Bøger i Routledge Research in International and Comparative Education serien

Educational Choices, Transitions and Aspirations in Europe analyses educational choices and transitions in eight different European countries/regions and provides an engaging means of considering issues of inequality through international comparisons.

Vocational Education in the Nordic Countries: The Historical Evolution is the first of two volumes that disseminate new and systematic knowledge on the strengths and weaknesses of the different models of vocational education and training (VET) in four Nordic countries.

Vocational Education in the Nordic Countries: Learning from Diversity is the second of two books that disseminates new and systematic knowledge on the strengths and weaknesses of the different models of vocational education and training (VET) in four Nordic countries.

Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations' BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach.

Testing and Inclusive Schooling provides a comparative perspective on seemingly incompatible global agendas and efforts to include all children in the general school system, thus reducing exclusion.

Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Although official national historical narratives often exclude or marginalize victimized communities, teaching and learning difficult histories is necessary for increased dialog within co

Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education.

Residential Schools and Indigenous Peoples provides an extended multi-country focus on the transnational phenomenon of genocide of Indigenous peoples through residential schooling.

This volume explores the research and practice of faculty development in developing and fragile countries, and the multiple individual, institutional, cultural, political, and economic barriers that stand in the way of this reform. Based on the concept that "we teach as we were taught," it aims to help higher education faculty as they move from lecture-based teaching to a more interactive approach, which helps build critical thinking, creativity and problem solving skills in students.

The Shifting Global World of Youth and Education explores how increasing migration and population changes are having an unprecedented impact on global education.

By situating teacher education policy within a larger philosophical framework regarding the relationship between the state and conceptions of the "common good," this book analyzes the ideological and political desires of the state---how the state understands the common good, the future of national identity, and to what end schooling is imagined.

Showing how youth from one of the poorest and most violent neighborhoods in Cape Town, South Africa, learn differently in three educational contextsΓÇö in classrooms, in a community hip hop crew, on a youth radio showΓÇöthis book illuminates how South African schools, like schools elsewhere, subtly reproduce inequalities by sorting students into social hierarchies linked to assessments of their use of language. Highlighting the voices and perspectives of young South Africans, this case study of youth in the global South explores how language is linked to cultural mixing which occurred during colonialism and slavery and continues through patterns of global mobility. Dialogue in Places of Learning: Youth Amplified in South Africa demonstrates how language and learning are bound to space and place.

With chapters co-written by English and Finnish authors, Educating for Democracy analyses the history and current state of education systems in England, Finland and other European countries to establish whether they are effective in creating democratically-minded citizens. Recent years have seen decreasing control of educator professionalism as governments are becoming more concerned about economic growth, and in some cases, survival. The contributors to this volume question whether educators are becoming less effective as a result, exploring the idea that democracy is a dying concept, and asking whether educators are now simply creating cogs for the neo-liberalistic/capitalist machine.

This book offers the first attempt to focus on the development of Cooperative and Work- Integrated Education (CWIE) in Asia. The analysis follows international comparisons of China, Japan, Korea, Hong Kong, Vietnam, Thailand, Malaysia, and Singapore on their educational history, vocational education, CWIE, and future issues.

Actionable Research for Educational Equity and Social Justice advances a unique, engaged approach to promoting educational equity and social justice in higher education across China and beyond. Developed as a joint venture of senior and junior scholars in China and the United States, this book documents Chinese, Latin American, U.S., and European examples of engaged scholarship supporting the development of strategies for expanding educational opportunities for low-income families. Drawing from collaborative research, workshops, and field investigations, chapter authors propose and test new methods and practices for reducing educational inequality and provide examples of successful practices that have improved access for low-income students across the globe.

Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education. The comparative approach employed by this volume adds to the existing body of knowledge on ESL and develops an understanding of how young people navigate through different educational systems.

Testing and Inclusive Schooling provides a comparative perspective on seemingly incompatible global agendas and efforts to include all children in the general school system, thus reducing exclusion.