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Comparative Education and the Mediterranean Region features educational research carried out in Mediterranean countries, as well as educational studies related to the diaspora of Mediterranean people worldwide. It offers a forum for theoretical debate, historical and comparative studies, and inter-disciplinary research, thus facilitating dialogue in a region that has varied and vigorous educational traditions. There is a strong international dimension to this dialogue, given the profile of the Mediterranean in the configuration of the new world order, and the presence of people of Mediterranean origin in Europe, North America and elsewhere.

This book series is of interest to scholars, researchers, policy makers, graduate students and practitioners in the following fields: comparative education, foundation disciplines in education, education policy analysis, political studies, Mediterranean and MENA region studies, cultural and post-colonial studies, anthropology, Southern European and area studies, intercultural education, religious studies, peace education, and migration and refugee studies.
Critical Studies of Forgotten Places
The major aim of this series is to bring rural education and rural existence back into critical conversations. There is overwhelming attention in scholarly publications in education on urban areas in most cases to the exclusion of rural education. It is crucial that we take a critical look at rural education not only in the United States but internationally to understand the necessity of analyzing the class, race, gender, LGBTQ, issues involved in rural schooling and its environment. Not only rural schooling should be analyzed specifically but its relationship to rural culture and the ways in which media contributes to and forms people’s understandings and views of the rural.

Authors are cordially invited to submit proposals and/or full manuscripts to the Aquisitions Editor, Evelien van der Veer.

Series cover image is titled Moncure, North Carolina school house k-12 by Frank Bird III.
The series Higher Education. Linking Research, Policy and Practice investigates and discusses a diverse range of topical themes in the broad field of Higher Education, such as: trends in strategic management and governance, new insights in (digital) teaching and learning methods, sustainable HR policy, research excellence, third mission policy, or renewed approaches to transnational cooperation and internationalisation. The books in this series form a unique compilation of selected papers presented at the yearly EAIR-forum, which is an international association for higher education researchers, practitioners, students, managers and policy-makers. Herewith the books not only bring together a range of well-selected topical papers, but also a diversity of perspectives: scientific investigations of reputed scholars, critical evidence-based papers of third space professionals, and/or policymakers’ perspectives on the daily practice and management of higher education institutions and systems. In line with the history of EAIR, the series aims to cross boundaries between types of activities and seeks to cater for a mix of contributors.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer or Series Editor-in-Chief Bruno Broucker.
The ISATT conference series represents an effort to compile international research and practices on Teacher Education. It draws upon a variety of educational approaches, procedures, and teaching contexts where the field takes form. The aims and scope of the ISATT book series is to promote and bring together the best papers presented at the Biennial conferences of the association. The ISATT’s main goal is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.
Visual Pedagogies, Methodologies and Educational Research develops an inter-disciplinary dialogue exploring the relationship between visualisation and pedagogy in multiple global settings to understand our identities in our contemporary world where new technologies have made the visual and moving images ubiquitous in the lives of many people, in particular youth. It impacts on all domains of learning, education and being. This series seeks authors who can problematize the field and develop new understandings of visual cultures, visual modes of production, critiques of visuality in developing new theoretical approaches and methodologies. Contributions from educators from Early Childhood, K-12, Higher Education in all curriculum areas, artists, film-makers, scholars and practitioners are therefore welcomed from across the globe. The series complements the Video Journal of Education and Pedagogy which was established by the Association for Visual Pedagogies to promote video-oriented research concerning learning and teaching in its broadest sense.
This series entertains proposals that engage the complex, and dynamic relationship between Education, Culture, and Society in historical, contemporary, and futural contexts. Proposals for manuscripts that address the economic, cultural, and social underpinnings of educational policy and practice in contemporary and historical contexts both locally and globally are welcomed. The range of methodological frameworks for books in this series is broad and includes educational biography, ethnography, auto-ethnography, archival research, oral history, quantitative/qualitative research, as well as speculative philosophical treatises and fiction. The editors will consider manuscripts in the form of research, reflections, philosophic inquiry or fiction that addresses the relationship between education, schooling, culture, and society.

The editorial board seeks manuscripts from a variety of disciplinary perspectives, on all matters related to education, pedagogy, culture, and society. Manuscripts with a focus on education in both formal and informal educational contexts, or education in or out of the School are welcomed. Education in this series is broadly defined to include the transmission of culture inter-generationally. as well as non-traditional educational and cultural forms such as dance, architecture, urban planning, etc.

The series seeks manuscripts that represent creative forms of representation, intent on expanding the conceptual frameworks for understanding the relationships between education, culture, and society.

Authors are cordially invited to submit proposals and/or full manuscripts by email to the Acquisitions Editor, Evelien van der Veer.
This series consists of books written for all stakeholders in education including undergraduate and graduate students of education, teachers, parents, and the community at large. The volumes bridge research, theory, personal anecdotes and practice, and interrogates and provides recommendations for schools and communities, specifically in urban spaces. This series focuses on privileging the authentic voices of those who have a vested interest in urban education and urban schools, as well as introduce critical pedagogical ways to engage communities and schools. Educators, students, community members, and academics are given opportunities to understand the essential nature of voice and activism. This work is necessary to transform schools and communities to better represent the young people they were built to serve.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, Evelien van der Veer.
Editor: Linda Ware
Critical Leaders and the Foundation of Disability Studies in Education aims to formalize the significance of early histories of understanding disability drawn from the scholarship of those who turned away from conventional status quo and pathologized constructs commonly accepted worldwide to explain disability in schools and society. The series begins with recognition of North American scholars including: Ellen Brantlinger, Lous Heshusius, Steve Taylor, Doug Biklen, and Thomas M. Skrtic. We will expand the series to include scholars from several international countries who likewise formed analyses that shaped the terrain for the emergence of critical perspectives that have endured and slowly given rise to the interdisciplinary field of Disability Studies in Education.
Key Terms and Concepts in Teaching and Learning
The Language of Education: Key Terms and Concepts in Teaching and Learning is a series of short handbooks each of which focuses on the special language inherent in a variety of educational disciplines. Those entering graduate programs, scholars from non-English speaking areas, teachers with interests in accessing the academic literature, and even those wishing to explore outside their discipline should find something of interest in these books. In short, these books support shared understanding by assisting all of those working with a particular discipline to share a common vocabulary and foster effective communication.

The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely in a particular educational field. The key terms are discussed on one page with a short introductory definition for quick reference followed by a longer expanded discussion supported by references. The index in each book includes links to encourage readers to explore related terms and concepts and thus gain additional information and context. Those who are new to the academic language of a particular educational area, may find it useful to read the books in this series as if each were a collection of very short stories introducing that discipline.
The field of education in the 21st century is broad in scope and is multidisciplinary. To help scholars and students understand the various disciplines that comprise the field of education, the editors view the various fields as texts to be historicized and explicated. Each field is a discipline with its own scholars, language, and research.

The various reference works will present comprehensive and accurate portraits of the various disciplines. What readers will encounter in these reference works is what the various fields are saying, and/or have been saying during their various histories. This can open up conversations among current established scholars and future, next generation scholars nationally and internationally. These complicated conversations would further expand the various fields and lead to possibilities for praxis. Praxis emphasizes the increase of critical knowledge and understandings both for self-development and social reconstruction.

There is a uniqueness in Critical Understanding in Education in the commitment to the focus on the historical development and comprehensive critical presentation of a particular discipline.

Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, Evelien van der Veer.