The lived experiences of students? educational practices are analysed and explained in terms of the book?s plea for the recognition of the ?multi-dimentionality? of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.

The lived experiences of students' educational practices are analysed and explained in terms of the book's plea for the recognition of the 'multi-dimentionality' of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.

With increasing global challenges, the Belt and Road initiative seems to offer one possible platform to think about different possibilities and pathways to promote international collaboration and development covering Asia, Europe, Africa, and other countries. Information and Communication Technology (ICT) in education, as a key focus, provides valuable perspectives for governments, inter-governmental and non-governmental agencies wanting to innovate and advance both ICT and education independently and collaboratively. This book highlights the burgeoning of ICT in education in eleven countries, with particular emphasis placed on the context of the Belt and Road Initiative. ICT has increasingly important roles in education including improve teaching and learning qualities, as well as equity in education. The prominent contributors describe the state-of-the-art of ICT in education in eleven countries based on six major themes (policy perspectives, infrastructure, educational resources, ICT integration into practices, students’ ICT competence, and teachers’ professional development). We hope the in-depth discussions included in this book would provoke more academic and policy insights globally.

Youth Development in South Africa: Harnessing the Demographic Dividend is a compelling snapshot of thirty years of South Africa’s democratic dispensation and what it has meant for the youth of the country, as well as how its demographic dividend can be harnessed for a fairer society in the future.

Reflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed 'principle's to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new edition includes discussion of: - What is meant by 'agency' - Gender, ethnicity, disability and university teaching - Digital learning spaces and social media - Teaching career development for academics - Decolonising the curriculum - Assessment and feedback practices - Teaching excellence and 'learning gain' - 2015 UN General Assembly 2030 Agenda for Sustainable Development reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.

What is transformation in contemporary South African higher education? How can it be facilitated through research and pedagogic practices? These questions are addressed in this edited collection by established academics and emerging research students from nine South African universities. The chapters give us access to students? worlds: how they construct, experience and navigate their complex spheres, on and off campus. By engaging with students as knowledge producers, we transform popular ways of thinking about race, gender, class, sexuality, disability and age as singular and natural markers of difference and diversity.ÿ Rather than taking diversity as fixed and rooted in nature, we explore how diversity is imagined and lived in particular contexts on and off campus.

The various chapters of this book have brilliantly provided perspectives on creating conditions for success in higher education from a wide variety of stakeholders within a university environment. The rich content comes from varying fields of study as well as academic development and student affairs directorates within the institution. This is what is exciting about the book. The diversity of focus in chapters makes the book relevant to anyone with interest in higher education matters. From the opening to the closing chapter, students are making a contribution on what the university has done or is doing for them to succeed or what it should consider doing to improve its service to students. This touches on every environment that students find themselves in a university setting, from residences, to the classroom to commuter or off-campus students. The book’s extended use of the capabilities approach and critical social theories has enabled it to provide nuances on not only the success of students, but, more importantly, about how the higher education environment can transform itself to practices relevant for the sector today. The various research studies in this book can benefit similar university contexts nationally and internationally.

Nancy Fraser and Participatory Parity provides a philosophical framework based on the work of Nancy Fraser, examining how her ideas can be used to analyse contemporary issues in higher education and reimagine higher education practices. Providing a forum for considering Fraser’s work in relation to participatory parity in higher education, the book shows how her political philosophy is relevant to higher education pedagogies, scholarship and practice. The recent student protests in South Africa in 2015 and 2016 has created an impetus to think about how to do things differently in higher education in response to economic, cultural and political inequities. This South African experience is aptly used as a prime example of rethinking issues of coloniality and social injustice in higher education. The contributors’ use of Nancy Fraser’s theories provides their analyses and reflections with a particularly sharp lens and clear focus. The book also puts her work into conversation with other contemporary writers on social justice and explores the resonances and differentiations of the various approaches. This book will be of great interest for academics, researchers and post-graduate students in the fields of social justice in education and educational policy.

The lived experiences of students? educational practices are analysed and explained in terms of the book?s plea for the recognition of the ?multi-dimentionality? of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.

The proposed book moves away from a special education course, reflecting a broad consideration of social justice and inclusion that encompasses a variety of concerns about the lived experience of domination, oppression and injustice, and seeks to understand the complex intersections of a number of often overlapping categories of social identity and conflict, including cultural, ethnic, and racialised identities, gender sexual orientation, class and disability.