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ABSTRACTPolitical science is falling behind a broad movement in the United States that seeks to reform the teaching of scientific literacy in undergraduate education. Indeed, political science is far behind that movement because the discipline does not have a collective commitment to science education at the undergraduate level. This article discusses prominent efforts in this reform movement and assesses the state of science education in our discipline. The authors propose an agenda for action on this issue in political science as well as fundamental educational benchmarks for undergraduate political science literacy.

"Challenging commonly held perceptions of philanthropic organisations, this book brings together a range of interdisciplinary contributors from across the globe to explore the most pressing issues facing those working in and with philanthropy and education. It focuses on the increasing influence of new philanthropic actors on the global education sector, offering a thorough insight into the topic. This engaging book explores actor relationships in philanthropic and educational spaces, and examines different types of philanthropy, including corporate, family and state giving, as well as examining the latest trends in the field. Chapters build on research from the Global North/Global South, offering a wide range of perspectives on philanthropy and education in Africa, South America, North America and the Middle East. New actors, new partnerships and new roles emerging in philanthropic engagement with the education sector are highlighted, offering insight into innovative approaches to finance and the impact of public-private partnerships. Suggesting key areas of discussion for future research, this discerning book is a vital read for development studies, philanthropy and globalisation scholars. It also contains critical analysis of the role of philanthropic organisations working in the education space for policy-makers looking to understand the field in more depth"--

The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students' rights of freedom of expression and freedom of association. Throughout this paper, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.

"In an era defined by political polarization, both major U.S. parties have come to share a remarkably similar understanding of the education system as well as a set of punitive strategies for fixing it. Combining an intellectual history of social policy with a sweeping history of the educational system, Daniel S. Moak looks beyond the rise of neoliberalism to find the origin of today's education woes in Great Society reforms"--

"This book explores ways in which education supports or negates the wellbeing and rights of young people in/from the Americas. It shows how young people diagnose problems and propose important new directions for education. A collective chronicle from researchers working alongside young people in Chile, Dominican Republic, Guatemala, Honduras, Trinidad & Tobago, Jamaica, and the Caribbean and Latin American diaspora in Canada, the authors embrace the work in terms of justice: intergenerational, racial, cultural, and ecological with/by/for various groups of young people. This book delves into the wide gap between the expressed rights of young people in the United Nations Convention on the Rights of the Child and the ways in which education operates. In so doing it examines the entrenched colonial legacies which persist including systemic racism, flabby curriculum, hyper-surveillance and broken promises for care and human relationships needed to support youth. The resourceful young people shown here-who identify as Latin American, Black, Indigenous and/or diasporic-are diagnosing and negotiating these injustices in revolutionary moves for education. Teachers, parents, communities and youth themselves could learn from these critical, transformative and anticolonial youthful pedagogies for being with education. This book will appeal to scholars, students, policymakers and practitioners in the areas of youth studies, education, social justice, sociology, human rights, wellbeing and social work"--

The higher education system in Georgia faces many challenges. One of them is the current composition of its financing sources. The financing of higher education institutions is highly concentrated and heavily depends on students' fees. For instance, 72% of the revenue of Ivane Javakhishvili Tbilisi State University is generated from tuition fees, while for Ilia State University this is 75%. The situation is further complicated by current regulations regarding tuition fees in state universities which are generally set at 2250 Lari (equal to the amount of the state grant for bachelor's and master's programs). Essentially, state universities have no control over their pricing policy while private universities, in order to maintain competitiveness, are frequently compelled to reduce the tuition fee and/or fix it close to 2250 Lari.

The hospitality industry is not immune from the social issues facing our society. There are cases of hospitality initiatives for social change, including philanthropy and social enterprise [1]. In our academic work, the key driver for change is how to overcome silos in order to create engaged, meaningful relationships between hospitality scholars in academia and external community stakeholders [1–3]. We sought to move beyond the traditional confines of academic institutions in order to 'flip' mind-sets and practice hospitality for the benefit of wider society. To achieve this vision of hospitality, we needed to work with and within communities. Intervention on long-standing social issues requires wider collaboration – reaching across businesses, third-sector organisations and education institutions. The New Zealand government has been calling on academia to make meaningful relationships that "open up diverse networks of knowledge and resources" for tackling social change [2]. Universities have not always had a good reputation for sustained meaningful engagement with external stakeholders [2]. For instance, typical interactions at universities may include one-way guest lectures or advisory boards who may serve more as a performance of communication for accreditation boards than actual listening and engaging with stakeholders. Dissatisfied with these limiting relationships, "we adopted principles from critical hospitality and dialogue theories to create a long-term space for inclusion, collaboration, and transformational change" [2]. We held a series of community stakeholder meetings using tools, such as Ketso [4, 5], that facilitated co-created conversations with diverse stakeholders – many of whom would not ordinarily have the chance to think through a social problem together. During these meetings, individuals discussed the issue and gained an opportunity to hear, learn and understand each other's experiences. A recommendation emerged from these meetings [2] for the formation of a network of organisations, charities, individuals and businesses that were interested in tackling social change – called The Network for Community Hospitality (NCH). This recommendation enabled a communication network for diverse stakeholders, ranging from corporates, funders and third sector to individual community organisations to share conversation, resources, knowledge and work on social issues facing our communities. NCH has worked with a variety of stakeholders within communities drawing on different sets of knowledge to tackle social cultural issues related to hospitality, such as social housing, disability and employment, refugee welcome, and poverty. NCH has held 'Town & Gown' events to encourage dialogue between stakeholders who may not normally have access to decision-making and financial resources. Invitees to the dinners ranged from businesses to charities and aimed to encourage stakeholders to collectively think through how we can practice and make our communities hospitable. At these dinner events, people with similar interests were strategically placed around the tables. Between dining courses, short three-minute speeches were given by various organisations with a specific call to action for change. Other examples include organisations working with student groups to tackle a particular hospitality issue. Active collaboration with external stakeholders involves student internships/volunteering and students pitching their intervention ideas to the stakeholder. In many cases, after the course key students or student groups will continue either working or (micro-)volunteering with the organisation to help deliver and implement the enterprise or intervention. One of the determinants of success is the mind-set adopted during these processes. The aim is to enact participatory community development approaches that emphasise 'bottom-up', co-creation, and dialogue as important tactics for success. Many of the approaches we used were organic, even chaotic at times, inclusive, and always involved friendly conversations over a cuppa and food. Of course, issues can emerge from time to time due to differing understandings around concerns such as timeframes, focus, ownership and commitment. For education, the benefits are that we engage learners in meaningful practices that bridge students' understanding of theories and real life for a better future. For businesses, it means future hospitality graduates are exposed to real-life issues, well-prepared to manage, able to take leadership and can vision new enterprises and practices for the sector. For society, involving a range of stakeholders to tackle social issues works towards developing inclusive, safe community spaces with a strong sense of civic engagement; in short, a vision for more hospitable communities.