This open access book provides an analysis of the effects of the COVID-19 Pandemic on diverse education systems, and of the results of the policies adopted to sustain educational opportunities. ...Through a series of diverse national case studies, the book examines the preexisting fragilities and vulnerabilities in educational structures which shaped the nature of the varied responses, around the world, to teaching and learning during the worst crisis in public education in recent history. The chapters in the book take stock of how educational opportunities changed in various education systems around the world as a result of the Covid-19 pandemic, answering the question of what did education systems, and societies, learn about education as a result of the pandemic. The book covers diverse education systems, with varying levels of resources and facing distinct education challenges, including Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, and the United States.
The volume presents research that emerges from the 9th International Adult Education Academy (2022), which brings together researchers, students and practitioners from around the world to share ...perspectives comparatively. More than 80 participants from almost 20 different countries have exchanged, compared and expanded their individual knowledge and experience on adult learning and education. This volume consisting of eight contributions (including one fundamental article beforehand) assumes that globalisation affects national, regional and local levels of adult learning and education. Transformational relations are observed and analysed through the lens of participation, sustainability and digitalisation. All contributions apply an international comparative research approach to empirically investigate these areas with their upcoming needs. This approach takes place under consideration of comparison as a research method which not only grounds on a long tradition and relies on a set of rules and techniques, but also on an inner attitude and sensitivity with which we look at the world and its global needs while trying to understand.
Learning at the ends of life Heydon, Rachel
Learning at the ends of life,
c2012, 2013, 20130227, 2013-02-27, 2013-01-15
eBook, Book
Providing practical suggestions for pedagogies and curricula, Heydon helps educators rethink what is taken for granted in monogenerational learning sites and see new possibilities for learners and ...themselves.
This book discusses and analyses global policies and practices aimed at promoting equity in higher education participation and attainment. Although the massification of higher education systems has ...facilitated the participation of students from deprived backgrounds, socioeconomic inequalities persist in access to the most prestigious institutions and programmes. Privileged students benefit from a number of advantages in the competition for selective and scarce places: access to information, lower aversion to debt, higher expectations, better previous schooling and higher academic achievement. The chapters present a critical analysis of equity policies in different countries – with or without affirmative action policies, within a context of neoliberal policies or within a social democratic model – and the reasons why they have failed to promote equity and fairness, preventing students from achieving their full educational potential. This is an open access book.
This book explores how design thinking can transform higher education, with solutions ranging from single course sessions to whole programs and universities. The authors demonstrate how designing ...across disciplines is done, with disruptive technologies, ambiguity and challenges as catalysts. Iteratively tested pedagogies, design-driven solutions and creative uses of both tactile and digital worlds are among the approaches discussed. Educators and leaders of higher education institutes as well as designers and managers of companies will benefit from engaging the design ideas in their own work.
Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized ...CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism, whether in a specific content classroom or in a broader educational community.
This book examines the education of Mexican Americans in the U.S. Southwest during the era of de jure segregation, 1900-50. The book focuses on the influence of the national political economy and the ...socioeconomic position of Mexican Americans as contributing factors to inequality in education. During the early 1900s, dynamic economic processes such as the development of railroads, mining, agriculture, and industry created the basis for incorporation of Mexican immigrants into the nation. Almost without exception they became part of the working class, and this status influenced the educational experience of the Mexican community. As increasing numbers of Mexican Americans became integrated into the economy, school boards established a de jure segregationist policy that was to last until mid-century. The education of Mexican Americans reflected two emphases: political socialization shaped by the dominant economic forces at play, and training for horizontal movement on the hierarchical socioeconomic scale. Thus, segregated public education of the Mexican American community tended to reproduce its class character from one generation to the next. Americanization, testing, tracking into vocational education, and slow-learner and mentally retarded classes provided the internal machinery that made segregation an effective tool. Chapters cover the following topics: (1) culture, language, and the Americanization of Mexican children; (2) the Americanization of the Mexican family; (3) intelligence testing and the Mexican child; (4) training for occupational efficiency: vocational education; (5) the education of migrant children; (6) inter-American and intercultural education; and (7) the rise and fall of de jure segregation in the Southwest. The book concludes with a discussion of continuity and change in the education of Chicano children. Includes an index and approximately 300 bibliographic citations. (LP)
The Dream Is Over tells the extraordinary story of the 1960 Master Plan for Higher Education in California, created by visionary University of California President Clark Kerr and his contemporaries. ...The Master Plan’s equality of opportunity policy brought college within reach of millions of American families for the first time and fashioned the world’s leading system of public research universities. The California idea became the leading model for higher education across the world and has had great influence in the rapid growth of universities in China and East Asia. Yet, remarkably, the political conditions supporting the California idea in California itself have evaporated. Universal access is faltering, public tuition is rising, the great research universities face new challenges, and educational participation in California, once the national leader, lags far behind. Can the social values embodied in Kerr’s vision be renewed? “The Dream Is Over is an outstanding contribution to the literature on higher education. It should be read not only by a large American audience of scholars, teachers, students, and policy makers, but also by a wider international audience interested in higher education, its successes, its shortcomings, and the policies that have driven both.” -JUDITH C. BROWN, Dean of the College of Arts and Humanities, Minerva, and former Vice President for Academic Affairs and Provost at Wesleyan "The Dream is Over is a tour de force by Simon Marginson, whose scholarship is essential for understanding the role of higher education in society today. Through an archeology of the “Californian idea,” Marginson analyzes the intellectual and political work that established the Master Plan and the University of California as the city of intellect. He shows how the California model influenced the design of higher education around the world and identifies the forces that have brought it to the brink of ruin. Marginson convincingly argues that higher education in the United States now contributes to the reproduction of social inequality but also provides practical suggestions for how to re-charter the pact between higher education and society." -DR. BRENDAN CANTWELL, Michigan State University and Coordinating Editor of Higher Education SIMON MARGINSON is Professor of International Higher Education at the Institute of Education, University College London, and Director of the ESRC/HEFCE Centre for Global Higher Education. He is also joint editor of the journal Higher Education.
Currently, the field of teacher education is undergoing a major shift—a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that ...entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we must reimagine not only the curriculum for learning to teach but also the pedagogy of teacher education. We present one example of what we mean by reimagined teacher education pedagogy by offering a framework through which to conceptualize the preparation of teachers organized around core practices. From our perspectives, this framework could be the backbone of a larger research and development agenda aimed at engaging teachers and teacher educators in systematic knowledge generation regarding ambitious teaching and teacher education pedagogy. We conclude with an invitation to the field to join with us in imagining approaches to generating and aggregating knowledge about teaching and the pedagogy of teacher education that will move not only our individual practice but also our collective practice forward.
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