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These conference proceedings showcase a rich and practical exchange of approaches and vital evidence-based practices taking place around the world. They clarify the complex challenges involved in bringing about a holistic educational environment in schools and institutes of higher learning that fosters greater understanding, and offer valuable insights on how to avoid the pitfalls that come with rolling out holistic approaches to education. To do so, the proceedings focus on the subthemes Support and Development, Mobility and Diversity, and Networking and Collaboration in Holistic Education.

Education. --- Learning & Instruction. --- Education --- Social Sciences --- Theory & Practice of Education --- Teaching --- Learning --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Learning. --- Instruction. --- Learning process --- Comprehension

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Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski’s trilogy – knowing, exploring and doing educational administration – there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski’s natural coherentism and Richard Bates’ Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as ‘leadership’; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive – rather than merely critical – space to theorise educational leadership, management and administration.

Education. --- Education --- Social Sciences --- Education - General --- Educational leadership. --- College leadership --- Education leadership --- School leadership --- Education, general. --- Leadership --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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Educational indicators --- Education --- Evaluation --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Educational accountability

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The Israeli-Palestinian conflict is the longest, ongoing hot-and-cold war of the 20th and 21st centuries. It has produced more refugees than any current conflict, generating fully one quarter of all refugees worldwide. Everyone knows that the Palestinian-Israeli conflict is important itself, and is also fueling tensions throughout the Middle East. Yet most people shy away from this conflict, claiming it is “just too complicated” to understand. This book is written for people who want a point of entry into the conversation. It offers both a historic and analytic framework. Readers, whether acting as students, parishioners, neighbors, voters, or dinner guests will find in these pages an analysis of the most commonly heard Israeli positions, and a succinct account of the Palestinian voices we seldom hear. I argue that human rights standards have never been used as the basis on which the Israeli-Palestinian conflict should be resolved and that only these standards can produce a just and sustainable resolution. This book will be useful for classes in Middle East studies, peace and conflict studies, Middle East history, sociology of race, and political science. It can be helpful for church groups, labor groups, or other grass roots organizations committed to social justice, and for all readers who wish to be informed about this important topic. “Professor Spangler’s … quest for historical and political understanding takes us on a brave and intimate journey into the consequences of Jewish privilege and Jewish victimhood, the agendas of imperial superpowers, and the Palestinian struggle for self-determination.” Alice Rothchild, MD, author of Broken Promises, Broken Dreams: Stories of Jewish and Palestinian Trauma and Resilience, and producer and director of documentary film, Voices Across the Divide “[A] sharp, poignant, well-documented dossier [that] provides readers with all the most-needed facts to grasp the conflict and get involved.” – Sam Bahour, co-editor of Homeland: Oral Histories of Palestine and Palestinians and business development consultant and activist based in Palestine “[T]his one is exceptional! It recounts a historical tale; it provides theoretical underpinnings; it does comparative work; it examines all the details and aspects of ongoing debates; and it brings all to life with real-life stories … the wonder of this book is its insistence on hope – not a naïve, idealistic hope, but one accompanied by a tool-box for concrete action that might right the wrongs of this tragic tale.” Anat Biletzki, Professor of Philosophy, Tel Aviv University and Albert Schweitzer Professor of Philosophy, Quinnipiac University; Chairperson of B’Tselem, 2001–2006 Eve Spangler is a sociologist and a human and civil rights activist. For the last decade, her work has focused on the Israel/Palestine conflict; she argues that human rights are the neglected standards that could lead to a just and sustainable solution.

Education --- Social Sciences --- Education - General --- Arab-Israeli conflict --- Study and teaching. --- History. --- Palestine --- Pedagogy --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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In an increasingly monologic world of war, exploitation and fear of “the other”, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. “This book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out ‘authentic’ dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance.” – Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series.

Education - General --- Education --- Social Sciences --- Learning --- Philosophy. --- Education. --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Dialogue. --- Dialog --- Drama