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1. Introduction -- I. Foundations of Teaching and Learning in Social Work Management -- 2. Foundations of a Social Work Management Education – A Discipline-Specific Framework for Teaching and Learning in Higher Education -- 3. Applying Threshold Concept Theory in Social Work Management Education -- 4. Systematic Didactics to Academic Teaching and Learning in the Field of Social Work Management -- 5. Thinking Social Economy from the Social Side – A mutual Relationship between Social Work and Management -- II. Socio-Economic Conditions and Institutional Contexts for Social Work Management Education in Different Countries -- 6. COVID-19 and Emotional Analysis: Socio-Economic Conditions and Social Work Interventions in India -- 7. Introducing creativity and imagination into social workers' curricula in Italy: Conceptual and practical aspects -- 8. Resilience as a resource in the course of studies and in professional life of Social Work Managers in Germany -- 9. About the Importance of Interdisciplinarity and Resonance in Teaching and Learning in Social Work Management in Germany -- 10. Internationalisation in Higher Education – focused on Social Work Management in Austria -- III. Methods of Teaching and Learning -- 11. Fieldwork and supervision as a teaching method and learning strategy in Social Work: Innovation in the training of social work student supervisors -- 12. Learning Empirical Research: Method, Competence and Attitude on the way to Professional Social Work -- 13. Promoting Civic Engagement in Social Work Research Education -- 14. Teaching Social Work Management through Service Learning -- 15. Teaching testable explanations and putting them into practice -- 16. Experiences in immersive learning environments: Potentials and Challenges of VR and AR Technologies in Social Work Management Education -- 17. The E-Pedagogy of Social Work Management in Distance Education in Africa -- 18. Learning hybrid by doing hybrid: Teaching critical digital skills in a safe learning space -- IV. Best Practices and Country-Specific Case Studies -- 19. From Campus to Online – Reflections of Social work education in a German-Swedish context -- 20. The "learning factory", or how to teach learning for people who have forgotten to learn -- 21. Values Building in Social Work Education in V4 countries -- 22. Analysis of Mission Statements of Social Service Organisations as Practical Anthropology – An Example from the Teaching in Social Work Management -- 23. Promoting self-determination and motivation as leadership skills: A didactic to strengthen autonomy support and the importance of role models in German Social Work Management Education -- 24. Professional Social Work within Formal Institutions: Lessons Learnt from Sri Lanka -- 25. An interwoven tapestry: Teaching social work and management theory and practice in New Zealand. .

This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.

"This book examines the connections between education, migration and translation across a range of educational sectors in various socio-geographical contexts, offering a critique of existing practices that privilege certain ways of knowing, and asking how the dominance of the English language in education might be challenged"--

This dissertation approaches the inequality of basic education between urban and rural China from a human rights perspective and positions this issue in the context of Chinese political economy. It demonstrates the slackness of the Chinese state in the 1990s and its insufficient efforts in the 2000s in addressing this education inequality, and showcases the achievements and persistent structural problems of current basic education arrangements in rural China in terms of educational gaps closing. Furthermore, the ways by which the Chinese state tackles this human right deficit are examined with the purpose of questioning the effectiveness of the existing international human rights mechanisms in addressing structural human rights problems in member states. This research suggests that the international community, while keeping a certain level of sensitivity to individual cases, should invest more energy and resources in identifying and tackling factors that lead to structural non-implementation of human rights not only in China but everywhere. In order to become much more effective, recommendations from the international community will have to be based on a thorough understanding of domestic situations

Northern Ireland (NI) is emerging from a violent period in its troubled history and remains a society characterized by segregation between its two main communities. Nowhere is this more apparent than in education, where for the most part Catholic and Protestant pupils are educated separately. During the last 30 years there has been twofold pressure placed on the education system in NI – at one level to respond to intergroup tensions by promoting reconciliation, and at another, to deal with national policy demands derived from a global neoliberalist economic agenda. With reference to current efforts to promote shared education between separate schools, we explore the uneasy dynamic between a school-based reconciliation programme in a transitioning society and system-wide values that are driven by neoliberalism and its organizational manifestation – new managerialism. We argue that whilst the former seeks to promote social democratic ideals in education that can have a potentially transformative effect at the societal level, neoliberal priorities have the potential to both subvert shared education and also to embed it.

The global economic crash of 2007, the "structural reforms" and "austerity" policies, together with neoliberal processes have led, in recent years, to the emergence in Spain of a number of social movements, which are demanding greater democracy. One such movement is the "Green Tides" for the State Education in Spain, which has developed a series of proposals, from critical discourses in education, in the form of practices of resistance against neoliberal logic. In this article, we analyze this initiative, in particular in connection with some of the basic dimensions of critical pedagogy. Based on a critical analysis of discourse approach, we link the Green Tides' manifesto and beliefs to dimensions of critical pedagogy. In addition, we show how these groups have developed what Flesher Fominaya calls practices of "prefigurative politics," which aim to find social alternatives to the mantra of cuts in social rights, austerity policies, and other neoliberalization processes.

In current global politics, which positions China as a competitor to American leadership, in-depth understandings of transnational mutual engagement are much needed for cultivating nonviolent relations. Exploring American and Chinese professors' experiences at the intersection of the individual, society, and history, and weaving the autobiographical and the global, this book furthers understanding of their cross-cultural personal awareness and educational work at universities in both countries. While focusing on life histories, it also draws on both American and Chinese intellectual traditions such as American nonviolence activism, Taoism, and Buddhism to formulate a vision of nonviolence in curriculum studies. Centering cross-cultural education and pedagogy about, for, and through nonviolence, this volume contributes to internationalizing curriculum studies and introduces curriculum theorizing at the level of higher education. Hongyu Wang brings together stories, dialogues, and juxtapositions of cross-cultural pathways and pedagogies in a powerful case for theorizing and performing nonviolence education as visionary work in the internationalization of curriculum studies.

Many governments in history have always wanted to educate their citizens according to their own perceptions. In the early years of the Republic, the administrators of the Republic of Turkey intended to educate citizens concurrent with the republican regime. The present study aims to investigate and reveal what kind of a citizen was desired to be educated in the first years of the Republic. From this point of view, numerous views of the administrators in the first years of the Republic were revealed and the citizenship education courses (Musahabat-ı Ahlakiye and Malumat-ı Vataniye) which were included in the 1924 Primary Schools Program were addressed. In order for the course to be able to be evaluated in terms of aims and citizenship education, a sample book from the textbooks of Musahabat-ı Ahlakiye and Malumat-ı Vataniye, which were taught in fourth and fifth grades in primary schools, was examined. The present study was designed, with document analysis method, one of the qualitative research methods.

Recently, the higher education domain has been on a quest for rapid social, technical, economic and political overhaul as a result of the post-industrial environment. The quest has led to major changes and evolution in higher education institutes of learning. These factors of evolution in higher education are globalization and internationalization. Globalization and internationalization are closely related but different. Globalization can be likened to the context of economic and academic trends that are tailored to meet 21st century realities while internationalization is the process of planning and implementing products and services so that they can be adaptable to specific context such as language and culture. This research seeks to understand the approaches towards globalization and internationalization of engineering education in Africa. findings from the study revealed that the practice of engineering education is not only domiciled to a particular country, region or continent. As a result of human development and civilization, it has become global and internationalized and there are various approaches to globalization and internationalization which were expatiated on in the study. This study therefore recommends that there is a need to focus more on provision of adequate facilities such as better internet service and other information and communication technologies to encourage the conduct and practice of engineering education and more impetus should be given to internationalization of engineering education in Africa as it has the capacity to help develop the region.