"The book series is of particular interest to those seeking to find out more about how indigenous knowledge can and should influence development in the Pacific islands today and the role of the University in promoting and supporting these movements. Significantly, they offer insight into the role that education (formal, non-formal and informal) should play in preparing Peoples for life long learning and for survival in the changing turbulence of our contemporary times"--Publisher's website.

This timely Handbook takes stock of the range of debates that characterise the field of international education and development, and suggests key aspects of a research agenda for the next period. It is deliberately divergent in its approach, recognising the major ideological and epistemological divides that characterise a field that draws on many traditions. Leading and emergent voices from different paradigms and contexts are afforded a space to be heard and each section puts current debates in larger historical contexts. The Handbook is divided in four parts and book-ended by an introduction and a conclusion, the latter oriented towards the implications that the volume has for future research agendas. The first part explores major strands of debates about education’s place in development theory. The second acknowledges the disciplining of the field by the education for all movement and examines the place that learning and teaching, and schools play in development. Part three looks beyond schools to consider early years, adult and vocational education but focuses particularly on the return to thinking about higher education's role in development. The final part considers the changing, but still important, role that international cooperation plays in shaping education in developing countries. Featuring over thirty chapters written by leading international and interdisciplinary scholars, the Routledge Handbook of International Education and Development offers the first comprehensive and forward-looking resource for students and scholars.

"The book series is of particular interest to those seeking to find out more about how indigenous knowledge can and should influence development in the Pacific islands today and the role of the University in promoting and supporting these movements. Significantly, they offer insight into the role that education (formal, non-formal and informal) should play in preparing Peoples for life long learning and for survival in the changing turbulence of our contemporary times"--Publisher's website.

"The book series is of particular interest to those seeking to find out more about how indigenous knowledge can and should influence development in the Pacific islands today and the role of the University in promoting and supporting these movements. Significantly, they offer insight into the role that education (formal, non-formal and informal) should play in preparing Peoples for life long learning and for survival in the changing turbulence of our contemporary times"--Publisher's website.

Archaeology, as with all of the social sciences, has always been characterized by competing theoretical propositions based on diverse bodies of locally acquired data. In order to fulfill local, regional expectations, different goals have been assigned to the practitioners of Archaeology in different regions. These goals might be entrenched in local politics, or social expectations behind cultural heritage research. This comprehensive book explores regional archaeologies from a sociological perspective—to identify and explain regional differences in archaeological practice, as well as their existing similarities. This work covers not only the currently-dominant Anglo-American archaeological paradigm, but also Latin America, Western and Eastern Europe, Asia, and Africa, all of which have developed their own unique archaeological traditions. The contributions in this work cover these "alternative archaeologies," in the context of their own geographical, political, and socio-economic settings, as well as the context of the currently accepted mainstream approaches.

The term ‘space’ is inherently geographical. Educational provision and activity takes place within spaces ranging from a room at home or in a school to a campus to an administrative area which could be a state within a country, a whole country or a group of countries. Such spaces are known as geographical surfaces. Within these spaces the process of learning and teaching takes place at particular points that are often nodes in a network which may be formal, such as a group of schools or universities, or non-formal, such as in cyberspace. Understanding what goes on depends on the scale at which it is observed, ranging from individuals to global outreach. Altogether, this constitutes the geography of educational reality. This comprehensive volume includes a theoretical background, plus a sample of situations including school level, policy and administration, inequitable access, education hubs, and small states. It offers an introduction to a relatively neglected member of the family of education foundation disciplines, the geography of education. This book was originally published as a special issue of Comparative Education.

This book presents papers written by scholars, practitioners, and members of social movements and government agencies pursuing research and/or climate change projects in the Pacific region. Climate change is impacting the Pacific in various ways, including numerous negative effects on the natural environment and biodiversity. As such, a better understanding of how climate change affects Pacific communities is required, in order to identify processes, methods, and tools that can help countries and the communities in the region to adapt and become more resilient. Further, the book showcases successful examples of how to cope with the social, economic, and political problems posed by climate change in the region.

This book provides an up-to-date and well-grounded analysis of education in Australia, New Zealand and the Pacific, including Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, and Vanuatu. Leading writers from throughout this region identify contemporary educational challenges, issues, and priorities while drawing upon their own ongoing empirical research. Key themes include the impact of international trends and developments; educational reform and the quality of education; indigenous learning; inclusivity; aid and development co-operation; and the changing role and place of tertiary education. Detailed studies of specific educational systems and developments are considered in the light of broader analyses that run throughout the volume.

Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political support, resources, skills, and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet’s future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating of a peaceful and sustainable future." Julia Marton-Lefèvre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade of Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities "This important and skillfully-prepared book comes at a critical time.... A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees