Etiske og sociale formål med uddannelse

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.

By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries.With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for individuals, communities, and the institutions themselves.Foregrounding the study of internalization in countries not typically studied, this book is a valuable resource for researchers and academics with an interest in internationalization, comparative and international education, and the sociology of education.

Curated by the chief editor of the American Journal of Sexuality Education, this book presents engaging and accessible essays that capture current and essential research findings from leaders in the sexuality education field.

This book traces the psychological journey of accident survivors with locomotor disability, as they move from processes of suffering to healing. It provides a holistic understanding of disability by looking into the embodied understanding of the body as shaped by the socio-political and cultural discourses around impairment.

This book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens.The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world.This book will be of great interest for academics, researchers and postgraduate students in the fields of teacher education, African education, educational policy, international education and comparative education.

This book subjects to critical scrutiny the uncertainties that are associated with internationalised higher education. It explores how the agency of teachers, other members of staff and students is mediated by experiences of inclusion and exclusion. It was originally published as a special issue of Teaching in Higher Education.

Originally published as a special issue of Christian Higher Education, this volume showcases diverse forms of community engagement work carried out by faith-based colleges and universities throughout the US.Acknowledging the rise of community engagement as a contemporary expression of a longstanding civic impulse, Community Engagement in Christian Higher Education explores how religious mission and identity animate institutional practice across various forms of Catholic and Protestant Higher Education. Offering perspectives from faculty members, administrators, and community partners at nine different US institutions, chapters highlight effective initiatives that have been actively implemented in rural, urban, and suburban contexts to meet local needs and serve the public good. With a focus on practical community work, the text demonstrates the very concrete ways in which Christian values can inform and foster community engagement.This volume will be of interest to scholar-practitioners, researchers, and academics in the fields of higher education, sociology of education, religious education, and practical theology. More broadly, the text offers important insights for faith leaders and the faculty of faith-based institutions exploring issues of community, identity, and shared purpose.

'I began to grow up the day my mother warned me to stop laughing''Stories like this inspire me. Seeing the way people like Sola Mahfouz think about the world reinforces my optimism about the future.' BILL GATESAt age eleven, Sola Mahfouz was told she could no longer attend school. The Taliban threatened that any girl who dared to continue their education would have acid thrown in their face, be kidnapped, or worse. Confined to the walls of her home, Sola watched as the few freedoms of childhood were stripped away. She was forbidden to play, to sing, even to laugh. Her early teenage years were consumed by restrictions. Realising that she would have to either succumb to this life or find a way out, she decided on the latter. At age sixteen, without even a basic ability to add or subtract, she began secretly learning maths and English. By reading dictionaries and taking free online courses, she taught herself theoretical physics and philosophy, all from a home she could only leave five times a year. In the space of nine years she achieved the level of education that a westerner might take 25 years to do and against all odds moved to America to study quantum computing. It is a radical act to tell the story of an Afghan woman. Too often, they are portrayed only as victims, their identities erased by thick veils and blanket reporting. Defiant Dreams will change the narrative. It's the story of an Afghan girl who dared to ask for more.

This international and interdisciplinary collection gathers stories from researchers and research students about their methodological encounters with critical realism.

This international and interdisciplinary collection gathers stories from researchers and research students about their methodological encounters with critical realism. Whether the contributors are experienced or novice researchers, they are predominantly new to critical realism. For various reasons, as the contributors' detail, they have all been drawn to critical realism.It is well known that critical realism can be bewildering and even overwhelming to newcomers, especially to those unfamiliar with language of, and without a grounding in, philosophy. While there are now numerous and important introductory and applied critical realist texts that make critical realism more accessible to a broader audience, stories from newcomers have been absent - especially as part of a single collection.The significance and uniqueness of this collection lies in its documentation of first-hand reflective insights on the practical use and implementation of critical realism. The contributors feature critical realist inspired research journeys in Australia, England, Scotland, Belgium, Sweden, and Spain.The hope of this book is that the stories and accounts presented in it will inspire - or at least sufficiently arouse - the curiosity of others to explore critical realist possibilities, which we believe offer enormous value to serious researchers across and within all disciplines and subjects who are interested in rigorous intellectual work with a socially progressive purpose.

This book looks at Rabindranath Tagore's, experiments and journey as an educator and the influence of humanistic worldviews, nationalism and cosmopolitanism in his philosophy of education.

Pandemic Pedagogies: Teaching and Learning during the COVID-19 Pandemic provides critical insights into the impact of the pandemic on the education system, pedagogical approaches, and educational inequalities.Education is often touted as the best way to promote social mobility and produce informed members of society. The pandemic has significantly threatened those goals by temporarily disrupting education and exacerbating disparities in the education system. The scholarship in this volume takes a closer look at many of the issues at the heart of the educational process including teacher self-efficacy, the gendered and racialized impacts of the pandemic on education, school closures, and institutional responses.Drawing on the expertise of scholars from around the world, the work presented here represents a remarkable diversity and quality of impassioned scholarship on the impact of COVID-19 and is a timely and critical advance in knowledge related to the pandemic.