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Denise Mifsud
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Notes on Contributors

Enrique-Javier Díez-Gutiérrez

is Full Professor at the University of León’s Education Faculty (Spain). Educational organization specialist. Currently performing his teaching and research tasks in the field of Intercultural Education, gender, and education policy. He has worked as a social educator, as a primary school teacher, as a secondary school teacher, as a guidance counselor in high schools and as a person responsible for attention to diversity in the Spanish educational administration for more than 20 years. Latest publications are: La asignatura pendiente (The Pending Subject) (Plaza y Valdés, 2020); La educación en venta (Education for Sale) (Octaedro, 2020); Educación para el bien común (Education for the Common Good) (Octaedro, 2020) with Juan Ramón Rodríguez; La Polis Secuestrada (The Kidnapped Polis) (Trea, 2019) with Juan Ramón Rodríguez; and Neoliberalismo educativo (Educational Neoliberalism) (Octaedro, 2018).

Fernando Ilídio Ferreira

is Associate Professor at the University of Minho, Portugal where he received his PhD in Child Studies. He teaches Sociology of Education, Education Policies, Intercultural Education, Educational Practicum in Preschool and Primary School, amongst others. His research interests include teacher education, leadership, continuing education, community development, early childhood and primary education, childhood studies and children’s rights.

Maria Assunção Flores

is Associate Professor with qualification at the University of Minho, Portugal. She received her PhD at the University of Nottingham, UK. Her research interests include teacher professionalism and identity, teacher education and professional development, teacher appraisal, curriculum, assessment, leadership and higher education. She has published extensively on these topics both nationally and internationally. She was Chair of the International Study Association on Teachers and Teaching (ISATT) between 2013 and 2019. She is co-editor of the European Journal of Teacher Education.

Antonios Kafa

holds a PhD in Educational Leadership and Policy from the Open University of Cyprus. Currently, he is working at Frederick University, in the MA study programme Educational Administration. He holds a BA in Philosophy, Education and Psychology from the University of Athens and an MA in Educational Leadership from the European University Cyprus. His doctoral dissertation was awarded a “Highly Commended Award Winner” – Emerald/EFMD Outstanding Doctoral Research Awards 2016, in the Educational leadership and strategy field. He is also participating as a member in the international comparative research project entitled “International Successful School Principalship Project” (ISSPP). Furthermore, he is one of the members of the Board of Directors of the Cyprus Educational Administration Society, as well as a lecturer at the Cyprus Police Academy. He authored a number of papers in peer-reviewed journals and participates in various European and international conferences. His research interests include different aspects of educational administration such as successful school leadership and school principals’ personal values systems.

Devorah Kalekin-Fishman

is a Senior Researcher in the Faculty of Education, the University of Haifa. She has published widely on alienation, the sociology of everyday life, the sociology of knowledge, sociology of the senses, and problems in education. Authored and edited books include: Ideology, Policy and Practice (Kluwer, 2003), Radicals in Spite of Themselves (with Schneider, Sense, 2007), From the Margins to New Ground (with L. Hagoel, Sense, 2016), Practicing Social Science (Routledge, 2017), Alienation and the Millennium (with L. Langman, Krieger, 1996), Multiple Citizenship in Europe (with P. Pitkanen, Peter Lang, 2007), The ISA Handbook in Contemporary Sociology (with A. Denis, Sage, 2009), Everyday Life in Asia (with K. Low, Routledge, 2010), The Shape of Sociology for the 21st Century. (with A. Denis, Sage, 2012), Approaches to Educational and Social Inclusion: An International Perspective (with G. K. Verma, Routledge, 2016). Currently, she is involved in a study of the implementation of her model for ‘Acquiring Literacy in Participatory Citizenship’ (with L. Hagoel, submitted). She serves on the editorial boards of several international journals, is associate editor of Sociopedia, and was Vice-President for Publications in the International Sociological Association (2006-2010).

Paolo Landri

is a Senior Researcher of the Institute of Research on Population and Social Policies at National Research Council in Italy (CNR-IRPPS). His main research interests concern educational organizations, digital governance and educational policies. His latest publication is Educational Leadership, Management, and Administration through Actor Network Theory (Routledge, 2020).

Denise Mifsud

is the Head of College Network, providing leadership to the thirteen state primary and secondary schools in Gozo. Besides this, she is an independent education researcher and consultant, with many years of practitioner experience in education settings in both teaching and leadership roles. She previously held a full-time lecturing post at the University of the West of Scotland as well as being a part-time lecturer at the University of Malta. She is also an Associate Fellow of the Euro-Mediterranean Centre for Educational Research within the same university. She was awarded her PhD by the University of Stirling in 2015. Research areas of interest include educational policy analysis, generation, reception and enactment; leadership theories, with a particular interest in educational leadership, especially distributed forms; school networks and educational reform; initial teacher education; power relations; Foucauldian theory; Actor-Network Theory, as well as qualitative research methods, with a particular focus on narrative, as well as creative and unconventional modes of data representation. She has presented her research at various international conferences, besides winning numerous academic awards. She is a member of several professional organizations, in addition to being an Associate Fellow of the Higher Education Academy. She has published in several international top-rated journals, in addition to monographs and edited volumes.

Mohamed Miliani

is Professor of English at the University of Oran 2. He holds a BA in English, a Diploma in TEFL, an MEd, and a PhD from the University of Wales. He has been teaching at the University of Oran since 1974. He specializes in education, TEFL, and ESP. His research interests include sociolinguistics; Education/Training; TEFL; and language in education. He published articles in these areas. He has contributed to a number of book chapters (about preschooling, languages in education, evaluation of education system). He is research project leader in university ethics at the Centre de Recherche en Anthropologie Sociale et Culturelle, CRASC; Vice-president of the National Evaluation Committee (MOHE); Member of the Scientific Committee (National Institute for Research in Education, MNE); President of the Algerian Technical Committee for Education (UNESCO). He is HERE (Higher Education Reform Expert, Erasmus+ programme). He is Associate Fellow at Euro-Med Centre for Educational Research.

Petros Pashiardis

is a Professor of Educational Leadership and the Dean of the Faculty of Economics and Management at the Open University of Cyprus. He has also been a Visiting Professor with the University of Pretoria in South Africa, and a Visiting Scholar at the University of Stellenbosch, South Africa, as well as a Visiting Professor at the Centre for Principal Development, Umeå University, Sweden. For the period 2004-2008, Professor Pashiardis was President of the Commonwealth Council for Educational Administration and Management (CCEAM). In 2014, his book Modeling School Leadership across Europe: In Search of New Frontiers was published by Springer Publications. His latest book in English (together with Olof Johansson) was published by Bloomsbury Publications in 2016, under the title: Successful School Leadership: International Perspectives. His research interests revolve around School Leadership as related to Pedagogical and Entrepreneurial Leadership; Leadership Effects and School Effectiveness; and Comparative/International Aspects of Educational Leadership. His current thinking takes him beyond the WHAT effective/successful school leaders do and into the HOW they do it, by re-examining ancient Greek philosophers as they relate to 21st century thinking and research on educational leadership.

Danilo Taglietti

is a PhD student in Social Sciences and Statistics, the University of Naples Federico II, Italy. He is interested in Education Policy Sociology and in the debate between modern and post-modern perspectives in sociological analysis. In his works, he tries to explore the actual shapes of the constitution of educational subjectivities at the crossroads of the complex entanglement among the forces of the informational, the biological and the economical. He adopts quantitative and qualitative approaches to address the problem of the reforming of educational systems and organizations not in terms of neoliberalism as a driving ideology or discourse, but in terms of the becoming neoliberal of our subjectivities.

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Chapter 1 Problematizing the Dominant Discourses and Policies of Educational Leadership within the Mediterranean Basin
Chapter 2 Social Justice and Education in the Maltese State School System
Chapter 3 Challenges to Educational Leadership in Israel
Chapter 4 The New Public Governance
Chapter 5 School Leadership within a Centralized Education System
Chapter 6 Educational Leadership in Algeria
Chapter 7 Digitally Equipped
Chapter 8 How Do Portuguese Principals Deal with Competing Demands?

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