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

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.

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

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).