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Gulson and Webb show how school choice can represent and manifest the hopes and fears, contestations and settlements of contemporary racial biopolitics and ethnic politics of education in multicultural cities.

Multicultural education. --- Blacks --- Alternative schools. --- EDUCATION --- Alternative schools --- Black people --- Education. --- Educational Policy & Reform --- General. --- Reference. --- Organizations & Institutions. --- Essays. --- Education --- Ontario --- Intercultural education --- Culturally relevant pedagogy --- Black persons --- Negroes --- Ethnology --- Schools --- Alternative education --- Culturally sustaining pedagogy --- York --- Education and state. --- Education and state --- Minorities --- Persons --- Assimilation (Sociology) --- Discrimination --- Ethnic relations --- Majorities --- Plebiscite --- Race relations --- Segregation --- Ethnic minorities --- Foreign population --- Minority groups --- Minority students --- Social policy --- Endowment of research --- Education policy --- Educational policy --- State and education --- Government policy

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This book is an edited collection introducing the Education Policy and Social Inequality series, and presents chapters from authors on the editorial board. It investigates relations between educational policy and social inequality, not simply in terms of policy solutions for inequalities but also how education policy frames, creates and at times exacerbates social inequalities. It adopts a critical stance, encompassing innovative and interdisciplinary theoretical and conceptual studies – drawing on e.g. sociology, cultural studies, social and cultural geography, and history – as well as original empirical work that examines a range of educational contexts, including early years education, vocational and further education, informal education, K-12 schooling and higher education. The book argues that critique and policy studies can have a transformative function, positing new dimensions for understanding the role of education policy in connection with recurrent social problems and seeking the amelioration of social inequality in ways that challenge the possibility of equity in the liberal democratic state, as well as in other forms of governance and government.

Educational equalization. --- Education and state. --- Education --- Education policy --- Educational policy --- State and education --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Government policy --- Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Educational Policy and Politics. --- Sociology of Education. --- International and Comparative Education. --- Social policy --- Endowment of research --- Affirmative action programs in education --- Aims and objectives --- Educational equality --- Educational equity --- Equality of education --- Equity, Educational --- Inequality, Educational --- Opportunity, Equal educational --- International education . --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Global education --- Intellectual cooperation --- Internationalism --- Education, Comparative --- History

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This book is an edited collection introducing the Education Policy and Social Inequality series, and presents chapters from authors on the editorial board. It investigates relations between educational policy and social inequality, not simply in terms of policy solutions for inequalities but also how education policy frames, creates and at times exacerbates social inequalities. It adopts a critical stance, encompassing innovative and interdisciplinary theoretical and conceptual studies – drawing on e.g. sociology, cultural studies, social and cultural geography, and history – as well as original empirical work that examines a range of educational contexts, including early years education, vocational and further education, informal education, K-12 schooling and higher education. The book argues that critique and policy studies can have a transformative function, positing new dimensions for understanding the role of education policy in connection with recurrent social problems and seeking the amelioration of social inequality in ways that challenge the possibility of equity in the liberal democratic state, as well as in other forms of governance and government.

Sociology of education --- Teaching --- Educational sciences --- onderwijspolitiek --- onderwijssociologie --- onderwijsonderzoek

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Providing a comprehensive, global overview of the digitalisation of education, the World Yearbook of Education 2024 examines the ways advanced digital technologies are transforming educational practices, institutions and policy processes.Establishing a critical research agenda for analysing the digitalisation of education, the carefully selected chapters in this collection interrogate the current impacts of new digital technologies, emerging controversies over emerging data practices and future implications of algorithmic systems, automated decision-making and AI in education. This resource is ideal reading for researchers, students, educational practitioners and policy officials interested in understanding the future of digital technologies in education.

Educational technology --- Artificial intelligence --- Education --- Automation --- Education and globalization --- Educational applications --- Effect of technological innovations on

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"This book aims to posit theory as a central component to the study of education and education policy. Providing clear, introductory entries into contemporary critical theories and their take up in education policy studies, the book offers a generative invitation to further reading, thought and exploration. Instead of prescribing how theory should be used, the contributors elaborate on a set of possibilities for researching and critiquing education policy. Education Policy and Contemporary Theory explores examples of how theoretical approaches generate a variety of questions for policy analysis, demonstrating the importance of theory as a necessary and inevitable resource for exploring and contesting various policy realms and dominant discourses. Each chapter provides a short overview of key aspects of a particular theory or perspective, followed by suggestions of methodological implications and recommended readings to extend the outlined ideas. Organized around two parts, the first section focuses on theorists while the second section looks at specific theories and concepts, with the intention that each part makes explicit the connection between theory and methodology in relation to education policy research. Each contribution is carefully written by experts in the field to introduce new scholars to theoretical concepts and policy questions, and to inspire, extend or challenge established policy researchers who may be considering working in new areas"--