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Author: Augie Fleras
The multiculturalization of Canada has catapulted it into the front ranks of countries in advancing a principled diversity governance. Fifty years after the inception of a multicultural governance model that seemingly works and is relatively popular, Canada remains one of the few countries in the world to believe in multiculturalism. Yet the irony is inescapable: Notwithstanding its lofty status as a Canadian icon and an aspirational ideal, an official multiculturalism remains misunderstood both in Canada and abroad in terms of what it means, how it works and for whom, and why it endures. If anything, as the book explains, the idea of multiculturalism remains shrouded in the conceptual fog of a ‘riddle wrapped in a mystery inside an enigma’. An interplay of polite fictions that mask inconvenient truths puts the onus on deconstructing Canadian multiculturalism by conceptualizing strengths (including a probe into why multiculturalism ostensibly works in Canada but rarely elsewhere), analyzing weaknesses, critically assessing its worth, and envisioning its future in responding to the new realities and demands of a post-multicultural world. That Canada’s multiculturalism remains a work in progress, albeit one with innovative possibilities, provides a fitting tribute.
Developing Powerful Inclusive Narratives for Learning, Teaching, Research and Policy in Higher Education
Author: Sarah Hayes
This book challenges the notion that static principles of inclusive practice can be embedded and measured in Higher Education. It introduces the original concept of postdigital positionality as a dynamic lens through which inclusivity policies in universities might be reimagined. Much is written about Equality, Diversity and Inclusion (EDI) based on an assumption that such principles are already ‘established’ in educational institutions, to ensure fairness and opportunity for all. In this book, readers are asked: what does an airing cupboard have in common with ‘cancel culture’? This opens a provocative debate concerning the disconnect between EDI policy agendas and the widespread digitalisation of society. Written as Covid-19 has converged with existing political economic spaces of technology, culture, data and digital poverty, Postdigital Positionality calls for more ecologically sustainable inclusivity policies.
This volume is already the 50th in the book series Global Perspectives on Higher Education! In this book, the editors and authors paid special attention to this important anniversary.

The 50th volume in the book series ‘Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions.

The volume brings together as authors fourteen of the thirty participants of the Fulbright New Century Scholars 2005/2006 program, whose research addressed the topic of Higher Education in the 21st Century: Global Challenge and National Response and was published in a volume edited by the program leaders, Philip G. Altbach and Patti McGill Peterson, Higher Education in the New Century: Global Challenges and Innovative Ideas (2007). The present book not only continues the examination and assessment of current global trends in higher education, but also bears witness to the enduring power of Senator Fulbright’s vision of furthering mutual international understanding and offering collaborative study opportunities which extend the frontiers of knowledge.
The author argues in his essay on the Revolution of the Right to Education that the birth of the human right to education, after a millennia-long gestation, has opened up a new chapter in the History of Education. Moreover, its normative, jurisprudential, doctrinal, and programmatic developments are constituents of an International Education Law that is now the highest source in the hierarchy of the contemporary normativity on education, to which the Education Law in States Parties should conform. Therefore, it should be recognised and studied as a new legal and educational discipline, the source of principles of legitimacy and quality of education.

This book offers an interdisciplinary and topical introduction to the International Education Law, broadly defined. It explains in what ways the normative integrity of the right to education carries far-reaching revolutionary significance, corollary of the Revolution of Human Rights and the Revolution of the Rights of the Child.
This is the first systematic analysis of the class structure of professionals. Their growing numbers, including mainly non-managerial professional employees as well as self-employed professionals, professional employers and professional managers, have been conflated in most prior studies. In this book, evidence comes from a unique series of large-scale surveys since the 1980s as well as recent comparative case studies of engineers and nurses. A primary focus is on issues of job control and skill utilization among these knowledge workers widely regarded as pivotal to the sustainability of knowledge economies. Professional employees in particular are found to face declining job control, diminishing use of their skills and increasing barriers to continuing learning. There are many original benchmarks here to serve as guides for further studies on professional classes, job design and training strategies in advanced capitalist economies.
International Perspectives on Knowledge Democracy
Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world.

Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.
Volume Editors: Denise Mifsud and Paolo Landri
This edited volume focuses on the cultural situatedness of educational leadership in countries in the Mediterranean basin (Malta, Israel, Spain, Algeria, Portugal, Italy, Cyprus) featuring chapters that explore the reception of the leadership concept and its enactment in education settings within one or more countries of the Mediterranean; consider how both local and global policy discourses work on education leaders who translate this in a distinct school context; focus on the interplay of leaders, followers and context as a complex and ambiguous social construction within the Mediterranean context; study leadership via a combination of a theoretical definition and a consideration of what a particular group means by ‘leadership’, with a specific openness to local meanings; explore the unfolding of education reform as either a top-down or bottom-up process; consider the various cultural, religious, social and local factors that ‘dictate’ both leadership enactment, in addition to the power flow among leaders and followers; argue how the territorial, political and religious conflicts affect educational leadership, and thus the implementation of education reform to either conform to or converge from globalized discourses.

This book is targeted for post-graduate and doctoral students, as well as scholars, interested in the study of educational leadership, policy and politics of education, Mediterranean studies, and sociology of education. It is also of interest to those who feel the need to address the ‘missing-what’ of educational leadership in the Mediterranean region, an area of study that is largely dominated by Western models.


In this chapter I ask how leaders’ practices (linguistic, economic, and physical) create moments of autonomy and constriction to shape subjectivity in the organizations that combine into the Israeli educational establishment. Here I analyze regimes of practices in three organizations which are part of the system: the Ministry of Education, a private school (RH) where Hebrew is the language of instruction, and a public (accredited state) school (EM) in which Arabic is the language of instruction. The chapter is divided into five sections: after the introduction, Section 2 deals with theorizations of educational organizations and their implications. Section 3 describes how education is organized in Israel. Section 4 explores practices of the Minister of Education and the principals of two schools. Conclusions in Section 5 relate to how leaders’ practices sustain models of organization while defining the scope of individualized subjectivities that can be coordinated with the totalizing vision of the state.

In: Enacting and Conceptualizing Educational Leadership within the Mediterranean Region


In this chapter, we will focus on the digital turn in educational leadership in Italy. After a long-lasting period when educational reforms were oriented to introduce methodologies, tools and practices from the New Public Management (), there has been recently a decisive turn towards the introduction of ‘The Digital’ as the new molar agency () around which educational practices are organized. Educational leadership does not get out of this tendency and has again become a privileged object of government reforms. By drawing on ANT and Foucauldian perspectives, our work envisages tracing how the New Public Management and the digital turn are reshaping practices of educational leadership and management. The chapter is based on an extensive set of empirical researches on education reform (; ; Grimaldi & Serpieri, 2013; ) and recent investigations on the introduction and the impact of the digital governance of education in Italy.

In: Enacting and Conceptualizing Educational Leadership within the Mediterranean Region
Author: Mohamed Miliani


The present chapter considers leadership as an essential invariant of the micropolitics of universities and a strong adverse-impact parameter on the last reform that was launched in 2004 in the Algerian universities. Socially speaking, educational leadership fascinates first because of material advantages supposedly attached to it. Internally, at university level, and despite the various forms and patterns of power, the reform of higher education has showed shortcomings and malfunctions that could be attributed to weak or lack of leadership. The first university evaluations (mid-term assessment in 2006, audits in 2010, and external evaluations in 2011) have stressed that the reform had suffered from drawbacks in the pedagogy used, the determination of curricula and minimal teacher training. However, leaders of the administration, namely the rectors, deans and department-heads, have always been publicly spared from criticism by the ‘Tutelle’ (line ministry).

In the present reflection, the focus will be on the roles of these university leaders who exercise organizational authority towards the implementation of the ‘Licence-Master-Doctorat’ (LMD) reform. Our presumption is that even if educational leadership is not attributable to these appointed or co-opted leaders, their own liability is not negligible though their accountability is never mentioned.

Educational leadership, understood as the performativity and positional authority of these university officials, is exercised daily on other stakeholders, in the form of follow-up, counselling, monitoring and evaluation of practices and tasks. An analysis was necessary to evaluate the role of educational leadership as seen by a number of stakeholders through unstructured interviews. Another corpus was central to understanding internal relations, namely the Algerian university ethics and deontology charter elaborated in 2010 by the Ministry of Higher Education.

A global assessment of the achievements of the 2004 reform showed that the changes that were supposed to occur were far from being concretely achieved in the field. This has been confirmed by the universities’ self-evaluations in 2018. Is it then a problem of the internal dynamics (dominance, control and/or resistance from one or several actors)? On the other hand, are the leaders’ limited capabilities or inappropriate leadership styles at the origin of the little effectiveness and efficiency of the reform where responsibility (organizational and academic) has been considered the less significant variable of all? It appears that the mission of the leaders is so restricted that it only approximates that of a caretaker (of students, staff and university structures), while supervising, for the most part, the yearly increasing university cohorts.

In: Enacting and Conceptualizing Educational Leadership within the Mediterranean Region