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I recently told one of my graduate students that I was contributing to the panel on which these papers are based, and he replied that reading Michael Katz'sThe Irony of Early School Reform: Educational Innovation in Mid-Nineteenth Century Massachusetts(2001a) led him to apply to graduate school. My story is the same. When I was deciding whether to pursue a graduate degree, Katz'sClass, Bureaucracy, and Schools(1975) convinced me to study the history of education. What Katz's scholarship, and later his mentorship, taught me was that one could be a historian with an eye toward justice, that one need not compartmentalize scholarly, political, and ethical commitments.

The role of adult education in the shaping and fostering of democratic citizens is prevalent in current transnational and national policy discussions; a significance which has been further infused by the past few years' historically high migration flows. This article focuses specifically on the role of adult education in shaping asylum seekers into "full" citizens in Sweden. Drawing on a poststructural discursive theorisation, the author analyses policy reports as well as interviews with project managers and leaders of study circles (a particular form of collaborative adult learning in Sweden) involved in a state-funded initiative called Svenska från dag ett [Swedish from Day One]. This programme emerged in the wake of the arrival of high numbers of asylum seekers in Sweden in the autumn of 2015 and onwards, providing them with an introduction to the Swedish language and to Swedish society. The author's analysis illustrates how a discourse on asylum seekers as "not yet citizens" emerges, where "they" still lack certain knowledge and capabilities deemed necessary to potentially become "full" citizens in Sweden. Such knowledge, besides language, concerns (Swedish) cultural and institutional (e.g. healthcare and taxation) knowledge. The article concludes by raising some questions regarding the way in which the need for country-specific language as a basis for inclusion is taken for granted. ; Funding agencies: Linkoping University; ABF (Arbetarnas bildningsforbund, the Swedish Workers Educational Association)

National spirit education is an important content of ideological and political theory courses in colleges and universities. Currently, national spirit education should follow the development vein of national spirits. The development of the Chinese national spirits follows the development vein from the emergence of national consciousness, to self-denial of the national spirits, to its self-affirmation. Meanwhile, the development vein of the national spirits includes the characteristics of inheritance, times, and development of the national spirits. Thus, all the above constitute the basic teaching content of national spirit education in China.

Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.

THE AUTHOR EXPLORES SOME OF THE LEGAL PILLARS WHICH UNDERLINE GORBACHEV'S POLITICAL THEORY, AS WELL AS THE IMPACT OF PUBLIC OPINION ON ALL STATESMAN IN THE PRESENT GLOBAL VIEW OF INTERNATIONAL LAW AND STATESMANSHIP; THE MEDIA IN THIS CASE IS THE FOCUS. THE SOVIET STATE IS ALSO CONSIDERED FROM A CONSTITUTIONAL AND PARTY (STRUCTURAL) ANGLE SINCE MOVEMENT TOWARDS LOCAL POWER HAS BEEN EXTENSIVELY SUPPORTED. AMENDMENTS TO THE CONSTITUTION WHICH HAVE HAD SERIOUS IMPACT ON THE STATE STRUCTURE ARE ANALYZED IN THE PERIOD SINCE GORBACHEV TOOK POWER, MAINLY ON DECEMBER 1, 1988. ETHNIC RELATIONS ARE HIGHLIGHTED IN LIGHT OF THESE AMENDMENTS.

With reference to three secondary schools in Beijing, this study investigates students' perceptions of multiple identities at four levels -- self, local, national, and global -- and the ways in which students form multiple identities. The study uses a mixed methodology of questionnaires and interview surveys to collect data, and identifies four patterns of Beijing students' multiple identities: a high value on self-identity, a strong affective orientation toward local and national identity, minimal distinction between local and national identities, and an imagined global identity. This study provides empirical data that both supplements and challenges the existing literature on citizenship and citizenship education in the context of globalization. Adapted from the source document.

This article highlights 20 years of family nursing development and evolution in Thailand in the areas of education, practice, and research. The progress of family nursing in Thailand has been impressive and steady despite the challenges of nursing policy, conceptualization controversies, and knowledge transfer. One of the most unique and hopeful developments has been the establishment of health centers that have a designated family nurse responsible for approximately 300 households. Future dreams for family nursing in Thailand are also offered.