Comparative and International Education is a seemingly infinite field, and it has always tested new frontiers since it was launched as a field of scholarly enquiry 200 years ago by the vision of Marc-Antoine Jullien. The philanthropic mission which Jullien spelled out for the field remains its most noble. The contributions to this book look afresh at this mission, within the context of twenty-first century globalised society, while also highlighting and re-assessing other sources in the field. This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.

This book proposes and unpacks the construct 'Criticism against Northern Hegemony in the scholarly field of Comparative and International Education' as bringing together a number of related strands in the field and as showing a promising future trajectory for the evolution of the field, namely the affirmation of the Global South. This construct captures a significant amount of what leading scholars in the field of Comparative and International Education are currently engaged with. It also expresses a view of both the current epoch of education as well as of the societal contextual imperatives shaping education. Criticism against Northern Hegemony in the field comes to the fore in a number of related strands in the current discourse in the field. This scholarly book originates from the Research Unit of Human Rights Education in Diversity at North-West University, South Africa, where the author is affiliated. The book is grounded in the Creed for Human Rights. From this perspective, the book advocates for a new phase in the historical development of the field, with a focus on advancing the affirmation of the Global South as a central moral foundation. The author envisions that this shift will represent a significant advancement in Comparative and International Education, propelling it to an unprecedented stage of value and importance.

The volume is devoted to the research of comparative vocational education and training, placing a special emphasis not only on theoretical development, but also on methodological approaches and on achieving excellent research outcomes by strictly concerning comparative studies in vocational education and training. This volume contains scientific contributions by renowned researchers of vocational education from all over the world.

Documenting major intellectual and paradigmatic changes in the field of comparative education in the light of the history and development of the journal Comparative Education, this book compiles a selection of articles from forty years of the journal’s distinguished history. It illustrates how changing times have been reflected in the nature and quality of published comparative research. Contributors explore the impact of key issues such as marketisation, accountability and globalisation upon policy and practice world-wide. They explore how new challenges faced by the social sciences have seen shifts in the contexts, issues and priorities attended to by comparatives and how different approaches to comparative education have influenced the intellectual and professional identities and positioning of those involved. Bridging theoretically oriented scholarship with empirically grounded research relating to issues of policy and practice and with chapters addressing questions of relevance throughout the world, this book is an invaluable resource of ideas and stimuli for further thinking and research.

Education is central to the project of individual and collective identity formation, national development and international relations, and is crucial in moments of crisis. What should be the agenda of study and action for education in such times? Identities and Education engages with this crucial question, seeking to examine and problematise our contemporary moment. Through the heuristic of the concept of identity, it specifically aims at creating a space for understanding our current challenges and considering the potential of education to address them. Contributors in this volume explore identity, crisis and education, not only in interdisciplinary, inter-sectional, relational and eclectic ways, but also through comparative lens. The book includes contributions from leading scholars from Austria, Cyprus, Germany, Greece, Portugal, the UK, and the USA and covers issues and themes including fear, hope, refugee education and global citizenship education.

This collection is the first academic study of the captivating life and career of expatriate artist, writer, and activist, May Alcott Nieriker. Nieriker is known as the sister of Louisa May Alcott and model for "Amy March" in Alcott’s Little Women. As this book reveals, she was much more than "Amy"—she had a more significant impact on the Concord community than her sister and later became part of the creative expat community in Europe. There, she imbued her painting with the abolitionist activism she was exposed to in childhood and pursued an ideal of artistic genius that opposed her sister’s vision of self-sacrifice. Embarking on a career that took her across London, Paris, and Rome, Nieriker won the acclaim of John Ruskin and forged a network of expatriate female painters who changed the face of nineteenth-century art, creating opportunities for women that lasted well into the twentieth century. A "Renaissance woman," Nieriker was a travel writer, teacher, and curator. She is recovered here as a transdisciplinary subject who stands between disciplines, networks, and ideologies—stiving to recognize the dignity of others. Contributors include foundational Alcott scholar Daniel Shealy and Pulitzer Prize winner John Matteson, as well as Curators, Jan Turnquist (Orchard House) and Amanda Burdan (Brandywine River Museum of Art). In this book, readers will become acquainted with a dynamic feminist thinker who transforms our understanding of the place of women artists in the wider cultural and intellectual life of nineteenth-century Britain, France, and the United States.

At the forefront in its field, this Handbook examines the theoretical, conceptual, pedagogical and methodological development of media literacy education and research around the world. Building on traditional media literacy frameworks in critical analysis, evaluation, and assessment, it incorporates new literacies emerging around connective technologies, mobile platforms, and social networks. A global perspective rather than a Western-centric point of view is explicitly highlighted, with contributors from all continents, to show the empirical research being done at the intersection of media, education, and engagement in daily life. Structured around five themes—Educational Interventions; Safeguarding/Data and Online Privacy; Engagement in Civic Life; Media, Creativity and Production; Digital Media Literacy—the volume as a whole emphasizes the competencies needed to engage in meaningful participation in digital culture.

The world's most comprehensive, well documented and well illustrated book on this subject. With extensive subject and geographical index. 71 photographs and illustrations - many color. Free of charge in digital PDF format on Google Books.

Julian of Norwich the best-known of the medieval mystics today. The text of her Revelation has circulated continually since the fifteenth century, but the twentieth century saw a massive expansion of her popularity. Theological or literary-historical studies of Julian may remark in passing on her popularity, but none have attempted a detailed study of her reception. This collection fills that gap: it outlines the full reception history from the extant manuscripts to the present day, looking at Julian in devotional cultures, in modernist poetry and present-day popular literature, and in her iconography in Norwich, both as a pilgrimage site and a tourist attraction.