Inclusion through Access to Higher Education

Exploring the Dynamics between Access to Higher Education, Immigration and Languages


Edited by Marie-Agnès Détourbe

A key feature of the 21st century is undoubtedly the increased flow of goods, ideas and people across geographical, cultural and political boundaries which has led to new dynamics and ever more complex forms of interconnectedness. In this context, the inclusion of people on the move through education is a central issue which this book addresses in an original way: it combines three extensively, yet often separately studied themes – namely access to higher education, immigration and languages.

Written by both established and new researchers, the studies which make up this interdisciplinary volume shed light on the complex political, social, and cultural dynamics at play between the three dimensions in different settings. Drawing on the specific stakes related to higher education, the tensions between barriers and opportunities for (future) students such as immigration regulations, language policies and internationalization strategies are analysed and confronted with less visible yet powerful logics such as personal and professional aspirations, cultural identities or family priorities.

Decades after many national higher education systems strove to widen access internally to under-represented groups, this book offers new international comparative insights on the way higher education can meet external demands from people experiencing chosen or unchosen displacement, while taking hold of the specific challenges raised by their linguistic and cultural diversity.


Edited by Akram Faravani

The various types of syllabi and the host of related issues in the field of second language teaching and course development manifest the significance of syllabus design as one of the most controversial areas of second language pedagogy. Teachers should be familiar with different types of syllabuses and be able to critically analyze them. Issues in Syllabus Design addresses the major types of syllabuses in language course development and provides readers with the theoretical foundations and practical aspects of implementing syllabuses for use in language teaching programs. It starts with an introduction to the concept of syllabus design along with its philosophical foundations and then briefly covers the major syllabus types from a historical perspective and pedagogical significance: the grammatical, situational, skill-based, lexical, genre-based, functional notional, content, task-based, negotiated, and discourse syllabus.

Edited by Roberta Hunter

For the past decade reform efforts have placed importance on all students being able to participate in collaborative and productive mathematical discourse as an essential component for their learning of mathematics with deep conceptual understandings. In this book our intent is to support mathematics education researchers, teacher educators, teachers and policy makers in providing positive solutions to the enduring challenge in mathematics education of enabling all participants including diverse students to equitably access mathematical discourse.

By diverse learners we mean learners who are minoritized in terms of gender, disability, or/and social, cultural, ethnic, racial or language backgrounds. We aim to increase understanding about what it means to imagine, design and engage with policy and practice which enhance opportunities for all students to participate in productive mathematical discourse. In widening the lens across policy and practice settings we recognize the interplay between the many complex factors that influence student participation in mathematics.

The various chapters tell practical stories of equitable practices for diverse learners within a range of different contexts. Different research perspectives, empirical traditions, and conceptual foci are presented in each chapter. Various aspects of diversity are raised, issues of concern are engaged with, and at times conventional wisdom challenged as the authors provide insights as to how educators may address issues of equitable access of minoritized learners to the mathematical discourse within settings across early primary through to high school, and situated in schools or in family and community settings.

Student Perspectives on School

Informing Inclusive Practice


Edited by Jeanette Berman and Jude MacArthur

In order to increase knowledge and understanding of educational settings as inclusive communities we strive to understand what supports inclusion as well as to critique barriers. Increasingly we are seeking to understand inclusion from the inside, from the perspective of the students. Article 12 of the United Nations Convention on the Rights of the Child upholds children’s rights to express their views in matters that affect them and to have those views taken into consideration and acted upon, that is, actively included in decision-making. A serious consideration of Article 12 involves two rights: the right to express a view and the right to have those views given due weight. In this volume we will share a compilation of research from Aotearoa New Zealand and beyond that aimed to access and listen to the views of students. We have brought together voices of students from different educational contexts, seeking their perspectives on learning, wellbeing, disciplinary procedures, literacy intervention and what makes schools good.

Taking Science Home

Reflexivity on Becoming a Teacher Insider in an Afterschool Science Program

Edited by Mark Enfield

This book narrates two teachers’ experiences creating and leading an elementary after-school science program at a public housing authority. The narrative employs a reflexive ethnographic approach to examine the reflections of each teacher during one academic year. The book explores the teachers’ understandings of socially just teaching, their pedagogical transformations, and a vision of how science as a discipline was important in terms of enacting a culturally sustaining pedagogy. The reflexive ethnographic perspective enables consideration of the implications of teachers’ positionality in teaching science to marginalized and/or underrepresented students in informal learning contexts.

Through these examinations, the book explains how collaboration was vital in the teachers’ efforts to become insiders in the setting and engage in culturally sustaining pedagogy. The book also narrates the teachers’ development leading to articulation of a framework identified as the zone of pedagogical potential. Finally, the book uses the teachers’ reflections to consider the affordances of learning science.

The book concludes with a discussion of the implications from this research for promoting equitable practices in informal settings, as well as the potential for those practices being useful in formal settings. Thus, the book should be of interest to researchers, teachers, educators, and students of education and in particular science education.

The Unorthodox Professor

Surviving and Thriving as a Change Agent in Education

Edited by Barbara S. Spector

The book is an autoethnography (self-analysis) of a woman’s career as an educator that spans half a century. Her stories as a visionary change agent in STEM education provide
•an unorthodox approach to surviving and thriving in academia. By candidly “telling tales out-of-school” about events common in higher education – but not openly talked about – these stories and 149 lessons learned can be a roadmap for both seasoned and early career faculty;
•a guide to sources of joy and satisfaction – career rewards;◦insight to attaining grants from public and private sources to develop programs for diverse learners and for community engagement;
◦a federal grant funding program officer’s use of a systemic approach to infuse marine education nationally;
◦adventures of an out-of-the-box high school biology teacher as a template for use of the community as a resource for teaching K-12;
◦use of program and course development for learners of all ages in formal and informal settings as a mechanism for change.

Social issues emerging during this study that are relevant to the next generation of educators include a woman's role in society, gender discrimination, and sexual harassment; shifting paradigms, school reform, resistance to change, and educational funding; environmental degradation and climate change.

Ethik der Bildung und Erziehung

Essays zur Pädagogischen Ethik


Roland Reichenbach

Edited by Sabine Seichter

Ethik und Pädagogik sind weite Diskursfelder, gewissermaßen komplexe Landschaften der Theorie und Praxis. Roland Reichenbach fragt in 13 Kapiteln nach den Bezügen zwischen pädagogischem und ethischem Denken, pädagogischer Identität und moralischer Orientierung bzw. moralischem und pädagogischem Wissen. Die Leser sind eingeladen, ihn auf diesem Weg zu begleiten, eigene Überlegungen anzustellen und mit jedem Denkanstoß ein Stück weiter zu kommen.

Forming Catholic Communities

Irish, Scots and English College Networks in Europe, 1568–1918


Edited by Liam Chambers and Thomas O'Connor

Forming Catholic Communities assesses the histories of Irish, English and Scots colleges established abroad in the early-modern period for Catholic students. The contributions provide a co-ordinated series of case studies which reflect the most up-to-date research on the colleges. The essays address interactions with European states, international networking, educational frameworks, financial challenges, print culture and institutional survival into the nineteenth and early-twentieth centuries. From these essays, the colleges emerge as unexpectedly complex institutions. With their financial, pastoral, and intellectual networks, they provided an educational infrastructure that, whatever its short-comings, remained crucial to the domestic and international communities they served during more than two centuries.


Anja Seifert and Thomas Wiedenhorn

Eine übersichtliche Einführung für Studierende des Primarstufenlehramts sowie angrenzender Studiengänge: Die Leser können sich hier ganz leicht wichtige Themenfelder der Grundschulpädagogik erarbeiten. Mit Vertiefungsfragen und Hinweisen auf Grundlagentexte wird der Einstieg in bildungswissenschaftliche Themenstellungen wie Unterrichtsformen, Inklusion, Heterogenität, grundschulische Übergänge oder Ganztagesschulentwicklung ermöglicht.


Winfried Böhm and Sabine Seichter

Das unentbehrliche Nachschlagewerk Wörterbuch der Pädagogik liegt nun völlig neu überarbeitet vor. Erstmals seit über zehn Jahren wurde es auf den aktuellen Stand erziehungswissenschaftlicher Forschung gebracht.
Es bietet Studierenden, Erziehungswissenschaftlern und allen pädagogisch Interessierten mit über 2.500 Einträgen zu Fachbegriffen, Theorien, Methoden, Erziehungs- und Bildungsinstitutionen, Geschichte, Personen, Forschungspositionen, Bundesländern und Staaten, Schulfächern und Didaktiken kompaktes Wissen und zuverlässige Hilfe in Studium und Beruf. Ausgewählte und vollständig erneuerte Literaturhinweise liefern eine kompetente Orientierung, unterstützen bei der Erschließung neuer Themenfelder sowie bei der Ausarbeitung von Referaten und Hausarbeiten.

Alle Bände auch als digitale Ausgabe erhältlich