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Implications for Curriculum, Teacher Preparation and Pedagogical Practice
Volume Editor:
Despite the superdiversity of an increasingly multicultural and multilingual world, policy and practice in education continues to deal with issues of inclusion and diversity in language education in rather tangential and peripheral ways. To address critical issues in multicultural and multilingual education, with implications for curriculum, teacher preparation and pedagogical practice, this volume brings together international perspectives on research, policy and pedagogical practice that help the global community gain new insights into ground-breaking work that addresses current questions, challenges and complexities in an education world of superdiversity.
A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New Zealand
In many parts of the world, there is a growing interest in how existing linguistic knowledge is involved in the acquisition of further languages; in particular how learning the language of schooling can be improved through inclusion of students’ home languages. This theme gathers around it a rich international network of multilingual researchers interested in promoting the benefits of bilingual and plurilingual education, the recognition of linguistic and cultural diversity in schools, and strategies for supporting young migrants to succeed in schools.

Young Migrants and Plurilingualism in Schools: A Comparative Study of Language Diversity within Education Systems in France and Aotearoa, New Zealand presents findings from the author’s Ph.D. study carried out during 2017–2019 with young migrants and their teachers in France and New Zealand. These findings provide evidence for plurilingual learning spaces as improving student participation, interaction, sense of wellbeing and social cohesion—all elements of democratic coexistence in culturally and linguistically diverse societies.


The purpose of this study is to describe the development and validation process of a Scale of Competency of Digital Age Teaching (SCoDAT). The scale is intended to diagnose preservice teachers’ self-efficacy in integrating digital technologies in lesson planning, implementation, and reflection. Initial competency items were created based on literature review and prior qualitative inquiry, and were reviewed by a group of experts consisting of general and content- specific teacher education faculty members. After multiple rounds of expert reviews, a total of 21 items were developed, composed of 4 areas: lesson planning, lesson actions, student assessment, and lesson reflection. After Cronbach’s alpha and G6 values were examined for internal consistency, a second-order, four-factor Confirmatory Factor Analysis (cfa) model was fitted and evaluated with chi-square goodness-of-fit statistics and fit indices. Overall, the scale and its subscales demonstrate good internal consistency and construct validity. The SCoDAT could serve as both a formative and summative assessment for teacher educators and as a self-assessment for preservice teachers, enabling them to diagnose their professional competence in digitally equipped classrooms.

Open Access
In: Innovation and Education
In: Innovation and Education
Series Editor:
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.

Critical Leaders and the Foundation of Disability Studies in Education is a sub-series to the book series Studies in Inclusive Education. The series and subseries have independent editorial teams that work closely together. For the volumes published in the main book series, please visit its webpage.
Series Editors: , , and
Members of the ISATT represent a diverse group of teacher educator researchers and scholars from across the world who have interests in advancing understandings and practices related to teaching and teacher education. This ISATT Members Book series serves as a medium through which innovative research on teacher education theory and practice is mobilised and made accessible to scholars and practitioners. This book series features cutting edge scholarship that addresses ongoing and emerging challenges in teaching and teacher education.
The Pedagogy, Education and Praxis series will foster a conversation of traditions in which different European and Anglo-American perspectives on ‘pedagogy’, ‘education’ and ‘praxis’ are problematised and explored. By opening constructive dialogue between different theoretical and intellectual traditions, the Series aims, in part, at recovering and extending the resources of these distinctive traditions for education in contemporary times. The Series aims to contribute to (1) theoretical developments in the fields of pedagogy, education and praxis; (2) the development of praxis in the pedagogical professions; and (3) the development of strategies capable of resisting and counteracting contemporary tendencies towards the technologisation, standardisation, bureaucratisation, commodification and demoralisation of education.
Series Editor:
This series examines research, theory and practice in the context of university education, professional practice, work and society. Rather than focussing on a single topic the series examines areas where two or more of these arenas come together. Themes that will be explored in the series include: university education of professions, society expectations of professional practice, professional practice workplaces and strategies for investigating each of these areas. There are many challenges facing researchers, educators, practitioners and students in today’s practice worlds. The authors in this series bring a wealth of practice wisdom and experience to examine these issues, share their practice knowledge, report research into strategies that address these challenges, share approaches to working and learning and raise yet more questions.
The conversations conducted in the series will contribute to expanding the discourse around the way people encounter and experience practice, education, work and society.


Among the many students traveling from different parts of the world to Korea for graduate education, African students form the minority. With limited empirical evidence within the Asian context, this qualitative study explores African international students’ lived experiences in graduate education in South Korea in a phenomenological manner. Twelve participants were purposively selected from different universities, at diverse higher education levels, and from different parts of the African continent. The participants described their thematic experiences in relation to distinct lived worlds, including their space, time, self, relations, and technology. Also, the findings indicate that international students contribute immensely to graduate education through the diversity of perspectives they bring to academic learning, research, and multicultural exposure. Nonetheless, students face transitional challenges in their academics and social life. The challenge of learning and using the Korean language within the limited duration of studies can limit the full realization of one’s experience as an international graduate student. The perspectives identified in this study could guide university faculty members, the student affairs department, language learning centers, Korean students, and alumni bodies in maximizing the experiences of international students at the graduate level.

Open Access
In: Innovation and Education
Modern Individualism under the Test of Cosmopolitanism
Global citizenship education is an essential topic in an increasingly interconnected world. Indeed the need for inclusive and globally conscious education, embedded in cosmopolitanism, is recognised as a way to prepare individuals to navigate diverse cultures, address global challenges, and actively participate in a globalised world.

Being both scientific and political, these challenges require an interdisciplinary exploration of citizenship education, merging sociology, philosophy, as well as education and training sciences. To do this, Global Citizenship Education: Modern Individualism under the Test of Cosmopolitanism offers a framework that integrates Durkheim's holistic approach with critical republicanism.

The book is also rooted in the analysis of data collected through GlobalSense, a research project that focuses on preparing teachers to navigate the complexities of GCE within an international context. By presenting both a theoretical reflection and an analysis of an international training program within universities, this book can be of interest to academics, teacher trainers and (future) teachers themselves.