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Frontmatter -- Contents -- Contributors -- Introduction: The Dynamics of Language and Inequality -- 1. Across Linguistic Boundaries: Language as a Dimension of Power in the Colonization of the Brazilian Amazon -- 2. Navigating Soft and Hard Boundaries: Race and Educational Inequality at the Borderlands -- 3. Rural-Urban Divides and Digital Literacy in Mongolian Higher Education -- 4. A Cycle of Shame: How Shaming Perpetuates Language Inequalities in Dakar, Senegal -- 5. The Role of Shame in Drawing Social Boundaries for Empowerment: ELT in Kiribati -- 6. Native-speakerism and Symbolic Violence in Constructions of Teacher Competence -- 7. Knowledge Politics, Language and Inequality in Educational Publishing -- 8. Decoloniality and Language in Education: Transgressing Language Boundaries in South Africa -- 9. Queering Literacy in Brazil's Higher Education: Questioning the Boundaries of the Normalized Body -- 10. 'Saudi Women Are Finally Allowed to Sit Behind the Wheel': Initial Responses from TESOL Classrooms -- Multilingual Abstracts -- Index

This paper examines the relationship between the lobbying power of different interest groups and public education spending in a panel data estimation during the period 1996-2009 for 132 countries. The resource rents, manufacture exports, and agriculture value added are used as proxy variables for the lobbying power of the natural resource owners, manufacturers, and landowners, respectively, in order to substantiate the definition of the lobbying power of the interest groups more with economic fundamentals. As lobbying power is mediated through political institutions, different governance indicators are used individually and in interaction terms with the proxy variables in the estimations. It is found that when the country is more politically stable and the more the rule of law applies, the negative (positive) effect of the lobbying power of natural resource owners (manufacturers) on public education spending intensifies. The negative effect of landowners' lobbying power diminishes as institutional quality as measured by governance indicators improves.

AbstractWith respect to changes in the welfare states of OECD countries, scholars most of the time are looking for common trends; that is, they look for similar movements in different states, such as welfare state retrenchment, recalibration, etc. As we show in this article, data on welfare state spending and financing do not, however, support such stark tendencies like retrenchment. We therefore suggest looking for corridor effects rather than level effects, i.e. analysing changes in the dispersion of welfare state regimes rather than shifts in the mean values. Our analysis suggests that convergence, i.e. decreasing diversity among states in spending, financing and regulation patterns, may have been the most important pattern of welfare state change in the last three decades – a pattern easily overlooked in past and current research. Convergence of welfare state regimes also affects our views on the modern nation state itself since the varieties of welfare capitalism in the twentieth century are themselves an expression of the sovereignty and autonomy of the nation state. If nation states are forced to surrender national particularities, to mellow their characteristic differences and to move incrementally towards a one‐size‐fits‐all common model via 'shrinking corridors', such a blurring of welfare regimes, such a beclouding of difference, should also be regarded as a significant change taking place in the centre of the Western nation state's make‐up.

Changes in the organization of the state, and labour within it, are giving new urgency to the need for a Marxist account of state labour. Traditionally, Marxist theory concerning the capitalist state and the labour process have remained disconnected. The article examines both these areas and attempts to extract elements from each to present a coherent account of state labour. The perspective developed argues for a strategy which connects state labour to the recipients of state services and transforms the state functions of control to ones of labour.

Higher education supports students in acquiring competences; a mix of knowledge, skills and attitudes. Experience has shown that it is precisely attitude and skills that ensure a better connection to the labor market, in whatever sector in whatever country. This article examines the developments and experiences in authentic learning environments in relation to international aspects of citizenship education. It discusses the possibilities and limitations of the use of extended reality in general and in this context. The author links this to the educational and societal developments in Albania and her home country The Netherlands, during and after COVID-19, and shares her thoughts on the needs for continuing attention on new forms of citizenship education. The pandemic makes it necessary to re-consider past self-evident interpersonal relations and international relations.

The article measures the relative efficiency of government spending on higher education in selected new EU member states (with special focus on Croatia and Slovenia) in comparison to selected OECD countries. The article applies a non-parametric approach, i.e. data envelopment analysis (DEA), to assess the relative technical efficiency of higher education across selected countries. When estimating the efficiency frontier we focus on measures of quantities outputs/outcomes. The results show that the relatively high public expenditure per student in Croatia should have resulted in a better performance regarding the outputs/outcomes, i.e. a higher rate of higher education school enrolment, a greater rate of labor force with a higher education and a lower rate of the unemployed who have tertiary education. On the other hand, regardless of the input-output/outcome mix, the higher education system in Slovenia is shown to have a much higher level of efficiency compared to both Croatia and many other comparable new EU member states and OECD countries.

Now more than ever, the issue of access to higher education for all is a matter of global importance. As colleges and universities worldwide increasingly extend their academic programs abroad, develop internationally mixed research teams and create international curricular initiatives, it is essential to ensure that equitable access to a high quality education remains a key component of the research and policy agenda transnationally. In this book, leading scholars from around the globe offer the most current knowledge about postsecondary access and success, offering fertile ground for new directions in higher education. A critical read for scholars, practitioners, and policymakers, this book offers interdisciplinary perspectives on key priorities and action steps for the higher education community to help mitigate economic, social, and political inequality.