Miri Yemini – författare

Drawing on scholarship from the field of internationalisation in higher education and other theoretical influences in education policy, comparative education and sociology of education, this edited collection offers a much-needed extension of discussion and research into the compulsory schooling context. In this book, established and emerging scholars provide an authoritative set of conceptual tools for researchers in the field of internationalisation of compulsory schooling. It provides an overview of the current knowledge base and ways in which future research could engage with gaps in understandings. Through detailed case studies of the multiple forms of internationalisation present within schools and schooling systems, the volume considers why and how processes of internationalisation are shaping compulsory schooling today. This book will offer scholars and educators a clearer, more coherent set of conceptual frameworks within which to position their work in sociology of education, and international and comparative education, helping to develop a more comprehensive understanding of the many ways compulsory schooling is being internationalised, and with what consequences.

Nurturing Mobilities employs new empirical material and an innovative theoretical framing to bring new clarity to why families travel today – and what happens when they do. The authors argue that an imperative to ‘think with mobility’ and to ‘aspire to be mobile’ shapes identities, futures, and family practices. Drawing on data that examines family travel practices – typically short-term trips – across the working-, middle-, and globally mobile middle-classes, Nurturing Mobilities describes how families travel, why they travel, and the role young family members play in curating family travel. Vitally, it examines the two biggest contemporary issues in global mobility: COVID-19 and climate change. How has COVID-19 changed travel motivations in a world beset by lockdowns and diminished finances? How are concerns around climate change, and engagements with global citizenship education, changing family travel practices?Nurturing Mobilities illuminates new ways in which social class divergence is forged through movements across borders. The authors’ theoretically inter-disciplinary approach delivers a full analysis of the apparently divergent processes that differentiate family travel along social class lines, yet also allow travel to play a core role in social mobility. This book is a vital resource for scholars and students studying mobility, globalisation, social class, and climate change engagement.

Nurturing Mobilities employs new empirical material and an innovative theoretical framing to bring new clarity to why families travel today – and what happens when they do. The authors argue that an imperative to ‘think with mobility’ and to ‘aspire to be mobile’ shapes identities, futures, and family practices. Drawing on data that examines family travel practices – typically short-term trips – across the working-, middle-, and globally mobile middle-classes, Nurturing Mobilities describes how families travel, why they travel, and the role young family members play in curating family travel. Vitally, it examines the two biggest contemporary issues in global mobility: COVID-19 and climate change. How has COVID-19 changed travel motivations in a world beset by lockdowns and diminished finances? How are concerns around climate change, and engagements with global citizenship education, changing family travel practices?Nurturing Mobilities illuminates new ways in which social class divergence is forged through movements across borders. The authors’ theoretically inter-disciplinary approach delivers a full analysis of the apparently divergent processes that differentiate family travel along social class lines, yet also allow travel to play a core role in social mobility. This book is a vital resource for scholars and students studying mobility, globalisation, social class, and climate change engagement.

Drawing on scholarship from the field of internationalisation in higher education and other theoretical influences in education policy, comparative education and sociology of education, this edited collection offers a much-needed extension of discussion and research into the compulsory schooling context. In this book, established and emerging scholars provide an authoritative set of conceptual tools for researchers in the field of internationalisation of compulsory schooling. It provides an overview of the current knowledge base and ways in which future research could engage with gaps in understandings. Through detailed case studies of the multiple forms of internationalisation present within schools and schooling systems, the volume considers why and how processes of internationalisation are shaping compulsory schooling today. This book will offer scholars and educators a clearer, more coherent set of conceptual frameworks within which to position their work in sociology of education, and international and comparative education, helping to develop a more comprehensive understanding of the many ways compulsory schooling is being internationalised, and with what consequences.

This volume introduces sociology as a foundational discipline of education. Education is a central structuring mechanism in shaping societies, making it a core focus for sociology. Sociologists study education in its broadest sense – as occurring within families, communities and provided by institutions. The purposes of formal education are contested and these contestations shape broader power relations locally, nationally and globally. Sociologists disaggregate processes within education to examine empirically and theoretically the various levels at which they operate. This allows them to describe and make sense of the ways that relations of inequality are developed, reproduced or unsettled and how these shape individual and group experiences and outcomes. About the Educational Foundations series:Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field’s ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

Increasingly, it is not just the state that determines the content, delivery, and governance of education. The influence of external actors has been growing, but the boundaries between internal and external have become blurred and their partnerships have become more complex.This book considers how schooling systems are being influenced by the rise of external actors, including private companies, non-governmental organisations, parent organisations, philanthropies, and international assessment frameworks. It explores how the public, private, and third sectors are becoming increasingly intertwined. Introducing new theoretical frameworks, it examines diverse sites – including Cambodia, Israel, Poland, Chile, Australia, Brazil, and the United States – to study the role of policies, institutions, and contextual factors shaping the changing relationships between those seeking to influence schooling.

The book illuminates and analyzes a set of key tensions of internationalization across multiple levels of schooling and across the domains of popular discourse, policy, curriculum, pedagogy, and students’ identity, by connecting or re-connecting the process of internationalization and its outcomes at individual level of global citizenship.

This book provides a comprehensive overview of various models and practices of implementing project management in schools, and conceptualizes the processes of adaptation and development of project management curricula within the unique context of the contemporary school environment.