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Migration is one of the major phenomena that characterizes the modern world and even more post-modernity. Improved transportation and advanced technology have facilitated transition from place to place and this phenomenon of greater mobility has changed the world and humanity. Given the fact that many countries in both the developed and underdeveloped world face similar challenges due to the current mass migration, comparative research in terms of the responses of government and non-government organizations (NGOs), both local and international, allows for a deeper understanding of ways of approaching the many challenges relating to immigration and education. The comparative dimension enables both scholars and policy makers to compare and contrast different approaches and to weigh up what approach is most suitable for their circumstances. The aim of Migrants and Comparative Education: Call to Re/Engagement is to bring together new research and conceptualizations on education’s complex and evolving role in the immigration process in different contexts around the world, at different levels of education, and from different theoretical perspectives. It is hoped that by so doing a better understanding will emerge of the issues and challenges associated with immigration that can assist policy makers and practitioners.

Immigrants --- Emigrants --- Foreign-born population --- Foreign population --- Foreigners --- Migrants --- Persons --- Aliens --- Education

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"This book brings together new thinking on education’s complex and evolving role in conflict and fragility. The changing nature of conflict, from inter- to intra-state, and with shifting geopolitical power balances, demands a reconceptualization of where education is positioned. Claims that education on its own can be an agent of conflict transformation are disputed. Deliberate attempts at peace education are not without critics and controversies. This collection aims to generate new realism from empirical and reflective accounts in a variety of countries and political contexts, as well as provide innovative methodological approaches to the study of education and conflict. The particular distinctiveness of the volume is the emphasis on ‘contested’ – it includes the debates and disagreements on the many faces of education in conflict, as well as material on teaching controversial issues in fragile contexts. Crucially, it underscores how education itself exists within highly contested projects of state, nation and region building. As well as overview comparative chapters, the collection encompasses a range of specific contexts, geographically and educationally – Algeria, Canada, El Salvador, Israel, Kenya, Mexico, Morocco, Nepal, Tunisia, UK and US, with settings that include schools, higher education and refugee camps. Focuses range from analyses of education in historical conflicts to contemporary issues such as post Arab Spring transformations. Perennial concerns about religion, colonialism, protest, integration, cohesion, emergencies, globalization and narrative are given new slants. Yet in spite of the debates, a cross-cutting consensus emerges as the crucial need for critical pedagogy and critical theory if education is to make any mark at all on conflict and fragility. ".

Education. --- Education --- Social Sciences --- Education - General --- Education, Special Topics --- War and education. --- International cooperation. --- Education and war --- Education, general. --- Peace-building. --- Building peace --- Peacebuilding --- Conflict management --- Peace --- Peacekeeping forces --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy

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This book explores the concept of intercultural competence, focusing specifically on education. Intercultural competence can vary depending on the field of research or the context of application and has therefore developed over recent decades. As the world becomes increasingly global intercultural competence has become even more important but it is still not practiced satisfactorily. This book highlights views which are at odds with official and orthodox positions on intercultural competence to encourage fresh approaches to intercultural competence. It will be invaluable for researchers, practitioners and students interested in the global possibilities of education. .

Political philosophy. Social philosophy --- Religious studies --- Sociology of culture --- Sociology of education --- Sociology --- International relations. Foreign policy --- Teaching --- Educational sciences --- Mass communications --- vergelijkende pedagogiek --- sociologie --- communicatie --- cultuur --- onderwijs --- communicatiewetenschappen --- onderwijssociologie --- opvoeding --- globalisering --- onderwijsonderzoek

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This volume represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world. It comes at a critical time, as the world approaches the 70th anniversary of the liberation of Auschwitz. We are now at a turning point as the generations that witnessed and survived the Shoah are slowly passing on. Governments are charged with ensuring that this defining event of the 20th century should take its rightful place in the historical consciousness of the world's peoples and their education. The policies and practices of Holocaust education around the world are as diverse as the countries that grapple with its history and its meaning.The effort to reconcile national histories and memories with the international realities of the Holocaust and its implications for the present persists. These efforts take place at a time when scholarship about the Holocaust itself has made great strides. In this book, these issues are framed by some of the leading voices in the field, including Elie Wiesel and Yehuda Bauer, and then explored by many distinguished scholars who represent a wide range of expertise. Holocaust education is of such significance, so rich in meaning, so powerful in content, and so diverse in practice that the need for extensive, high-quality empirical research is critical. This book provides exactly that.    .

Education. --- International and Comparative Education. --- Sociology of Education. --- Educational Policy and Politics. --- Curriculum Studies. --- Curriculum planning. --- Education --- Programmes d'études --- Planification --- Social Sciences --- Theory & Practice of Education --- Holocaust, Jewish (1939-1945) --- Study and teaching --- Study and teaching. --- Curriculum development --- Catastrophe, Jewish (1939-1945) --- Destruction of the Jews (1939-1945) --- Extermination, Jewish (1939-1945) --- Holocaust, Nazi --- Ḥurban (1939-1945) --- Ḥurbn (1939-1945) --- Jewish Catastrophe (1939-1945) --- Jewish Holocaust (1939-1945) --- Jews --- Nazi Holocaust --- Nazi persecution of Jews --- Shoʾah (1939-1945) --- Nazi persecution --- International education. --- Comparative education. --- Curriculums (Courses of study). --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Curricula. --- Instructional systems --- Planning --- Genocide --- World War, 1939-1945 --- Kindertransports (Rescue operations) --- Curricula --- Design --- Persecutions --- Atrocities --- Jewish resistance --- International education . --- Educational sociology . --- Education and state. --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Government policy --- Aims and objectives --- History