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World Yearbook of Education 2022: Education, Schooling and the Global Universalization of Nationalism (World Yearbook of Education)
by William F. Pinar Daniel Tröhler Nelli PiattoevaThe latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history. Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning. Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging. Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education. Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice.
World Yearbook of Education 2023: Racialization and Educational Inequality in Global Perspective (World Yearbook of Education)
by Janelle Scott Monisha BajajThe World Yearbook of Education 2023 centers on the intersection of racialization, inequality, and education. It critically examines how racial formation and its associated logics about citizenship, belonging, justice, equality, and humanity manifest in early childhood education, primary, secondary, and higher education, as well as non-formal, community-based education settings. The chapters offer multisited perspectives into how racialization has and continues to shape educational inequality, with an eye towards the agency and resistance of youth and communities in contesting such forms of domination and marginalization. Across three sections, the book examines how forces of imperialism, white supremacy, and colonization have shaped racialization in distinct locations and how education was historically utilized as a site for both the creation and/or reification of difference. It reveals the lingering effects of processes of racialization in distinct locations globally and their intersections with educational policies, ideologies, systems, and realities. Inviting readers to learn, reflect, and engage with the layered and complex realities of racialization and inequality in education across the globe, World Yearbook of Education 2023 is a timely and important contribution to discussions of racialization and provides the field with a robust foundation for future critical inquiry and engagement with the themes of race, racialization, inequality, and education.
World Yearbook of Education 2023: Racialization and Educational Inequality in Global Perspective (World Yearbook of Education)
by Janelle Scott Monisha BajajThe World Yearbook of Education 2023 centers on the intersection of racialization, inequality, and education. It critically examines how racial formation and its associated logics about citizenship, belonging, justice, equality, and humanity manifest in early childhood education, primary, secondary, and higher education, as well as non-formal, community-based education settings. The chapters offer multisited perspectives into how racialization has and continues to shape educational inequality, with an eye towards the agency and resistance of youth and communities in contesting such forms of domination and marginalization. Across three sections, the book examines how forces of imperialism, white supremacy, and colonization have shaped racialization in distinct locations and how education was historically utilized as a site for both the creation and/or reification of difference. It reveals the lingering effects of processes of racialization in distinct locations globally and their intersections with educational policies, ideologies, systems, and realities. Inviting readers to learn, reflect, and engage with the layered and complex realities of racialization and inequality in education across the globe, World Yearbook of Education 2023 is a timely and important contribution to discussions of racialization and provides the field with a robust foundation for future critical inquiry and engagement with the themes of race, racialization, inequality, and education.
World Yearbook of Education 2024: Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence (World Yearbook of Education)
by Ben Williamson Janja Komljenovic Kalervo N. GulsonProviding a comprehensive, global overview of the digitalisation of education, the World Yearbook of Education 2024 examines the ways advanced digital technologies are transforming educational practices, institutions and policy processes.Establishing a critical research agenda for analysing the digitalisation of education, the carefully selected chapters in this collection interrogate the current impacts of new digital technologies, emerging controversies over emerging data practices and future implications of algorithmic systems, automated decision-making and AI in education. Organised into four sections, the contributions in the collection examine the following: The historical, scientific and technical foundations of contemporary digitalisation in education The political and economic dynamics that underpin the education technology industry and new platform models of education How algorithms, automation and AI support new modes of data-driven governance and control of education systems Controversies over the inequitable effects of digitalisation in education, and proposals for data justice, ethics and regulation This resource is ideal reading for researchers, students, educational practitioners and policy officials interested in understanding the future of digital technologies in education.
World Yearbook of Education 2024: Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence (World Yearbook of Education)
Providing a comprehensive, global overview of the digitalisation of education, the World Yearbook of Education 2024 examines the ways advanced digital technologies are transforming educational practices, institutions and policy processes.Establishing a critical research agenda for analysing the digitalisation of education, the carefully selected chapters in this collection interrogate the current impacts of new digital technologies, emerging controversies over emerging data practices and future implications of algorithmic systems, automated decision-making and AI in education. Organised into four sections, the contributions in the collection examine the following: The historical, scientific and technical foundations of contemporary digitalisation in education The political and economic dynamics that underpin the education technology industry and new platform models of education How algorithms, automation and AI support new modes of data-driven governance and control of education systems Controversies over the inequitable effects of digitalisation in education, and proposals for data justice, ethics and regulation This resource is ideal reading for researchers, students, educational practitioners and policy officials interested in understanding the future of digital technologies in education.
The Worldliness of a Cosmopolitan Education: Passionate Lives in Public Service (Studies in Curriculum Theory Series)
by William F. PinarPinar positions himself against three pressing problems of the profession: the crime of collectivism that identity politics commits, the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and the effacement of educational experience by standardized testing. A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivity’s engagement with it. In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.
The Worldliness of a Cosmopolitan Education: Passionate Lives in Public Service (Studies in Curriculum Theory Series)
by William F. PinarPinar positions himself against three pressing problems of the profession: the crime of collectivism that identity politics commits, the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and the effacement of educational experience by standardized testing. A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivity’s engagement with it. In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.
Worldmaking: Psychology and the Ideology of Creativity (Palgrave Studies in the Theory and History of Psychology)
by Michael Hanchett HansonMichael Hanchett Hanson weaves together the history of the development of the psychological concepts of creativity with social constructivist views of power dynamics and pragmatic insights. He provides an engaging, thought-provoking analysis to interest anyone involved with creativity, from psychologists and educators to artists and philosophers.
World's Fair of 1855 (Routledge Revivals)
by Theodore ReffPublished in 1981: This is two-hundred catalogues of the Major Exhibitions reproduced in facsimile in forty-seven volumes.
World's Fair of 1855 (Routledge Revivals)
by Theodore ReffPublished in 1981: This is two-hundred catalogues of the Major Exhibitions reproduced in facsimile in forty-seven volumes.
The World's Greatest Book: The Story of How the Bible Came to Be
by Lawrence H. Schiffman Jerry Pattengale Museum of the Bible BooksWelcome to the fascinating story of how we got the world's greatest book -- the Bible.It is a captivating story that includes a little bit of everything: adventure and violence, mystery and bravery, and dumb luck or divine intervention -- depending on your point of view.How in the world did we get this book that some people swear by and other people swear at? You don't have to be a skeptic to have a grocery list of questions about the formation of the Bible, such as: Who wrote these documents and when? How were these ancient writings transmitted through the ages? As scribes made copies of copies, didn't they make mistakes that caused the ancient writings to be changed and corrupted? How was it decided which writings would be included in the Bible? What are the Dead Sea Scrolls, and why are archaeological finds like these such a big deal?Devoted people dedicated their lives throughout time to put this unique book into the hands of people worldwide. Retrace the passion and intrigue behind the Bible's creation.
World's Most Dangerous Jobs
by Paula ReidDo you find yourself daydreaming about a glamorous occupation, such as a racing driver, an astronaut or a stunt double? This compelling book unravels the mysteries and exposes the pitfalls of the world’s most dangerous jobs, giving a fascinating insight into the working lives of those who regularly stare death in the face.
Worlds of Difference: Rethinking the Ethics of Global Education for the 21st Century
by Peter Pericles TrifonasThe varying interests of competing minority groups often part company with regard to how to achieve an equitable community. Worlds of Difference rethinks the traditional interpretation of the principle of educational equity in light of this difficulty. Theorists and educational practitioners influenced by many disparate schools of thought reflect upon the possibilities of a "curriculum of difference" in relation to questions of language, culture, and media at the forefront of global education issues today. Collectively, the authors argue that education in theory and practice must reawaken an ethical consciousness that affirms the negative values of difference, but still recognizes the uniqueness and particularity of each group.
Worlds of Difference: Rethinking the Ethics of Global Education for the 21st Century
by Peter Pericles TrifonasThe varying interests of competing minority groups often part company with regard to how to achieve an equitable community. Worlds of Difference rethinks the traditional interpretation of the principle of educational equity in light of this difficulty. Theorists and educational practitioners influenced by many disparate schools of thought reflect upon the possibilities of a "curriculum of difference" in relation to questions of language, culture, and media at the forefront of global education issues today. Collectively, the authors argue that education in theory and practice must reawaken an ethical consciousness that affirms the negative values of difference, but still recognizes the uniqueness and particularity of each group.
The Worlds of Patrick Geddes: Biologist, Town planner, Re-educator, Peace-warrior (Routledge Revivals)
by Philip BoardmanFirst published in 1978, The Worlds of Patrick Geddes is a study of Patrick Geddes’ thought and action, his relationships and his life, as someone who defied labelling and who was years ahead of his contemporaries. The work of Patrick Geddes (1854-1932) is coming to be more and more widely appreciated, as his ideas on many diverse subjects are being gradually assimilated into the mainstream of modern thought. Geddes has been confidently labelled as a biologist, town-planner, sociologist and educator; but he was all of these and more. This book will be of interest to students of biology, urban planning and sociology.
The Worlds of Patrick Geddes: Biologist, Town planner, Re-educator, Peace-warrior (Routledge Revivals)
by Philip BoardmanFirst published in 1978, The Worlds of Patrick Geddes is a study of Patrick Geddes’ thought and action, his relationships and his life, as someone who defied labelling and who was years ahead of his contemporaries. The work of Patrick Geddes (1854-1932) is coming to be more and more widely appreciated, as his ideas on many diverse subjects are being gradually assimilated into the mainstream of modern thought. Geddes has been confidently labelled as a biologist, town-planner, sociologist and educator; but he was all of these and more. This book will be of interest to students of biology, urban planning and sociology.
The World's Strongest Trade Unions: The Scandinavian Labor Movement
by Walter GalensonDespite the general decline of trade unions throughout the Western world, unions in Denmark, Norway, and Sweden have prospered. Why? Galenson cites their ability to organize white collar workers, the special attention they give to recruitment of women, and their ability to undergo structural change under employer pressure. He analyzes these factors in the belief that if unions in other parts of the world understand why and how unionism is succeeding in Scandinavia, its deterioration may be slowed and even reversed. In doing so, Galenson offers specific advice on how industrial relations professionals should manage to avoid breakdown of existing systems elsewhere. Labor unions, officials, and organization executives, as well as executives throughout the public sectors, will find Galenson's views informative and enlightening.Although there has been a good deal written about the Scandinavian labor movements in Dano-Norwegian and Swedish, there has been nothing comprehensive in English that deals with the labor movements in the three countries. Nor has there been a systematic analysis of their policies and practices. Galenson provides readers, now, with an account of how unions in the Scandinavian countries have managed to secure the world's highest rates of organization: up to 90% of all who are employed in Sweden, and somewhat less in Denmark and Norway, are trade union members, compared with 15% in the United States. The countries in which they operate are welfare states and are among the wealthiest countries in the world, yet remarkably little is known about the systems of industrial relations that have contributed to these results. Galenson's book will fill that gap and in doing so, make a unique contribution to the determination of policy in other countries.
Worlds that Could Not Be: Utopia in Chronicles, Ezra and Nehemiah (The Library of Hebrew Bible/Old Testament Studies #620)
by Frauke Uhlenbruch Steven J. SchweitzerThe idea of Utopia was first made current and popular by Sir Thomas More with the publication of his book by the same name in 1516. The 'no-place' that was created has had a fantastic reception history, which makes its application to the biblical books of Nehemiah, Ezra and Chronicles as vibrant as the current scholarship which is ongoing into the Renaissance term and its implications. The essays in this collection take different approaches to the question: are there proto-utopian elements in the three books from the Hebrew Bible? Methodological considerations are to be found, but each essay also moves beyond the methodological constraint to raise the hypothetical question of 'what if?' in different ways.The essays evaluate the potential, and pitfalls, of reading Biblical books as (proto-)utopian. Topics include how utopia construct intricate counter-realities, and how to tell whether a proposal diagnosed as 'utopian' from a modern point of view is meant to motivate its audience to political action. Case studies which read aspects of Chronicles, Ezra and Nehemiah as potential utopian traits include the restoration project of Ezra-Nehemiah and the rejection of foreign wives, utopian concerns in Chronicles, as well as the empire's role in writing a putative utopia, and King Solomon as a utopian fantasy-king.
The World’s Worst Teachers
by David WalliamsMillions of young readers have loved the World’s Worst Children tales – now they will revel in this delightfully dreadful collection of the most gruesome grown-ups ever: The World’s Worst Teachers. From the phenomenally bestselling David Walliams and illustrated in glorious colour by the artistic genius, Tony Ross.
Worldviews and Values in Higher Education: Teaching, Learning, Curricula, and Assessment (Global Perspectives on Higher Education Development)
by MADASU BHASKARA RAO, ABHILASHA SINGH AND PULAPARTHI MALLIKA RAOLaunching the Global Perspectives on Higher Education Development series, editors Madasu Bhaskara Rao, Abhilasha Singh and Pulaparthi Mallika Rao introduce the concept of values and the role they play in the emerging university of the twenty-first century. How do universities' missions, visions, policies, and strategies shape their responses to a world that is swiftly changing due to increased globalisation, demand, competition, and innovation? Understanding that educational stakeholders must comprehend the nature of societal culture and communal values and the role they play in shaping, often implicitly, a university’s ethos and traditions, contributors explore how values operate at an institutional level. How do they impact micro-level practises, such as pedagogical strategies, academic achievement, curriculum development, and evaluation? Providing a much-needed global perspective-based analysis of the issue of educational values, this first volume on Worldviews and Values in Higher Education examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.
Worldviews and Values in Higher Education: Teaching, Learning, Curricula, and Assessment (Global Perspectives on Higher Education Development)
by Madasu Bhaskara Rao Abhilasha Singh Pulaparthi Mallika RaoLaunching the Global Perspectives on Higher Education Development series, editors Madasu Bhaskara Rao, Abhilasha Singh and Pulaparthi Mallika Rao introduce the concept of values and the role they play in the emerging university of the twenty-first century. How do universities' missions, visions, policies, and strategies shape their responses to a world that is swiftly changing due to increased globalisation, demand, competition, and innovation? Understanding that educational stakeholders must comprehend the nature of societal culture and communal values and the role they play in shaping, often implicitly, a university’s ethos and traditions, contributors explore how values operate at an institutional level. How do they impact micro-level practises, such as pedagogical strategies, academic achievement, curriculum development, and evaluation? Providing a much-needed global perspective-based analysis of the issue of educational values, this first volume on Worldviews and Values in Higher Education examines how higher education cultures are embedded within and heavily influenced by national cultures, norms, and structures through the lenses of Teaching, Learning, Curricula, and Assessment.
Worldwide Commonalities and Challenges in Information Literacy Research and Practice: European Conference, ECIL 2013, Istanbul, Turkey, October 22-25, 2013. Revised Selected Papers (Communications in Computer and Information Science #397)
by Serap Kurbanoglu Esther Grassian Diane Mizrachi Ralph Catts Sonja SpiranecThis book constitutes the refereed proceedings of the European Conference on Information Literacy, ECIL 2013, held in Istanbul Turkey, in October 2013. The 73 revised full papers presented together with two keynotes, 9 invited papers and four doctoral papers were carefully reviewed and selected from 236 submissions. The papers are organized in topical sections on overview and research; policies and strategies; theoretical framework; related concepts; citizenship and digital divide; disadvantaged groups; information literacy for the workplace and daily life; information literacy in Europe; different approaches to information literacy; teaching and learning information literacy; information literacy instruction; assessment of information literacy; information literacy and K-12; information literacy and higher education; information literacy skills of LIS students; librarians, libraries and ethics.
Worldwide English Language Education Today: Ideologies, Policies and Practices (Routledge Research in Language Education)
by Ali Al-Issa Seyyed-Abdolhamid MirhosseiniThis book explores the ideologies, policies, and practices of English language education around the world today. It shows the ways in which ideology is a constituent part of the social realities of English language teaching (ELT) and how ELT policies and practices are shaped by ideological positions that privilege some participants and marginalize others. Each chapter considers the multiple ideologies underlying the thinking and actions of different members of society about ELT and how these inform overt and covert policies at the national level and beyond. They examine the implications of investigating ELT ideologies and policies for advancing socio-political understandings of practical aspects such as instruction, materials, assessment, and teacher education in the field. Introducing new persepctives on the theory and practice of language teaching today, this book is ideal reading for researchers and postgraduate students interested in applied linguistics and language education, faculty members of higher education institutions, English language teachers, and policy makers and planners.
Worldwide English Language Education Today: Ideologies, Policies and Practices (Routledge Research in Language Education)
by Ali Al-Issa Seyyed-Abdolhamid MirhosseiniThis book explores the ideologies, policies, and practices of English language education around the world today. It shows the ways in which ideology is a constituent part of the social realities of English language teaching (ELT) and how ELT policies and practices are shaped by ideological positions that privilege some participants and marginalize others. Each chapter considers the multiple ideologies underlying the thinking and actions of different members of society about ELT and how these inform overt and covert policies at the national level and beyond. They examine the implications of investigating ELT ideologies and policies for advancing socio-political understandings of practical aspects such as instruction, materials, assessment, and teacher education in the field. Introducing new persepctives on the theory and practice of language teaching today, this book is ideal reading for researchers and postgraduate students interested in applied linguistics and language education, faculty members of higher education institutions, English language teachers, and policy makers and planners.
The Worldwide Transformation of Higher Education (International Perspectives on Education and Society #9)
by David P. Baker Alexander W. WisemanHigher education worldwide, including the university and other related academic programs, is currently undergoing intensive change and transformation perhaps as no other time in its long history. One factor contributing to this rapid transformation is the global expansion of higher education at unprecedented rates. More of the world's population is continuing to higher education (and other forms of tertiary education) now than ever before. In fact, enrollment in institutions of higher education around the world is growing at a rapid rate. Some scholars have suggested that one reason for this rapid expansion is that the role of higher education has shifted over the last 50 years from an elite to a mass institution. As a result of this rapid expansion and shift in focus, the nature of students, faculty, the curriculum, and assessment is changing within the institution. And in society, the value of higher education and its impact on socioeconomic status, human capital, and technical innovation is changing as well. As a whole, the chapters in this volume in the "International Perspectives on Education and Society" series present a thoughtful discussion of the worldwide transformation of higher education from multiple perspectives. Contributors include Gaele Goastellec, David Turner, John C. Weidman, Adiya Enkhjargal, Christine Min Wotipka, Francisco O. Ramirez, Karin Amos, Lucia Bruno, Marcelo Parreira do Amaral, Mark S. Johnson, Christopher Collins, Robert A. Rhoads, Sunwoong Kim, Jun Li, Jing Lin, Chuing Prudence Chou, Philip G. Altbach, and Patti McGill Peterson.