Studies in Vocational and Continuing Education

ISSN: 2235-7327

" The aim of this series is to present critical, historical and comparative research in the field of vocational and continuing education and human research development, seen from a pedagogical, organisational, economic and societal perspective. It discusses the implications of latest research to contemporary reform policies and practices. One central issue reflected in all publications is gender. A basic feature of all volumes is their cross-cultural approach. The series has a firm basis in the international research network “VET and Culture” (Vocational Education and Training and Culture; www.peda.net/veraja/uta/vetculture) and the editors invite distinguished researchers from Europe and other continents to contribute to the series. Studies in Vocational and Continuing Education includes monographs, collected papers editions, and proceedings. "

21 publications

New Approaches in Educational and Social Sciences / Neue Denkansätze in den Bildungs- und Sozialwissenschaften

The series presents a broad spectrum of research results from the field of education, encompassing contributions from Eastern European countries. In addition to educational science, the monographs and anthologies, written in German or English, explore topics from various disciplines such as sociology, philosophy, and political science. Up to volume 38, the series was published under the title "Baltische Studien zur Erziehungs- und Sozialwissenschaft / Baltic Studies in Educational and Social Sciences". Die Schriftenreihe bietet ein breites Themenspektrum von Forschungsergebnissen aus der Pädagogik - unter anderem auch aus osteuropäischen Ländern. Neben erziehungswissenschaftlichen Aspekten fließen auch Themen aus anderen Fachbereichen, unter anderem der Soziologie, Philosophie und Politikwissenschaft, in die auf Deutsch oder Englisch verfassten Monographien und Sammelbände ein. Bis Band 38 erschien die Reihe unter dem Titel: Baltische Studien zur Erziehungs- und Sozialwissenschaft / Baltic Studies in Educational and Social Sciences.

44 publications

Erziehungskonzeptionen und Praxis / Educational Concepts and Practice

Die Reihe “Erziehungskonzeptionen und Praxis / Educational Concepts and Practice befasst sich mit dem Gebiet der Pädagogik. Dabei bietet die Reihe ein breites Spektrum an Veröffentlichungen zu diversen Unterrichtsmethoden. Es erscheinen sowohl Beiträge zur Sprach-, Musik-, Literatur und Politikdidaktik, als auch zur Grundlagenreflexion der Lehrausbildung und des Bildungssystems. Herausgegeben wird die Reihe von dem Professor für Erziehungswissenschaften Gerd-Bodo von Carlsburg.

83 publications

Arbeit, Bildung und Gesellschaft / Labour, Education and Society

Die Buchreihe "Arbeit, Bildung & Gesellschaft" veröffentlicht sowohl deutsch- als auch englischsprachige Monographien und Sammelbände aus den Bereichen der Soziologie und Politikwissenschaft. Sie bietet ein breites thematisches Spektrum und umfasst neben den soziologischen und politikwissenschaftlichen Schwerpunkten auch Aspekte der Betriebs- und Volkswirtschaft sowie der Geschichtswissenschaft. Die Herausgeber forschen und forschten u. a. zur Sozialpolitik, zur Soziologie der Entwicklungsländer, zur Bildungs- wie zur Arbeitssoziologie. Homepages der Herausgeber: Prof. Dr. Heinz Sünker Dr. Francesco Garibaldo Prof. em. Dr. György Széll

41 publications

Umweltbildung, Umweltkommunikation und Nachhaltigkeit / Environmental Education, Communication and Sustainability

"The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Editor’s Homepage: Prof. Dr. Walter Leal Filho" "The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Page d'accueil d’éditeur : Prof. Dr. Walter Leal Filho" "The book Series "Environmental Education, Communication and Sustainability" is the world´s longest running book series on matters related to education, communication and training on sustainable development. Since it started in 1998, the book series has produced a number of ground-breaking publications focusing on environmental communication, sustainable development in formal and non-formal education, and in university programmes. Some examples of publications produced to date include "Greening the Curriculum", "Handbook of Sustainability Research" or the newly-launched book – volume 34 – "Sustainability at Universities: New Horizons" resulting from a workshop held in Rio de Janeiro parallel to the UN Conference on Sustainable Development (Rio+20). Prior to publication, the quality of the works published in this series is double blind reviewed by external referees appointed by the editor. The referees are not aware of the author’s name when performing the review; the referees’ names are not disclosed. Editor’s Homepage: Prof. Dr. Walter Leal Filho"

29 publications

Berufliche Bildung in Forschung, Schule und Arbeitswelt / Vocational Education and Training: Research and Practice

Editor's Homepage: Prof. Dr. Matthias Becker Prof. Dr. Georg Spöttl Prior to publication, the quality of the work published in this series is blind reviewed by external referees appointed by the editorship. The referees are not aware of the author’s name when performing their review. Die Reihe „Berufliche Bildung in Forschung, Schule und Arbeitswelt“ hat den Anspruch, in erster Linie Beiträge zu publizieren, die sich mit Forschungsschwerpunkten zur beruflichen Bildung, zur Arbeitswelt und den beruflichen Schulen auseinandersetzen. Diese drei Schwerpunkte sind Gegenstand vielfältiger Untersuchungen, die von einer genauen Betrachtung der Arbeitswelt mittels Arbeitsprozessanalysen bis zur Auseinandersetzung mit Fragen einer erfolgreichen Gestaltung von Lernen und Lehren reichen. Forschungsergebnisse, die zu diesem Spannungsfeld beitragen, haben erste Priorität in der Reihe und werden von Wissenschaftlern eingebracht, die schon viele Jahre in deren Gebieten arbeiten. Homepage der Herausgeber: Prof. Dr. Matthias Becker Prof. Dr. Georg Spöttl Die Qualität der in dieser Reihe erscheinenden Arbeiten wird vor der Publikation durch externe, von der Herausgeberschaft benannte Gutachter im Blind Verfahren geprüft. Dabei ist der Autor der Arbeit den Gutachtern während der Prüfung namentlich nicht bekannt.

16 publications

Estonian Studies in Education

The “Estonian Studies in Education series“ is a medium for distributing contributions to the study of Education, Psychology and Sociology. The series shall cover the range of approaches to Pedagogy starting from the analysis of youth subculture, to didactical reflections on teacher’s profession or primary education. In addition the series publishes studies to Estonian education. The editors have a research focus on Adult Education. This series will not be continued.

5 publications

Higher Education Research and Policy

ISSN: 2193-7613

The Higher Education Research and Policy (HERP) series is intended to present both research-oriented and policy-oriented studies of higher education systems in transition, especially from international comparative perspectives. Higher education systems worldwide are currently under multi-layered pressures to transform their funding and governance structures in rapidly changing environments. The series intends to explore the impact of such wider social and economic processes as globalization, internationalization and Europeanization on higher education institutions and it is focused on such issues as changing relationships between the university and the state, the changing academic profession, changes in public funding and university governance, the emergent public/private dynamics in higher education, the consequences of educational expansion, education and public/private goods, and the impact of changing demographics on national systems. Its audience includes higher education researchers and higher education policy analysts, university managers and administrators, as well as national policymakers and staff of international organizations involved in higher education policymaking. Board Members Daniel C. Levy, Department of Educational Administration and Policy Studies, State University of New York, Albany, USA Peter Maassen, Department of Edcational Research, University of Oslo, Norway Paul Temple, Centre for Higher Education Studies (CHES), Institute of Education, London, United Kingdom Pavel Zgaga, Centre for Educational Policy Studies (CEPS), Faculty of Education, University of Ljubljana, Slovenia

10 publications

Beiträge zur Pädagogischen und Rehabilitationspsychologie. Studies in Educational and Rehabilitation Psychology

ISSN: 1865-083X

The book series Contributions to Educational and Rehabilitation Psychology has been published since 2010 with the aim of documenting new scientific approaches and topical trends from the highly differentiated fields of educational and rehabilitative psychology. The previous main topics were related to basic phenomena of memory and learning, new learning methods which can be used in school lessons and rehabilitative training, learning and adjustment disorders as well as coping with traumatic experiences e.g., after severe natural disasters, such as the 2004 tsunami in South-East Asia. The monographs and anthologies are edited by certified psychologist, Prof. Dr. Evelin Witruk in German and English. Die Reihe Beiträge zur Pädagogischen und Rehabilitationspsychologie erscheint seit 2010 mit dem Ziel, neue wissenschaftliche Zugänge und aktuelle Trends aus den weit verzweigten Gebieten der Pädagogischen Psychologie und der Rehabilitationspsychologie zu dokumentieren. Schwerpunkte liegen auf Basisphänomenen von Gedächtnis und Lernen, neuen Lernmethoden, die in Unterricht und Rehabilitation Anwendung finden können, Lern- und Anpassungsstörungen sowie der Verarbeitung traumatischer Erlebnisse, z. B. nach schweren Naturkatastrophen wie dem Tsunami 2004 in Südostasien. Die Monographien und Sammelbände werden von Frau Diplompsychologin, Prof. Dr. Evelin Witruk in deutscher und englischer Sprache herausgegeben.

10 publications

Education beyond Borders

The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued.

2 publications

Studies on Culture, Technology and Education

ISSN: 2196-5129

Studies on Culture, Technology and Education explores intersections and entanglements of the cultural studies, science and technology studies, contemporary philosophy and the studies on education. The series aims to promote new reflexive and critical approaches in contemporary humanities and social sciences. New concepts, new perspectives and accounts, and surprising theoretical events, they all are important aspects of the series. The series presents contemporary research in the interdisciplinary perspective in form of monographs and collected volumes. The publication language of the series is English and German. The series was formerly known as Comparative Studies on Education, Culture and Technology / Vergleichende Studien zur Bildung, Kultur und Technik and was edited by Tomasz Stępień. From vol. 8 onwards, it continues as Studies on Culture, Technology and Education and is edited by Krzysztof Abriszewski.

11 publications

Educational Psychology

Educational Psychology: Critical Pedagogical Perspectives is a collection of relevant and dynamic works by scholars and practitioners of Critical Pedagogy, Critical Constructivism, and Educational Psychology. Reflecting a multitude of social, political, and intellectual developments prompted by the mentor Paulo Freire, Educational Psychology: Critical Pedagogical Perspectives enlivens the educator’s process with theory and practice that promote personal agency, social justice, and academic achievement. Often countering the dominant discourse with provocative and yet practical alternatives, Educational Psychology: Critical Pedagogical Perspectives speaks to educators on the forefront of social change and those who champion social justice.

52 publications

Disability Studies in Education

ISSN: 1548-7210

The book series Disability Studies in Education is dedicated to the publication of monographs and edited volumes that integrate the perspectives, methods, and theories of disability studies with the study of issues and problems of education. The series features books that further define, elaborate upon, and extend knowledge in the field of disability studies in education. Special emphasis is given to work that poses solutions to important problems facing contemporary educational theory, policy, and practice.

36 publications

Education Management

ISSN: 1947-6256

The Education Management: Contexts, Constituents, and Communities (EM:c3) series includes the best scholarship on the varied dynamics of educational leadership, management, and ad-ministration across the educational continuum. In order to disseminate ideas and strate-gies useful for schools, colleges, and the education community, each book investigates critical topics missing from the extant literature and engages one or more theoretical perspectives. This series bridges the gaps between the traditional management research, practical approaches to academic administration, and the fluid nature of organizational realities. Additionally, the EM:c3 series endeavors to provide meaningful guidance on con-tinuing challenges to the effective and efficient management of educational contexts. Volumes in the series foreground important policy/praxis issues, developing professional trends, and the concerns of educational constituencies. The aim is to generate a corpus of scholarship that discusses the unique nature of education in the academic and social spaces of all school types (e.g., public, private, charter, parochial) and university types (e.g., public, private, historically black, tribal institutions, community colleges). The EM:c3 series offers thoughtful research presentations from leading experts in the fields of educational administration, higher education, organizational behavior, pub-lic administration, and related academic concentrations. Contributions represent re-search on the United States as well as other countries by comparison, address issues related to leadership at all levels of the educational system, and are written in a style ac-cessible to scholars, educational practitioners and policymakers throughout the world.

17 publications

Global Studies in Education

"Global Studies in Education is a book series that address the implications of the powerful dynamics associated with globalization for re-conceptualizing educational theory, policy and practice. The general orientation of the series is inter-disciplinary. It welcomes conceptual, empirical and critical studies that explore the dynamics of the rapidly changing global processes, connectivities and imagination, and how these are reshaping issues of knowledge creation and management and economic and political institutions, leading to new social identities and cultural formations associated with education. Scholars have sought to use the term “globalization” to summarize dynamic processes now being expressed in the intensification and movement of cultural and economic capital across national borders, the acceleration of mass migration, and the amplification and proliferation of images generated in the Internet and in electronic mediation generally. These processes are now fully articulated to the organization of knowledge in educational institutions and the social and cultural environments in which both school youth and educators now operate. However, there is no settlement or general agreement, nor is there a developed literature, about how globalization processes function in the institutional terrain of education and how they impact the integration of social subjects into contemporary institutions such as the school. This new series therefore aims to provide a venue for rigorous interdisciplinary research that seeks to describe, document, theorize, and intervene in the brave new educational world defined by globalization processes. We are particularly interested in manuscripts that offer: a) new theoretical, and methodological, approaches to the study of globalization and its impact on education; b) ethnographic case studies or textual/discourse based analyses that examine the cultural identity experiences of youth and educators inside and outside of educational institutions; c) studies of education policy processes that address the impact and operation of global agencies and networks; d) analyses of the nature and scope of transnational flows of capital, people and ideas and how these are affecting educational processes; e) studies of shifts in knowledge and media formations, and how these point to new conceptions of educational processes; f) exploration of global economic, social and educational inequalities and social movements promoting ethical renewal. "

63 publications

[Re]thinking Environmental Education

"The [Re]thinking Environmental Education book series is a response to the international recognition that environmental issues have taken center stage in political and social discourse. Resolution and/or re-evaluation of the many contemporary environmental issues will require a thoughtful, informed, and well-educated citizenry. Quality environmental education does not come easily; it must be grounded in mindful practice and research excellence. This series reflects the highest quality of contemporary scholarship and, as such, is positioned at the leading edge not only of the field of environmental education, but of education generally. There are many approaches to environmental education research and delivery, each grounded in particular contexts and epistemological, ontological and axiological positions, and this series reflects that diversity."

23 publications

Education and Struggle

ISSN: 2168-6432

"WE ARE THE STORIES WE TELL. The series "Education and Struggle" focuses on conflict as a discursive process where people struggle for legitimacy and the narrative process becomes a political struggle for meaning. But this series will also include the voices of authors and activists who are involved in conflicts over material necessities in their communities, schools, places of worship, and public squares as part of an ongoing search for dignity, self-determination and autonomy. This series focuses on conflict and struggle within the realm of educational politics based around a series of interrelated themes: indigenous struggles; western-Islamic conflicts; globalization and the clash of worldviews; neoliberalism as the war within;colonization and neocolonization; the coloniality of power and decolonial pedagogy; war and conflict and the struggle for liberation. It publishes narrative accounts of specific struggles as well as theorizing "conflict narratives" and the political production of meaning in educational studies. During this time of global conflict and the crisis of capitalism, Education and Struggle promises to be on the cutting edge of social, cultural, educational and political transformation. Central to the series is the idea that language is essentially a dialogical production that is formed through a process of social conflict and interaction. The aim is to focus on key semiotic, literary andpolitical concepts as a basis for a philosophy of language and culture where the underlying materialist philosophy of language and culture serves as the basis for the larger project that we might call dialogism (after Bakhtin’s usage). As the late V.N. Volosinov suggests “Without signs there is no ideology”, “Everything ideological possesses semiotic value” and “individual consciousness is a socio-ideological fact”. It is a small step to claim, therefore, “consciousness itself can arise and become a viable fact only in the material embodiment of signs”. This series is a vehicle for materialist semiotics in the narrative and dialogue of education and struggle."

39 publications

Equity in Higher Education Theory, Policy, and Praxis

A BOOK SERIES FOR EQUITY SCHOLARS & ACTIVISTS Beth Powers-Costello, General Editor Globalization increasingly challenges higher education researchers, administrators, faculty members, and graduate students to address urgent and complex issues of equitable policy design and implementation. This book series provides an inclusive platform for discourse about – though not limited to – diversity, social justice, administrative accountability, faculty accreditation, student recruitment, admissions, curriculum, pedagogy, online teaching and learning, completion rates, program evaluation, cross-cultural relationship-building, and community leadership at all levels of society. Ten broad themes lay the foundation for this series but potential editors and authors are invited to develop proposals that will broaden and deepen its power to transform higher education: (1) Theoretical books that examine higher education policy implementation, (2) Activist books that explore equity, diversity, and indigenous initiatives, (3) Community-focused books that explore partnerships in higher education, (4) Technological books that examine online programs in higher education, (5) Financial books that focus on the economic challenges of higher education, (6) Comparative books that contrast national perspectives on a common theme, (7) Sector-specific books that examine higher education in the professions, (8) Educator books that explore higher education curriculum and pedagogy, (9) Implementation books for front line higher education administrators, and (10) Historical books that trace changes in higher education theory, policy, and praxis. Expressions of interest for authored or edited books will be considered on a first come basis. A Book Proposal Guideline is available on request. For individual or group inquiries please contact editorial@peterlang.com.

35 publications

Gender and Sexualities in Education

ISSN: 2166-8507

Part of the Peter Lang Diversity series, the Gender and Sexualities in Education series seeks to publish high quality manuscripts that address the complex interrelationship between gender and sexuality in shaping young people’s schooling experiences, their participation in popular youth cultures, and their sense of self in relation to others. Books published might include: a study of hip-hop youth culture, Latina/o students, white working class youth, or LGBTQQ community groups – in each case asking how they explore, challenge, and perform gender and sexualities as part of learning and “becoming somebody.” Other books might address issues of masculinities, gender and embodiment, trans and genderqueer youth, sexuality education, or the construction of heteronormativity in schools. We invite contributions from authors of ethnographic and other qualitative studies, theoretical texts, as well as critical analyses of popular culture “texts” targeted at or produced by youth – including an analysis of popular music and fan culture, video and film, and gaming culture. While the focus of the series is on original research or theoretical monographs, exceptionally well-crafted proposals for thematically coherent edited volumes and textbooks will also be considered. For additional information about this series or for the submission of manuscripts, please contact: Dennis Carlson, Miami University: carlsodl@muohio.edu Elizabeth J. Meyer, California Polytechnic State University: ejmeyer@calpoly.edu

9 publications

Critical Education and Ethics

ISSN: 2166-1359

The Critical Education and Ethics series intends to systematically analyze the pitfalls of social structures such as race, class, and gender as they relate to edu-cational issues. Books in the series contain theoretical work grounded in prag-matic, society-changing practices. The series places value on ethical responses, as prophetic commitments to change the conditions under which education takes place. The series aims to (1) Further the ethical understanding linking broader social issues to education by exploring the environmental, health-related, and faith/spiritual responses to our educational times and policy, and (2) Ground these works in the everyday world of the classroom, viewing how schools are impacted by what critical researchers do. Both theoretically and practically, the series aims to identify itself as an agent for community change. The Critical Education and Ethics series welcomes work from emerging scholars as well as those already established in the field.

18 publications

Social Justice Across Contexts in Education

ISSN: 2372-6849

Social Justice Across Contexts in Education addresses how teaching for social justice, broadly defined, mediates and disrupts systemic and structural inequities across early childhood, K-12 and postsecondary disciplinary, interdisciplinary and/or transdisciplinary educational contexts. This series includes books exploring how theory informs sustainable pedagogies for social justice curriculum and instruction, and how research, methodology, and assessment can inform equitable and responsive teaching. The series constructs, advances, and supports socially just policies and practices for all individuals and groups across the spectrum of our society’s education system. The series provides sustainable models for generating theories, research, practices, and tools for social justice across contexts as a means to leverage the psychological, emotional, and cognitive growth for learners and professionals. It positions social justice as a fundamental aspect of schooling, and prepares readers to advocate for and prevent social justice from becoming marginalized by reform movements in favor of the corporatization and de-professionalization of education. The over-arching aim is to establish a true field of Social Justice Education that offers theory, knowledge, and resources for those who seek to help all learners succeed. It speaks for, about, and to classroom teachers, administrators, teacher educators, education researchers, students, and other key constituents who are committed to transforming the landscape of schools and communities.

22 publications

Inclusion and Teacher Education

Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.

7 publications

Rethinking Education

Rethinking education has never been more important. While there are many examples of good, innovative practice in teaching and learning at all levels, the conventional education mindset has proved largely resistant to pedagogic or systemic change, remaining preoccupied with the delivery of standardised packages in a standardised fashion, relatively unresponsive to the diversity of learners’ experiences and inclinations as well as to the personal perspectives of individual teachers. The challenge of our times in relation to education is to help transform that mindset. This series takes up this challenge. It re-examines perennial major issues in education and opens up new ones. It includes, but is not confined to, pedagogies for transforming the learning experience, any-time-any-place learning, new collaborative technologies, fresh understandings of the roles of teachers, schools and other educational institutions, providing for different learning styles and for students with special needs, and adapting to changing needs in a changing environment.

12 publications

Telecollaboration in Education

ISSN: 1662-3037

The series' focus is on the pedagogical processes and outcomes of engaging learners in different geographical locations in virtual contact and collaboration together. This contact can take place through the application of online communication tools such as e-mail, synchronous chat and threaded discussion as well as the tools of Web 2.0: like wikis, blogs, and online publishing. The series is also particularly interested in innovative teaching practices involving telecollaboration that integrate the use of newly emerging forms of Internet tools such as social networking or 3D virtual worlds. A major aim is to reflect the diversity of research and practice in this area of knowledge, providing a space for transversal dialogue among teachers and teacher trainers, administrators, researchers, and educators working in different subject areas as well as various areas of education. Telecollaboration in Education deals with the application of such activity in different subject areas (e.g. Foreign Languages, History, Science) and in different educational contexts, including but not limited to primary, secondary, university and adult education. Publications within the series include scholarly monographs and collected papers editions as well as cutting-edge projects that exemplify good practice in the application of distanced collaborative efforts. Training manuals for educators in the organisation and application of telecollaboration are also a possible type of publication within the series. Language of publication is English.

6 publications

Religion, Education and Values

ISSN: 2235-4638

Debates about religion, education and values are more central to contemporary society than ever before. The challenges posed by the interaction between these different spheres will continue to increase as the effects of globalization and cultural pluralization impact on educational settings. Our radically changed and rapidly changing environment poses critical questions about how we should educate individuals to live in increasingly diverse societies. Books in this series offer the most recent research, from a variety of disciplinary perspectives, on the interface between religion, education and values around the world. The series covers such themes as the history of religious education, the philosophies and psychologies of religious and values education, and the application of social science research methods to the study of young peoples values and world-views. Books within the series are subject to peer review and include single and co-authored monographs and edited collections. Debates about religion, education and values are more central to contemporary society than ever before. The challenges posed by the interaction between these different spheres will continue to increase as the effects of globalization and cultural pluralization impact on educational settings. Our radically changed and rapidly changing environment poses critical questions about how we should educate individuals to live in increasingly diverse societies. Books in this series offer the most recent research, from a variety of disciplinary perspectives, on the interface between religion, education and values around the world. The series covers such themes as the history of religious education, the philosophies and psychologies of religious and values education, and the application of social science research methods to the study of young peoples values and world-views. Books within the series are subject to peer review and include single and co-authored monographs and edited collections. Debates about religion, education and values are more central to contemporary society than ever before. The challenges posed by the interaction between these different spheres will continue to increase as the effects of globalization and cultural pluralization impact on educational settings. Our radically changed and rapidly changing environment poses critical questions about how we should educate individuals to live in increasingly diverse societies. Books in this series offer the most recent research, from a variety of disciplinary perspectives, on the interface between religion, education and values around the world. The series covers such themes as the history of religious education, the philosophies and psychologies of religious and values education, and the application of social science research methods to the study of young peoples values and world-views. Books within the series are subject to peer review and include single and co-authored monographs and edited collections.

18 publications