Etiske og sociale formål med uddannelse

This book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities.

This book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities.

This book explores the dynamics of political activism within colleges and universities. It critically examines the potential for institutional change towards social justice through the themes of identity development, tactics, and institutional responses, highlighting the possibilities of such efforts.

Based in the philosophy of critical realism, this book employs a range of Margaret Archer's theoretical concepts to investigate temporal and spatial aspects of Norwegian education. Stemming from Archer's engagement as visiting professor from 2017 to 2019 in the Department of Education at UiT The Arctic University of Norway, the book explores a new area for critical realist theorizing by asking how different spatial contexts affect the workings of the system. The various chapters employ diverse sets of Archer's theoretical concepts; from morphogenetic cycles and the emergence of educational systems at the macro level, to the exercise of reflexivity among individual school leaders and students at the micro level. In contrast to the focus on educational homogeneity and similarity among Nordic and Scandinavian countries, and promotion of the conception of the 'Nordic Model', this book draws attention to differences between these nations as well as regional differences within Norway. As such, it will appeal to scholars with interests in education, sociology, critical realism, educational sciences and pedagogy, education history and political science as well those with a specific interest in the Nordic region.

This book examines medium of instruction in education and studies its social, economic, and political significance in the lives of people living in South Asia. It provides insight into the meaning of medium and what makes it so important to identity, aspiration, and inequality. It questions the ideologized associations between education and social and spatial mobility and discusses the gender- and class-based marginalization that comes with vernacular-medium education. The volume also considers how policy measures, such as the Right to Education (RTE) Act in India, have failed to address the inequalities brought by medium in schools, and investigates questions on language access, inclusion, and rights.Drawing on extensive fieldwork and in-depth interviews, the book will be indispensable for students and scholars of anthropology, education studies, sociolinguistics, sociology, and South Asian studies. It will also appeal to those interested in language and education in South Asia, especially the role of language in the reproduction of inequality.

This book explores the importance of social and emotional learning (SEL) in schools to foster supportive environments and good relationships. It presents research from nine different countries with discussion of how teachers, student teachers and policymakers can ensure successful SEL at school.The book stresses the importance of social and emotional learning to allow students to become more autonomous and active in their own learning and presents very innovative ways of learning and teaching the skills. It makes the case for understanding the processes of how SEL can develop and how it can work in different cultural contexts, considering different challenges of implementing SEL within the school context. The chapters draw on theoretical discussions illustrated by practical examples and explore the role of teacher training in SEL and how SEL can be applied within the school curriculum.Discussing an increasingly important topic in the field of education around the world, this book will be of great interest to academics, researchers, educational leaders and university teacher trainers interested in developing social and emotional learning and overall well-being at school.Chapter 6 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license. Funded by the UIDEF - Unidade de Investigação e Desenvolvimento em Educação Formação - polo UIDEFMH.

This timely, edited volume brings together interdisciplinary perspectives on space and spatiality in inclusive education discourses.

This volume engages with the idea of a University, the importance of intellectual inquiry and research, and the articulation of diverse political views and dissent. It discusses the prominent ideas and debates around universities and their nature and contributions, within the historical and social context of India.

Introducing a conceptual framework called the Paradox Model, this book assesses the challenge of developing sustainability in higher education in the 21st century. For academics and educators from a wide range of disciplines in higher educational settings interested in translating sustainability theory into educational practice.

This volume examines gendered and heteronormative norms embedded within early childhood education (ECE) in the Global South including Brazil, China, Pakistan, South Africa, and Vietnam.

This book provides a thorough and detailed analysis of how the figure of the 'autonomous learner' shapes educational practices. It unpacks the impact of current educational reform discourse that focuses on the individual pupil as a learner, while neglecting the social dimensions of classroom practices.

Seven decades since Indian Independence, education takes the centre stage in every major discussion on development, especially when we talk about social exclusion, Dalits and reservations today. This book examines social inclusion in the education sector in India for Scheduled Castes (SCs).The volume:· Foregrounds the historical struggles of the SCs to understand why the quest for education is so central to shaping SC consciousness and aspirations;· Works with exhaustive state-level studies with a view to assessing commonalities and differences in the educational status of SCs today;· Takes stock of the policymaking and extent of implementations across Indian states to understand the challenges faced in different scenarios;· Seeks to analyse the differential in existing economic conditions, and other structural constraints, in relation to access to quality educational facilities;· Examines the social perceptions and experiences of SC students as they live now.A major study, the volume will be of great interest to scholars and researchers of education, sociology and social anthropology, development studies and South Asian studies.