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In the past decade, historians have begun to make use of the optic of 'transnationalism', a perspective used traditionally by social anthropologists and sociologists in their study of the movement and flow of ideas between continents and countries. Historical scholarship has adopted this tool, and in this book historians of education use it to add nuance and depth to research on gender and education, and particularly to the education experiences of women and girls. The book brings together a group of internationally-regarded scholars, who are doing important research on transnationalism and the social construction of gender, with particular reference to education environments such as schools and colleges. The book is therefore very much at the cutting-edge of theoretical and methodological advances in the history of education. This book was originally published as a special issue of the History of Education

This article briefly considers theoretical assumptions about markets and then explores how internationalisation, globalisation and neo-liberalism relate to markets in higher education. To gain a better understanding of how markets manifest themselves in South Africa, it then explores how the three Western Cape universities (Cape Town, Stellenbosch, and the Western Cape) position themselves in relation to the market. What are the possible responses to markets in higher education? Three possibilities are explored. First, an institution of higher education may promote what Chomsky referred to as a "free marketplace of ideas". Secondly (but related to the first possibility), it may emphasise higher education as a democratic public sphere. Thirdly, it may refocus on equity within the South African higher education system.

In this paper, we exploit a rich longitudinal data set to explore the forces that, during high school, shape the development of aspirations to attend university and achieve academic success. We then investigate how these aspirations, along with grades and other variables, impact educational outcomes such as going to university and graduating. It turns out that parental expectations and peer factors have direct and indirect effects on educational outcomes through their impact on both grades and aspirations. Policy measures that enlighten parents about the value of education may positively modify educational outcomes. ; Cet article profite d'une riche base de données longitudinales qui permet d'explorer les influences qui, au cours des études secondaires, poussent les étudiants à aspirer à une formation universitaire et à atteindre ainsi une forme de réussite académique. Nous étudions ensuite comment ces aspirations, les notes obtenues, ainsi que d'autres variables, exercent une influence sur l'éducation, comme les études universitaires et l'obtention d'un diplôme. Il appert que les attentes parentales et l'influence des pairs produisent des effets directs et indirects sur les résultats scolaires de par leurs répercussions tant sur les notes obtenues que sur les aspirations des étudiants. Les mesures politiques qui éclairent les parents quant à la valeur de l'éducation pourraient améliorer les résultats universitaires.

Intro -- RESEARCH IN MEDIA EDUCATION -- RESEARCH IN MEDIA EDUCATION -- CONTENTS -- PREFACE -- MEDIA EDUCATION: CHANGING ROLES IN CHANGING TIMES -- INTRODUCTION -- EARLY BEGINNINGS: IN POLITICS, SOCIAL SCIENCES AND HUMANITIES -- The Instrumental Approach -- The Educational Approach: The Inoculation Paradigm, the Popular Arts Paradigm and the Representational Paradigm -- THE PRESENT: INTERDISCIPLINARY MEDIA EDUCATION AND ITS GROWING IMPORTANCE IN THE WORLD -- Media Education around the World -- The Interdisciplinary Nature of Media Education -- EMERGING THEMES IN MEDIA EDUCATION -- Media Education and Citizenship -- Media Education and Public Health -- Media Education and Consumer Culture -- FUTURE EXPECTATIONS: CROSS-CURRICULAR MEDIA EDUCATION AND THE NEED FOR A SHIFT TOWARDS A PREPARATORY PARADIGM -- New Media Technologies -- Developing Online Sense, Participation and Activism -- Media Education, Changing Curriculum and Teacher Requirements -- CONCLUSION -- REFERENCES -- MEDIA LITERACY IN CANADA: TOWARDS THE RESOLUTION OF THE TENSIONS IN MEDIA EDUCATION -- INTRODUCTION -- A CANADIAN PERSPECTIVE ON MEDIA EDUCATION -- ASSESSMENT OF CURRENT PRACTICES -- Methodology -- Survey Results -- MOVING BEYOND MEDIA DECONSTRUCTION -- MEDIA RISK REDUCTION PILOT PROJECT -- Methodology -- Results of Media Risk Reduction Pilot Project -- CONCLUSION -- REFERENCES -- WHAT IS MEDIA LITERACY: A STUDY OF TEACHERS' PERCEPTIONS OF MEDIA LITERACY EDUCATION IN TAIWAN -- INTRODUCTION -- The Contexts - Two Driving Forces of Media Education -- Media Environment -- The Education Reform -- Discourses of Media Education: Setting the Framework -- The Global Scenarios of Media Literacy Education -- THE LOCAL CONTEXT: AN ANALYSIS OF THE WHITE PAPER ON MEDIA LITERACY EDUCATION -- RATIONALES, RELEVANT RESEARCH AND THE RESEARCH QUESTIONS -- Rationales -- Relevant Research.

History and policy -- Clashing interests and clashing ideas : myths, pluralism, and the educational industrial complex -- The Obama education agenda-the personal is educational -- No Child Left Behind and the policy context of the Obama education agenda -- Race to the top : introducing competition for federal dollars with Daniel H. Bowen -- Common core standards : developmental, redistributional, and contentious -- Reauthorizing the Elementary and Secondary Education Act : challenging education industrial complex -- Moving forward : four trends remaking public schooling and how the Obama administration manages the changes

This study aims to determine: (1) the program carried out in 107405 SeiRotan Public Elementary School in realizing eight student characters, (20plans carried out by Islamic Religious Education teachers in realizing eightstudent characters in 107405 Sei Rotan Public Elementary School, (3)strategy what can be done by Islamic Religious Education teachers inrealizing the eight characters of students, and (4) the implications arisingfrom the strategies carried out by Islamic Religious Education teachers onthe formation of student characters in practicing worship. The researchmethod uses qualitative research, namely research conducted naturally byutilizing researchers as research instruments. The subjects of this studywere Islamic Religious Education teachers, principals, and students. Dataretrieved through observation, documentation, and interviews. Data isanalyzed based on data reduction, data presentation, and drawingconclusions. The results of this research can be concluded as follows: (1)the program carried out by has accommodated the coaching of eightstudent characters (religious, honest, tolerance, hard work, creative,independent, democratic, and disciplined) through the 3 S program, duhaprayers, midday prayers, commemoration of Islamic holidays, flagceremonies, extracurricular activities (scouting, sports, and art), cleanFriday activities, gymnastics, OSN activities, (2) planning by teachers ofEducation Islamic religion in realizing the eight characters of students isdone by teachers by preparing learning plans based on the vision andmission of the school, competency standards, and also based oninteresting and innovative learning patterns, (3) strategies undertaken byIslamic Religious Education teachers in the development of eight studentcharacters implemented from the implementation of learning wasinteresting and fun shows an enthusiastic attitude towards learningcarried out by the teacher, and (4) the implication of coaching the eightcharacters of students is a positive change in the character of students ...

Communication and, through it, language have become key elements of business and organizational life. How organizations interact within their walls and with the outside world fundamentally affects business processes, creating organizational culture, shaping public perceptions, and influencing consumer choices. This essay calls for a greater acknowledgment of language and communication and suggests that management educators may want to review how they are incorporated in management education curricula. Expanding on the skill-based approach typically adopted in business school classes, the essay points to the utility of exposing business students to the dual function of language as a means of doing work and as a social action that constitutes social reality. Drawing on examples from scholarship in linguistics and discourse analysis, the essay demonstrates that the ability to notice, identify, and reflect on linguistic and discourse practices is a crucial managerial skill. Nurturing such analytical and thinking skills enables people to become not only better communicators but also critical thinkers able to understand and challenge when social control, power, or injustice is enacted in organizations.

0. Pathways of surprise, stillness, and spirituality -- 1. The past leading to the present : cross-cultural engagements -- 2. Beyond the category : cross-cultural imaginations -- 3. From drama to peace : a hermit in a cosmopolitan city -- 4. Serendipity : we teach what we are -- 5. Following the flow : an organic approach to research -- 0. A playful curriculum of nonviolence in a zero space.

AbstractNumerous authors have reported a positive relationship between preschool enrolment and academic performance in later years, even helping to reduce the academic gap existing between students from different socio‐economic backgrounds. In this context, this paper goes further by analysing the impact that early childhood education (from 3 to 6 years) has on Spanish boys' and girls' reading achievement when they are in fourth grade (10 years). For this purpose, we take advantage of the 2006 Spanish education reform that promoted free second stage preschool education by using data from Progress in International Reading Literacy Study 2011 and 2016 and an instrumental variable approach, in order to get closer to causality than previous literature for Spain. We find that attending preschool has a positive influence on reading achievement, well above the impact found when using simple ordinary least squares estimates, being higher for girls than for boys.