Etiske og sociale formål med uddannelse

This book explores policy measures and social programmes designed to make quality education accessible to socio-economic disadvantaged groups (SEDGs) in India.

This book is an in-depth analysis of the educational development of tribals in India. Education as Development: Deprivation, Poverty, Dispossession is a significant new addition for understanding educational and economic setbacks experienced by the marginalized in India.

This edited book makes an epistemic claim that disability studies' approaches to curriculum are doing more than merely critiquing how privileged knowledge excludes disability from curriculum theory and praxis. This book was originally published as a special issue of the journal Curriculum Inquiry.

This volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines. It offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk.

This book is unique in presenting new perspectives on how to introduce interculturality to children. It proposes critical ideas for introducing sensitive topics around culture, race and intersectionality. The book develops the reader's criticality and reflexivity, providing original and concrete tools to introduce interculturality to children and to make children aware of how intercultural issues matter in their lives and in the world at large. It includes case studies of children's realities from across the world, and provides insights into how to approach sensitive topics such as culturalism, discrimination, inequality and racism in relation to diversity in different contexts.Written in the spirit of critical interculturality, the book will be of great interest to researchers and students in the field of intercultural studies, global childhood and early childhood education, as well as trainee teachers and educators.

Creating Meaningful Impact: The Essential Guide to Developing an Impact-Literate Mindset looks at impact from inside the research sector, celebrating the opportunity to make a difference whilst recognising the challenges this brings.

This book foregrounds the voices of women in educational leadership to draw on the power of diverse perspectives and to create an environment that better embraces a broad range of leadership styles.

This book explores the challenges of teaching European history in the 21st century and provides research-informed approaches to history teaching that combine civic education, historical consciousness, and the teaching of controversial social issues.With contributions from researchers across Europe, the book includes both theoretical and case study chapters. The first part of the book addresses issues such as globalization and teaching in an interconnected world, using multicultural and critical approaches, decolonizing education, and teaching uncomfortable narratives of the past. The second part of the book showcases thematic chapters dedicated to teaching intersecting topics in the European curriculum such as violence and armed conflict, social inequality, gender equality, the technological revolution, and religion.Ultimately, this volume promotes criticality, civic engagement, and reflection on social issues, thereby prompting methodological change in the teaching of history as we know it. It will appeal to researchers and students of history education, democratic education, and citizenship education, as well as teacher educators and trainee teachers in history.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Offering a vital, critical contribution to discussions on current perspectives, practices, and assumptions on Islamic Education, this book explores the topic through a wide range of diverse perspectives and experiences.

This monograph critically analyses the historical evolution of ideas, perceptions and principles on higher education and unravels a few of its interlinked aspects - content, quality, standard, massification, privatization and commercialization. It presents both original and penetrative critique of neoliberal ideas and policies reigning higher education since World War II. The volume argues that with the proliferation of 'academic capitalism' the academic quality of higher education has been inevitably compromised and it has thereby heralded a comprehensive 'intellectual retrogression'. The book offers a meticulous evaluation of global research reflecting on impeccable evidence of decline in academic learning - in its effort, quality, standards and overall intellectual level and rigour. Finally, it illuminates why it is dangerous to continue clinging ideationally to neoliberal reign in education and thereby evading or effacing some of the lasting and universal wisdoms and precepts of the educational reign preceding neoliberal marketoriented predominancy.The book will be of interest to students, teachers and researchers of education, higher education, sociology of education, economics and politics of education. It will also be useful for academicians, higher education administration, policymakers, schoolteachers and those interested in debates and issues around higher education.

This book reports on an empirical study of oral feedback practices in doctoral supervision meetings, observing supervisors' and students' conduct to enable a new understanding of the social organisation of doctoral research supervision

Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners.Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way.This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

Thought-provoking, witty and completely unafraid to call out some of the most pressing issues of our times, I Heard What You Said is a timely analysis of how we can dismantle racism in the classroom and do better by all our students.________Before Jeffrey Boakye was a black teacher, he was a black student. Which means he has spent a lifetime navigating places of learning that are white by default. Since training to teach, he has often been the only black teacher at school. At times seen as a role model, at others a source of curiosity, Boakye's is a journey of exploration - from the outside looking in.In the groundbreaking I Heard What You Said, he recounts how it feels to be on the margins of the British education system. As a black, male teacher - an English teacher who has had to teach problematic texts - his very existence is a provocation to the status quo, giving him a unique perspective on the UK's classrooms.Through a series of eye-opening encounters based on the often challenging and sometimes outrageous things people have said to him or about him, Boakye reflects on what he has found out about the habits, presumptions, silences and distortions that black students and teachers experience, and which underpin British education.________'Hugely important' Baroness Doreen Lawrence'Makes a powerful case' Rt Hon Lady Hale'Deeply compelling, intellectually rigorous and essential' Nels Abbey'Personal and political, profound and playful' Darren Chetty'Written with passion, fury, knowledge and, in spite of the painful subject, wit' Patrice Lawrence

In the first decade of the twenty-first century, the People's Republic of China experienced dramatic growth and expansion that altered the educational environment of children. Rapid economic development increased prosperity and educational opportunities for children expanded in a wealthier society. Yet, a by-product of rising wealth was rising inequality. While the children of the emerging urban middle and elite classes enjoyed new prosperity, the children of hte persistently poor in rural communities continued to experience challenges such as food insecurity, illness, hardships of family separation, and migrant life on the margins of the cities. This time period saw a large resource gap emerge between the home conditions of poor rural children compared with those of their wealthier urban counterparts.This book highlights the complexities China has experienced in seeking to extend full educational access to rural children- including rural- to- urban migrant and ethnic minority children-during a momentous period in China. Chapters delve into the experiences, perceptions, strategies, and diffi culties of rural- origin children and their families in the school system, and lay bare the challenges of policy initiatives designed to support rural education.We hope the experiences detailed here will be of interest to students and scholars of rural educational policy and practice in China and worldwide.

Recognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics.Combining essays from over 20 internationally renowned contributors, this text offers a critical examination of key terms which have become increasingly central to educational discourse. Each essay considers the etymological foundation of each term, the context in which they have evolved, and likewise their changed meaning. In doing so, these essays illustrate the transformative potential of language to express or challenge political, social, and economic ideologies. The text's musings on the language of education and its implications for the current and future role of education in society make clear its relevance to today's cultural and political landscape.This exploratory monograph will be of interest to doctoral students, researchers, and scholars with an interest in the philosophy of education, educational policy and politics, as well as the sociology of education and the impacts of neoliberalism.