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Introduction: Education and the State - Between Past and FutureKatarzyna Wrońska and Julian SternPart I: Education and the stateChapter 1. Uncovering education as a practice in its own right Pádraig HoganChapter 2. An optimistic anarchist's guide to education and the stateJulian SternChapter 3. Education, ideology, and critical thinkingTomasz LeśChapter 4. Educational dimension of acts of political forgiveness Jarosław HorowskiPart II: Balancing the purposes of schoolingChapter 5. Becoming, knowing, and governing oneself in Erasmus's educational theory and practiceJoanna KostyłoChapter 6. Competition in education from the perspective of liberalism and liberal education Katarzyna WrońskaChapter 7. Education and democracy nexus:Social media as a"space"of formation of a sense of responsibility foroneselfand for others among young people Marcin RebesChapter 8. Mind-shift for 21st-Century Education: Entrepreneurism Stephen R. C. HicksPart III: The Future of educationChapter 9. Pedagogy, learning, and becoming oneself Rafał GodońChapter 10. The eclipse of aliberal-democratic state and the future of education Piotr KostyłoChapter 11. Reforming the university: considering Niklas Luhmann's remarks Katarzyna Guczalska and Wioleta GałatChapter 12. Doctoral education, the state, and public goods in a changing world Mike BotteryConclusion Julian Stern and Katarzyna Wrońska

This open access book is the first major publication on the topic of "Interdisciplinary Mathematics Education" and arose from the work of the first International Topic Study Group of the same name at the ICME-13 conference in Hamburg in 2016. It offers extensive theoretical insights, empirical research, and practitioner accounts of interdisciplinary mathematics work in STEM and beyond (e.g. in music and the arts). Scholars and practitioners from four continents contributed to this comprehensive book, and present studies on: the conceptualizations of interdisciplinarity; implementation cases at schools and tertiary institutions; teacher education; and implications for policy and practice. Each chapter, and the book itself, closes with an assessment of the most significant aspects that those involved in policy and practice, as well as future researchers, should take into account.

First published in 1988, this book focuses on diversity and discourse, and collects contemporaneous research across a wide range of topics including: description, polemic, narrative analysis, DJ talk, philosophical history, conversation, children's books and nuclear deterrence. The essays demonstrate analyses of discourse in the service of stylistic inquiry, exploring relationships of text and context. This reflects the overall argument that discourse analyses aiming to represent diversity of social context will necessarily approach the task selectively, since all dimensions are of potential relevance to any and every communicative manifestation. Some of contextual dimensions that are addressed include: interpersonal, socio-structural, modal, ideological, and pragmatic.

First published in 1982, Education and Power remains an important volume for those committed to critical education. In this text Michael Apple first articulated his theory on educational institutions and the reproduction of and resistance to unequal power relations, and provided a thorough examination of the ways in which race-gender-class dynamics are embedded in, and reflected through, curricular issues. While many of the theories set forward in this book are now taken for granted by the left in education, they were nothing short of revolutionary when first proposed. In this newly reissued c

Over the past three decades, professions across the European Union have faced significant and radical challenges. This book analyses three professional groups involved in the academic and health sectors and how they are affected by different national Welfare State models such as Mediterranean, Scandinavian and Anglo Saxon

In the past, the Middle East and the so-called Muslim world used to be beacons of learning and critical thought. Although historical variables--such as conquest, internal conflict, and colonization--demoted their position on the global stage, changes are now in the offing. In these interesting times, a growing number of educators, thinkers and visionaries are trying both to find and to generate new approaches to the past, present, and future of the region.This book is a collection of articles which reflect on various aspects related to education and society in the Middle East and North Africa (also known as the MENA region), their peoples and educational processes. It provides a platform for people to join the global conversation and to contribute to it with data which are relevant to regional concerns, research and practices. This is necessary because many of the theories and research findings which are still being used to understand the region were generated elsewhere and, despite their lack of regional representativeness, were generalized as the most trustworthy interpretive tools across the world. Hence, there is a need for the world to open up to the voices from the MENA region.

Intro -- Half Title -- Title Page -- Copyright page -- Table of Contents -- List of illustrations -- Acknowledgements -- Introduction -- 1 Historical background and the theoretical model -- From the Middle Ages until industrialisation -- The theoretical model -- 2 The role of education and science in the state-building process -- Education and state-processes: political ideas and social theories -- The history of state education systems: from reformation to modernity -- Reformation: State versus Church -- The establishment of state bureaucracy -- Professionalisation -- Education and the citizen -- Examples of the use of education and science in state-building processes -- Great Britain – a success that became a burden -- France – the pros and cons of centralism -- Poland – integrating the state through education -- Conclusion -- 3 Human capital and knowledge in economic theory -- Human capital, technological advancement, and economic growth -- Controversies over state policy recommendations for education and science: the market and the state -- National innovation systems and competitive advantages -- The concept of competitive advantages in education and science -- National innovation systems -- Knowledge in the era of the Third Industrial Revolution -- Education, knowledge, and the global value chains -- The impact of education and science on economic development in market economies -- Germany – efficiency that astounded and frightened -- Japan – from avoiding colonisation to challenging the greatest superpower -- Critiques of the commodification of knowledge and abilities -- Conclusion -- 4 International distribution of power and state strategies -- International distribution of power in education and science -- Primary and secondary education -- Higher education -- Scientific research -- Research, development, and applications

1. Introduction : education, nature and society -- 2. Why education matters -- 3. Why nature matters -- 4. Why society matters -- 5. The importance of not being certain -- 6. Scale : time and space -- 7. Competition and cooperation, freedom and equality -- 8. Mind and body -- 9. What can education do? -- 10. Conclusions.

Intro -- Contents -- Acknowledgments -- Introduction: Everyday Authoritarianism, Teachers, and the Decoupling of Nation and State -- 1. Struggling for the Nation: Contradictions of Revolutionary Nationalism -- 2. "It Seemed like a Punishment": Coercive State Effects and the Maddening State -- 3. Students or Soldiers? Troubled State Technologies and the Imagined Future of Educated Eritrea -- 4. Educating Eritrea: Disorder, Disruption, and Remaking the Nation -- 5. The Teacher State: Morality and Everyday Sovereignty over Schools -- Conclusion: Escape, Encampment, and the Alchemy of Nationalism -- Notes -- References -- Index.