Natasa Pantic – författare

This book looks at how Europeanisation affects the link between citizenship and governance in and across the new states of South East Europe. Contributors unpack the intimate relationship between the European Union, national governments, and citizens through a tripartite model that captures the uneven and diversified effects of Europeanisation on the governance of citizenship-related policy areas. Reflecting on the meaning of governance in different contexts, this book invites the readers to reconsider the terms and concepts that are commonly used for studying the consolidation of new states. By doing so, it directs attention to the transformative power of European integration not only on modes of governance but also on practices and experiences of citizenship.Individual chapters are ‘paired’ to examine three policy areas that are to a different degree affected by the requirements of European Union accession. Combining analysis of policy frameworks with assessment of their impact, the contributors highlight that the impact of Europeanisation can be located on a continuum stretching from ‘strongest’ in matters regarding justice and home affairs, to ‘moderate’ in general issues of social policy, to ‘weakest’ in transforming citizenship through education policies.This book was originally published as a special issue of European Politics and Society.

This book looks at how Europeanisation affects the link between citizenship and governance in and across the new states of South East Europe. Contributors unpack the intimate relationship between the European Union, national governments, and citizens through a tripartite model that captures the uneven and diversified effects of Europeanisation on the governance of citizenship-related policy areas. Reflecting on the meaning of governance in different contexts, this book invites the readers to reconsider the terms and concepts that are commonly used for studying the consolidation of new states. By doing so, it directs attention to the transformative power of European integration not only on modes of governance but also on practices and experiences of citizenship.Individual chapters are ‘paired’ to examine three policy areas that are to a different degree affected by the requirements of European Union accession. Combining analysis of policy frameworks with assessment of their impact, the contributors highlight that the impact of Europeanisation can be located on a continuum stretching from ‘strongest’ in matters regarding justice and home affairs, to ‘moderate’ in general issues of social policy, to ‘weakest’ in transforming citizenship through education policies.This book was originally published as a special issue of European Politics and Society.

This volume reviews the theory and research on teacher agency to critique and substantiate the common claims in literature that teachers can and do act as change agents.

The book takes as its premise the argument that diverse learner groups are a fact of demographic change that should be considered foundational in the preparation of teachers rather than be problematized as a challenge. It promotes the idea of teacher education for inclusive education based on a consideration of what it means to educate all children together. Divided into four parts, the book considers key issues for teacher education, teacher agency, teacher education for diversity, and a research agenda for the future.In today’s world, the demographic profile of students in schools is more complex than ever before, and the increasing cultural, linguistic and developmental diversity of today’s classrooms, along with the pressure to achieve high academic standards for everybody has significant implications for how classroom teachers should be prepared to meet these demands. This book advances a new understanding of inclusive education that addresses the limitations inherent in current approaches that problematize differences between learner groups by promoting a view of difference as an aspect of human individuality. It considers the implications of the research evidence underpinning teacher education for diversity and makes suggestions for future research in the field.