Petite enfance et éducation / Early childhood and education

8 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

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. 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. 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

Social Justice Across Contexts in Education

ISSN: 2372-6849

0 publications

Studies in Education and Spirituality

ISSN: 1527-8247

Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens? Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens? Studies in Education and Spirituality presents the reader with the most recent thinking about the role of religion and spirituality in higher education. It includes a wide variety of perspectives, including students, faculty, administrators, religious life and student life professionals, and representatives of related educational and religious institutions. These are people who have thought deeply about the topic and share their insights and experiences through this series. These works address the questions: What is the impact of religious diversity on higher education? What is the potential of religious pluralism as a strategy to address the dramatic growth of religious diversity in American colleges and universities? To what extent do institutions of higher learning desire to prepare their students for life and work in a religiously pluralistic world? What is the role of spirituality at colleges and universities, particularly in relationship to teaching and learning pedagogy, the cultivation of values, moral and ethical development, and the fostering of global learning communities and responsible global citizens?

8 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

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. "

65 publications

Ikeda/Soka Studies in Education

The Peter Lang series in Ikeda/Soka Studies in Education engages with and takes its name from Ikeda Daisaku (1928–2023) and his many contributions to education as well as from the heritage of ideas and ideals from Makiguchi Tsunesaburō (1871–1944) and Toda Jōsei (1900–1958) that he embraced, developed, and spread globally under the broad banner of “sōka," a Japanese neologism meaning the "creation of value." The series features both intrinsic and extrinsic scholarship as well as original translations of the primary works by Ikeda, Makiguchi, and Toda. By "intrinsic" we mean the historical and primary texts by Ikeda, Toda, and Makiguchi in Japanese and the contexts in which they were written; by "extrinsic" we mean these texts and their ideas in translation and conceptual and empirical application in various contexts and disciplines today. This series thus maintains fidelity to the intrinsic dimensions while exploring extrinsic possibilities that are relevant to current and future demands in education and human becoming worldwide. We seek scholarly submissions on theory and theorizing; empirical, conceptual, and applied research in practice and policy; bilingual and critical discourse analysis; and text-based praxis of Ikeda/Soka Studies in Education in various contexts. These may include, but are not limited to areas in education common to Ikeda, Toda, and/or Makiguchi such as: human education, global citizenship, communities studies, human geography, peace and human rights, nuclear disarmament, dialogue, creativity and the poetic heart/mind/spirit, human revolution, literature and the arts, biospheric sustainability and climate change, interdependence and creative coexistence, civil society, people movements, youth activism and empowerment, deductive reasoning, language and literacies, aptitude and assessment, knowledge and wisdom, student-teacher relationships, social self-actualization, contributive living, happiness, questions of value, and intersections with religion/Buddhism, among others.

2 publications

Philosophy of Education in a Global Context

0 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 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

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

Lesley University Series in Arts and Education

ISSN: 1524-0177

7 publications

Telecollaborative learning and Virtual Exchange in Education

ISSN: 3042-4569

This series focuses on the pedagogical processes and learning outcomes nof engaging learners from diverse cultural and geographical backgrounds in online contact and collaboration for educational purposes. Emphasis is placed on innovative teaching and learning practices that leverage modern digital communication technologies to facilitate interaction, collaboration and intercultural learning. The activity is referred to in different academic contexts as Virtual Exchange, Collaborative Online International Learning (COIL), telecollaboration, Global International Teams and e-tandem among others. The series editors welcome proposals from authors using any of these different terms. Proposals related to Blended Mobility initiatives which combine online collaborative learning with short periods of physical mobility are also encouraged.　 "Telecollaborative learning and Virtual Exchange in Education" deals with the application of these practices 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.　 A major aim of the series 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. Publications within the series include scholarly monographs and edited volumes as well as cutting-edge projects that exemplify good practice in the application of distanced collaborative efforts. Language of publication is English. Volumes 1-6 have been published under the series name "Telecollaboration in Education". ISSN volumes 1-6: 1662-3037 ISSN from volume 7 onwards: 3042-4550 – eISSN from volume 7 onwards: 3042-4569

8 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

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

International Studies in Political Socialization and Political Education

4 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.

39 publications