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This book includes a selection of articles from The 2018 Multidisciplinary International Conference of Research Applied to Defense and Security (MICRADS’18), held in Salinas, Peninsula de Santa Elena, Ecuador, from April 18 to 20, 2018. MICRADS is an international forum for researchers and practitioners to present and discuss the most recent innovations, trends, results, experiences and concerns in the various areas of defense and security, together with their technological development and applications. The main topics covered are: Information and Communication Technology in Education; Computer Vision in Military Applications; Engineering Analysis and Signal Processing; Cybersecurity and Cyberdefense; Maritime Security and Safety; Strategy, Geopolitics and Oceanopolitics; Defense planning; Leadership (e-leadership); Defense Economics; Defense Logistics; Health Informatics in Military Applications; Simulation in Military Applications; Computer Networks, Mobility and Pervasive Systems; Military Marketing; Military Physical Training; Assistive Devices and Wearable Technology; Naval and Military Engineering; Weapons and Combat Systems; Operational Oceanography. The book is aimed at all those dealing with defense and security issues, including practitioners, researchers and teachers as well as undergraduate, graduate, master’s and doctorate students.
The emergence of new kinds of racism in European societies—referred to variously as “Euro-racism,” “cultural racism,” or, in France, as racisme differential—has been widely discussed by citizens and scholars alike. While these accounts differ, there is widespread agreement that racism in Europe is on the rise and that one of its characteristic features is hostility to migrants, refugees, and asylum-seekers. Migrant Voices aims to provide a new understanding of the social, political, and historical forces that marginalize these new “others”—culminating in an investigation of the narratives of day-to-day life that produce a culture of everyday racism.
As education becomes more globally accessible, the need increases for comprehensive education options with a special focus on bilingual and intercultural education. The normalization of diversity and the acclimation of the students to various cultures and types of people are essential for success in the current world. The Handbook of Research on Bilingual and Intercultural Education is an essential scholarly publication that provides comprehensive empirical research on bilingual and intercultural processes in an educational context. Featuring a range of topics such as education policy, language resources, and teacher education, this book is ideal for teachers, instructional designers, curriculum developers, language learning professionals, principals, administrators, academicians, policymakers, researchers, and students.
The so-called nation states have created ethnical minorities. Also due to migration, cultural diversity is the reality. The multicultural society is strongly reproduced in the schools all over Europe. Cultural diversity in the classroom is increasingly recognized as a potential which should not be neglected. The educational system has, above all, to provide all children with equal opportunities. Experts from Finland, the UK, Hungary, Spain, Greece, Cyprus, and other European states, mostly responsible for teacher education, have contributed to this volume with critical, but constructive remarks on the classroom reality in their countries. This book is valuable reading for academics and practitioners in educational sciences.
This book is a comprehensive one-stop guide for students intending to embark on study or work in Spain for the first time. It provides background information on contemporary Spain, practical advice on the student experience covering accommodation, registration, and adapting to Spanish patterns of study, as well as information on joining the Spanish workforce. It also includes an extensive directory of Spain's 67 Universities and their locations.
Educational inequalities have strongly impacted disadvantaged and underservedpopulations such us indigenous, Roma, migrant children, students with disabilities,and those affected by poverty. A wide array of research has contributed toexplaining the mechanisms and effects of inequalities in the achievement patterns,dropout rates, disengagement in the school experiences of children and youthtraditionally excluded. Research also suggests the negative consequences for childdevelopment – including cognitive, language, and social–emotional functioning – ofpoverty and lack of quality education in the early years. Consequently, the currentunequal access to optimal learning environments for every single child to succeedin education and to have a better life perpetuates the exclusion and neglects theright to education for those minorities. This Research Topic aims at moving beyondcauses and shed light upon effective solutions by providing successful pathways forintegration and inclusion of the learners most heavily affected. Scholars worldwide are looking for successful actions with children, youth, andcommunities of learners historically underserved to overcome educational andsocial exclusion. These transformative approaches go beyond the deficit thinkingand are grounded in theories, empirical evidence, and multidisciplinary interventionsoriented towards achieving social impact, which refers to the extent to which thoseactions have contributed to improve a societal challenge. The international networkof “Schools as Learning Communities” is advancing knowledge on deepening andexpanding the impact of what has been defined as Successful Educational Actions(SEAs); that is, those interventions that improve students’ achievement and socialcohesion and inclusion in many diverse contexts, regardless the socioeconomic,national, and cultural environment of schools. Drawing on the evidence generated by this network of researchers to address the globalchallenge of inequality by studying educational actions oriented towards achievingsocial impact and potentially transferrable to other contexts, this Research Topic aimsat deepening on this approach. In short, our purpose is that the contributions includedin this Research Topic contribute to reduce educational and social inequalities andespecially benefit those populations most in need.
The scientific literature has been showing that the teaching of controversial topics constitutes one of the most powerful tools for the promotion of active citizenship, the development and acquisition of critical-reflective thinking skills (Misco, 2013), and education for democratic citizenship (Pollak, Segal, Lefstein, and Meshulam, 2017; Misco and Lee, 2014). It has also highlighted, however, the complexities, risks and interference of emotional reactions in learning about sensitive, controversial or controversial historical, geographical or social issues (Jerome and Elwick, 2019; Reiss, 2019; Ho and Seow, 2015; Washington and Humphries, 2011; Swalwell and Schweber, 2016). Recent studies have advanced in the analysis of strategies employed by teacher educators in teaching controversial issues (Nganga, Roberts, Kambutu, and James, 2019; Pace, 2019), and in the curricular decisions of teachers about this teaching (Hung, 2019; King, 2009). These developments confirm the appropriateness of discussing or developing deliberative skills and conversational learning as the most appropriate strategy for the didactic treatment of controversial issues (Claire and Holden, 2007; Hand, 2008; Hess, 2002; Oulton, Day, Dillon and Grace, 2004; Oulton, Dillon and Grace, 2004; Myhill, 2007; Hand and Levinson, 2012; Ezzedeen, 2008). The promotion of discussion on specific social justice issues has also been approached from the use of controversial or documentary images in teacher education contexts, in order to question what is happening or has happened in present and past societies (Hawley, Crowe, and Mooney, 2016; Marcus and Stoddard, 2009). In this context, the aim of this contributed volume is, on one hand, to understand the discourses and decision-making of teachers on controversial issues in interdisciplinary educational contexts and their association with the development of deliberation skills. On the other hand, it seeks to offer studies focused on the analysis of the levels of coherence between their attitudes, positions and teaching practices for the teaching and learning of social problems and controversial issues from an integrated disciplinary perspective.
Language and Muslim Immigrant Childhoods Documenting the everyday lives of Moroccan immigrant children in Spain, this in-depth study considers how its subjects navigate the social and political landscapes of family, neighborhood peer groups, and the institutions of their adopted country. García-Sánchez compels us to rethink theories of language and racialization by offering a linguistic anthropological approach that illuminates the politics of childhood in Spain’s growing communities of migrants. The author demonstrates that these Moroccan children walk a tightrope between sameness and difference, simultaneously participating in the cultural life of their immigrant community and that of a “host” society that is deeply ambivalent about contemporary migratory trends. The author evaluates the contemporary state of research on immigrant children and explores the dialectical relations between young Moroccan immigrants’ everyday social interactions, and the broader cultural logic and socio-political discourses arising from integration and inclusion of the Muslim communities. Her work focuses in particular on children’s modes of communication with teachers, peers, family members, friends, doctors, and religious figures in a society where Muslim immigrants are subject to increasing state surveillance. The project underscores the central relevance of studying immigrant children’s day-to-day experience and linguistic praxis in tracing how the forces at work in transnational, diasporic settings have an impact on their sense of belonging, charting the links between the immediate contexts of their daily lives and their emerging processes of identification.
Enlightenment, Creativity and Education: polities, politics, performances presents some outcomes of the 24th Conference of the Comparative Education Society in Europe (CESE), held in Uppsala, in summer 2010. Bringing together studies related to knowledge and educational policies, the volume deals with the role of knowledge, globalisation and new trends what have an effect of identities and policies. Changes in societies have changed the rhetoric concerning the position and function of education. What – in comparative perspective – are the historical forces and sociological and economic structures which are infl uencing our ideas and assumptions about identity and wisdom and the future of polities and economies? So the conference asked: what are the contemporary and emergent nature of polities, and the politics of the future – and who says so? This publication is structured along three themes for the purpose of giving illustrations to some of the questions asked. The themes are I. Comparative Education – The role of Knowledge and Educational Research, II. Globalisation and New Trends, III. New Knowledge – Identities – Policies. Lennart Wikander is a Senior Lecturer in the Department of Education at Uppsala University. His fi eld is Higher Education including its relations to the labour market. Educational policies in a comparative perspective have also been a major part of his lecturing and research. He is President of NOCIES (Nordic Comparative and International Education Society). He is also member of the CESE Executive Committee. Christina Gustafsson is Professor of Education at Uppsala University and Director of Research in Educational Science at the University of Gävle. She started as a classroom researcher, and spent some years working on evaluation as a research practice. For the past fi fteen years, she has been oriented towards higher education research, especially research related to teacher training and newly qualifi ed teachers. Ulla Riis is Professor of Education at Uppsala University and Director of the programme Studies in Higher Education (SHE) at the Department of Education. She also has publications in Science Education and Computer Education in school as curriculum issues. Her latest report deals with the outcomes of a reform of the promotion system for Swedish university professors.