This book brings together in one volume a selection of the best articles that have appeared in the Mediterranean Journal of Educational Studies, whose first issue appeared in 1996. Each chapter highlights challenges faced by education systems across the region.

This edited collection examines the impact that John Dewey had on educational thought across the Mediterranean region. It considers the manner in which Dewey and other progressive educators were actively received, adopted, adapted, and at times resisted in a range of Mediterranean countries, most of which emerging from autocratic regimes and colonial histories.

The research background of this book is the rich and complex history of French sociology, characterized by rigorous intellectual inquiry and diverse theoretical perspectives that have profoundly impacted global sociology. The driving idea behind the book "Unlock the Legacy of French Sociology" is to provide a comprehensive exploration of the rich and influential history of French sociology. The book aims to detail the development of French sociological thought, examining the contributions of key figures like Émile Durkheim, Pierre Bourdieu, and others. It also seeks to highlight both well-known and lesser-known aspects of French sociological theory, as well as contemporary trends and practical applications in modern research. The ultimate goal is to offer an authoritative reference and engaging read for students, scholars, and anyone interested in understanding the legacy and ongoing impact of French sociology on global sociological thought. • The research methodology proposed in this book involves a comprehensive examination of the development of French sociology, its historical context, key figures, and contributions to sociological theory and research. • The task is to provide an authoritative reference and engaging read for students, scholars, and anyone interested in understanding French sociology's history and influence. The performance achieved is a detailed exploration of French sociological thought, which supports their goals. Methods • Examination of the historical context of French sociology; • Analysis of key figures and their contributions to sociological theory; • Exploration of lesser-known but significant aspects of French sociological thought; • Discussion of contemporary trends and practical applications in modern research. Conclusion: • The significance of this piece of work lies in its detailed exploration of the rich and influential history of French sociology and its ongoing impact on sociological thought. • Innovation point: Comprehensive examination of both well-known and lesser-known aspects of French sociological thought; • Performance: Detailed and insightful analysis of key figures and theories; • Workload: Extensive research and synthesis of historical and contemporary sociological contributions.

Small Musical Worlds in the Mediterranean is a pioneering book-length study of the complex topics of identity, ethnicity and global processes in children’s musical lives in the Republic of Cyprus - a Mediterranean country during its post-colonial era. What is it about this country’s musical enculturation that made musical identity such a potent element in Greek Cypriot children’s worlds? How is history, tradition, modernity, ethnic fluidity, syncretism and diversification in the Mediterranean negotiated in the construction of musical ’self’ and ’other’ in children’s daily lives? This book, through a journey of ’fieldwork at home’, discusses how children select, reject, reproduce and transform meanings and create new ones at the micro-level of their lives through which individuals and groups define themselves and others. Towards this exploration, musical identity in childhood is discussed in terms of cultural production and reproduction, human expression, inter-relating and learning. Ethnographic vignettes of children’s musical practices and direct words add depth and humour to the flow of the book. This study is a synthesis of ethnomusicology, musical anthropology, education and folklore in which the author effectively weaves together theories of musical enculturation and identity, sociocultural learning and human agency. The book will be invaluable to scholars interested in musical enculturation, musical identities, children’s contextual musical practices, ethnicity, globalization studies, music education and Mediterranean studies.

"The rapid social, economic and technological changes taking place in the world today have led to the rise of social and emotional learning (SEL) as an essential requirement in positive human development and meaningful education. SEL competencies such as self-awareness, emotional regulation, problem solving, collaboration, understanding and empathising with others, embracing diversity and conflict resolution, are key 21st century competences. The turbulences taking place in the Mediterranean region such as civil strife, violence, socio-economic hardship, forced displacement, human trafficking and child abuse, has directed academics', policy makers' and practitioners' interest towards SEL. SEL became an innovative avenue in preventing and addressing some of the main challenges being faced by countries in the Mediterranean basin in the healthy development and quality education of children and young people. Social and Emotional Learning in the Mediterranean: Cross Cultural Perspectives and Approaches is the first publication of this kind to explore how the Mediterranean region is seeking to address the issues and challenges in the promotion and implementation of SEL. It is an attempt to raise awareness on the SEL policies, frameworks and practices taking place in the Mediterranean region, to share and celebrate good practices, and to critically reflect on the challenges faced in the effective implementation of SEL in the region, with recommendations for policy, interventions and research"--

In this volume fourteen fellows of the International Academy of Education, whose research work is known internationally, reflect upon the ways in which their careers have been shaped by early family influences, by random events and surprise opportunities, and by nascent intellectual interests and academic mentoring. The authors come from many different countries (Australia, Belgium, Cyprus, Germany, Greece, Israel, Mexico, South Africa, and the USA), and from a number of disciplinary or intellectual orientations including curriculum development, economics, educational measurement and statistical analysis, history, philosophy, policy analysis, program evaluation, psychology, and sociology. They come from diverse social and cultural backgrounds; and in many cases rose above the travails presented by wars, social unrest, and social injustice to attain an education that launched them eventually into a research career. On this path, many were unexpectedly assisted by established researchers who served as mentors or “enablers.” Their personal stories, then, are of broad interest – and may even be a source of comfort and inspiration to younger colleagues who are commencing their careers in the international educational research community.

This short book provides an introduction to the study of education, outlining the dual purpose of education – to help people live well and to help develop a world worth living in. It argues that education initiates people into forms of understanding, modes of activity, and ways of relating to each other and the world that not only help individuals to live good lives, but also help secure a culture based on reason, productive and sustainable economies and environments, and just and democratic societies. Subsequent chapters address the history of education in the West; explore how education reproduces the practices and forms of life in societies and groups, and also how it transforms them; and introduce the theory of practice architectures to explain what practices are composed of, and how they are enabled and constrained by local and more general conditions and circumstances. The book closes by showing how the theory of practice architectures unfolds to offer a theory of education – a theory that underpins the definition of education offered at the start of the book. Understanding Education is essential reading for anyone interested in the theory and practice of education.

Over the last two decades, the American academy has engaged in a wide-ranging discourse on faith and learning, religion and higher education, and Christianity and the academy. Eastern Orthodox Christians, however, have rarely participated in these conversations. The contributors to this volume aim to reverse this trend by offering original insights from Orthodox Christian perspectives that contribute to the ongoing discussion about religion, higher education, and faith and learning in the United States. The book is divided into two parts. Essays in the first part explore the historical experiences and theological traditions that inform (and sometimes explain) Orthodox approaches to the topic of religion and higher education—in ways that often set them apart from their Protestant and Roman Catholic counterparts. Those in the second part problematize and reflect on Orthodox thought and practice from diverse disciplinary contexts in contemporary higher education. The contributors to this volume offer provocative insights into philosophical questions about the relevance and application of Orthodox ideas in the religious and secular academy, as well as cross-disciplinary treatments of Orthodoxy as an identity marker, pedagogical framework, and teaching and research subject.

Policing Humanitarianism examines the ways in which European Union policies aimed at countering the phenomenon of migrant smuggling affects civil society actors' activities in the provision of humanitarian assistance, access to rights for irregular immigrants and asylum seekers. It explores the effects of EU policies, laws and agencies' operations in anti-migrant smuggling actions and their implementation in the following EU Member States: Italy, Greece, Hungary and the UK.The book critically studies policies designed and implemented since 2015, during the so called 'European refugee humanitarian crisis'. Building upon the existing academic literature covering the 'criminalisation of migration ' in the EU, the book examines the wider set of punitive, coercive or control-oriented dynamics affecting Civil Society Actors' work and activities through the lens of the notion of ' policing the mobility society'. This concept seeks to provide a framework of analysis that allows for an examination of a wider set of practices, mechanisms and tools driven by a logic of policing in the context of the EU Schengen border framework: those which affect not only people, who move (qualified as third-country nationals for the purposes of EU law), but also people who mobilise in a rights-claiming capacity on behalf of and with immigrants and asylum-seekers.