topics on education in China, including equity, quality, governance, access, law and regulations on privately-run schools, basic education, higher education, special education, among others. The contributors include both scholars as well as practitioners who have first-hand experience and insight on China’s education. The volume presents to the reader articles in different formats, such as academic discussions, survey reports, and case studies.
The ways in which research and scholarship is co-produced, co-performed and proclaimed as particular kinds of knowledges and truths in and beyond the academy is radically changing. The capacity to write rebelliously, in varying registers and voices, tempos and volumes, as featured across this book, is boundaryless. In this edited volume, we ask new questions which simultaneously trouble and open up what the ‘product’ and ‘performance’ of academic work, words and worlds might come to be. At the heart of this book, we move between departing radically from academic writing to arriving at a new academic endeavor and transaction between reader and text driven by the invitation to open rebellion in academic research and writing.

Contributors are: Elizabeth Allotta, Dewi Andriani, Bernard Andrieu, Danilo Audiello, Birgitte Bauer-Nilsen, Annouchka Bayley, Bernd Brabec de Mori, Christopher Brownell, Kathy Burke, Pamela Burnard, Mindy R. Carter, Tatiana Chemi, Carolyn Cooke, Emma Cooke, Marta Cotrim, Hilary Cremin, Eloise Doherty, Tatjana Dragovic, Mary Earl, Simone Eringfeld, Bonnie Evans, Kristof Fenyvesi, Jennie Francis, Alisan Funk, Caterina Garone, Mel Green, Helen Johnson, Rachel Lai, Karen Madden, Elizabeth Mackinlay, Naomi Lee McCarthy, Trisha McCrae,Renee Mickelburgh, Muhammad Ali Musofer, Kate Noble, Allan Owens, Anne Pässilä, Antonella Poli, Rebecca Ream, David Rousell, Eleanor Ryan, Kieran Sheehan, Antonia Symeonidou, Portia Ungley, Preeti Vayada and Jonathan Wyatt.
Stories of Pathways to Teaching
Author: Edward R. Howe
This book evolved from decades of transcultural experiences. Edward Howe’s comparative ethnographic narrative, a blend of narrative inquiry and reflexive ethnography, uniquely captures the essence of teacher acculturation. Each chapter is filled with intriguing teachers’ stories based on lived experiences – connected through the common thread of learning to teach. Compelling teacher narratives, spanning seven decades, show that much of what teachers do is learned implicitly and is culturally embedded.
Teacher Acculturation provides a window into the world of novice teachers from the 1950s through present day. The thought-provoking stories provide a springboard for critical discussions about gender/sexuality, culture/race/ethnicity, Indigenous perspectives, SES/class/religion, and the challenges facing teachers in different contexts.
The author highlights the importance of teacher relationships, built on mutual understanding, trust, mentorship, leadership and guidance. Beginning teachers are largely required to work in isolation, to learn their practice through trial and error – left to “sink or swim.” There is little provision for mentorship and insufficient time to reflect on teaching practices. Collaborative and reflective self-study, as illustrated in Teacher Acculturation, shows great promise to ameliorate this pervasive problem in teacher induction. Thus, the book will appeal to teacher educators, teachers and to anyone interested in the fascinating lives of teachers.
This volume, created by seventeen interdisciplinary authors, brings together pioneering practices that introduce arts into education in Japan. The field of research ranges from kindergarten, primary and secondary school to liberal arts and postgraduate courses at university. The chapters cover both formal and informal settings, such as museums and after school programs. The genres of art include visual art, performance, dance, vocal music, and drama.

Arts-based or arts-inspired methods help students’ artistic inquiry through creative or performative practices, leading to new findings that might not otherwise be described. Artistic practice makes students reflect on their own bodies, emotions, feelings, ways of life, and relationships with others, which leads to creative thinking.

The volume is based on three new trends in art and education: 1) the development of Arts-Based Research in Japan since its introduction from abroad; 2) the introduction of art practice into academic research in various disciplines and diverse educational settings; and 3) the new trend in drama education and theatrical performance in Japan.

Each chapter inspires and provokes discussion among researchers and practitioners in various educational settings on the future direction of art education in Japan and around the world.