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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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The Political Roots of the Public Engagement Agenda
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Public trust in the scientific community is under extraordinary pressure. Crucial areas of human activity and public policy, such as education, universities, climate and health care are influenced by populist political strategies rather than evidence-based solutions. Moreover, data-driven methods are becoming increasingly subject to de-legitimisation.

This book examines potential remedies for improving public trust and the legitimacy of science. It reviews different policy approaches adopted by governments to incentivise the empowerment of stakeholders through co-production arrangements, participatory mechanisms, public engagement and interaction between citizens and researchers.

Offering an original analysis of the political roots of the governmental impact and engagement agenda, this book sheds much-needed light on the wider connections to democracy.

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The Next Chapter

How do we respond to harm faced by young people beyond their front doors? Can practitioners keep young people safe at school, in their neighbourhoods or with their friends when social care systems are designed to work with families?

The Contextual Safeguarding approach has transformed how policy makers, social care leaders, practitioners and researchers understand harm that happens to young people in their communities and what is required to respond. Since 2015 it has been tested across the UK and internationally. This book shares stories from child sexual exploitation, child criminal exploitation and peer violence about what has been learnt on this journey.

For anyone interested in how we safeguard young people beyond their front doors, this book shows how much we have achieved and raises big questions about what more we need to do to ensure young people are safe – whatever the context.

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The Making of Unequal Graduate Lives

What are the challenges for the current generation of graduate millennials? The role of universities and the changing nature of the graduate labour market are constantly in the news, but less is known about the experiences of those going through it.

This new book traces the transition to the graduate labour market of a cohort of middle-class and working-class young people who were tracked through seven years of their undergraduate and post-graduation lives.

Using personal stories and voices, the book provides fascinating insights into the group’s experience of graduate employment and how their life-course transitions are shaped by their social backgrounds and education. Critically evaluating current government and university policies, it shows the attitudes and values of this generation towards their hopes and aspirations on employment, political attitudes and cultural practices.

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Bringing together the perspectives of researchers, policy makers, activists, educators and practitioners, this book critically interrogates the Western-centric assumptions underpinning education and development agendas and the colonial legacies of violence they often uphold.

The book considers the crucial connection between the idea of sustainable futures and the demand to decolonise education. Containing an innovative mixture of text, stories and poetry, it explores how decolonised futures can be conceived and enacted, offering theoretical and practical examples, including from practice in educational and cultural organisations. In doing so, the book highlights education’s potential role in facilitating processes of reparative justice that can contribute to decolonised futures.

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Why Theory Matters and What to Do about It
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The field of digital technology in education has long been under-theorised.

This book will enable the reader to reflect on the use of theory when explaining technology use and set out ways in which we can theorise better. It explores the concept of theory and looks at how teaching, learning, and technology itself have been theorised. With relatable international case studies, it shows how theories underpin optimistic and pessimistic accounts of technology in education.

This innovative book will help readers to understand more deeply the use of digital technology in education, as well as the idea of theory and how to develop a distinctly educational approach to theorising.

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