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This book argues that the neoliberal globalisation of higher education faces a need for recalibration. In light of increased concerns from universities in cultivating globalisation, this volume brings together a multi-ethnic and multilingual team of researchers who argue that the continued development of internationalized education now requires new research and practices. As university leaders seek to build the best programs to help students to go abroad, they can face a number of challenges - risk management, negotiating with diverse partners, designing rich experience-based learning and the hopes, fears and limitations of the students themselves. Consequently, the authors argue that changes are particularly important given the current US-centric and UK-centric structural readjustments to globalization policies across all fields of higher education and knowledge production. This multi-perspectival edited collection will appeal to students and scholars of global education, globalization and international education.

Renowned for his provocative views on education and considered an educational innovator, Russell dissects the motives behind educational theory and practice, and presents original and engaging arguments for the reformation of the education of the individual

In developing countries, Information Technology education is associated with high cost and is not typically available outside urban areas. Seeking IT education might not be on the priority list of countries battling numerous problems related to healthcare, housing, nutrition and other basic needs of life, but globally, IT education is an increasingly important aspect of human resource development, as well as economic development. This article presents a case where the provision of IT education differs from the conventional emphasis on urban dwellers. The authors discuss the case of Summit Computers in a rural community in Nigeria. The analysis of the case suggests that for developing countries to benefit from advances in IT, awareness among the real users, convenience, affordability and consideration of how IT training can meet local needs and employment are important factors. Entrepreneurship, participation and empowerment of local users are also discussed as important factors that enhance the sustainability of IT education in rural communities.

The study examines managing teacher education and innovative reforms agenda for curriculum execution in secondary schools in Imo state, Nigeria. The study adopted descriptive survey design. The population comprised of Five hundred and thirty (530) secondary school Principal in Imo state school system. The sample consisted of 200 duty principals randomly selected by stratified technique from each of the three education zones of the state, Okigwe, Orlu, and Owerri. Fifteen (15) items questionnaire was the instruments for data collection and the instrument was validated by experts in Imo state University, Owerri. The questionnaire which recorded a reliability coefficient of 0.89 was administered face to face to 200 respondents by the researchers who also retrieved same. The data collected were analyzed with mean and standard deviation and null hypothesis were tested using the z-test statistics at 0.05 level of significance. Based on the results, the researchers made crucial recommendations that government and stakeholders in education should emphasize on managing teacher education and innovative reform agenda to enhance development of the nation.

At a time when education appears to be simply reproducing social class relations, Radical childhoods offers a timely consideration of how children's and young people's education can confront and challenge social inequality. Presenting detailed analysis of archival material and oral testimony, the book examines the experiences of students and educators in two schooling initiatives that were connected to two of the most significant social movements in Britain: Socialist Sunday Schools (est. 1892) and Black Saturday/Supplementary Schools (est. 1967). Analysing across time, the author explores the ways in which these two very different schooling movements incorporated large numbers of women, challenged class and race inequality, and attempted to create spaces of 'emancipatory' education independent to the state. It argues that despite appearing to be on the 'margins' of the public sphere these schools were important, if contested and complex, sites of political struggle

The term 'state of exception' has been used by Italian political theorist Giorgio Agamben to explain the ways in which emergencies, crises and disasters are used by governments to suspend legal processes. In this paper, we innovatively apply Agamben's theory to the way in which countries prepare and educate the population for various types of emergencies. We focus on two main aspects of Agamben's work: first, the paradoxical nature of the state of exception, as both a transient and a permanent part of governance. Second, it is a 'liminal' concept expressing the limits of law and where 'law' meets 'not-law'. We consider the relationship between laws related to disasters and emergencies, and case studies of the ways in which three countries (England, Germany and Japan) educate their populations for crisis and disaster. In England, we consider how emergency powers have been orientated around the protection of the Critical National Infrastructure and how this has produced localised 'states of exception' and, relatedly, pedagogical anomalies. In Germany, we consider the way in which laws related to disaster and civil protection, and the nature of volunteering for civil protection, produce exceptional spaces for non-German bodies. In Japan, we consider the debate around the absence of emergency powers and relate this to Japanese non-exceptional disaster education for natural disasters. Applying Agamben's work, we conclude by developing a new, multilevel empirical framework for analysing disaster education with implications for social justice.

At head of title: [Committee print]. ; Mode of access: Internet.

This article describes the results of a Needs Assessment Questionnaire mailed to professionals, paraprofessionals, and parents in New York State who were involved in the education of visually impaired and blind children. The information obtained was used to plan a conference on Educational Issues of Students with Visual Impairments that would be of interest not only to most people who attended but to various subgroups divided according to geographic location, type of position, type of program, educational background, teacher certification, and years of experience in the field. Respondents were presented with a list of 33 topics and asked to grade each one as follows: (1) high priority, (2) important, (3) low priority, or (4) not interested. The ten topics selected as the highest priorities by all respondents (N = 207) and by different subgroups are discussed.