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

Cultural Management and Cultural Policy Education

ISSN: 2466-7137

The series exists to foster critical debate and to publish academic research in the field of cultural management and cultural policy as well as to open up a forum for discussions and debate on the topics of cultural management and cultural policy among scholars, educators, policy makers and cultural managers. It is also intended to provide a reference tool for education and lifelong learning on cultural management and cultural policies. It is becoming more and more evident that education in cultural management and cultural policy cannot and should not be separated from research and being conducted in the field. Since its creation, ENCATC has recognized this need and was always very active in pursuing, publishing, presenting, and disseminating research in arts and cultural management and cultural policy to strengthen the understanding of cultural management and cultural policy issues. Created in 1992, ENCATC is the «European Network of Cultural Administration Training Centers». It is a membership NGO gathering over 100 Higher Educational Institutions and cultural organisations in 40 countries. It holds the status of official partner of UNESCO and of observer to the Steering Committee for Culture of the Council of Europe.

8 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

Confronting Systemic Omissions and Impacts in Educational Policy

8 publications

Development Economics and Policy

The “Development Economics and Policy“ series publishes interdisciplinary papers on Economics and Business Management. The authors examine the economic impacts of development policies and provide research on topics such as poverty, the economic crisis, or microfinance. These issues are treated with an emphasis on Political Science. The editors have a focus on development theory and economics.

85 publications

Petite enfance et éducation / Early childhood and education

8 publications

Studies in European Integration, State and Society

ISSN: 2193-2352

European integration is a profound phenomenon influencing our current understanding of political and social processes in Europe and beyond. The set of European institutions that have now functioned in the continent for over half a century have created new broadened frames of reference for a variety of social actors. The most comprehensive is the European Union, which can be characterised as a multilevel polity. The other organisations, such as the Council of Europe and OSCE, also contribute significantly to the new mode of relations in Europe. This has in turn influenced how social and political actors act and define their roles. European integration has changed the functioning of states, their sovereignty and the meaning and status of borders, as well as the nature of citizenship. It has also allowed social actors to be engaged in the increasingly transnationalised public sphere and therefore changed the analysis of the concept of civil society. In addition, it profoundly impacts the life of individuals, permitting spatial and social mobility along with reconstruction of collective identity and memory. This series welcomes book proposals that look at the political and social aspects of human activities in the broadest terms but analysed from the perspective of how these processes are transformed as a result of European integration. The series is open to work emerging from research cooperation between Polish and foreign scholars. Authors are welcome to submit manuscripts of monographs, collected volumes, and post-conference volumes. Outstanding dissertations will also be considered for publication.

25 publications

Culture, Curriculum and Education

0 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

Financial Economics & Economic Policy

Die Buchreihe “Financial Economics & Economic Policy“ veröffentlicht aktuelle Studien mit Ansätzen aus dem Fachgebiet der Volkswirtschaft und der Betriebswirtschaft. In den Beiträgen spielen insbesondere Fragen zur Makroökonomie, der Bankenregulierung, aber auch supranationale Organisationen eine übergeordnete Rolle. Der Herausgeber Paul G. Schmidt ist Professor für Volkswirtschaftslehre mit den Schwerpunkten internationale Finanzmärkte und vergleichende Analyse von Finanzplätzen. Die Buchreihe “Financial Economics & Economic Policy“ veröffentlicht aktuelle Studien mit Ansätzen aus dem Fachgebiet der Volkswirtschaft und der Betriebswirtschaft. In den Beiträgen spielen insbesondere Fragen zur Makroökonomie, der Bankenregulierung, aber auch supranationale Organisationen eine übergeordnete Rolle. Der Herausgeber Paul G. Schmidt ist Professor für Volkswirtschaftslehre mit den Schwerpunkten internationale Finanzmärkte und vergleichende Analyse von Finanzplätzen. Die Buchreihe “Financial Economics & Economic Policy“ veröffentlicht aktuelle Studien mit Ansätzen aus dem Fachgebiet der Volkswirtschaft und der Betriebswirtschaft. In den Beiträgen spielen insbesondere Fragen zur Makroökonomie, der Bankenregulierung, aber auch supranationale Organisationen eine übergeordnete Rolle. Der Herausgeber Paul G. Schmidt ist Professor für Volkswirtschaftslehre mit den Schwerpunkten internationale Finanzmärkte und vergleichende Analyse von Finanzplätzen.

2 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

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

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 people’s values and world-views. Books within the series are subject to peer review and include single and co-authored monographs and edited collections.

20 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

Studien und Texte zur Amerikanistik

ISSN: 0721-3395

4 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

Gesellschaften und Staaten im Epochenwandel / Societies and States in Transformation

The series “Societies and States in Transformation” offers an interdisciplinary forum for investigations of radical changes in world history with their concomitant social, political, cultural, and economic upheavals. Focus is thus laid on people and societies, both as actors and agencies in processes of transformation and as objects of such changes. These issues are addressed not only in the context of the intense ideological, institutional, and sociological shifts of the 20th Century, but also from deeper historical perspectives, and with a concern for processes currently emerging on the global horizon. The series thus deals with the various forms of expression in time and space that reflect the reactions to the challenges posed by epochal change brought about by the affected societies and nations. It includes works from historical and political science, sociology, socio-cultural anthropology, and cultural studies with the aim of facilitating interdisciplinary communication and interaction. Volume 25 concludes the series. Die Publikationsreihe "Gesellschaften und Staaten im Epochenwandel" bietet ein interdisziplinäres Forum für Beiträge, die auf die großen Umbrüche in der Weltgeschichte mit ihren sozialen, politischen, kulturellen und wirtschaftlichen Verwerfungen fokussieren. Mensch und Gesellschaften stehen hierbei sowohl als Handelnde als auch als Objekt von Transformationsprozessen im Mittelpunkt der Betrachtung, die über den Paradigmenwechsel in der jüngeren Vergangenheit Europas hinaus auch aktuelle Prozesse einer zunehmend global vernetzten Welt ins Blickfeld nimmt. Thema der Reihe sind damit die unterschiedlichen Ausdrucksformen in Raum und Zeit, in denen sich die Reaktionen der betroffenen Gesellschaften und Staaten auf die Herausforderungen epochalen Wandels zeigen. In diesem interdisziplinären Feld korrespondieren und interagieren Analysen der Geschichts- und Politikwissenschaft, von Soziologie, Ethnologie und Kulturwissenschaft. Band 25 schließt die Reihe ab.

22 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.

13 publications

Jazz under State Socialism

ISSN: 1867-724X

The series "Jazz under State Socialism" is dedicated to publishing approaches to History and Music. Scholars examine the historical position and foundation of Jazz under the conditions of socialism. The contributions also refer to questions of Sociology and Political Science. The editor Gertrud Pickhan is professor of Central and Eastern European History. The co-editor Rüdiger Ritter (PhD) is a historian and musicologist. Editors' hompages: Prof. Dr. Gertrud Pickhan Dr. Rüdiger Ritter Homepage of the research project: Jazz im "Ostblock"

17 publications

Cité européenne / European Policy

ISSN: 1376-0890

«　La Cité européenne　» est une collection interdisciplinaire ayant pour objet l’étude de l’intégration européenne au sens large. Tout en mettant l’accent sur l’Union européenne, elle encourage par ailleurs la publication d’ouvrages ayant une perspective pan-européenne, ainsi que des études comparatives, notamment sur d’autres formes d’intégration dans le monde. Les disciplines principales de la collection sont les sciences politiques et économiques, le droit et l’histoire. D’un haut niveau scientifique, «　La Cité européenne　» s’adresse tout autant au monde académique qu’aux acteurs politiques et aux praticiens et vise à promouvoir un large débat sur les questions européennes. «European Policy» is an interdisciplinary collection devoted to the study of European integration in a broad sense. Although mostly focusing on the European Union, it also encourages the publication of books addressing the wider, pan-European context, as well as comparative work, including on other forms of regional integration on the world scene. The core disciplines are politics, economics, law, and history. While being committed to high academic standards, «European Policy» seeks to be accessible to a wide readership, including policy-makers and practitioners, and to stimulate a debate on European issues. Submissions will normally undergo a thorough peer-review process. The collection publishes both in English and in French. « La Cité européenne » est une collection interdisciplinaire ayant pour objet l’étude de l’intégration européenne au sens large. Tout en mettant l’accent sur l’Union européenne, elle encourage par ailleurs la publication d’ouvrages ayant une perspective pan-européenne, ainsi que des études comparatives, notamment sur d’autres formes d’intégration dans le monde. Les disciplines principales de la collection sont les sciences politiques et économiques, le droit et l’histoire. D’un haut niveau scientifique, « La Cité européenne » s’adresse tout autant au monde académique qu’aux acteurs politiques et aux praticiens et vise à promouvoir un large débat sur les questions européennes. «European Policy» is an interdisciplinary collection devoted to the study of European integration in a broad sense. Although mostly focusing on the European Union, it also encourages the publication of books addressing the wider, pan-European context, as well as comparative work, including on other forms of regional integration on the world scene. The core disciplines are politics, economics, law, and history. While being committed to high academic standards, «European Policy» seeks to be accessible to a wide readership, including policy-makers and practitioners, and to stimulate a debate on European issues. Submissions will normally undergo a thorough peer-review process. The collection publishes both in English and in French.

54 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

Higher Education and Civic Democratic Engagement

How might we interrogate and reimagine the impact of civic, democratic engagement across higher education? This series invites narratives and new studies that critically and creatively explore the possibilities and limitations of civic, democratic engagement within higher education. The editors seek to gather inclusive, imaginary, transdisciplinary scholarship exploring the impact of next generation civic, democratic engagement from a diverse range of voices. Among others, we hope these voices will include international and indigenous perspectives, members from a diverse array of communities, researchers from across disciplines, teacher-scholars, practitioners and activists, undergraduate and graduate students, politicians, businesses, and different forms of administration. The editors invite proposals that critically examine historical, cultural, and structural dimensions of impact while exploring innovative strategies for disrupting and recreating more inclusive, liberatory, and plural forms of civic democratic engagement. The editors welcome and encourage a wide-range of formats including, but not limited to, narrative studies, ethnographies, mixed method studies, case studies, socio-cultural and/or historical analyses, theoretical treatises from multiple theoretical lens as well as reports and toolkits that support efforts to examine the impact of civic democratic engagement. For inquiries on submitting a proposal should contact the Series Editors Barry Kanpol (Kanpolb@gvsu.edu) & Danielle Lake (lakeda@gvsu.edu) with a brief overview of their project, and explanation of how it fits the series, and a current CV.

6 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

Lesley University Series in Arts and Education

ISSN: 1524-0177

7 publications