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At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.

In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.

Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.
At the dawn of the new millennium, immigration means a new beginning for many Cabo Verdean youth who arrive in Boston, Massachusetts. This new generation of Cabo Verdeans, however, faces different sets of challenges—ranging from family separation and reunification, to emerging street violence, to “sweeps” that culminate in deportation. This book chronicles the journey of Cabo Verdean young men as they negotiate their feelings around family, school, and neighborhood contexts. Ambrizeth Helena Lima discusses in depth the factors within these contexts that compel some of the young men to thrive and succeed, and others to spiral into a cycle of violence and eventual deportation. Lima also shows the young men’s vulnerability in their urban neighborhoods, as one of them declares that in this journey “you’re on your own.” The young men in her book discuss their dreams, love for their family and culture, and the struggle to become “American.” As with other racialized immigrant youth from places as diverse as the Caribbean and South Asia, these young men face racial, ethnic, and gender stereotypes that are grounded in America’s white/black racial rationalization process. Their journey is marked with emotional and psychological upheaval as they strive to find a path that leads to the better life that America promised them.
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The situation of young people in Europe has been significantly impacted by recent changes that have taken place in the job market. Young people’s life trajectories and transitions to adulthood are increasingly less linear, more segmented, and more reversible, with a rise in unemployment and the NEET (Not in Education, Employment or Training) phenomenon. This book aims to investigate the youth policies implemented in Europe and how they are integrated in the socio-economic contexts of the various member states and their welfare regimes, educational systems, and skills markets.

A significant number of young adults neither study nor work, and live in a constant state of discouragement and inactivity, giving up on their search for job opportunities. The strategic choices implemented at the European level in response to this problem promote ALMPs (Active Labour Market Policies), including the creation of the Youth Guarantee Program, which is examined here both at the European level and, specifically, in the Italian context.
Connecting Theory and Practice (4th Edition)
Authors: and
This fourth edition of the book represents a milestone in the history of the Systems Theory Framework of career development that attests to its continuing influence and contemporary relevance. It emphasises changes in career development theory, practice, and research since its first edition in 1999. At that time, the publication of the STF was described by reviewers as a “groundbreaking departure from traditional counseling texts”, a “landmark work leading to the convergence of career development theories”, and as a “rare book that not only illuminates a field of study but also advances it”. Subsequent commentary attests to the strength of the metatheoretical contribution of the STF and its facilitation of links between theory, research, and practice. This book introduces systems theory and the STF, and comprehensively overviews traditional and contemporary career theory and analyses it through the metatheoretical lens of the STF. It then describes applications of the STF by applying systems thinking, systems mapping and experiential learning. Finally, the contributions and future directions of the STF are highlighted. This book provides a record of almost 30 years of contribution of the STF to career theory, research, and practice.
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How would you implement Critical Digital Literacies in your own classrooms and educational programs?

You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling.

Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.
A Critical Review for Educators, Librarians, Families, Researchers & Writers
This enriched reference guide offers a unique overview of more than 200 picture books published by Canadian publishing houses between 2017–2019. The authors cover key themes in contemporary Canadian titles that match broad curriculum trends in education. Response activities are included in the text, for example frameworks for critical literacy discussions, along with annotated bibliographies that specifically recognize titles by Indigenous authors and illustrators. The book also contains original interviews with a dozen rising stars in Canadian writing and book illustration. While the book is specifically geared for educators, it also supports public libraries, Education researchers, and future picture book creators, as well as families who are interested in learning more about reading development and related literacy activities for the home setting.
Engaging People, Place and Context with Big hART
Authors: and
This book provides a unique insiders account of the work of Big hART, one of Australia’s leading participatory arts organisations. Founded on the values of social justice, creativity and transformation Big hART seeks to mobilise a range of community resources including young people, elders, artists, and community activists to produce high quality public performances of merit and social worth. Located in diverse geographic, social and cultural settings across Australia’s vast landscape, these creative works generate intergenerational understandings of the cultural processes of individual and collective transformation strengthening capabilities, identity, and connected belonging. This book documents a series of powerful stories that illuminate the ideological, artistic and cultural pathways and learnings gifted by the generosity of participants themselves.
This selected translation of Blue Book of Chinese Education 2016 reviews China’s education development in 2015. Chapter one offers an overview. Chapters two to four examine rural education in China, including the education of the left-behind children, compulsory education in rural areas, and the working condition of rural teachers. Chapters five to eleven cover educational services, education reform, non-governmental education, training program for teachers, teaching of traditional Chinese culture, the basic values of high-school students, and school bullying. The last three chapters are survey reports of compulsory education development in Chinese cities, math and science education for ethnic minority populations, and education authorities’ attitudes toward reform. The seven appendices provide important supplementary materials.
We live in a time of unprecedented media use, much of which can be accessed by devices that fit in our pockets. Young people, in particular, make use of media on a near-constant basis. How can this media use be better understood?

This text focuses on the scholarship and research of David Buckingham, a global leader in media literacy education and children’s and young people’s media cultures. It is not an exaggeration to state that studies and applications of media literacy education around the globe are indebted to the scholarship of Buckingham and that more nuanced understandings of how children and young people make sense of their media choices are due, in large part, to Buckingham’s work.

Key Scholarship in Media Literacy: David Buckingham focuses on the key contributions of Buckingham’s work over his prolific career, illuminating the advances he made in the field of media literacy education and understandings of young people’s media cultures. Through a close look at Buckingham’s theoretical advancements, contributions to the larger field of media literacy education, and the key strains of his research – how children and young people learn, what they already know about media and pop culture before they enter classrooms, end media content about and for youth – this text delineates Buckingham’s vast bibliography and will be an invaluable resource for anyone curious to know more about children, youth, and media literacy education.

Analysis of Buckingham’s work is drawn from his robust bibliography, exploration of scholarship he has critiqued, interpretation of contemporary social concerns through the lens of his research, and formal and informal conversations with him over the course of several years.
Based on a multi-year ethnography in one Spanish-speaking community in New Jersey, this book is a meticulous account of six Mexican families that explores the relationship between siblings’ language use patterns, practices, and ideologies. Combining insights gained from language socialization and heritage language studies within the larger field of sociolinguistics, the book’s findings examine siblings’ sociolinguistic environments and the ways in which these Latino children use and view their multilingual resources in the home, school, and broader community. This study emphasizes the links between siblings’ language ideologies, agentive decision making, and linguistic patterns, and the ways in which birth order influences the different dimensions of heritage language maintenance in the U.S..