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Viewing Malta as a case study, this volume sheds light on the functioning of an educational system in a developing nation, demonstrates education's role in improving a nation's socioeconomic system, and supports economic theories that maintain that investment in education is a natural tool for economic development.

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Drawing on international research in numerous countries, including Thailand, India, Afghanistan, Lebanon and the UK, this title considers, conceptually and empirically, the provision of education to aid and aid agencies, analyzing the internal and external factors affecting educational provision during and after emergencies.

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Presents a commentary on democracy in education, and the macro- and micro-political discourses which permit and prohibit this. This book explores key themes such as the struggle for democracy in schools and society, and the relationships between the processes of schooling and the preparation of the workforce in advanced capitalist societies.

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Original edited collection taking a hermeneutical approach to pedagogy and the philosophy of education.

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Drawing together eight original chapters written by scholars in the field of hermeneutics, this title takes variety of principles and themes from philosophical hermeneutics, drawing on insights from major figures such as Martin Heidegger, Hans-Georg Gadamer and Paul Ricoeur, and applies them to issues in education and the philosophy of education.

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An exploration of how the issues of extremism and terrorism should be addressed and taught in schools. It is suitable for students studying education at undergraduate and postgraduate level looking to engage with the philosophical, sociological and political issues discussed and the resulting curriculum and pedagogical debates.

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An exploration of how the issues of extremism and terrorism should be addressed and taught in schools. It is suitable for students studying education at undergraduate and postgraduate level looking to engage with the philosophical, sociological and political issues discussed and the resulting curriculum and pedagogical debates.

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Provides a critical introduction to the work of Paulo Freire.

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This work describes the increased importance and centralization of government involvement in education. It argues that government's education policies tend to be pulled in contradictory ways - on the one hand, very directive initiatives, on the other hand and openess to market forces.

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Explores the socio-economic and policy context of education in advanced capitalist societies and indicates the manner in which the rhetoric of policy makers distorts the way in which skill is marshalled in the economy. This work examines the experiences of teachers and students in post-compulsory education.

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James Avis argues that post-compulsory education policy provides opportunities for a progressive and radical transformation of the theory and practice of working relationships.

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The purpose of this contributed volume is to examine the links among research, policy, and change in education in Latin America in the context of the relationships between the economy, politics, and the state in the 1980s.

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Offers a global exploration of formal and non-formal education provision to refugees and asylum seekers in refugee camps, and in schools and universities of host countries. This book draws on international research in numerous countries, including Thailand, North Korea, Lebenon, Africa, the USA and the UK.

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Offers a global exploration of formal and non-formal education provision to refugees and asylum seekers in refugee camps, and in schools and universities of host countries. This title draws on international research in numerous countries, including Thailand, North Korea, Lebenon, Africa, the USA and the UK.

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When will the 'education revolution' really begin Is the nation ready for the challenges of the global knowledge economy and the emerging centres of innovation around the world What are the key problems and where are the policy solutions This title addresses these questions.

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This book highlights the intersectionality of educational marginalization in sub-Saharan Africa as a legacy of colonialism. It shows how contemporary efforts to promote education in marginalized communities are subsumed under human rights and human capital ideologies.