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This volume provides a nuanced empirical assessment of the extent to which the academic profession is internationalized at the beginning of the 21st century. It indicates which are the most internationalized academic activities, and focuses on specific topics such as physical mobility for study or professional purposes, teaching abroad or in another language, research collaboration with foreign colleagues, and publication and dissemination outside one’s native country or in another language. It places the main theme in the wider context of the history of higher education’s internationalization. It provides explanations on what drives and deters academics from international activity, and documents some of the consequences that internationalization has on academic work and productivity. This study is based on a survey of 25,000 academics working at higher education institutions in 18 countries and Hong Kong on five continents. Comparing data from the 1992 Carnegie International study to the 2007 CAP survey, relying on respondents’ perceptions of change, and comparing different academic generations, it offers valuable insights on changes in the internationalization of the academy.

International education. --- Multicultural education. --- Education, Higher --- Aims and objectives. --- Intercultural education --- Global education --- Education. --- Comparative education. --- Educational sociology. --- Higher education. --- Education and sociology. --- Sociology, Educational. --- Higher Education. --- International and Comparative Education. --- Sociology of Education. --- Education --- Culturally relevant pedagogy --- Intellectual cooperation --- Internationalism --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- International education . --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education, Comparative --- Aims and objectives --- History

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This book makes both empirical and conceptual contributions to the debate on privatization of higher education in China. Empirically, it aims to fill a gap in our knowledge of privatization of higher education in North China. To this end, Beijing was chosen as a case for analysis, and nine local higher educational institutions were visited. The case study strategy is also complemented by an extensive review of national policies to reveal problems beyond the specific case of Beijing and of national concern. The effects of the cultural and socioeconomic background and the unique state-party controlling system on higher education management are stressed. Conceptually, most existing studies on privatization of higher education in China adopt a policy analysis approach, while research on privatization of other public sectors or in other countries is frequently guided by economic theories. This book thus seeks to combine both social policy and econometric approaches to provide a systematic and detailed investigation of the privatization process in the context of higher education. It also improves examines the applicability of western theories in the Chinese context.

Education --- Education, Higher --- Education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Higher education. --- Education and sociology. --- Sociology, Educational. --- Higher Education. --- Educational Policy and Politics. --- Sociology of Education. --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education and state. --- Educational sociology . --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Aims and objectives --- Government policy

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This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them. It is argued that the antidote to this is, however, not to aspire to ‘thought itself’, but instead to do justice to its own rootedness in the ‘material’, including textuality. From an historical point of view such an innovative approach can itself revamp the material scholarly culture and the way it is represented. The chapters address a variety of topics such as the cultural heritage of the school desk, the significance of images for research into long-term educational processes, the way iconic signs function, and how modes of enquiry relate to the materiality of education. Attention is also given to standards for reporting on educational research studies and how these limit the scope and communication and moreover shape researchers, to the forms of citation practices as substantially influencing methods and content, and to the centrality of conversation not just as the means to an end but as what matters; further to representational and to non-representational theories for educational research. Some examples are drawn from the area of arts-based educational research, from mathematics education, and from the discourse on universities. In this rich and diverse collection, Paul Smeyers and Marc Depaepe have awakened educational theory and the practices of educational research to the ‘material turn’ currently stimulating fresh and innovative approaches to critical enquiry all across contemporary anthropology and the social sciences. In restoring to education a much-needed attentiveness to the object, the image, the collection, the body, the textures of the external environment, the bricolage of everyday and academic material encounters and metaphors, the essays in this volume significantly extend the repertoire of resources and methods through which we come to understand and critique the place of learning, teaching and meaning-making in our lives. Prof Robert A. Davis, University of Glasgow, Scotland, UK The different chapters of this book reveal the fruitful results of a community of scholars engaged in what Montaigne might have described as “playful conversation”. Philosophers and historians of education are gathered here together to envision material culture both as an object of study and as an approach. By asking the reader to think seriously about school desks, modes of citation or the challenges of studying visual images, numerical logic or artistic experiences, the volume raises a wide array of questions that should stimulate a lively interdisciplinary discussion among all those who are interested in contemporary educational research. Prof Rebecca Rogers, Université Paris Descartes, France This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.      .

Education -- Research. --- Education. --- Educational philosophy. --- Education --- Material culture --- Social Sciences --- Theory & Practice of Education --- Education, Special Topics --- Research --- Research. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Educational research --- History. --- Educational sociology. --- Social sciences. --- Education and sociology. --- Sociology, Educational. --- Educational Philosophy. --- Methodology of the Social Sciences. --- History of Science. --- Sociology of Education. --- Philosophy. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Social sciences --- Methodology. --- Annals --- Auxiliary sciences of history --- Education—Philosophy. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Aims and objectives

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This collection of essays invites readers to think through critical questions concerning anti-racism education, such as: How does anti-racism education centre race as an analytic and simultaneously work with multiple sites of oppression, without reifying hierarchies of difference?  How can anti-racism education be engaged to speak to historical questions of power and privilege, within conventional schooling practices?  How do we recognize anti-racism education in its many iterations? In this book the authors explore the knowledge that constitutes anti-racism education and the ways in which knowledge constitutive of anti-racism education becomes embodied through particular pedagogues. The authors are anti-racism educators with experiences in diverse settings: the chapters cover various fields and socio-historic geographies, address contemporary educational issues, and are situated within personal-political, historical and philosophical conversations.   Anti-racism education is a discursive stance and steeped in politics that shape and are shaped by everyday conversations, theories, and practices. The essays in this collection work through many of the possibilities and limitations of engaging in counter-hegemonic education for transformative learning. Readers will discover lived experiences, theory, practice and critical reflexivity.

Anti-racism. --- Transformative learning. --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Antiracism --- Education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Educational Policy and Politics. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Aims and objectives --- Government policy --- Learning --- Critical pedagogy --- Social justice --- Multiculturalism --- Racism --- Education and state.

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This edited volume offers a comprehensive survey of Korean education in transition. Divided into three parts, the book first assesses the current state of Korean education. It examines how the educational system handles the effects of family background and gender in helping students smoothly transition from school to the labor market. Next, the book introduces growing concerns over whether the traditional model of Korean education can adequately meet the demands of the emerging knowledge-based economy. It examines features of new reform measures that have been introduced to help Korean education prepare students for the new economy. The third part discusses how an influx of diverse migrant groups, including marriage migrants, migrant workers, and North Korean migrants, and the rising divorce rate — two major demographic changes — challenge the fundamental assumption of cultural homogeneity that has long been a part of Korean education. This detailed analysis of a society and educational system in transition will appeal to a wide range of readers, from those involved with Korean education to educators and administrators in countries currently looking for ways to handle their own economic and demographic changes.

Education --- Economic aspects. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- International and Comparative Education. --- Sociology of Education. --- Educational Policy and Politics. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Aims and objectives --- Government policy --- History --- International education . --- Education and state.