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The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history. Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning. Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging. Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education. Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice.

Educational accountability. --- Daniel Tröhler, Nelli Piattoeva, William F. Pinar, World Yearbook of Education, nationalism, comparative education, history of education, philosophy of education, sociology of education, globalization

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Drawing on the thoughts of Jacques Rancière, this open access book seeks to understand the politics of childhood art by attending to the relational matters in children's artistic practices rather than the linear age-based developmental theories which often limit children's creativity. Weaving Rancière's ideas on pedagogy, politics, and aesthetics, with a research study at a Kindergarten classroom in the USA and the author's own art experiences in South Korea as a child, Hayon Park discusses the politics and ethics of teacher-led art projects, children's popular culture, and adult-child drawing companionship. The author argues that childhood art and in education is inherently political and relational as, from an early age, children are acutely aware of monitoring, categorisation, and the potential oppression of their art making and learning. Offering a post-structural, reconceptualist approach to art education, Park argues for new emancipatory practices and pedagogies, which encourage children's creativity and activate curiosity. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com.

Philosophy & theory of education --- Jacques Rancière;philosophy of education;art education;child development;creativity;post-structuralism;reconceptualism;early childhood education --- Rancière, Jacques --- Aesthetics. --- Art --- Study and teaching (Early childhood) --- Rancière, Jacques,

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The Palgrave Handbook of Toleration aims to provide a comprehensive presentation of toleration as the foundational idea associated with engagement with diversity. This handbook is intended to provide an authoritative exposition of contemporary accounts of toleration, the central justifications used to advance it, a presentation of the different concepts most commonly associated with it (e.g. respect, recognition) as well as the discussion of the many problems dominating the controversies on toleration at both the theoretical or practical level. The Palgrave Handbook of Toleration is aimed as a resource for a global scholarly audience looking for either a detailed presentation of major accounts of toleration, the most important conceptual issues associated with toleration and the many problems dividing either scholars, policy-makers or practitioners.

Toleration. --- Bigotry --- Intolerance --- Tolerance --- Virtues --- Discrimination --- Political science. --- Political science --- Education --- Political sociology. --- Political Theory. --- Political Philosophy. --- Philosophy of Education. --- Political Sociology. --- Philosophy. --- Mass political behavior --- Political behavior --- Sociology --- Political philosophy --- Administration --- Civil government --- Commonwealth, The --- Government --- Political theory --- Political thought --- Politics --- Science, Political --- Social sciences --- State, The --- Sociological aspects

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In the last decade, a great variety and volume of scholarly work has appeared on mind-wandering, a mental process involving a vast range of human life, connected with “first-person perspective” and “personhood”, submental thinking, mental autonomy, etc. While different and emerging features that flow into and out of one another (second field, mental travel, visual imagery, inner speech, unspecific memory, autobiographical memory, fantasies, introspection, etc.) and negative and positive approaches seem to describe mind-wandering, we offer an interdisciplinary theoretical and empirically informed and informative overview on mind-wandering studies and methodologies oriented toward the educational field. The aim is to transform and enrich the debate on mind-wandering but also to show how theoretical arguments and research findings could inform the teaching-learning context. This groundbreaking book, moves along three representations of developed scientific knowledge: imaginary lines, circles and spirals. The first section, “The Lines”, develops new lines of inquiry on attention (selective and sustained) and mind-wandering, the influence of age and mind-wandering, embodiment, consciousness and experience and mind-wandering. In the second section, the “Circles”, groups of Chapters on the same topic, methodology (tasks and measurement), intervention (auditory beat stimulation and mindfulness practices) and creativity, recreate a dance of interacting parts in which there are always profitable, decisive and retroactive exchanges between the information that each group or author activates. The last section, “The Spirals”, critically discusses the absence of a unified theoretical perspective, in the pedagogical field, attentive both to the processes of emergence and the interactions between parts. .

Cognition. --- Thought and thinking. --- Mind --- Thinking --- Thoughts --- Educational psychology --- Philosophy --- Psychology --- Intellect --- Logic --- Perception --- Psycholinguistics --- Self --- Cognitive psychology. --- Psychology. --- Education --- Phenomenology. --- Psychology, Experimental. --- Cognitive Psychology. --- Behavioral Sciences and Psychology. --- Philosophy of Education. --- Experimental Psychology. --- Philosophy. --- Experimental psychology --- Experimental psychologists --- Philosophy, Modern --- Behavioral sciences --- Mental philosophy --- Science, Mental --- Human biology --- Soul --- Mental health --- Psychology, Cognitive --- Cognitive science --- Research --- Experiments --- Pensament --- Cognició

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This book explores the concept of academic freedom from a European vantage point. Drawing on both philosophical and legal perspectives, the editors and contributors analyse the concept of academic freedom within the present institutional setting. Academic freedom has long been considered a natural part of higher education, but as the world enters the digital age, a renewed understanding of its role and the threats it must face is required. The authors question the purpose of science without freedom, and subsequently the purpose of political communities without free science. Although the book uses European case studies to answer these questions, it undoubtedly has global relevance: what would be left of the present notion of the ‘global world’ were we to conceive of its character without modern science? This book calls for a critical re-examination of the academic community and its own understanding of the sources, conditions and aims of scientific practice. Ivo De Gennaro is Associate Professor of Moral Philosophy at the Free University of Bozen-Bolzano, Italy. Hannes Hofmeister is Assistant Professor of European Law at the Free University of Bozen-Bolzano, Italy. Ralf Lüfter is Assistant Professor of Moral Philosophy at the Free University of Bozen-Bolzano, Italy.

School management and organization. --- Education --- Academic freedom. --- Llibertat acadèmica --- Philosophy. --- Europa --- Llibertat d'informació --- Llibertat d'ensenyament --- Autonomia universitària --- Educational freedom --- Freedom, Academic --- Freedom of information --- Liberty --- Intellectual freedom --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Inspection --- Management and organization --- Estats i territoris --- Euràsia --- Alps --- Camí de Sant Jaume --- Corredor Mediterrani --- Danubi (Europa : Curs d'aigua) --- Europa central --- Europa de l'Est --- Europa del Nord --- Europa del Sud --- Europa occidental --- Països de la Unió Europea --- Rin (Europa : Curs d'aigua) --- Roine (Europa : Curs d'aigua) --- Tràcia (Regió històrica) --- Education, Higher. --- Education and state. --- School administration. --- Higher Education. --- Educational Philosophy. --- Philosophy of Education. --- Educational Policy and Politics. --- Education Policy. --- Organization and Leadership. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Government policy