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Inclusive Educational Ethics, Facing the Facts
Inclusive Educational Ethics, Facing the Facts examines the challenges and strategies of inclusive education in different national contexts, focusing on equity, social justice, and the development of critical thinking.
Cultures of Inclusive Education and Democratic Citizenship: Comparative Perspectives
Inclusive education has aroused heated debate among teachers, parents, politicians, and the general public, yet for many involved and affected the basic concepts and real goals of inclusion are unclear or misunderstood. Presenting research by scholars from the Czech Republic, France, Norway, Poland, Canada, and Switzerland on education, democratic citizenship, and the inclusive philosophies and politics of various countries, Cultures of Inclusive Education and Democratic Citizenship examines and clarifies the cultural, professional, and political issues surrounding the implementation of inclusive education. The first section of the book examines the epistemology of the inclusive process. The second section compares the logic of inclusion from an international perspective. The final section explores concrete problems encountered in the different states represented.
Difference and Sameness in Schools
Presenting European Anthropology of Education through eleven studies of European schools, this volume explores the constructing and handling of difference and sameness in the central institutions of schools. Based on ethnographic studies of schools in Greece, England, Norway, Italy, Switzerland, the Czech Republic, Spain, Austria, Russia, Germany, the Netherlands and Denmark, it illustrates how anthropological studies of schools provide a window to larger society. It thus offers insights into cultural lessons taught to children through policies, institutional structures and everyday interactions, as well as into schools’ entanglement in state projects, cultural processes, societal histories and conflicts, and hence into contemporary Europe.
Studying Teaching and Teacher Education
The ISATT 40th Anniversary Yearbook, presented over three volumes, celebrates the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.
Inclusive Educational Ethics, Facing the Facts
This book takes the reader on a journey through different national contexts. Discover the unique challenges and strategies for inclusive education in countries such as Romania, Poland, Guadeloupe and Canada. Explore the need for independent living skills for institutionalised children in Romania, the paradoxes of educational inclusion for Ukrainian refugees in Poland, and the impact of teacher communication styles on student motivation in Guadeloupe. The negotiation of teacher education policy and standards in Canada is also on the agenda. For anyone with a passion for inclusive education, this book is a treasure trove of information. Contributors are: Laura Agrati, Daniela Roxana Andron, St...
Science and Global Challenges of the 21st Century – Innovations and Technologies in Interdisciplinary Applications
This book comprises proceedings of the 2022 International Forum “Science and Global Challenges of the XXI Century”. The main principle of the Forum’s program is interdisciplinarity, the formation of end-to-end innovation chains: fundamental and applied research, technology development, implementation, and wide application of networks and systems. In 2022, the central theme of the forum is innovations and technologies in interdisciplinary applications. The book covers a wide range of knowledge-communication methodologies and effective technologies for processing data in various forms and areas. The book might interest researchers working at the interface of disciplines, such as e-learning, digital humanities, computational linguistics, cognitive studies, GIS, digital geography, machine learning, and others. It can also be a valuable source of information for Bachelor and Master students with open curricula or majors and minors who seek to find a balance between several fields of their interest.
Living Together
SUZANNE MAJHANOVICH and CHRISTINE FOX Originally published in the journal International Review of Education, Volume 54, Nos 3–4, 287–297. DOI: 10. 1007/s11159-008-9097-9 Springer Science+Business Media B. V. 2008 The papers in this collection have been selected from over 800 presentations given at the XIIIth World Congress of Comparative Education Societies, held at the University of Sarajevo, Bosnia and Herzegovina, from 3 to 7 September 2007. The Congress was hosted on behalf of the WCCES by the Mediterranean Society of Comparative Education and in association with the International Association of Intercultural Education. For such an int- national gathering, it was appropriate that the...
Understanding Excessive Teacher and Faculty Entitlement
Understanding Excessive Teacher and Faculty Entitlement develops a body of professional knowledge by providing a deeper understanding of what manifests itself as 'excessive entitlement', by presenting a theoretical framework within which one can investigate issues and helps those concerned with education and teacher education.
Philosophy's Duty Towards Social Suffering
Social suffering commands increasing public attention in the wake of several historical processes that have changed the ways victims are perceived. In making suffering eloquent by rendering it in conceptual form, philosophy runs the risk of muting suffering, thereby neutralizing its ability to mobilize responses. In the experience of suffering philosophy finds a limit it must recognize as its own. Yet only by fulfilling its duty towards suffering - only by having the abolition of suffering as its ultimate goal - can philosophical thinking withstand a tacit complicity with injustice.
Young Migrants and Plurilingualism in Schools
In many parts of the world, there is a growing interest in how existing linguistic knowledge is involved in the acquisition of further languages; in particular how learning the language of schooling can be improved through inclusion of students’ home languages. This theme gathers around it a rich international network of multilingual researchers interested in promoting the benefits of bilingual and plurilingual education, the recognition of linguistic and cultural diversity in schools, and strategies for supporting young migrants to succeed in schools. Young Migrants and Plurilingualism in Schools: A Comparative Study of Language Diversity within Education Systems in France and Aotearoa, New Zealand presents findings from the author’s Ph.D. study carried out during 2017–2019 with young migrants and their teachers in France and New Zealand. These findings provide evidence for plurilingual learning spaces as improving student participation, interaction, sense of wellbeing and social cohesion—all elements of democratic coexistence in culturally and linguistically diverse societies.
