Books in the Routledge Research in International and Comparative Education series

Includes research from Southampton, England, and Nanjing, China.

The Shifting Global World of Youth and Education explores how increasing migration and population changes are having an unprecedented impact on global education.

The book brings together contributions from curriculum history, cultural studies, visual cultures, and science and technology studies to explore the international mobilizations of the sciences related to education during the post-World War Two years.

Ultimately concerned with how citizenship education for peace can be enriched through interdisciplinary learning, this edited volume reveals the role of peace education in global citizenship by illuminating instruction for comprehensive citizenship.

Testing and Inclusive Schooling provides a comparative perspective on seemingly incompatible global agendas and efforts to include all children in the general school system, thus reducing exclusion.

This book draws together qualitative and quantitative data across five European countries to explore interethnic violence and conflict in European schools.

This edited volume offers an international perspective on citizenship education enacted in specific socio-political contexts. Each chapter includes a pointed conceptualization of citizenship education¿a philosophical framework¿that is then applied to specific national cases across Europe, Asia, Canada and more. Chapters emphasize how such frameworks are implemented within local contexts, encouraging particular pedagogical/curricular practices even as they constrain others. Chapters conclude with suggestions for productive change and how educators might usefully engage contemporary contexts through citizenship education.

This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning (ISL). Drawing upon key philosophers and theorists it offers an integrated, multi-dimensional approach, linking transformative learning to the development of the authentic self, and analysing the aesthetic, moral and relational dimensions of ISL in an increasingly globalized world.

The book argues that the history and culture of each country or region is critical to educational success and that the relationship between the education and the state must be validated, both internationally and historically, in order to be of actual conceptual value and that the peculiarities of these relationships must be considered both politically and theoretically.

Transnational education seeks equivalence in standards and/or relevance of outcomes through the transfer of Western theories, concepts and methods. Utilising a critique-interpretative approach, Jing Qi argues that equivalence/relevance-oriented approaches to transnational education assume the legitimacy of the global knowledge hierarchy. Euro-American educational theories are imposed as defaults in non-Western educational communities of imagined consensus

While many initial education benchmarks are being met, new and continuing challenges exist for adolescent girls in the developing world. Discrimination, violence, marginalization, and health-related issues prevail, making proper education at the middle school level crucial during this unique development time. This volume takes a global look at the obstacles and enablers in girls¿ education that can have lasting institutional, psychological and social consequences.

This book explores the idea that the increasingly complex connections created by the forces of globalisation have led to a diminishing difference between what were once described as international schools and national schools.

Drama as a process-centred form is a popular and valued methodology used to develop thinking and learning in children, while theatre provides a greater focus on the element of performance. In recent years, offering drama and theatre as a shared experience is increasingly used to engage children and to facilitate learning in a drama classroom. This book is an amalgamation of theory, research and practice from across the globe, using drama and theatre as a central component with children. It provides an exploration of the methodologies and techniques used to improve drama in the curriculum, and highlights the beneficial impact drama has in a variety of classrooms, enriching learning and communication.

This volume explores the impact of international service learning programs on members of host communities (local residents, business owners and hosting families) who are increasingly influenced by the presence of international students in their lives. Drawing upon post-colonial, feminist and other critical theories, it examines the complicated power relations between North American students and their host communities in South Africa and Central America. It stresses the importance of developing relations between North American students, faculty and individuals in the host communities to create a mutually engaging learning experience.

France and the United States have in particular experienced demographic and cultural shifts since the 1960s that have resulted in intense debates over national identity. This volume examines how each country¿s national history is represented in primary schools¿ social studies textbooks and curricula, and how they handle contemporary issues of ethnicity, diversity, gender, and patriotism. By analyzing each country separately and comparatively, it demonstrates how various groups (including academics, politicians and citizen activists) have influenced education, and how the process of writing and rewriting history perpetuates a nation.