15 December 2015

Table of Contents Volume 47 Number 4 (Winter 2015-2016)

Social Inequalities in Early School Leaving: The Role of Educational Institutions and the Socioeconomic Context
Jeroen Lavrijsen and Ides Nicaisepages
DOI:10.1080/10564934.2015.1098265

Developing Professional Early Childhood Educators in England and Hungary: Where Has All the Love Gone?
Verity Campbell-Barr, Janet Georgeson, and Anikó Nagy Vargapages
DOI:10.1080/10564934.2015.1100451

Global Discourses and Local Responses: A Dialogic Perspective on Educational Reforms in the Russian Federation
Olena Aydarovapage
DOI:10.1080/10564934.2015.1107375

Quality of Education and Its Evaluation: An Analysis of the Russian Academic Discussion
Galina Gurova, Nelli Piattoeva, and Tuomas Takalapages
DOI:10.1080/10564934.2015.1107377

BOOK REVIEWS
Forging Rights in a New Democracy: Ukrainian Students Between Freedom and Justice by Anna Fournier
Matthew D. Pauly
DOI:10.1080/10564934.2016.1095555

Educational Reform and Internationalisation: The Case of School Reform in Kazakhstan edited by David Bridges
Duishon Shamatovpages
DOI:10.1080/10564934.2016.1107443

01 December 2015

Equity In and Through Education

European Education: Issues and Studies has long been affiliated with the Comparative Education Society in Europe. CESE will beholding its 27th conference in exactly six months! It will be held in historic Glasgow, Scotland and there is still plenty of time to prepare and submit a proposal for the conference. The theme of the conference is "Equity in and through education: Changing contexts, consequences, and contestations" and you can find more information at the conference website.

19 November 2015

Workers' Faculties in the Developing World

"Worker’s Faculties" were widespread in the Soviet Union until 1941. They had two main goals--preparing adult workers and peasants for university entrance through the provision of general education and creating a new socialist intelligentsia from among these groups. At the conclusion of World War II similar Faculties were established in countries across post-colonial Africa, Asia, and Latin America. Based on case studies in Vietnam, Cuba, and Mozambique, authors Tim Kaiser, Tobias Kriele, Ingrid Miethe, and Alexandra Piepiorka of the University of Giessen argue that corresponding transfer processes were largely driven by local actors in the respective countries and that these institutions were regarded as suitable instruments in solving problems particular to postcolonial contexts. If you would like to read this entire paper, "Educational Transfers in Postcolonial Contexts: Preliminary Results From Comparative Research on Workers’ Faculties in Vietnam, Cuba, and Mozambique," or any other content from our journal, you can find out more about subscriptions at this page.


22 October 2015

Exporting Soviet Ideas Through Education

Our most recent edition of European Education: Issues and Studies was a special, guest-edited issue titled "Governing Educational Spaces: Historical Perspectives." In this issue, Tom G. Griffiths and Euridice Charon Cardona of the University of Newcastle in Australia have provided a helpful historical look at the Soviet university aid program during the Cold War. The paper explores the topic from a world-systems perspective. Griffiths and Cardona highlight the intended catch-up style modernization and national economic development for countries through their participation in the Soviet university aid program as well as the intended development of the human capital of participant countries. The Soviet university aid program was in place from 1956 to 1991 and it was one of history’s largest and most ambitious attempts to achieve global influence and to reshape the world through university education. Their look at Soviet soft power draws on existing research and Soviet archival materials. Specifically, they explore the program's focus on students from “developing” and newly-independent countries, and its ambition to form graduates who would return home to become national leaders sympathetic to Soviet socialism. If you would like to read this entire paper, "Education for Social Transformation: Soviet University Education Aid in the Cold War Capitalist World-System," or any other content from our journal, you can find out more about subscriptions at this page.

14 October 2015

Exploring European Education

Those who want a taste of European Education: Issues and Studies can sample some of the articles that we have published over the last few years. You can explore a collection of free access articles chosen by the editors at this page. As you can see from this limited selection, European Education takes seriously its mission to publish a wide range of theoretical and empirical studies that include interdisciplinary perspectives and critical examinations of the impact of political, economic, and social forces on education. Enjoy!

06 October 2015

The Idea of the Visiting Inquiry in Comparative Education

In our recent special issue entitled "Governing Educational Spaces: Historical Perspectives," Martin Lawn of the University of Edinburgh looks at state of comparative education in the early Twentieth Century. Here is the abstract of his paper, "The Idea of the Visiting Inquiry in Comparative Education: The 1903 Mosely Commission and the United States" (DOI:10.1080/10564934.2015.1065395):
Through a study of a privately funded and ambitious inquiry into the education system of the United States, the relations between the development of comparative education as an activity and the governing of education systems in the early 20th century can be illuminated. The relations and interests of early comparativists were mobilized and enhanced by private funding and significant numbers of public actors in education were involved in comparative inquiry. The 1903 Mosely Commission was a philanthropic intervention to reengineer the patchwork of English education, and an attempt to modernize it and influence its government on a large scale. Its innovation was in its methods of influence as well as its scientific reports. The Commission was a hybrid, transnational institution, using comparison to modernize the government of education, mainly involving policy actors and finally, claimed neither by the history or comparative study of education. Consequently, its significance has been lost.
If you would like to read the entire paper or any other content from our journal, you can find out more about subscriptions at this page.

23 September 2015

Table of Contents Volume 47 Number 3 (Fall 2015)

Governing Educational Spaces: Historical Perspectives

EDITORIAL: Global Governance in Education: A Plea for an Agenda of Shape-Shifts
Eleftherios Klerides & Hans-Georg Kotthoff
DOI:10.1080/10564934.2015.1083322

Governing by Testing: Circulation, Psychometric Knowledge, Experts and the “Alliance for Progress” in Latin America During the 1960s and 1970s
Cristina Alarcón
DOI:10.1080/10564934.2015.1065396

The Idea of the Visiting Inquiry in Comparative Education: The 1903 Mosely Commission and the United States
Martin Lawn
DOI:10.1080/10564934.2015.1065395

Education for Social Transformation: Soviet University Education Aid in the Cold War Capitalist World-System
Tom G. Griffiths & Euridice Charon Cardona
DOI:10.1080/10564934.2015.1065390

Educational Transfers in Postcolonial Contexts: Preliminary Results From Comparative Research on Workers’ Faculties in Vietnam, Cuba, and Mozambique
Tim Kaiser, Tobias Kriele, Ingrid Miethe & Alexandra Piepiorka
DOI:10.1080/10564934.2015.1065394

Transnational Governances in Higher Education: New Universities, Rhetorics, and Networks in Postwar Singapore
Grace Ai-Ling Chou
DOI:10.1080/10564934.2015.1065391

Routes of Knowledge: Toward a Methodological Framework for Tracing the Historical Impact of International Organizations
Ivan Lind Christensen & Christian Ydesen
DOI:10.1080/10564934.2015.1065392

BOOK REVIEWS
National Identity and Educational Reform: Contested Classrooms by Elizabeth Anderson Worden
Steven D. Roper
DOI:10.1080/10564934.2015.1065397

School’s Out: Lessons from a Forest Kindergarten by Lisa Molomot & Rona Richter
Beth Powers-Costello
DOI:10.1080/10564934.2015.1033229

28 August 2015

Preschool in Slovenia

In our most recent edition of European Education: Issues and Studies, Marcela Batistič Zorec of the University of Ljubljana explored the impact of introducing the Reggio Emilia educational philosophy at preschools in Slovenia. Here is the abstract of their paper, "Children’s Participation in Slovene Preschools: The Teachers’ Viewpoints and Practice" (DOI:10.1080/10564934.2015.1039878):
This article presents part of the research performed in a project from 2008 to 2013, regarding the introduction of the Reggio Emilia approach to Slovene preschool educators. The study’s aim was to recognize the possible influence of the training—from 2009 to 2011—in this project on educators’ viewpoints and the promotion of children’s participation in practice. We believe that a potential reform of the Slovene national curriculum should establish the participation of children as one of its key principles. It seems that the two-year intensive training of educators, followed by projects in preschool practice, has been a successful step in this direction.
If you would like to read the entire paper and the important voice of teachers in this area, or if you would like to read any other content from our journal, you can find out more about subscriptions at this page.

12 August 2015

Education in Spain: Assessments and Shadows

In European Education's most recent edition, two of the papers highlighted education in Spain. Laura C. Engel's paper "Steering the National: Exploring the Education Policy Uses of PISA in Spain" presents findings from a recent study of the education policy uses and impact of international large-scale assessments. The findings from her paper add to a growing body of scholarly work looking at the ways that international assessments guide education policy within national spaces.
Ariadne Runte-Geidel and Pedro Femia Marzo have written a paper examining the use of shadow education by students in Spain over a ten-year period at the turn of this century. They look specifically at the number of students that use this shadow education system and the way that it has evolved during this period. Their study helpfully contrasts the data on the use of extra classes with the socioeconomic profile of students and other indicators of social inequality.
If you would like to read the entire paper or any other content from our journal, you can find out more about subscriptions at this page.

28 July 2015

Table of Contents Volume 47 Number 2 (Summer 2015)

EDITORIAL: PISA and Participation in Education
Iveta Silova & Noah W. Sobe
DOI:10.1080/10564934.2015.1043172P

Steering the National: Exploring the Education Policy Uses of PISA in Spain
Laura C. Engel
DOI:10.1080/10564934.2015.1033913

Shadow Education in Spain: Examining Social Inequalities Through the Analysis of PISA Results
Ariadne Runte-Geidel & Pedro Femia Marzo
DOI:10.1080/10564934.2015.1033667

Ideas, Institutions, and School Curricula: Explaining Variation Between England and France
Leah Haus
DOI:10.1080/10564934.2015.1033604

Children’s Participation in Slovene Preschools: The Teachers’ Viewpoints and Practice
Marcela Batistič Zorec
DOI:10.1080/10564934.2015.1039878

University Graduates’ Skills Mismatches in Central Asia: Employers’ Perspectives From Post-Soviet Tajikistan
Dilrabo Jonbekova
DOI:10.1080/10564934.2015.1033315

BOOK REVIEWS
Pedagogized Muslimness: Religion and Culture as Identity Politics in the Classroom. Religious Diversity and Education in Europe, Band 27 by Mette Buchardt
Shabana Mir
DOI:10.1080/10564934.2015.1033224

Contemporary Debates in Holocaust Education by Michael Gray
E. Doyle Stevick
DOI:10.1080/10564934.2015.1033226

CESE NEWS Equity In and Through Education: Changing Contexts, Consequences, and Contestations
DOI:10.1080/10564934.2015.1035025

29 May 2015

Parents, Disadvantage, and Educational Access

In our recent special issue entitled " Access to and Accessibility of Education Throughout the Educational Trajectories of Youth in Europe," Nicola De Luigi and Alessandro Martelli of the University of Bologna look at the role of parents in educational access. Here is the abstract of their paper, "Attitudes and Practices of Parents: Disadvantage and Access to Education" (DOI:10.1080/10564934.2015.1001259):
This article focuses on different ways in which socially disadvantaged parents engage with their children’s educational experiences, and provides evidence of the role they play in opening or narrowing their children’s access to education. Disadvantaged parents are usually associated with weak or difficult educational trajectories for their children, because of their lower level of economic, cultural, and social capital. Nevertheless, this association does not operate as an automatic mechanism. Indeed, against a backdrop of persisting inequalities, research data show a plurality of intraclass and intragroup dynamics, with disadvantaged parents having diverse ways of avoiding blaming processes, saving dignity, and acting as proactive agents for their children’s educational career.
If you would like to read the entire paper or any other content from our journal, you can find out more about subscriptions at this page.

01 May 2015

Table of Contents Volume 47 Number 1 (Spring 2015)

Access to and Accessibility of Education Throughout the Educational Trajectories of Youth in Europe 

EDITORIAL INTRODUCTION
Access to and Accessibility of Education Throughout the Educational Trajectories of Youth in Europe
Marcelo Parreira do Amaral, Barbara Stauber & Eduardo Barberis
DOI:10.1080/10564934.2015.1001251

Access to and Accessibility of Education: An Analytic and Conceptual Approach to a Multidimensional Issue
Barbara Stauber & Marcelo Parreira do Amaral
DOI:10.1080/10564934.2015.1001254

Institutional Frameworks and Structural Factors Relating to Educational Access Across Europe
Andy Biggart, Tero Järvinen & Marcelo Parreira do Amaral
DOI:10.1080/10564934.2015.1001256

Attitudes and Practices of Parents: Disadvantage and Access to Education
Nicola De Luigi & Alessandro Martelli
DOI:10.1080/10564934.2015.1001259

Creating Accessibility to Education: The Role of School Staff's Discretionary Practices
Eduardo Barberis & Izabela Buchowicz
DOI:10.1080/10564934.2014.1001264

Access to Higher Education at the End of Lower Secondary for “Disadvantaged” Students: The Interplay of Structural, Institutional Frameworks and Student Agency
Isabelle Danic
DOI:10.1080/10564934.2015.1001267

BOOK REVIEW
Transnational Policy Flows in European Education: The Making and Governing of Knowledge in the Education Policy Field Andreas Nordin & Daniel Sundberg, eds., Oxford: Symposium Books, 2014.
Rolf Straubhaar
DOI:10.1080/10564934.2015.1005430

Comparative Education Society of Europe (CESE) News
DOI:10.1080/10564934.2015.1001293

13 February 2015

Call for Papers! Special Issue "A Decade of Roma Inclusion: 2005-2015"

'European Education' is happy to announce a call for papers for a special issue "Decade of Roma Inclusion 2005-2015: Critical perspectives on education research, initiatives and interventions," guest edited by Christian Brüggemann (Humboldt Universität zu Berlin) and Eben Friedman (European Centre for Minority Issues)!
The Decade of Roma Inclusion (2005-2015) can be understood as a joint effort of European governments and international organizations to fight exclusion and marginalization of Roma communities. Based on coordination efforts and financial support that has been institutionalized through the establishment of the Decade Secretariat, the Decade Trust Fund and the Roma Education Fund, the Decade has been the core reference and baseline framework for a multitude of research activities, initiatives and interventions with education being a key priority.

The Decade has contributed to the internationalization of Roma education discourse and triggered large-scale fundraising possibilities for education. Nevertheless, only little change has been observed at the local level and many Roma communities seem not to have benefited from this international endeavor.

Coming close to the end of the Decade and being at a point where next steps are being discussed but have not yet been decided, this special issue attempts to look at the last ten years of Roma inclusion in the field of education. It welcomes papers that critically look at education research, initiatives and interventions. Researchers who intend to publish in this special issue might for example:
  • analyze the tremendous amount of scientific research that has been published in the last ten years;
  • scrutinize large-scale applied research / intervention projects (e.g. INCLUD-ED, EduMigRom, EduRom, RomaMatrix, QUALIROM and others) that have been implemented over the last ten years; or 
  • examine educational activities/projects/political initiatives related to or facilitated through the Decade of Roma Inclusion. 
Interested researchers might also investigate unintended effects of international education policy, question how international education initiatives have been ignored, re-framed or even misused at the local level and/or compare different contextualizations of education research, initiatives and interventions. Studies that try to understand underlying and possibly conflicting understandings of social justice, equality of opportunity and/or affirmative action are also welcome. 

Expressions of interest should be sent to christian.brueggemann(at)hu-berlin.de by 1st of May 2015 in the form of an outline of about 1.000 - 1.200 words (objectives, theoretical framework, modes of inquiry, data sources). Selected full papers should be submitted by 1st of October 2015. Submitted papers will be subject to a blind peer review and selected on the basis of academic merit (clarity, coherence, relevance, rigor, appropriateness of theoretical/conceptual literature and methodological grounding). 

26 January 2015

Table of Contents Volume 46 Number 4 (Winter 2014-2015)

Adult Education and Lifelong Learning in Postcommunist Countries

Editorial Introduction
Adult Education and Lifelong Learning in Postcommunist Countries
Vida Mohorčič Špolar, John Holford & Marcella Milana
DOI:10.1080/10564934.2014.995532

Transnationalization of Czech Adult Education Policy as Glocalization of the World and European Policy Mainstream(s)
Martin Kopecký
DOI:10.1080/10564934.2014.995534

Globalization and Academic’s Workplace Learning: A Case Study in China
Xuhong Wang & Terri Seddon
DOI:10.1080/10564934.2014.995537

Organizational Learning and the Transnationalization of Further Education: Pedagogical Research on Cross-Border Organizations
Michael Göhlich, Nicolas Engel & Thomas Höhne
DOI:10.1080/10564934.2014.995540

“Culture Programs,” Cultural Differences, Knowledge Resources, and Their Impacts on Learning Cultures in Transnational Enterprises in China
Steffi Robak
DOI:10.1080/10564934.2014.995552

Book Review
Managing Diversity in Schools: Language, Policies, Pedagogies, by David LittleConstant Leung, & Piet Van Avermaet (Eds.)
Kara D. Brownpages 82-84
DOI:10.1080/10564934.2014.995553