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A Decolonial Perspective

This short book aims to provide a decolonial critique of dominant global agendas concerning teacher professionalism and to propose new understanding based on the perspectives and experiences of a sample of teachers in Colombia, Ethiopia, India, Rwanda and Tanzania. The book opens by setting out dominant conceptions of teacher professionalism as they appear in the global literature. It then uses Ndlovu-Gatsheni’s three dimensions of coloniality (namely, the coloniality of power, of knowledge and of being) as a framework for considering the legacy of colonialism on teacher professionalism and setting out teachers’ ideas concerning the barriers to and affordances of their professionalism. The main arguments advanced in the book are that a decolonial lens is helpful for contextualizing the perspectives of teachers in the global South; the lived experiences and material conditions of these teachers are often neglected in dominant discourses; it is important to situate the perspectives of teachers in an understanding of local contexts and realities; and, in contrast to deficit discourses that predominate in the global literature, there is much that can be learned about teacher professionalism from teachers in the global South.

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Disadvantaged Students, Exclusion and Social Justice
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Why do disadvantaged students continue to get a poor deal as they progress through England’s education system?

Challenging orthodox thinking about school exclusion, this book powerfully advocates for a fairer education system for disadvantaged students. It argues that the current conceptualisation of ‘exclusion’ – physically removing the student from the school – is insufficient. This approach fails to recognise the layers of exclusion that these students encounter. Students can be excluded within their schools (inner exclusion), not just from school (outer exclusion).

Drawing on student experiences of exclusion and the perspectives of senior leaders, including the author who is a Head of School, this book demonstrates how we can create a fairer education system for disadvantaged students.

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Aspirations, Opportunities and the Reproduction of Social Class
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Despite a mass expansion of the higher education sector in the UK since the 1960s, young people from socio-economically disadvantaged backgrounds remain less likely to enter university than their advantaged counterparts.

Drawing on unique new research gathered from three contrasting secondary schools in England, including interviews with children from three year groups and careers advisors, this book explores the aspirations, opportunities and experiences of young people from different social-class backgrounds against a backdrop of continuing inequalities in education.

By focusing both on the stories of young people and the schools themselves, the book sheds light on the institutional structures and practices that render young people more, or less, able to pursue their aspirations.

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We Do!
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This book traces the history of nurseries in the UK, the types and levels of provision, the long-standing splits between welfare care and public education, and community-based attempts to improve the situation. It charts the shifts in public attitudes towards these various forms of childcare and argues that the privatization of childcare, as for many other privatized services, has been a profound mistake that has entrenched inequality and resulted in poor-quality, yet very costly, services for children.

The book recognizes the considerable difficulties in overhauling the way in which nursery education and care are delivered and paid for, but makes practical suggestions about the ways forward. These include more support for flexible state nursery education, a ban on the offshore privatized nursery companies that increasingly dominate nursery ownership, a substantial overhaul of Ofsted’s remit, and involvement of the many unqualified care workers at the fringes of nursery provision.

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Educational Stratification, Meritocracy and Widening Participation

Despite the high aspirations of young people from disadvantaged communities, they face barriers that are frustrating the realisation of their educational ambitions.

This book analyses the ‘left-behind’ phenomenon and shows how education has become the new divide in Western society. It explains how denied educational equality and frustrated opportunity are undermining social cohesion and what we can do about it. It challenges meritocratic thinking and the efficacy of widening participation as a policy for social inclusion.

Combining analysis of educational disadvantage at an international level and among Travelling communities with empirical data derived from fieldwork with parents, teachers and students in the European Union (Ireland), this book offers fresh thinking and new hope in relation to young people left behind in the opportunity structure.

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Global Forces and Local Responses

Rooted in an international political economy theoretical framework, this book provides unique insights into the global forces and local responses that are shaping education systems in Central America and the Latin Caribbean (CALC).

The book covers all Spanish-speaking countries of the CALC region and examines the effects of macro-economic pressures, geopolitical intervention, neo-colonial relationships, global pandemics, transnational gang networks, and the influence of international organizations. Chapters analyse the challenges and opportunities these global forces present to education systems in the region as well as highlighting the local efforts to address, mitigate, and counteract them. In doing so, the book illuminates how education can contribute to either maintaining or challenging inequalities and exclusion in the face of pressures from the global to local levels.

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Understanding Education Policy through Mobilities and Assemblage

This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted.

These approaches challenge taken-for-granted and universalizing concepts in policy research and policy work in CIE such as the nation-state, policy making/policy enactment, global/local, Global North/Global South and highlight how policy is contingent on emerging through complex relations between people and places.

Using illustrative cases and vignettes drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.

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The Enterprise Narrative and the Shadow State

Viv Ellis, Lauren Gatti and Warwick Mansell present a unique and international analysis of teacher education policy.

Adopting a political economy perspective, this distinctive text provides a comparative analysis of three contrasting welfare state models – the US, England and Norway – following the 2008 Global Financial Crisis (GFC). Arguing that a new political economy of teacher education began to emerge in the decade following the GFC, the authors explore key concepts in education privatisation and examine the increasingly important role of shadow state enterprises in some jurisdictions.

This topical text demonstrates the potential of a political economy approach when analysing education policies regarding pre-service teacher education and continuing professional development.

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A Conceptual Toolbox

The field of education policy research is a dense, crowded space owing to its complicated relationship to different intellectual histories and the influence of various ontologies or ‘turns’. To aid comprehension and clarity, this book describes the history, contribution and application of over 90 keywords in the field of education policy research. It is designed as a reference, learning and teaching tool to assist students, educators and researchers with:

• complex learning and teaching;

• wider and background reading and knowledge building;

• critical scholarship and research;

• interdisciplinary thinking and writing;

• theory development and application.

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Implications for Reflective Practice
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Education in India concentrates on exam performance and consequently the teacher in India often acts as a disseminator of textbook material, as well as maintaining class discipline and respect. This book explores low-income female teachers’ speech and syntax as a crucial resource in which agency, freedom and empowerment is enacted within a strong oral tradition in India.

The book demonstrates how this socially and economically marginalised group overcome prejudices to develop relational agency and embed their authority. It shows how they establish their values and why their beliefs shape attitudes to aspiration, achievement and freedom of choice. It concludes with recommendations for policy and improvements to reflective practice in teaching.

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