Promoting high standards in education while striving for equal opportunities under the budget constraints - these are the new global objectives of education systems. This book brings together research-based evidence on the effectiveness of major Australian, Dutch, and UK improvement efforts in education at both primary and secondary level, whilst making comparisons with similar US initiatives. The book addresses several major questions in this new environment. Those questions include: how to combat educational disadvantages, how to integrate pupils with special educational needs in regular education, how to implement educational standards initiatives, how to restructure secondary education, how to implement decentralized policy-making, and how to implement a class size reduction initiative? Finally, the authors suggest directions for future research in order to increase our understanding of what works in education and why.

The book presents case studies of immigrant minority groups and immigrant minority languages in Europe and abroad, analysed from demographic, sociolinguistic, and educational perspectives. The demographic perspective focuses on the role of language and ethnicity in multicultural population statistics, the sociolinguistic perspective on the vitality of immigrant minority languages, and the educational perspective on the status of immigrant minority languages in education.

In the different projects of the Thematic Network on Humanitaian Development Studies, there is an underlyin note which is both intended and spontaneously recorded after its activities. We refer to the European dimension and the idea of sharing approaches and perspectives into the analysis on a number of working themes. The initial intentios is, therfore, to create common language and shared points of reference where variety could be read and further understood.

Based on data collected by the TIES survey in 15 cities across 8 European countries, looks at the place and position of the children of immigrants from Turkey, Morocco, and the former Yugoslavia.

A Companion to the Anthropology of Education presents a comprehensive and state-of-the-art overview of the field, exploring the social and cultural dimension of educational processes in both formal and nonformal settings. Explores theoretical and applied approaches to cultural practice in a diverse range of educational settings around the world, in both formal and non-formal contexts Includes contributions by leading educational anthropologists Integrates work from and on many different national systems of scholarship, including China, the United States, Africa, the Middle East, Colombia, Mexico, India, the United Kingdom, and Denmark Examines the consequences of history, cultural diversity, language policies, governmental mandates, inequality, and literacy for everyday educational processes

While there has been a spate of books concerned with race and ethnicity in Europe more specifically, this timely volume offers a broader perspective and positions issues of identity, ethnicity, multiculturalism, xenophobia, regionalism and ethnonationalism within the wider contexts of trans- and supranationalism. With the weakening of welfare states and the homogenizing influences of globalization, nations within both Eastern and Western Europe are discovering that the battlefield of political action is being redefined, and as a result emotional alliances threaten to bypass the democratic systems of the past. Offering fresh insights that are both empirically and theoretically informed, this book illuminates the processes and consequences of these new developments. In particular, it reviews Marx's, Durkheim's and Simmel's theories on nationalism and national identity, and presents case studies of Belgium, Italy's Northern League, right-wing intellectual production in Russia, and much more.

The book offers demographic, sociolinguistic, and educational perspectives on the status of both regional and immigrant languages in Europe and in a wider international context. From a cross-national point of view, empirical evidence on the status of these other languages of multicultural Europe is brought together in a combined frame of reference.