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Globalization and the Neoliberal Schoolhouse

Education in a World of Trouble

John L. Lyons

Critical questions of purpose, quality, choice, and access in public education have been key in processes of neoliberal globalization spanning the last four decades. The growing privatization of schools around the world has resulted in fundamental changes regarding the ways in which local systems of education are imagined and re-constructed. Schools and schooling are now increasingly (re)fashioned in alignment with global neoliberal imaginaries for the purpose of (re)producing human capital in the service of private interests. As a result, education for social betterment and democratic engagement, two pillars of public school policies throughout the 20th century, are compromised, even undermined.

Employing models and research findings from critical international political economy and progressive education, Globalization and the Neoliberal Schoolhouse: Education in a World of Trouble explores the corrosive influences of commodification and privatization on public education worldwide, within the context of crisis-ridden neoliberal globalization and expanding global capitalist governance. The consequences are nation-state de-evolution, social and cultural decay, and the forfeiture of public schools as engines of progress.

Understanding how the historical emergence, political economic processes, and governing institutions of neoliberal globalization are adversely impacting local systems of education – and what to do about it – is important to free education advocates, civic-minded educators, student teachers, social activists, and education development specialists everywhere!

Intelligent Internationalization

The Shape of Things to Come

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Edited by Kara A. Godwin and Hans de Wit

In 2015, Laura Rumbley put forward the notion that higher education—in a highly complex, globally interdependent world—would be wise to commit to an agenda of "intelligent internationalization" (I2). I2 turns on the notion that "the development of a thoughtful alliance between the research, practitioner, and policy communities," in tandem with key decision makers in leadership roles, is essential for institutions and systems of higher education seeking sustained relevance and vitality through their internationalization efforts. Does "intelligent internationalization" make sense? What is faulty, misguided, or missing from this analysis that could be strengthened through further consideration? On the other hand, what speaks to its value as an idea or agenda to advance the way that internationalization is understood and enacted in the world? These issues will be addressed in this book which builds on a 2018 Symposium on Intelligent Internationalization.

Lessons Learned from Novice Teachers

An International Perspective

Kari Smith, Marit Ulvik and Ingrid Helleve

The transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories as they came through in individual interviews. The narratives, written by the authors, were all approved by the teachers as 'their' stories. What can we learn from listening to the narratives? What can we bring to decision-makers about how to support new teachers? Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts? There are more similarities than differences.

Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachers’ satisfaction with their career choice.

A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession and, not least, the induction phase of a teaching career.

Partnership in Higher Education

Trends between African and European Institutions

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Edited by Emnet Tadesse Woldegiorgis and Christine Scherer

Trends in institutional partnership in higher education have shown tremendous growth in the past three decades. These trends are manifested through the growing initiatives of joint programs that promote collaborative research, academic mobility, joint curriculum development and course delivery, joint bidding for development projects and benchmarking. Partnerships in higher education have been used not only as an instrument for institutional development through a wide range of strategic alliances but also as an essential way of introducing new voices to the operations of the universities by initiating new paradigms that bring new perspectives and bear competitive advantage on the partners. As the trend of partnership in higher education grew, scholars in higher education studies have also engaged in conceptualizing higher education partnership from academic perspectives, analyzing trends and developing models of higher education collaborations.

Partnership in Higher Education: Trends between African and European Institutions is a pioneer in bringing together a comprehensive perspective on matters of higher education partnership among African and European institutions. It discusses the ongoing debates on higher education partnership and internationalization strategies by providing empirical insights from various case studies.

Kolawole Samuel Adeyemo

Globalisation has brought a number of regional cooperation, collaboration, partnership and networking initiatives among different countries. The regionalisation of higher education or its initiators have used different terms to define their objectives. For Asian higher education, this relationship has extended beyond the broader idea of higher education cooperation for instance, to include different networks and agreements within region and outside region on matters related to research, student mobility and quality assurance among Asian countries and between Asia and other countries that share a similar vision on education.

This book examines and analyses the status of education policy in the Philippines and, more particularly, focuses on the issue of the integration of higher education in the Association of Southeast Asian Nations (ASEAN). It further examines ASEAN integration policies and what the Philippines could do to underpin these policies. The objective is to better understand the problems of global policy in the context of regionalisation, harmonisation and integration from both an ASEAN and a Philippine perspective. Prospective mechanisms of ASEAN for upgrading the quality of education provision through student mobility, staff exchange, regional accreditation and articulation are succinctly argued in this book. Methodologically, various research designs and methods, including a literature review, as a well as an empirical data and secondary data analysis were used. ASEAN leaders, higher education researchers and policymakers may find the results discussed in this book useful.

Politics of Education in Latin America

Reforms, Resistance and Persistence

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Edited by Carlos Ornelas

Politics of Education in Latin America: Reforms, Resistance and Persistence portrays complex situations of education change policies in Latin America from Argentina and Chile, the southernmost part of the continent, to Mexico, the northernmost. The analyses tour through Brazil, Peru, Colombia, Ecuador, El Salvador, and Cuba to conclude with a chapter that scrutinizes why the big teacher unions reject most attempts at education reforms. In these, teachers are the target of criticism and, at the same time, the focus of the expectations for progress and better educational quality.

Readers will find a variety of contentious issues such as inclusion, equity, privatization, uses of power, and dialectics between the indications of intergovernmental organizations and the rejection of their recommendations by local political actors. They will also find narratives to raise public education participation, improve the quality of life of teachers, and put local education systems to dialogue with the global world. The politics of education in Latin America is a territory that groups and institutions continue to dispute since the establishment of their education systems.

Children and Mother Nature

Storytelling for a Glocalized Environmental Pedagogy

Edited by Rouhollah Aghasaleh

It is an old, yet relevant, argument that education needs to focus more on real-world issues in students’ lives and communities. Nevertheless, conventional school curricula in many countries create superficial boundaries to separate natural and social worlds. A call for science learning approaches that acknowledge societal standpoints accumulate that human activities are driving environmental and evolutionary change which has lead scholars to investigate how different societies respond to environmental change.
Children and Mother Nature is a multilingual volume that represents indigenous knowledges from various ethnic, linguistic, geographical, and national groups of educators and students through storytelling. Authors have identified indigenous stories, fables, and folk tales with a theme of human-nature interaction and facilitated storytelling sessions with groups of students in K–8 grade (5–14 years old) in Turkey, Greece, US, Jamaica, Brazil, Saudi Arabia, and Chinese and Korean language speaking communities in the US. Students have discussed and rewritten/retold the stories collaboratively and illustrated their own stories. All student-told stories are presented in the original language along with an English translation. This volume provides authentic materials for teachers to use in their classrooms and could also be of interest to educational, literary, and environmental researchers to conduct comparative and international studies.

PISA and Global Education Policy

Understanding Finland’s Success and Influence

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Jennifer Chung

PISA and Global Education Policy: Understanding Finland's Success and Influence provides an in-depth investigation for the reasons behind Finland’s success in the Programme for International Student Assessment (PISA). Finland’s high performances in every administration of PISA since 2000 have captured worldwide attention. This volume offers a comprehensive exploration into the context of Finland, uncovering its historical, cultural, political, and societal nuances. Furthermore, it delves into the history of Finnish education, providing a strong foundation from which to view the system that produced so much success in PISA. The book analyses empirical data from Finnish professors of education, ministers of education, head teachers, and teachers for the reasons behind Finland’s consistently high outcomes in the survey. It includes viewpoints from OECD officers with direct responsibility for PISA. In addition, it uncovers the impact of Finnish influence on education policy worldwide. Thus, the text presents an analysis of the growing politicisation of international achievement studies such as PISA. The increasingly globalised educational context surrounding PISA calls for an analysis of policy transfer and the already-apparent uncritical policy borrowing of Finnish education policy within the UK context.

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Edited by Wiel Veugelers

Education for Democratic Intercultural Citizenship (EDIC) is very relevant in contemporary societies. All citizens, but in particular teachers, curriculum developers, educational policy makers, and educational professionals in civil society (NGOs) have a crucial role in this. Seven European universities are working together in developing a curriculum to prepare their students for this important academic, societal and political task. As part of an Erasmus+ Strategic Partnership they each develop a module in the area of moral, intercultural and citizenship education. All modules are international and inquiry oriented, and make links with society.

In this book the leading scholars write the theoretical background of their module, their curriculum guidelines and goals, the concrete programmes, and the experiences of students. The universities had an annual intensive programme in which students and teachers of all universities came together to have try-outs of parts of the modules. These programmes contributed strongly to the network building of researchers, teachers and students.

The activities have given a strong stimulus to the implementation of Education for Democratic Intercultural Citizenship in the participating universities and in educational organisations worldwide. The experiences show both the necessity and the relevance of this topic and this kind of collaboration.

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Edited by Jody L. McBrien

Since 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration.

Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children.

Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence.

Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.