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Edited by Giovanni Pampanini, Faten Adly and Diane Brook Napier

In no part of the world today is the concept of intercultural exchange a novelty, and in many parts of the world it has even been a long tradition. Nevertheless, recent globalization forces have combined to accelerate many aspects of migration and intercultural confrontation. As a result, we see an emerging world society in which intercultural mixing and conflict are salient characteristics, rather than being exceptional situations or embryonic phases of societal development. The need for intercultural education and for intercultural dialogue in various forms has become universal. All people have an obligation to participate in- and take responsibility for- world peace, balanced sustainable development, and democratic dialogue to create “the capacity to live together.” Persistent and increasingly complex patterns of population movement, with all of the societal ramifications that accompany them, demand consideration of ways in which different societies respond to issues of intercultural education and dialogue, both historically and currently.
Interculturalism, Society and Education contains contributions that explore comparative and international case studies ranging from accounts of educational problems impacting specific immigrant groups in Europe, socio-educational programs and projects in Africa and Asia, comparative analyses of “citizenship education” issues in selected countries, and a global overview of different patterns of the interculturalism-society-education nexus. This volume offers a sampling of the multiplicity of intercultural forms around the world, useful for policy-makers and educators across the spectrum of institutions and organizations that strive to open paths for positive intercultural exchange through education.

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Edited by Birgit Brock-Utne, Z. Desai, Martha A.S. Qorro and Allan Pitman

This book is based on chapters in a series of four books from the first five years (2002-2006) of the Language of Instruction in Tanzania and South Africa (LOITASA) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and will continue through to the end of 2011. The chapters reflect the state of the research at the end of the first five years of LOITASA in 2006 and were selected by reviewers independent of the project.

The selection of chapters brought together bring to the forefront the dilemmas facing developing countries as they seek to position themselves in an increasingly interconnected global system, while at the same time maintaining a sense of national and regional identity. The chapters in this collection reflect both positive outcomes when the medium of instruction is a widely-known language as well as the challenges of mother tongue instruction in countries where historically a powerful language like English has dominated.

The four LOITASA books in this series from which the chapters in this book are drawn are:

Language of instruction in Tanzania and South Africa (LOITASA) published by E & D Ltd, Dar es Salaam, Tanzania
Researching the language of instruction in Tanzania and South Africa published by African Minds, Cape Town South Africa
LOITASA Research in Progress published by KAD Associates, Dar es Salaam, Tanzania.
Focus on fresh data on the language of instruction debate in Tanzania and South Africa published by African Minds, Cape Town, South Africa.

All four books are edited by Birgit Brock-Utne, the Norwegian project leader of the LOITASA project; Zubeida Desai, the South African project leader and Martha Qorro, who is on the project steering committee in Tanzania.

Leadership for Inclusion

A Practical Guide

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Edited by Alan L. Edmunds and Robert R. Macmillan

What task might a principal undertake that would be more critical to teachers and students than to engage in leadership for inclusion? All education stakeholders have an inescapable vested interest in enabling principals in their mandate to be better informed about inclusion and to provide leadership based on such insights. In this manner, principals can directly support teachers who enact inclusion with students on a daily basis. Whilst our aspirations for such professional growth and practice in principals are laudable, exactly what this growth and practice might represent is mostly nebulous; therefore, good leadership for inclusion is more likely to occur by happenstance than by meticulous design. That is no longer the case.
This important and timely collection of international writings examines just what comprises the critical issues within inclusion and provides principals with a series of practical guides to direct their practice. This book takes leadership for inclusion out of the purely theoretical realm and firmly plants it in the professional lives and realities of principals and teachers in schools. The fundamental tenets and suggestions provided here have international application and should be essential readings for all principals and others in similar positions who are concerned about the welfare of teachers and students involved in inclusive education.
Leadership for Inclusion: A Practical Guide makes a significant contribution to an emerging literature in which all professional educators, and especially principals, are beginning to vigorously take on the new challenges presented by inclusion and inclusive schooling. Overall, this volume of candid propositions about principals’ practice invites the reader to engage in likeminded analyses and syntheses and to enfold their newfound knowledge and skills into their leadership. Given the influence that inclusion now has on education around the world, there is no task more worthy.

Leading Educational Change Wisely

Examining Diverse Approaches to Increasing Educational Access

Christopher M. Branson

Despite over 40 years of research and writing about how to lead educational change, we still can’t get it right. Although we keep fine tuning our present ways, we are yet to come up with an approach that enables educational change to happen successfully and sustainably. Although this book acknowledges the importance of learning from our past, it also highlights a key deficiency that has consistently compromised these efforts. To date, our approach to leading educational change has mainly focussed on trying to come up with the perfect practical strategy or plan. In contrast, this book argues that leading educational change successfully is not about following a clearly defined process like following a recipe, but it is an improvisational art more like driving down a busy main street during peak hour traffic. The successful leadership of educational change is an improvisational art because although the leader needs to have an overarching strategy, a guiding plan, what they actually do from moment to moment cannot be scripted. The leader has to move back and forth from their plan to the reality currently being experienced so that the plan is being achieved but any adverse effects on those involved are being empathically and immediately attended to as well. This approach to the leadership of educational change emphasises the need of the leader to be able to cope with the unforeseen, the unexpected, and the idiosyncratic. Moreover, this approach to the leadership of educational change emphasises the relational as well as the rational requirements. While such views might be familiar to many, what is new and unique about this book is that it describes how it all can be achieved. It provides clear, research supported, guidance for those who wish to finally lead successful and sustainable educational change.

Learning in the Making

Disposition and Design in Early Education

Margaret Carr, Carolyn Jones, Wendy Lee, Anne B. Smith, Kate Marshall and Judith Duncan

This book presents an international perspective on environmental educational and specifically the influence that context has on this aspect of curriculum. The focus is on environmental education both formal and non formal and the factors that impact upon its effectiveness, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (25 countries and 2 regions in total). The book addresses topics such as: the development of environmental education in different countries, its implementation, the influence of political, cultural, societal or religious mores; governmental or ministerial drives; economic or other pressures driving curriculum reform; the influence of external assessment regimes on environmental education, and so on.

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Edited by Yoshinori Shimizu, Berinderjeet Kaur, Rongjin Huang and David Clarke

Mathematical tasks have long been recognized as crucial mediators ?between mathematical content and the mathematics learner. For many people, the mathematics classroom is defined by the type of tasks one finds there - and this is appropriate. Mathematical tasks are the embodiment of the curricular pretext that brings each particular set of individuals together in every mathematics classroom. In other contexts, individuals come together to engage in musical performances or dramatic performances. The performances of the mathematics classroom are largely the performance of mathematical tasks and if we are to understand and facilitate the learning that is the purpose of such settings then we must understand the nature of the performances that we find there.
The classroom performance of a task is ultimately a unique synthesis of task, teacher, students and situation. Of particular interest are differences in the function of mathematically similar tasks when employed by different teachers, in different classrooms, for different instructional purposes, with different students. By making comparison possible between the classroom use of mathematical tasks in different classrooms around the world, the analyses reported in this book reveal the profound differences in how each teacher utilises mathematical tasks, in partnership with their students, to create a distinctive form of mathematical activity.
The Learner’s Perspective Study aims to juxtapose the observable practices of the classroom and the meanings attributed to those practices by classroom participants. The LPS research design documents sequences of at least ten lessons, using three video cameras, supplemented by the reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews, and by test and questionnaire data, and copies of student written material. In each participating country, data generation focuses on the classrooms of three teachers, identified by the local mathematics education community as competent, and situated in demographically different school communities within the one major city. The large body of complex data supports both the characterisation of practice in the classrooms of competent teachers and the development of theory.

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Edited by Tom Wilson, Peter Park and Anada Colón-Muñiz

Memories of Paulo is a beautiful book, one that is enmeshed with humanity, humility and love, reflecting the life and work of Paulo Freire. Many of us know Freire through his writing and dissemination of ideas, which have gained currency over the past few decades in a number of circles around the world. But this book does not seek to offer a critique of Freire’s work. Rather, what distinguishes this work is that it involves a diverse collection of scholars and friends, talking and writing about what and who Freire was. We learn that he lived his life in an exceptional way, human and humane, filled with moments that have touched a range of people from all walks of life. As powerful as his message was, this book brings to light the true meaning of radical love, and it is clear that he injected love into his life-journey. Filled with stories, anecdotes and memories of Paulo, the book makes one question the meaning of education, and of life. Memories of Paulo is nothing short of an abrazo from those who loved a man who touched so many. Through this text, we learn a great deal about Paulo Freire, his life and his work, and we also learn of the profound impact that he has made on so many.

Navigating Through the Storm

Reinventing Education for Postmodern Democracies

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Aharon Aviram

This book aims to systematically tackle the most severe crisis to ever beset Western education systems, which stems from the growing clash between the Platonic-modern civilization—still very much at the core of prevailing education systems—and the postmodern civilization which has become dominant in Western societies in the last generations. The book counters this crisis by radically and systematically rethinking education for postmodern democracies, beginning by comprehensively analyzing the main features of current postmodern "storms" along with their engulfing socio-cultural and educational implications, and proceeding to offer a theoretical and practical blueprint designed to harness these storms for optimally realizing the basic Humanistic values that should guide education in liberal democracies: personal autonomy, morality and dialogical belonging.

New Thinking in Comparative Education

Honouring Robert Cowen

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Edited by Marianne A. Larsen

This book is a cutting-edge collection of articles inspired by the writings of Robert Cowen about comparative education. Authors take up Cowen’s central concerns: re-theorising the field of comparative education, rethinking the interpretive concepts that are used by comparative education researchers, and the relationships between them. The authors take us beyond old ideas to provide some new and fresh thinking on and about educational phenomena and the field of comparative education. Writers engage in critical thinking about the intellectual agenda of comparative education, the role of theory in their work, the contexts that are shaping the field, and epistemic consequences of these broader changes for comparative education.
The volume contains voices from a variety of geographical regions, theoretical positions, newer and more well-established scholars in the field. The book also includes shorter reflections from individuals in the field who know Robert Cowen personally. More well-established themes in the field are discussed such as borrowing and transfer, as well as newer concepts and ideas from Cowen’s work including shape-shifting, and transitologies. New Thinking in Comparative Education will be of interest to those who are studying and doing research in the field of comparative and international education, both at the under-graduate and graduate levels of education.

Edited by Ference Marton, Shek Kam Tse and Wai Ming Cheung

Although more people speak Chinese than any other language on Earth, proficiency in Chinese is largely confined to the people who live in or adjacent to the Chinese Mainland and Taiwan, and to the ethnic Chinese inhabitants of the various “Chinatowns” in countries around the world. Despite its allure, many people find Chinese a hard language to learn, including a considerable number of children who learn it as mother tongue. The basic units of written Chinese are ideographic symbols called characters; and the meaning and pronunciation of each character is determined by the tone attached to it by the speaker. Facing the very large number of Chinese characters and words, it seems impossible for learners, regardless of their native language, to master the language other than via rote memorization. The attempt to facilitate the route to proficiency in Chinese has understandably attracted the attention of numerous psycholinguistic researchers and educators.
Using the Theory of Variation as the primary learning framework, the authors of this book conducted a number of large-scale and robustly-designed studies to investigate the relationship between the learning and teaching of Chinese, mostly among native speakers However we believe that the results are applicable to the learning of Chinese as a second language. Studies into ways of understanding the phonological and orthographical acquisition of characters are reported; ways of helping learners come to terms with reading Chinese, a textual language that does not always correspond word-for word with the spoken discourse, are explained; and the implications of the evidence for Chinese curriculum and syllabus design are pointedly addressed by the contributors. The authors believe that there are effective ways to become skilled in Chinese and that learning Chinese can be pleasurable and interesting. They provide empirical evidence for educators, parents, policymakers and readers interested in Chinese language education. They also illuminate the path to the mastery of Chinese in schools and how Chinese should be taught in today’s world.