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This article presents a research agenda for studying social enterprise (SE) initiatives in education reform. Whilst based on research experiences gained in Nepal, the discussion here is relevant for similar SE efforts in other ?developing? countries as well as high-income contexts that are increasing adopting SE strategies that have been tested elsewhere. The paper outlines how changing processes of governance position SE initiatives as potential solutions to a range of problems that have structural roots in conflicts related to ethnicity, gender and class. However, whilst SE is a new mode of organizing our understanding of such issues, it also has the potential to re-inscribe historic marginalities in new ways. A research agenda focused on exploring the lived experience of SE aims to expose such possibilities and dangers.

This article presents a research agenda for studying social enterprise (SE) initiatives in education reform. Whilst based on research experiences gained in Nepal, the discussion here is relevant for similar SE efforts in other 'developing' countries as well as high-income contexts that are increasing adopting SE strategies that have been tested elsewhere. The paper outlines how changing processes of governance position SE initiatives as potential solutions to a range of problems that have structural roots in conflicts related to ethnicity, gender and class. However, whilst SE is a new mode of organizing our understanding of such issues, it also has the potential to re-inscribe historic marginalities in new ways. A research agenda focused on exploring the lived experience of SE aims to expose such possibilities and dangers.

[Der Autor greift Appadurais zur Erklärung von Globalisierungsphänomenen geprägten Begriff der "scapes" auf und wendet ihn bildungspolitisch,] indem er von "Policyscapes" spricht. "Policyscape" bezeichnet den in der Ausdifferenzierung befindlichen neuen internationalen Politikraum. Dieser dient als analytisches Instrument und trägt auch kulturellen Globalisierungsprozessen in ihren Auswirkungen auf Bildung Rechnung. (DIPF/Orig.).

"In Education in Radical Uncertainty , Stephen Carney and Ulla Ambrosius Madsen return to the philosophical and social critique of Jean Baudrillard and relate his work to the field of education, particularly to comparative studies of youth and schooling in different parts of the world. The book explores how the initial interest in Baudrillard's work has been replaced by skepticism, and how the field of educational studies has been complicit in marginalizing his influence. The authors argue that labelling Baudrillard as the most extreme of the post-modernists is both misguided and unfortunate, denying a generation of education researchers an engagement with insights that are both profound and challenging. They do so by exploring three of his key ideas: simulation leading to spectacle and seduction; integral reality leading to disappearance; and evil, reversibility and return. The authors situate Baudrillard's works in the broader context of works by other post-foundational theorists, such as Michel Foucault and Gilles Deleuze, as well as exploring them in relation to empirical studies. Considering ethnographic work with youth in three quite different contexts - Denmark, South Korea and Zambia - the authors use a range of data to bring the different field studies alive and to contrast them with conventional portraits of the Global South. Encompassing both theoretical and methodological innovation, Education in Radical Uncertainty provides inspiration for scholars and students attempting to approach fields of comparative education and youth studies anew."--

Book Description: From the start of operations in Iraq in March 2003 until mid-2009, ground troops from thirty-seven countries fought at the side of U.S. forces, with many more providing indirect support and assistance. These countries furnished significant military aid to the United States Army and performed vital missions relevant to combat, intelligence, reconstruction, and support operations. The participation of these coalition partners proved critical to the success of the overall mission. Allied Participation in Operation Iraqi Freedom examines the achievements and contributions of the allied nations that supplied ground troops to the U.S.-led coalition in Iraq during 2003-2009. It does not cover forces deployed to Iraq under the aegis of the United Nations or the North Atlantic Treaty Organization. The U.S. military's experience in Operation Iraqi Freedom reconfirms the necessity of coalition building in modern warfare, even when the U.S. Army and Marine Corps ground forces shoulder the largest burden. This monograph offers separate sections on each coalition ally and presents basic information about deployed military forces and their general operational experiences in Iraq. It also provides a framework for more detailed histories to follow. ; Shipping list no.: 2012-0103-P ; Includes bibliographical references (p. 129). ; Introduction -- Allied participation in Operation Iraqi Freedom -- Overview -- Formation of the coalition of the willing, November 2002-March 2003 -- Major combat operations: coalition forces land component command, March-May 2003 -- Combined joint task force-7, June 2003-May 2004 -- Multi-national force-Iraq, May 2004-July 2009 -- Analysis -- Appendix-force contributions by nations -- Albania -- Armenia -- Australia -- Azerbaijan -- Bosnia-Herzegovina -- Bulgaria -- Czech Republic -- Denmark -- Dominican Republic -- El Salvador -- Estonia -- Georgia -- Honduras -- Hungary -- Italy -- Japan -- Kazakhstan -- Latvia -- Lithuania -- Macedonia -- Moldova -- Mongolia -- Netherlands -- New Zealand -- Nicaragua -- Norway -- Philippines -- Poland -- Portugal -- Republic of Korea -- Romania -- Slovakia -- Spain -- Thailand -- Tonga -- Ukraine -- United Kingdom -- Further readings -- Abbreviations -- Map symbols. ; Book Description: From the start of operations in Iraq in March 2003 until mid-2009, ground troops from thirty-seven countries fought at the side of U.S. forces, with many more providing indirect support and assistance. These countries furnished significant military aid to the United States Army and performed vital missions relevant to combat, intelligence, reconstruction, and support operations. The participation of these coalition partners proved critical to the success of the overall mission. Allied Participation in Operation Iraqi Freedom examines the achievements and contributions of the allied nations that supplied ground troops to the U.S.-led coalition in Iraq during 2003-2009. It does not cover forces deployed to Iraq under the aegis of the United Nations or the North Atlantic Treaty Organization. The U.S. military's experience in Operation Iraqi Freedom reconfirms the necessity of coalition building in modern warfare, even when the U.S. Army and Marine Corps ground forces shoulder the largest burden. This monograph offers separate sections on each coalition ally and presents basic information about deployed military forces and their general operational experiences in Iraq. It also provides a framework for more detailed histories to follow. ; Mode of access: Internet.

This book examines the transformative power and the limitations of one of Europe's most significant university reforms from an ethnographic and historical perspective. It incorporates voices positioned across university and policy-making hierarchies in its analysis of how Danish universities have been transformed. To do this, the book continually juxtaposes two meanings of 'enactment': a top-down view based on laws and institutional power, and a bottom-up view of multiple actors shaping their institution in day-to-day life and in actively contested changes. By conceiving of the university as 'enacted' in both ways at once, the book explores how and why the university comes to be imagined and instantiated in new ways. 0The book traces the arguments for reform through a two-decade long, dynamic struggle between international forums and national industrial, political and academic interests over the definition of the university. It discusses which ideas finally became dominant and how this happened. It looks at government reforms from 2003 onwards, and, by means of notable 'telling moments', explains how the governance and management of the university were transformed. It examines how academics found room to manoeuvre between contesting discourses that affect their identity and work. Finally, it shows how students engaged with new versions of historical debates about their participation in shaping their own education, their institution and society