This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands ...and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region. This is an open access book.
How are older learners faring in today’s digital society? Are they being excluded or left behind? The author explores this question and investigates strategies needed to assist older learners who ...want to continue learning into their golden years. Canada’s demographics are shifting, with more seniors living longer and leading more productive lives, notably through their participation in education. Incorporating adult education theory and practice with gerontological statistics and literature, the author considers the situations of older learners, who are faced with both barriers and opportunities. Technology should not be an obstacle to older learners; when potential opportunities arise—and with assistance from family and friends—education can help set older learners on a fulfilling path that enhances their lives.How are older learners faring in today’s digital society? Are they being excluded or left behind? The author explores this question and investigates strategies needed to assist older learners who want to continue learning into their golden years. Canada’s demographics are shifting, with more seniors living longer and leading more productive lives, notably through their participation in education. Incorporating adult education theory and practice with gerontological statistics and literature, the author considers the situations of older learners, who are faced with both barriers and opportunities. Technology should not be an obstacle to older learners; when potential opportunities arise—and with assistance from family and friends—education can help set older learners on a fulfilling path that enhances their lives.
This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge ...that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition; and how they can change the ways students listen to, understand and appreciate music as critical listeners, not only in relation to what they already know, but beyond. It examines students' motivations towards music education, their autonomy as learners, and their capacity to work co-operatively in groups without instructional guidance from teachers. It suggests how we can awaken students' awareness of their own musicality, particularly those who might not otherwise be reached by music education, putting the potential for musical development and participation into their own hands. Bringing informal learning practices into a school environment is challenging for teachers. It can appear to conflict with their views of professionalism, and may at times seem to run against official educational discourses, pedagogic methods and curricular requirements. But any conflict is more apparent than real, for this book shows how informal learning practices can introduce fresh, constructive ways for music teachers to understand and approach their work. It offers a critical pedagogy for music, not as mere theory, but as an analytical account of practices which have fundamentally influenced the perspectives of the teachers involved. Through its grounded examples and discussions of alternative approaches to classroom work and classroom relations, the book reaches out beyond music to other curriculum subjects, and wider debates about pedagogy and curriculum.
Contents: Introduction; The project's pedagogy and curriculum content; Making music; Listening and appreciation; Enjoyment: making music and having autonomy; Group cooperation, ability and inclusion; Informal learning with classical music; Afterword; Appendices; Bibliography; Index.
Lucy Green is Professor of Music Education in The Institute of Education, University of London, UK.
The rise of neo-nationalism is having a profound and troubling impact on leading national universities and the societies they serve. This is the first comparative study of how today's right-wing ...populist movements and authoritarian governments are threatening higher education.Universities have long been at the forefront of both national development and global integration. But the political and policy world in which they operate is undergoing a transition, one that is reflective of a significant change in domestic politics and international relations: a populist turn inward among a key group of nation-states, often led by demagogues, that includes China and Hong Kong, Turkey, Hungary, Russia, Brazil, the United Kingdom, and the United States. In many parts of the world, the COVID-19 pandemic provided an opportunity for populists and autocrats to further consolidate their power. Within right-wing political ecosystems, universities, in effect, offer the proverbial canary in the coal mine—a clear window into the extent of civil liberties and the political environment and trajectory of nation-states.In Neo-nationalism and Universities, John Aubrey Douglass provides the first significant examination of the rise of neo-nationalism and its impact on the missions, activities, behaviors, and productivity of leading national universities. Douglass presents a major comparative exploration of the role of national politics and norms in shaping the role of universities in nation-states—and vice versa. He also explores when universities are societal leaders or followers: When they are agents of social and economic change, or simply agents reinforcing and supporting an existing social and political order.In a series of case studies, Douglass and contributors examine troubling trends that threaten the societal role of universities, including attacks on civil liberties, free speech, and the validity of science; the firing and jailing of academics; anti-immigrant rhetoric; and restrictions on visas with consequences for the mobility of academic talent. The book also offers recommendations to preserve the autonomy and academic freedom of universities and their constituents. Neo-nationalism and Universities is written for a broad public readership interested and concerned about the rise of nationalist movements, illiberal democracies, and autocratic leaders.Contributors: José Augusto Guilhon Albuquerque, Elizabeth Balbachevsky, Thomas Brunotte, Igor Chirikov, Igor Fedyukin, Karin Fischer, Wilhelm Krull, Brendan O'Malley, Bryan E. Penprase, Marijk van der Wende
Is religion a source of political stability and social continuity, or an agent of radical change? This question, so central to contemporary conversations about religion and extremism, has generated ...varied responses over the last century. Taking Jewish and Islamic education as its objects of inquiry, Mandatory Separation sheds light on the contours of this debate in Palestine during the formative period of British rule, detailing how colonial, Zionist, and Palestinian-Muslim leaders developed competing views of the form and function of religious education in an age of mass politics. Drawing from archival records, school syllabi, textbooks, newspapers, and personal narratives, Suzanne Schneider argues that the British Mandatory government supported religious education as a supposed antidote to nationalist passions at the precise moment when the administrative, pedagogic, and curricular transformation of religious schooling rendered it a vital tool for Zionist and Palestinian leaders. This study of their policies and practices illuminates the tensions, similarities, and differences among these diverse educational and political philosophies, revealing the lasting significance of these debates for thinking about religion and political identity in the modern Middle East.
Mexican Americans comprise the largest subgroup of Latina/os, and their path to education can be a difficult one. Yet just as this group is often marginalized, so are their stories, and relatively ...few studies have chronicled the educational trajectory of Mexican American men and women. In this interdisciplinary collection, editors Zambrana and Hurtado have brought together research studies that reveal new ways to understand how and why members of this subgroup have succeeded and how the facilitators of success in higher education have changed or remained the same. The Magic Key’s four sections explain the context of Mexican American higher education issues, provide conceptual understandings, explore contemporary college experiences, and offer implications for educational policy and future practices. Using historical and contemporary data as well as new conceptual apparatuses, the authors in this collection create a comparative, nuanced approach that brings Mexican Americans’ lived experiences into the dominant discourse of social science and education. This diverse set of studies presents both quantitative and qualitative data by gender to examine trends of generations of Mexican American college students, provides information on perceptions of welcoming university climates, and proffers insights on emergent issues in the field of higher education for this population. Professors and students across disciplines will find this volume indispensable for its insights on the Mexican American educational experience, both past and present.
Interdisciplinarity—or the interrelationships among distinct fields, disciplines, or branches of knowledge in pursuit of new answers to pressing problems—is one of the most contested topics in higher ...education today. Some see it as a way to break down the silos of academic departments and foster creative interchange, while others view it as a destructive force that will diminish academic quality and destroy the university as we know it. In Undisciplining Knowledge, acclaimed scholar Harvey J. Graff presents readers with the first comparative and critical history of interdisciplinary initiatives in the modern university. Arranged chronologically, the book tells the engaging story of how various academic fields both embraced and fought off efforts to share knowledge with other scholars. It is a story of myths, exaggerations, and misunderstandings, on all sides.
Touching on a wide variety of disciplines—including genetic biology, sociology, the humanities, communications, social relations, operations research, cognitive science, materials science, nanotechnology, cultural studies, literary studies, and biosciences—the book examines the ideals, theories, and practices of interdisciplinarity through comparative case studies. Graff interweaves this narrative with a social, institutional, and intellectual history of interdisciplinary efforts over the 140 years of the modern university, focusing on both its implementation and evolution while exploring substantial differences in definitions, goals, institutional locations, and modes of organization across different areas of focus.
Higher education scholars, faculty members, and administrators and will find the book’s practical advice on building, operating, and avoiding fallacies and errors in interdisciplinary research and education invaluable.
From an educational-historical view this book analyses the cultural models that underlie the conception and organisation of secondary teacher education and the professionalisation of future secondary ...school teachers in Europe. Based on different conceptions of school, citizenship and the teaching profession these models have an enormous influence on school policy. Taking the examples of Italy and Germany, the complex history of teacher education is reconstructed and analysed. The various articles deal in a long-term view with the emergence of national models of teacher education at the end of the 18th century, their consolidation in the 19th and 20th centuries and their transnational transformation between past and present.
"Der Band setzt sich bildungsgeschichtlich mit den kulturellen Modellen auseinander, die im europäischen Kontext der Konzeption und der Organisation der Lehrerbildung im Sekundarbereich und der Professionalisierung der zukünftigen Gymnasiallehrer zugrunde liegen. Sie gehen von unterschiedlichen Vorstellungen von Schule, Bürgerschaft und Lehrberuf aus und haben einen enormen Einfluss auf die Schulpolitik. An den beiden exemplarischen Fällen Italien und Deutschland wird die vielschichtige Geschichte der Lehrerbildung historisch rekonstruiert und analysiert. In einer Langzeitbetrachtung befassen sich die einzelnen Beiträge mit der Entstehung nationaler Modelle der Lehrerbildung am Ende des 18. Jahrhunderts, mit ihrer Konsolidierung im 19. und 20. Jahrhundert und ihrer transnationalen Transformation in der Gegenwart."
InThe Quest for Citizenship, Kim Cary Warren examines the formation of African American and Native American citizenship, belonging, and identity in the United States by comparing educational ...experiences in Kansas between 1880 and 1935. Warren focuses her study on Kansas, thought by many to be the quintessential free state, not only because it was home to sizable populations of Indian groups and former slaves, but also because of its unique history of conflict over freedom during the antebellum period.After the Civil War, white reformers opened segregated schools, ultimately reinforcing the very racial hierarchies that they claimed to challenge. To resist the effects of these reformers' actions, African Americans developed strategies that emphasized inclusion and integration, while autonomy and bicultural identities provided the focal point for Native Americans' understanding of what it meant to be an American. Warren argues that these approaches to defining American citizenship served as ideological precursors to the Indian rights and civil rights movements.This comparative history of two nonwhite races provides a revealing analysis of the intersection of education, social control, and resistance, and the formation and meaning of identity for minority groups in America.
