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This edited collection brings together cutting edge, evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individually as learners and teachers). Chapters explore the key issues relating to the topic, such as the policies, curriculum, learning and teaching, and work contexts.

Diverse Pedagogies of Place presents eight original place-responsive pedagogies that address a question of paramount importance in today¿s world: how do we educate the next generation of students to confront the challenges of global climate change and the on-going degradation of natural environments?

This book focuses on the role of emerging technologies and innovative pedagogies in transforming education in six Gulf countries. It has become increasingly evident in recent years that countries in the Gulf region need to use emerging learning technologies to cater for the needs of learners and to provide maximum flexibility in learning.

This book argues that it is important to understand spirituality as a unifying concept that has the potential to be meaningful in its application to the lives of children and young people in areas of learning and wellbeing. Chapters show why and how spiritual learning should be addressed across the curriculum, with implications for the design of learning programs and environments.

Originally published as a special issue of the Creativity Research Journal, this volume gives a balanced and reflective account of the challenges and opportunities of technology-enabled creative learning in contemporary societies.

This interdisciplinary collection explores the nexus of social justice and sport to consider how sport and physical education can serve as a unique point of commonality in an era of religious, political, economic, and cultural polarity.

This work explores challenges and contradictions which have prevented critical curriculum theory establishing itself as an alternative to dominant Western Eurocentric epistemologies. Re-visiting the work of leading progressive theorists, this text illustrates how counter-dominant narratives have been suppressed by neoliberal dynamics.

This book explores learning in the arts and highlights ways in which art and creativity can ignite learning in schools, informal learning spaces, and higher education. The focus is on learning in, with, and through the arts.

Affect studies are a part of new materialist and post-humanist turns. This volume connects these new theoretical directions within education, and goes on to explore how affect crosses educational subfields, responding to the transdisciplinary interest in thinking through pedagogy, education, and feeling.

This collection explores critical and foundational theory for trust in educational administration and leadership as it influences topics such as ethics, governance, diversity, policy, management, and power. It demonstrates the relevance of this foundation to practical issues and problems internationally, both within the organizational context and extra-organizationally.

Considers how transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state.

There has been a dearth of studies on teacher educators using action research to improve their own practice. This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs. It is suitable for those educators who are new to the college teaching profession.

Illustrates the conceptual and practical dilemmas of assessment and raises issues that are relevant and applicable across a variety of modes of assessment and across various contexts where assessment takes place.

Covering primary/elementary, secondary and tertiary levels in a variety of educational contexts this book explores the theory and practice of learning communities from an international perspective.

Anthony Laker leads an outstanding international team of educational theorists in critically examining the theoretical underpinnings of physical education, and in challenging the rhetoric, the practices and the pedagogies that prevail in our

This volume presents a scholarly investigation of the ways educators engage in artistic and contemplative practices and why this matters in education. Exploring artistic disciplines such as dance, drama, visual art, performative autoethnography, music, and writing, this book creates respectful spaces for multiple artistic practices and spiritual traditions.

This book will introduce readers to Lesson Study (LS) as it has developed in the UK over ten years and make the historical connections with LS as it developed in Japan and in east Asian countries, in the US and Europe. It will explain to readers how to conduct LS in schools (based on 10 years of development expertise) and in other educational institutions such as higher education settings or early years settings.

Educational institutions are undergoing complex and sensitive changes in the context of immigration, international mobility, globalisation, and shifting economic scenarios, making highly challenging demands on educational leaders. Leadership is increasingly being perceived and theorised as pivotal to students'' achievement and institutional performance. In this book, Saeeda Shah considers educational leadership from an Islamic perspective to debate theoretical positions underpinned by Islamic texts and teachings, and the resulting conceptualisations and interpretations. While educational leadership literature and research have flourished in recent years, this is predominantly informed by Western ideologies, concepts, theories and practices. Education, Leadership and Islam focuses on contemporary educational settings and practices, drawing on research and empirical evidence from multicultural contexts in order to enrich theory and inform policy and practice in relevant frameworks, particularly in relation to the growing Muslim population in the West. Chapters also discuss gender in Islam, educational expectations and Islamic faith schools to comprehensively explore education in relation to Islamism. Situating Muslims within contemporary societies, this book extends debates regarding educational philosophy and leadership, endorsing diversity and plurality through an appreciation of difference. Education, Leadership and Islam will appeal to education researchers as well as social and political scientists attempting to understand Muslim educational issues in contemporary life, both in the east and in the west. This book offers critical insight into educational theory and practice, and as such will be key reading for policy makers and educational leaders.

Grounded in philosophy from John Dewey and Maxine Greene, this book sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education.

This book brings together educationalists from around the globe, who share a common interest in nurturing the spiritual lives of children and young people, to explore how approaches to spirituality and education have been shaped by the historical, cultural, religious and political contexts of different geographic regions.

This book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.

This edited collection explores the challenges and innovations in providing education for mobile communities across the world. While obstacles such as negative stereotypes and centuries-old prejudice remain problematic, the book also shows how educational innovations such as online education and mobile schools are bringing mobility and schooling together.

This volume describes supported collaborative inquiry as a framework for teacher professional development. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, as well as the various kinds of support mechanisms necessary to engage in SCTI.

This book explores different perspectives on the role, influence and importance of participants in education research. Drawing on a variety of philosophical, theoretical and methodological approaches, the book examines how researchers relate to and with their participants before, during, and after the collection and/or production of data; reimagining the rights of participants, the role/s of participants, the concept/s of "participant" itself.