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Public debates on academic freedom have become increasingly contentious, and understandings of what it is and its purposes are contested within the academy, policymakers and the general public. Drawing on rich empirical interview data, this book critically examines the understudied relationship between academic freedom and its role in knowledge production across four country contexts - Lebanon, the UAE, the UK and the US - through the lived experiences of academics conducting 'controversial' research. It provides an empirically-informed transnational theory of academic freedom, contesting the predominantly national constructions of academic freedom and knowledge production and the methodological nationalism of the field. It is essential reading for academics and students of the sociology of education, as well as anyone interested in this topic of global public concern. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.

Introduction / Dina Kiwan -- Learning to be "British"? : education and naturalisation in the UK / Dina Kiwan -- State paternalism and religious dress / Cécile Laborde -- Diversity and nationality : contemporary developments in five European citizenship regimes / Nasar Meer and Tariq Modood -- Descent, territory, and common values : redefining citizenship in Canada / Elke Winter -- Regional diversity and education for "national" citizenship in Ukraine : the construction of citizenship identities by borderland youth / Antonina Tereshchenko -- Shifting youth identities and notions of "citizenship" in the Palestinian diaspora : the case of Lebanon / Kathleen Fincham -- Conclusion / Dina Kiwan

Guestworker programmes have typically referred to programmes of a temporary nature, where guests are not integrated into the state, but are expected to leave (Hahamovitch, 2003). Critics argue that such programmes are discriminatory, and that long-term membership in a society should entitle such workers to the legal rights of membership, including citizenship (Carens, 2008). The UK's programme for highly-skilled migrants, introduced in 2008, is part of a five-tier points-based immigration system. It allows highly-skilled individuals to immigrate to the UK, initially for one year, without sponsorship from an employer, and on securing employment, this stay can be extended with subsequent entitlement to apply for British citizenship after five years. I examine the requirements and entitlements for these guestworkers, in relation to naturalisation and integration policy. I argue that a 'moral' conception of citizenship is invoked on economic grounds. Also, 'integration' is narrowly conceived in terms of the assumed unskilled or semi-skilled migrant's knowledge and skills 'deficit', rather than in terms of the integration of 'highly-skilled' guestworkers. Finally, I argue that methodologically, we cannot make judgements on either the economic validity, or the fairness of this programme without considering the managed migration system as a whole, integrated system of unskilled, semi-skilled as well as highly-skilled guestworkers.

The Covid-19 pandemic has disproportionately affected disabled people across the globe. This review article maps the impact of the pandemic on disabled people in low- and middle-income countries (LMICS) during the first ten months of the pandemic, based on a semi-systematic review of 113 articles of empirical and "grey" literature. We highlight the multiple exclusions faced by disabled people across the sectors of health, education, economy, community, and pandemic management. Following this, we discuss the broader issues arising from the literature, including the systematic de-prioritisation of disabled people in emergency planning, the ongoing framing of disability as a medical rather than a social or human rights issue, a recognition of how the complexity of societal structures creates systematic disadvantage, and local, national, and global policymakers' lack of engagement with disabled people during pandemic management. We identify the need for both stronger quantitative evidence on disability in LMICs to inform planning and policy processes, and the need for equitable collaboration with disabled people from LMICs across research, policy, and development programming, in the spirit of "Nothing About Us Without Us."

Purpose: We develop a positive but critical appreciation of the nature and meaning of impact as current constituted as UK universities prepare for the government-led evaluation of research quality in REF2021. Methodology: We describe and then discuss impact (generally, and then specifically in relation to one recently completed project). That project was funded by the Leverhulme Trust and titled Youth activism, engagement and the development of new civic learning spaces (see:https://www.york.ac.uk/education/research/cresj/researchthemes/citizenship-education/leverhulmeyouthactivism/) Findings: Currently, there is potential for corporate arguments about impact to have a negative effect on UK universities. It would be preferable to consider impact in relation to general arguments about strengthening societal culture by generating greater respect for knowledge and clarifying its relationship with society; and by knowledge based arguments in that a specific evaluation of impact would allow us to know more about the nature of the research-practice interface.

Pedagogies about and for civic engagement are not clearly defined. We consider how these understandings have been constructed and how these pedagogical developments reveal a gradual yet fundamental shift from more transmission-oriented learning intentions and practices to more transformative orientations. We examine how particular broad and interrelated pedagogical considerations and experiences appear to enhance civic engagement learning (e.g. a focus on real-life and relevant political questions and issues, classroom to community, local to global). We review experiences that allow for the practice of different forms of civic engagement; varied ways of knowing and active involvement in the process of constructing knowledge in relation to these political questions and issues rather than simply receiving information passively; and building capacities for decision-making, public issue investigation, ethical thinking, peace-building and conflict management. We recognize that these matters are approached differently in the literature and in classrooms, schools and communities with varying degrees of emphasis and levels of sophistication. We contend that these contrasting approaches and practices reflect differing cultural and historical traditions and contexts, pressures being experienced locally and globally, and the guidance of educational policies and study programmes. The enactment of these developing understandings of civic engagement pedagogy is nominal and uneven in classrooms, schools and community sites within and across countries. Most forms of civic engagement pedagogy for youth tend to occur randomly in their communities, while school-based programmes are limited and most often involved in forms of civic action that are perceived as safe and minimal. We highlight – in the form of questions – some of the persisting challenges that face educators in developing appropriate pedagogies for civic engagement. This work originated from a three-year (2016–19), six-country project, 'Youth Activism, Engagement and the Development of New Civic Learning Spaces', undertaken by an international network of researchers (based in Australia, Canada, England, Hungary, Lebanon and Singapore) and funded by a Leverhulme Network Grant. We explore key ideas and issues about the ways in which young people participate in society and discuss what implications there are for education.

Purpose: We develop a positive but critical appreciation of the nature and meaning of impact as current constituted as UK universities prepare for the government-led evaluation of research quality in REF2021. Methodology: We describe and then discuss impact (generally, and then specifically in relation to one recently completed project). That project was funded by the Leverhulme Trust and titled Youth activism, engagement and the development of new civic learning spaces (see:https://www.york.ac.uk/education/research/cresj/researchthemes/ citizenship-education/leverhulmeyouthactivism/) Findings: Currently, there is potential for corporate arguments about impact to have a negative effect on UK universities. It would be preferable to consider impact in relation to general arguments about strengthening societal culture by generating greater respect for knowledge and clarifying its relationship with society; and by knowledge based arguments in that a specific evaluation of impact would allow us to know more about the nature of the research-practice interface.

Intro -- Contents -- Editors and Contributors -- List of Figures -- List of Tables -- Editors' Introduction -- Part I Geographically-Based Overviews -- Chapter 1 Global Citizenship Education in Australasia -- Introduction and Overview -- The Political, Economic and Social Contexts -- Education Systems and Curricula -- Australia -- New Zealand -- Summary: The 'Global' in Australasian Curricula -- Teaching and Learning Approaches -- Australia -- New Zealand -- Conclusion: Possible Futures -- References -- Chapter 2 Europe and Global Citizenship -- Introduction and Overview -- Historical Background -- Contemporary Social and Political Context -- Key Features of the Current Education System in Europe -- Strategies for Educating About and for Global Citizenship -- The Colonial Legacy -- Emerging Themes of Global Citizenship -- The European Union's Contribution -- Likely and Desirable Futures -- References -- Chapter 3 The Middle East -- Introduction and Overview of the Chapter -- Historical Background -- Contemporary Social, Political and Cultural Context -- Key Features of the Current Education System Within Particular Locations -- What Particular Strategies (Curricular and Other) Are Used for Educating About and for Global Citizenship -- Likely and Desirable Futures -- References -- Chapter 4 Global Citizenship Education in North America -- Introduction -- Social, Political, and Cultural Contexts -- Canada -- United States -- Mexico -- Historical Background of GCE -- Key Features of Global Citizenship Education -- Momentum Toward a Critical Approach to GCE: Engaging the Realities of the Twenty-first Century -- References -- Chapter 5 Global Citizenship Education in Latin America -- Introduction -- Historical and Political Context -- Contemporary Social and Political Context -- Key Features of Current Education Systems

Frontmatter -- Contents -- Acknowledgements -- Preface -- Prolegomenon -- Contributors -- Introduction -- 1. Civic Republicanism and Citizenship: the Challenge for Today -- 2. Active Citizenship and Labour -- 3. The Fourth Principle: Sharing Power with the People of Scotland -- 4. Power and Public Services: for Customers or Citizens? -- 5. Active Citizenship: Gender Equality and Democracy -- 6. What can Active Citizenship Achieve for Schools and through Schools? -- 7. Active Citizenship: Multiculturalism and Mutual Understanding -- 8. Active Citizenship: for Integrating the Immigrants -- 9. Democratic Citizenship and Lifelong Active Learning -- 10. Active Citizenship for Europe and International Understanding -- 11. Young People as Active Political Citizens -- 12. Active Citizenship and Sharing Power in Scotland: the Need to Go Beyond Devolution -- 13. Identity Politics: Multiculturalism, Britishness and Europe -- Index