This book provides key insights into conceptualizing and contextualizing the education policy discourse model from the perspective of the internationalization of education development in China. It discusses the education policy discourse of international education with Chinese characteristics. It comprehensively covers the internationalization of education development, including the macro-perspective on the internationalization of education development in China, the quest for internationalization at home post-COVID-19, international education development in China, and mapping study abroad policy development in China. This book also explores the strategies regarding advancing the internationalization of education development in China contextually and systematically. This is a highly informative and carefully presented book, providing academic insight for readers with an interest in international education policy in China.

Providing an international perspective on education policy, and of the role and function of education in the global economy, this text covers the major topics of central significance in education and the sociology of education.

Open inquiry and engagement with a diverse range of views are long-cherished and central tenets of higher education and are pivotal to innovation and knowledge creation. Yet, free inquiry on American campuses is hampered by a climate that constrains teaching, research, and overall discourse. In Unassailable Ideas, Ilana Redstone and John Villasenor examine the dominant belief system on American campuses, its uncompromising enforcement through social media, and the consequences for higher education. They argue that two trends in particular--the emergent role of social media in limiting academic research and knowledge discovery and a campus culture increasingly intolerant to diverse views and open inquiry--are fundamentally reshaping higher education. Redstone and Villasenor further identify and explain how three well-intentioned unwritten rules regarding identity define the current campus climate. They present myriad case studies illustrating the resulting impact on education, knowledge creation-and, increasingly the world beyond campus. They also provide a set of recommendations to build a new campus climate that would be more tolerant toward diverse perspectives and open inquiry. An insightful analysis of the current state of academia, Unassailable Ideas highlights an environment in higher education that forecloses entire lines of research, entire discussions, and entire ways of conducting classroom teaching.

Despite over thirty years of activism and legislation to eliminate discrimination, parity has yet to be achieved for women in academe. This book describes policy discourse analysis as a framework for considering how those involved in policy-making efforts may make use of discourses that inadvertently undermine the intended effect of the policies they set forth. Allan illustrates the methods of policy discourse analysis by describing their use in a study of twenty-one women's commission reports. In so doing, she highlights the important work of university women's commissions while uncovering policy silences and making visible the powerful discourses framing gender equity policy initiatives in higher education. Her findings reveals how dominant discourses of femininity, access, professionalism, race, and sexuality contribute to constructing women's status in complex and at times, contradictory ways. This important volume will interest researchers across a number of disciplines including policy studies, educational leadership, higher education and cultural studies of education.

The Annual Review of Comparative and International Education 2019 examines the field of comparative and international education by bringing together scholars, professionals, and other stakeholders to investigate recent developments in the field that are relevant to contemporary and future educational reform and applications worldwide.

Drawing on discussions of the "Creative Economy," the "Network Economy," and the "Green Economy," Rethinking US Education Policy critiques educational policies authored by the Obama administration and considers the need for a new educational policy framework that is better adapted to an era of accelerating innovation.

In the World Library of Educationalists, international experts compile career long collections of what they judge to be their finest pieces of work – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Bob Lingard has spent the last 30 years researching and writing in universities in Australia, England and Scotland about changing education policy issues. His work is written from a sociological perspective and with a commitment to social justice. He is the co-editor and co-author of 17 books and more than 100 journal articles and book chapters. In Politics, Policies and Pedagogies in Education, Bob Lingard provides critical sociological engagement with the politics of education. The focus is education policy and the impact of globalization, including epistemological and methodological issues necessary for researching education policy today. Topics analyzed include: educational restructuring new accountabilities and testing mediatization of education policy policy as numbers the global policy field and policy borrowing pedagogies. Lingard also considers the nature of educational research today. He has selected 12 of his key writings and in a critical introduction situates and contextualizes the work against key developments in the field and in the changing world.

The traditional educational landscape often struggles to keep pace with the rapid advancements in technology and the evolving needs of both students and educators. This challenge has given rise to a crucial question; how can we effectively harness the full potential of next-generation educational technologies to shape a brighter future for education? A solution to this very question can be found within the pages ofReshaping Learning with Next Generation Educational Technologies. This book delves deep into the convergence of artificial intelligence (AI), disruptive technologies, and cutting-edge educational practices, revealing their transformative power. Through practical examples, visionary insights, and thought-provoking analyses, it provides a roadmap for educators, researchers, and professionals to navigate this changing educational landscape. It's a call to action, urging academia to seize the transformative potential of these groundbreaking technologies.

Texts record the meanings we make: in words, pictures and deeds, and politics chronicles our uses of power in shaping social relationships large and small. Textual politics is about meaning - the meaning we make with words and with the symbolic values of every object and action.; The book begins with an introduction which discusses the relationship between Discourse And The Notions Of Power And Ideology. These Concepts Are Then applied to major issues: the social construction of class, gender and individuality; the rhetoric of polarizing social controversies religious fundamentalism vs. gay rights; and the abuse of technical language in policy arguments educational research vs. conservative politics. The book ends with chapters which extend the theory to processes of large- scale social change and apply it to the challenges facing education and political action in the new global information century.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact. Series Editors - Clive Dimmock, Mark Brundrett and Les Bell As global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links them to the wider challenges of educational leadership in a modern context. Education Policy is divided into three sections, which examine: the development of policy at the levels of the nation state and individual institutions the forces that shape policies with emphasis on human capital theory, citizenship and social justice and accountability research-based case studies highlighting the application of policy in a range of situations. The book provides a valuable resource for students, practitioners, middle managers and educational leaders in all sectors, both in the UK and internationally, who are engaged on masters and doctoral degrees, or undertaking leadership training and preparation programmes.