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Paulo Freire’s Approach to Literacy, Training and Adult Education
Volume Editor:
An unanswered question on the making of Pedagogy of the Oppressed is when, where and how this book was written, edited, and published. The Preface of the original Portuguese handwritten manuscript is dated in Chile by 1967. Some scholars imply that the manuscript was finished sometime in April 1969. By then, Freire had left Chile and three of his books had been published by UNESCO’s Institute of Research and Training in Agrarian Reform, ICIRA. Freire himself had already committed the English translation of Pedagogy of the Oppressed together with the Spanish translation published by Tierra Nueva in Uruguay.
A Comparative Study of Language Diversity within Education Systems in France and Aotearoa New Zealand
Author:
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.
Comparative and International Education: A Diversity of Voices aims to provide a comprehensive range of titles, making available to readers work from across the comparative and international education research community. Authors will represent as broad a range of voices as possible, from geographic, cultural and ideological standpoints. The editors are making a conscious effort to disseminate the work of newer scholars as well as that of well-established writers.
The series includes authored books and edited works focusing upon current issues and controversies in a field that is undergoing changes as profound as the geopolitical and economic forces that are reshaping our worlds.
The series aims to provide books which present new work, in which the range of methodologies associated with comparative education and international education are both exemplified and opened up for debate. As the series develops, it is intended that new writers from settings and locations not frequently part of the English language discourse will find a place in the list.
The WCCES is an international organization of comparative education societies worldwide and is an NGO in consultative partnership with UNESCO. The WCCES was created in 1970 to advance the field of comparative education. Members usually meet every three years for a World Congress in which scholars, researchers, and administrators interact with colleagues and counterparts from around the globe on international issues of education.
The WCCES also promotes research in various countries. Foci include theory and methods in comparative education, gender discourses in education, teacher education, education for peace and justice, education in post-conflict countries, language of instruction issues, Education for All. Such topics are usually represented in thematic groups organized for the World Congresses. Besides organizing the World Congresses, the WCCES has a section in CERCular, the newsletter of the Comparative Education Research Centre at the University of Hong Kong, to keep individual societies and their members abreast of activities around the world.
The WCCES comprehensive website is http://www.wcces.com
As a result of these efforts under the auspices of the global organization, WCCES and its member societies have become better organized and identified in terms of research and other scholarly activities. They are also more effective in viewing problems and applying skills from different perspectives, and in disseminating information. A major objective is advancement of education for international understanding in the interests of peace, intercultural cooperation, observance of human rights and mutual respect among peoples.
The WCCES Series was established to provide for the broader dissemination of discourses between scholars in its member societies. Representing as it does Societies and their members from all continents, the organization provides a special forum for the discussion of issues of interest and concern among comparativists and those working in international education. The first series of volumes was produced from the proceedings of the World Council of Comparative Education Societies XIII World Congress, which met in Sarajevo, Bosnia and Herzegovina, 3–7 September, 2007 with the theme of Living Together: Education and Intercultural Dialogue.

The first series included the following titles:
Volume 1: Tatto, M. & Mincu, M. (Eds.), Reforming Teaching and Learning
Volume 2: Geo JaJa, M. A. & Majhanovich, S. (Eds.), Education, Language and Economics: Growing National and Global Dilemmas
Volume 3: Pampanini, G., Adly, F. & Napier, D. (Eds.), Interculturalism, Society and Education
Volume 4: Masemann, V., Majhanovich, S., Truong, N., & Janigan, K. (Eds.), A Tribute to David N. Wilson: Clamoring for a Better World

The second series of volumes has been developed from the proceedings of the World Council of Comparative Education Societies XIV World Congress, which met in Istanbul, Turkey, 14–18 June, 2010 with the theme of Bordering, Re-Bordering and new Possibilities in Education and Society. This series includes the following titles, with further volumes under preparation:
Volume 1: Napier, D.B. & Majhanovich, S. (Eds.) Education, Dominance and Identity
Volume 2: Biseth, H. & Holmarsdottir, H. (Eds.) Human Rights in the Field of Comparative Education
Volume 3: Ginsburg, M. (Ed.) Preparation, Practice & and Politics of Teachers
Volume 4: Majhanovich, S. & Geo-JaJa, M.A. (Eds.) Economics, Aid and Education
Volume 5: Napier, D. B. (Ed.), Qualities of Education in a Globalised World

The third series of volumes has been developed from the proceedings of the World Council of Comparative Education Societies XV World Congress which met in Buenos Aires, Argentina, June 24-28, 2013 with the theme of New Times, New Voices. This series will include a number of volumes under preparation including:
Volume 1: Gross, Z. & Davies L. (Eds.) The Contested Role of Education in Conflict and Fragility
Volume 2: DePalma, R., Brook Napier, D. & Dze Ngwa, W. (Eds.) Revitalizing Minority Voices: Language Issues in the New Millennium
Volume 3: Majhanovich, S. & Malet, R. (Eds.) Building Democracy through Education on Diversity
Volume 4: Olson, J., Biseth, H. & Ruiz, G. (Eds.) Educational Internationalisation: Academic Voices and Public Policy
Volume 5: Acosta, F. & Nogueira, S. (Eds.) Rethinking Public Education Systems in the 21st Century Scenario: New and Renovated Challenges between Policies and Practices
Series Editor:
This series of research-based monographs and edited volumes provides comparative and international perspectives on key current issues in curriculum, learning and assessment. The principal features of the series are the innovative and critical insights it offers into the equitable provision of quality and relevant education for all; and the cross-disciplinary perspectives it engages, drawing on a range of domains that include peace, ethics, sociology, economics, politics, culture, gender, sustainability, inclusion, development and education. IBE on Curriculum, Learning, and Assessment aims to influence a wide range of actors in the field of education and development, whether academics, policy-makers, curriculum-developers, assessors, teachers or students. The series thus comprises innovative empirical research, case studies of policy and practice, conceptual analyses and policy evaluations, as well as critical analyses of published research and existing policy. With this series, IBE UNESCO builds on a long tradition of publishing research on relevant education topics, within an international perspective. Its predecessor, Studies in Comparative Education, initiated by the IBE in 1971, was among the most well-established series in the field.
Series Editor:
The aim of the series Pittsburgh Studies in Comparative and International Education (PSCIE) is to produce edited and authored volumes on key international education issues, trends, and reforms, including examinations of national education systems, social theories, and development education initiatives. Local, national, regional, and global volumes (single authored and edited collections) are welcomed and offer potential contributors a great deal of latitude based on interests and cutting edge research. The series is supported by a strong network of international scholars and development professionals who serve on the International Advisory Board and participate in the selection and review process for manuscript development. The volumes are intended to provide not only useful contributions to comparative, international, and development education (CIDE) but also possible supplementary readings for advanced courses for undergraduate and graduate students in CIDE.
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.
Volume Editors: , , and
The world ecological system is marked by difference throughout. There is social difference with different identities, shifting and transmuting, being forged, and extra-human differences. All these have implications for intra human and human/non-human earth relations. This aspect is not always recognised and valorised. Education, though not an independent variable, still can be mobilised, together with other sources of potential transformation, to redress this situation marked by aggressions, micro and macro, inertia and indifference. It represents a number of immediate challenges for Adult Education. This compendium is intended as a useful resource in this regard. It maps out a kaleidoscope of myriad differences and suggests options for overcoming the various obstacles that stand opposed to those who seek fulfilment in the way they are discursively located. The obstacles are a dent on efforts to living in communion with the rest of the cosmos. The utopian view is that of different species living in harmony with each other. This book emphasises social/ecological justice, intersectionality and relationality as the targets for Adult Education in this relatively still new millennium.

Contributors are: Sharifah Salmah Binti Abdullah, Thi Bogossian, Lauren Bouttell, Lidiane Nunes de Castro, Anyela Nathalie Gomez Deantonio, Preeti Dagar, Raquel Galeano Giminez, Ksenija Joksimović, Kainat Khurshid, Robert Livingston, Peter Mayo, Sonia Medel, Yunah Park, Zainab Sa’id Sa’ad, Bonnie Slade, Gameli Kodzo Tordzro, Agnieszka Uflewska and Aisara Yessenova.
Volume Editors: and
India has one of the largest populations in the world with around 1.4 billion people. It also has a rich culture dating back over 10,000 years. Recently, scholars around the globe are showing increased interest in India and Indian students are actively involved in premier institutions in every region.

Adult Education in India is a ready reckoner for students, scholars, practitioners, and all others interested in the history of the development of adult education since India's ancient period to the present day. This volume addresses the activities of different adult educators like Raja Rammohan Roy, Iswarchandra Vidyasagar, Rabindranath Tagore, Dr. Bhim Rao Ambedkar and many more, contextualizing how they acted and influenced the cause of global adult education.

In more recent decades, as India’s economy has grown, and as the forces of industrialization, urbanization and globalization have become stronger in reshaping institutions; new ways of thinking about adult education have emerged. The idea of lifelong learning is now aligned to the requirements of the global knowledge economy. The focus on bare literacy is no longer considered sufficient, but only the first step towards preparing citizens to participate in the global market, to develop knowledge, skills and attitudes that enable them to become enterprising and entrepreneurs. The logic of the market has become dominant.
Rebalancing Power in the Co-Construction of Knowledge
Volume Editors: , , and
Establishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.