Education (R0)

This volume presents the impacts of international higher education on citizen diplomacy. Based on the assumption that international higher education is a key driving factor of citizen diplomacy, the empirical studies in this book examine the learning outcomes of five mobility programs of international higher education(inbound study abroad, outbound study abroad, international service-learning, international internship, and online study abroad) in cultivating students’ intercultural competence, empathy and goodwill towards people in the host country. It contributes to increasing awareness of international higher education by providing insights about its functions in citizen diplomacy.

This book explores the ways in which dynamics of Islamophobia and neoliberalism shape the schooling experiences of minority Muslim students in Sydney primary, public and independent schools. The author examines the issues at macro, meso and micro level.

At the global systemic level, the book discusses the politics of naming Muslims and racialised governmentality within a capitalist neoliberal context. At the institutional level, it provides an insight into the Living Safe Together policy and explains how it can potentially provide space for teachers to abuse their authority or power in schools over minority Muslim students, within a wider discursive context shrouded by national security discourses, ‘homegrown’ terrorism and deradicalisation. Finally, at the individual level, drawing on the voices of teachers and Muslim students, the book highlights how Islamophobic discourse was reinforced through pedagogical practices, and how Muslim students resisted these discoursesby speaking back to power.

This book examines the evolution of schooling from bureaucracy and hierarchy to post-industrial schools, and places teachers’ leadership on center stage at the same time. That is, it asks teachers to deepen leadership in their classrooms and with other teachers. The book carries education and schooling from formal control to a social influence process and addresses the deeply rooted difficulty of focusing too much energy on content. It reveals the strong power of internal and external context and helps educators implant the idea of the school not as a fixed, immutable home, but as a relatively deep social process. It shows how co-leadership comes alive in schools.

The work also explains the meaning and understanding of school work as a social influence process where all school-based educators exert power, but at different levels. The idea of enhancing individual and collective capacity through interdependency, shared work, and collective responsibility is unpacked. 

This book foregrounds the provision of education for young people who have been remanded or sentenced into custody. Both international conventions and national legislation and guidelines in many countries point to the right of children and young people to access education while they are incarcerated. Moreover, education is often seen as an important protective and ‘rehabilitative’ factor. However, the conditions associated with incarceration generate particular challenges for enabling participation in education. Bridging the fields of education and youth justice, this book offers a social justice analysis through the lens of ‘participatory parity’, the book brings together rare interviews with staff and young people in youth justice settings in Australia, secondary data from these sites, a suite of pertinent and frank reports, and international scholarship. Drawing on this rich set of material, the book demonstrates not only the challenges but also the possibilities for education as a conduit for social justice in custodial youth justice. The book will be of immediate relevance to governments and youth justice staff for meaningfully meeting their obligation of enabling children and young people in custody to benefit from education; and of interest to scholars and researchers in education, youth work and criminology. 

This edited volume examines the implications of misinformation and youth digital life in a new information environment. This new information environment is characterized by high levels of user engagement, hidden algorithmic manipulations, and information abundance, including misinformation and disinformation. While misinformation and disinformation in the post-truth era have been previously investigated, this edited volume offers a distinctive educational focus that scholars have not yet addressed. Chapters contribute to the ongoing discussion of the role of education in democracies while uniquely contextualizing the problem of misinformation as a pedagogical opportunity. Contributions from across the globe answer the question of how education might respond to the changing information environment through engagements with educational philosophy, democracy, and everyday practices of teaching and learning. The book adds to a growing body of work exploring what it means to engage in responsive, rather than reactive or stagnant, pedagogy. 

This book offers a systematic, sectoral, and in-depth Marxist perspective on the critique of political economy of higher education. It proposes an original method of analysis of higher education as a field of capitalist production, grounded at the intersection of mainstream higher education research and contemporary debates in Marxist theories. At the same time, it imbues a political perspective based on the embedding of higher education within the wider social network of antagonistic relations that traverse the capitalist economy at large.

This open access book serves as a comprehensive guide to digital writing technology, featuring contributions from over 20 renowned researchers from various disciplines around the world. The book is designed to provide a state-of-the-art synthesis of the developments in digital writing in higher education, making it an essential resource for anyone interested in this rapidly evolving field.
In the first part of the book, the authors offer an overview of the impact that digitalization has had on writing, covering more than 25 key technological innovations and their implications for writing practices and pedagogical uses. Drawing on these chapters, the second part of the book explores the theoretical underpinnings of digital writing technology such as writing and learning, writing quality, formulation support, writing and thinking, and writing processes. The authors provide insightful analysis on the impact of these developments and offer valuable insights into the future of writing. Overall, this book provides a cohesive and consistent theoretical view of the new realities of digital writing, complementing existing literature on the digitalization of writing. It is an essential resource for scholars, educators, and practitioners interested in the intersection of technology and writing.

As they have done historically, innovative institutions enrich the college ecosystem, helping the higher educational industry develop flexible resilience. The chapters in this book showcase perspectives, hard-won lessons, challenges and provocative ideas about how historically innovative institutions can contribute to the current discourse on innovation in higher education. The chapters in this book include case studies of innovative campuses and practices, as well as future-looking directions for innovation. Taken together, they ask, is there a way to consider how future trends can be navigated in effective ways, so that the most important features of higher education––student learning, the liberal arts, the cultivation of critical thinking––can remain central to tomorrow’s institutions?

This book offers a comprehensive analysis of international higher education and soft power as cultural diplomacy, through a study of Morocco and South Korea. It draws on extensive original research to explore the social, political, and economic factors that have shaped the international standing of both countries in terms of higher education. The research reveals the importance of higher education in promoting soft power and the role of international universities in enhancing the international reputation of a country. The book's key findings demonstrate the impact of soft power as cultural diplomacy on international relations and the contribution it makes to research in the field of international higher education.

This book examines how the higher education sector has approached marginalised student and staff populations. The author highlights how universities were historically, and largely remain, the domain of the privileged, and demonstrates how institutions have implemented systems to enhance access for people marginalised because of their gender, race, sexual identity, disability and/or social class. These efforts have resulted in a numerical ‘marginalised majority’, but have not transferred to equity in terms of student grades, course completions and graduations, or marginalised academics’ chance of gaining continuing/tenured positions, streaming into a research rather than teaching-focused role, and the likelihood of reaching the professoriate or being selected for leadership positions. This examination is carried out through a Bourdieusian lens, which provides the ideal tool to illustrate how privilege manifests in higher education, and essentially taxes the efforts of those from marginalised backgrounds hoping to achieve equitable successes with their privileged peers. The book will be of interest to students and scholars in the fields of higher education administration and policy, and social justice in education. 

This book offers a comprehensive examination of how school leaders can institute detracking in their school with research-based best practices. Since the 1980s, researchers and educators have called for detracking as an alternative to the common practice of seperating students into classes by supposed achievement levels. In its most basic form, detracking places students in the same classroom regardless of perceived previous achievement. In this book, Thornton focuses on four high-quality detracking programs across the US to provide a roadmap of best practices for school leaders. Focusing on schools in diverse suburban and urban areas, this book will be beneficial to a wide variety of school leaders as well as school leadership researchers. With the effects of the pandemic still felt in schools and the heated debates at school boards across the country, leaders and researchers both need a path forward for equity-focused work. This book helps to provide way finders on that path whilealso speaking to the need to travel the path in the first place.

This edited book examines the private higher education (PHE) sector in African countries. Reports suggest that private institutions across the continent outnumber their public counterparts, yet there has been little scholarly investigation into this emerging phenomenon. The book therefore seeks to document, map and analyse key trends and contemporary themes in the PHE sector, as well as chart historical developments, policy and regulatory frameworks. As a whole, it provides the reader with in-depth knowledge, rich perspectives and robust analyses from leading authorities in the field. Contributions from all sub-regions combine thematic issues with shaping discourse on the topic, and the discussions are undertaken in the context of global perspectives. The book will be of interest to academics, researchers, postgraduate students, policy makers, analysts and development partners interested  in African higher education and  PHE in particular.

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This book provides the first evidence-based accounts of inclusive education in a Russian context. It explores the critical educational changes in the Russian Federation within the post-soviet space and internationally. The book analyzes the transformation of educational practices as Russia transitions from an educational model of student support with an emphasis on disability to a broader conceptualization of inclusive education.

Among others, this book discusses inclusive education in the context of: 

•  School and preschool institutions;

• higher education institutions;

• non-Russian-speaking children and children with migration experience; 

• culture-sensitive education;

• indigenous minorities;

• technological and methodological support;

• the role of stakeholders such as NGOs, parents, and other social groups;

• teacher preparation and professional development.

This book is intended for teachers, inclusive education coordinators, principals and school managers, policymakers, teacher educators, scholars of inclusion, and university professors, along with community organizations and students of inclusive courses in a Master in Education.  

The book presents a conceptual framework for understanding leadership for effective educator learning in early childhood settings. The book describes how leaders can move centre practices from crisis to stabilization. It argues that a core component of leaders' work in early childhood settings is to construct and enact epistemological accounts of practice change. The book includes case examples that bring to life the contexts early childhood services and services leaders who participated in the research. The book also describes the application of cultural-historical activity theory to the development of practice in early childhood education. It describes how background theory, literature, and data can be synthesized to create new focal theory in education. 

Readers will benefit from the theory that is presented, establishing a sound basis for testing in future research in schools as well as in early childhood education.

“Joce Nuttall and team are congratulated for their ground-breaking scholarly endeavour in designing, implementing, validating findings, and then writing a book that unambiguously connects theory-policy-practice in enacting leadership in early childhood settings. This book is ambitious, eloquent, and inspirational.  The research was driven by a bold vision to build a new theorisation of early childhood leadership. The writing style of the book makes the complex clear and easy to digest, and thereby strengthening its readability and understanding.  The comparative lens adopted in the study, underscores the neoliberal control of the working lives of early childhood leaders in both Australia and England. The use of case study narratives to explain various aspects including the study design and methodology, was refreshingly engaging. Notes of encouragement addressed to novice researchers such as those embarking on higher degree studies, also provide apt guidance about the messiness of conducting qualitative research. The book is infused with lots of examples demonstrating the transformative power of learning – especially when expertly scaffolded by the research team, and thereby increasing practitioner agency and quality improvement across the early childhood setting. If professional autonomy is the driver of reform and change, then we must find ways to nurture strong educational leaders who can think outside the box. Overall, Nuttall and team succeed in arousing learning-rich possibilities for reimagining early childhood leadership in theory and in practice, and thereby making a magnificent contribution to the scholarship of educational leadership.” Professor Manjula Waniganayake  PhD, Macquarie University, Sydney, Australia

 This book presents the findings of three studies on the use of diagrams in civic education. The first study presents an international comparison of textbook diagrams promoting national unity in diversity, with examples from ten countries. The second focuses on the depiction of migration in diagrammatic form in German textbooks, The final study was conducted in collaboration with teachers in Swedish social science classrooms, and focuses on teaching comprehension of flow charts and scatterplots. The book will be of interest to scholars of educational media, didactics, the history of education and citizenship education.

This edited book captures Asian American grassroot organizing in Georgia through counterstorytelling. Rooted in Critical Race Theory and traditions of narrative inquiry, counterstorytelling in educational research seeks to challenge dominant narratives by centering marginalized communities’ experiences and perspectives as sources of valuable knowledge. By employing AsianCrit, global citizenship education, human rights, and liberatory postcolonial education as theoretical lenses, the editors of this book interrupt essentialized portrayals of Asian Americans by featuring stories of Asian American students, parents, and educators who are fighting for Asian American Studies and Ethnic Studies in K-12 schools in Georgia. Their stories capture common as well as divergent experiences of being Asian American in the South and illuminate possibilities, challenges, and complexity of grassroots organizing for Asian American studies and ethnic studies in the South.

This book assesses to what extent marketisation in Higher Education can be attributed to Neoliberalism. Higher education sectors in many countries have increasingly relied on market mechanisms in their management and functioning, particularly in their provision of education. Many assume that Neoliberalism, with its pursuit of free markets and competition, is the key driver. Neoliberalism continues to be a popular concept to describe the social, political, and economic worlds around us, but there is little consensus on how it should be defined or understood. The book argues that there is a clear scope for the use of Neoliberalism to describe the direction HE is shifting towards, but it is rather inadequate on its own and not applicable in all areas.

 This book examines a wide range of topics within quality assurance at universities in order to present a conceptual, historical, and thematic mapping of academic and practical perspectives. As we navigate the complex tapestry of the twenty-first century, where change is constant, the global higher education landscape is undergoing profound shifts that define its present and signal its future. In this book, the author probes the mechanisms of quality assurance to not only ensure excellence but also resonate as responses to the contemporary landscape shaped by the challenges of globalization, technological advancement, and societal transformation.

This book explores the distinctive narrative and representational gestures used to portray the personal and professional lives of teachers in comics. While serving as a reference for conceptualizing teachers in literary and popular culture, this book also turns to comics as a means to better understand and interpret lived, emotional experiences of teaching. Lewkowich discusses the cultural history of teachers in North American comics, and provides a series of thematic studies on the split and secret identities of teachers, teacher’s deaths by murder, and the teacher’s relationship to the thought bubble. He also outlines the psychic and social consequences of reading and making comics with preservice teachers.

This edited volume builds upon a rich literature base on quality, equity, and education for all. It focuses on enrolment patterns in education and includes extensive, micro-level analytical data to support their findings. The chapters include evidence-based analytical methods with three global regions and eleven country case studies that contribute to the United Nation’s Sustainable Development Goal 4 (SDG 4) Quality Education for All by 2030. The book offers valuable and practical learning materials for policymakers, field practitioners, researchers and research students specializing in comparative education, international educational development, and international cooperation.

This book addresses the topic of online information for everyday personal and professional use by students, graduates, and young professionals. It focuses on the development of the job-related use of online information by young professionals in their practical phases of education (traineeship/practical year) in the domains of law, teaching, and medicine.
 The research conducted in this context investigates the general and domain-specific use of online resources in educational contexts and examines the effectiveness of an innovative digital training approach in enhancing skills required for the competent use of online information. For this purpose, the presented research uses a yet unprecedented approach of data triangulation, in which self-rated data, digitally and in vivo assessed response process data and expert ratings are integrated into a theoretically founded assessment framework and are examined from various interdisciplinary perspectives with different analysis methods.
Overall, this work addresses key research questions related to the use of online information in practical tasks as well as to the impact of digital training. It provides in-depth multidisciplinary analyses of multimodal processes and performance data, allowing implications equally relevant for practitioners, policymakers, and researchers in the field of education.
 

This volume provides a comprehensive overview of the current state of sustainability in Algerian higher education. It examines the policies, initiatives, and practices that have been implemented across universities and other educational institutions, while also identifying the gaps and opportunities that remain. Through case studies, interviews, and analyses, the authors explore how these institutions are working to align their missions with the broader goals of sustainable development, and how they are contributing to the national and global discourse on sustainability.

This edited volume provides theory-based accounts, often with practical examples, of how educators from various jurisdictions in elementary, secondary, and tertiary formal education contexts, as well as community-based situations, have helped students critically evaluate the relationships among science, technology (STEM), society, and the environment. The goal is to develop and implement personal and sociopolitical actions to address concerns. Collectively, the perspectives and examples in the chapters form an expanding Foucauldian dispositif countering hegemonic mechanisms that favor a few elites at the expense of the wellbeing of most other living and nonliving things. Many accounts draw on the STEPWISE project, illustrating how (a)biotic and symbolic actants have been progressively assembled to promote more critical and altruistic citizenship.

The demand for online health professional educational programs has grown rapidly in recent years, driven by technological advances and an increasing learner appetite for flexible, accessible educational experiences. As the uptake of online techniques has increased, so has the research into their pedagogical underpinnings. However, the speed of these developments means many health professional educators remain unfamiliar with the evidence base and practicalities of actually designing and delivering these learning experiences.
This book summarizes best practices in online education in a succinct, curated, and practical manner. It is designed with the busy health professional educator in mind and is written by fellow health professional educators who understand the everyday challenges of the role. It highlights core principles, gives step-by-step guidance on how to implement these for clinical learners and includes copious ‘tips and tricks’ to facilitate success.
Covering everything from basic online implementations through to the advanced integration of Artificial Intelligence into learning programs, this book will serve as a valuable resource for any educator wanting to familiarise themselves with this important new discipline.

This open access book addresses relevant issues related to higher education and sustainable development goals (SDGs). The book has a high degree of originality and brings innovation to the contemporary solution for 21st century higher education, innovative contextualisation and conceptualisation of ICT-enabled critical thinking. It facilitates the achievement of the UN-defined SDGs and introduces a framework for SDG development that addresses both the national and international needs of current and future higher education. 

Addressing all 17 SDGs from different perspectives, the book provides a systemic view that enables students to increase their ability for transformative learning by developing a deeper self-awareness and a more open perspective, which may lead to a profound change in their worldview. Transformative learning combined with systems thinking are key to successfully educating future generations in innovation, resilience, leadership and sustainability. The activities proposed in the book embrace and strengthen active (non-traditional) pedagogy.

This edited volume offers insights into Diversity, Equity, Inclusion and Belonging (DEIB+) in intercultural education, presenting new studies, teaching practices, and theoretical perspectives. Through these critical examinations, the book challenges our understanding of intercultural education as it is experienced in schools, higher education, and informal educational contexts. Section one provides an introduction to the book, tracing the evolution of DEIB+ and application. Section two explores intersectional areas in intercultural and diversity-sensitive education. Section three examines emerging research orientations, methods, and methodologies from both the Global North and Global South. The final section showcases promising practices that reimagine critical cultural competence, pluralism, intercultural teaching, and transformative approaches.

This volume features selected papers presented at the International Association for Intercultural Education (IAIE) Conference 2024, entitled Diversity, Equity, Inclusion and Belonging in Education to Transform Society held at the Chemnitz University of Technology, Germany, March 26-28, 2024.

Chapter "Introduction" is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

Chapter "Moving beyond Diversity, Equity and Inclusion: Addressing Belonging in and for Diversity-Sensitive Education" is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

Chapter "Mediatising Policy Debates about Migration and Education in England and Germany" is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

Chapter "Reimagining Critical Intercultural Competence: Perspectives on Decolonial InterCulturality" is available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

This book provides a comprehensive exploration of Black women academics’ legacy of knowledge production and intellectual thought, while balancing the intersecting pressures of social, familial, and academic responsibilities. Through the (her)stories of Black scholars, educators, activists, and mothers, it highlights how Black mothers in the academy navigate the interconnectedness of human rights, educational access, scholarship, pedagogy, and community service. Grounded in the intersectional experiences of Black womanhood—particularly mothering and othermothering—this book illustrates the profound impact of gender and race within higher education.

Edited by two Black motherscholars, this book centers the narratives of Black women in academia, amplifying their voices in response to the silencing of their experiences. It challenges institutions to reimagine policies and practices that support Black women scholars, addressing how they disrupt traditional understandings of knowledge production, Black womanhood, and motherhood in predominantly white academic spaces. This book explores five key themes: 1) Black motherscholars’ joy and wholeness as a form of resistance, 2) challenging white-centric notions of mothering and othermothering, 3) intergenerational experiences of Black motherscholars, 4) the impact of daughtering on their academic lives, and 5) revolutionary mothering in hostile academic environments. 

This book incorporates a range of contributions, including empirical research, conceptual works, and creative expressions such as photography, and poetry, incorporating gender-expansive experiences of Black motherscholars beyond heteronormative perspectives. This book calls on higher education leaders to confront white patriarchy and the exploitation of Black women’s labor, providing strategies to support revolutionary mothering in academia. It amplifies Black motherscholars’ call for radical care and connection, fostering a more equitable academic future for Black women and their children.

This edited book explores how university educators are leading pro-human change in global higher education in a rapidly evolving digital era. The book highlights the transformative power of collaboration, impactful educational development, and inclusive communities within academic settings, demonstrating how education without boundaries can catalyse social, political, and human rights advocacy. Through insightful ethnographic accounts and expert perspectives, chapters examine the challenges and opportunities of artificial intelligence, neoliberal university expansion, and digital learning environments. This collection offers practical strategies and critical reflections for fostering student success, advancing teaching and learning, and shaping curriculums suited to the post-digital future of higher education. The book will interest academics and students exploring higher education, digital education, educational technology, artificial intelligence, pedagogy, and human rights.

This guide features a unique, interconnected system of resources. The Human-AI Collaboration & Synergy (HAICS) Guide contains core frameworks for mastering AI use across teaching, learning, assessment, research, and administration (TLARA), plus a Crash Course in AI Ethics & Literacy. The User Experience (UX) Workbooks guide users through strategic planning, implementation, piloting, and scaling GenAI, while the Personalized Adaptive Learning Sessions (PALS) Workbooks employ AI as a partner to help users customize frameworks and solutions for their unique contexts.

The book takes a culturally responsive approach, revealing at times striking commonalities across countries, and at other points distinct differences in the people, environments, orienting pedagogies, and policies that inform an infant’s transition into care.

This international book provides a series of viewpoints on academic integrity from the perspective of social sciences. It brings together multiple aspects of academic integrity, but with the consistent theme of being at a level of analysis that considers people and their place in the world. It covers topics such as how academic integrity can be taught, and why academic integrity breaches occur.

This book informs the work of researchers, educators, and practitioners as we go forward in understanding academic integrity and addressing academic misconduct. The social sciences include academic disciplines such as sociology, economics, psychology, education, anthropology, political science, and criminology. Researchers and theorists in these fields offer a range of unique and valuable perspectives on academic integrity with questions ranging from: “Why do students cheat and how best do we teach them not to?” to “What are the societal and political implications of academic cheating?”

This book presents the growing interconnection of two pillars from the world’s higher education institutions: academic integrity and libraries. It provides sound examples to extant questions and conversations about whose job it is to teach academic integrity, and what library work is. The role of libraries in supporting academic integrity is not always clear and has not been fully explored.

Drawing from library literature and that of academic integrity more broadly, readers are exposed to how libraries are necessary in a holistic approach to academic integrity. Education about academic integrity and the prevention of academic misconduct, for not only students but other institutional stakeholders, are demonstrated as occurring optimally in positive, supportive, and proactive ways. The book details numerous ways in which librarians can work with faculty and other stakeholders using established frameworks such as information literacy and blended librarianship as well as innovative platforms and content.

Other contributions involve the identification of potential academic misconduct and administration of academic integrity policies to complete the cycle recommended by the frameworks of global educational quality organizations (QAA, TEQSA). Initiatives presented in the book include those at the course level and institution-wide initiatives involving curriculum, policy, and supports for faculty and students. Also contained are efforts occurring at a national level within professional networks , in addition to international library curriculum. This book provides inspiration to institutions and academic libraries of any size and scope to embrace this emerging role in creating cultures of academic integrity.

This edited volume presents a series of case studies and research evidence on how global students contribute to widening the debate on sustainability within Higher Education institutions: by offering their own stories, along with academics and external stakeholders they create a unique context where their diverse backgrounds are combined into a wider learning experience. This environment enables them to return to their communities and provide leadership and support in tackling real life sustainability related issues they may face.

This book describes this circular and virtuous process, which we refer to as Circular Education. Through this process, Higher Education institutions are enriching environments and supporting communities and their cultural hubs. Readers will discover how students can add to and learn from this critical dialogue with peers, academics, and external stakeholders.It is of interest for students, policymakers, academics and any other institution and organization interested in promoting sustainability in Higher Education.

The book draws on a wide range of theoretical frameworks and research projects and provides multiple perspectives of how upper secondary staff and students have experienced reforms of education governance during the last two or three decades. The research projects range from in-depth case studies to the analysis of large-scale data sets and inform practitioners, policy makers and researchers about practices of education policy that are highly influenced by market forces.

This book examines dominant discourses in values education globally. It critiques dominant discourses and debates pertaining to values education and cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses discourses concerning globalisation, ideologies and the state, as well as approaches to values education in schools. The book explores the ambivalent and problematic connections between the state, globalisation and values education. It also explores conceptual frameworks and methodological approaches applicable to research on values education, multiculturalism and identity politics.

Drawing on diverse paradigms, ranging from critical theory to globalisation, the book focuses on globalisation, ideology and values education and critically examines recent research dealing with cultural diversity and its impact of identity politics. Given the need for a multiple perspective approach, authors from diverse backgrounds offer a wealth of insights, contributing to a more holistic understanding of the nexus between values education, multiculturalism and national identity. With contributions from key scholars worldwide, the book should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators and practitioners.

This book analyses major discourses of cultural diversity and human rights. The chapters contained in this book examine critically major issues confronting cultural diversity and human rights, both locally and globally. They analyze the challenges that different societies are confronted with, as they attempt to implement, protect and defend cultural diversity and human rights in an ever-changing world, and culturally diverse environment. Topics covered include celebrating cultural diversity in sport, human rights legacies of the African slave trade and the long-term implications of colonialism, assessment of human rights and sports, effectiveness in intercultural dialogue in dominant discourses of cultural diversity and human rights, and the rising importance of cultural diversity and human rights in sport for children and youth.

This book will be helpful to readers to explore their own views and consider more broadly what may be in the best interests of a fair and just society, as envisioned in human rights treaties, human rights education in schools, and cultural diversity.

Based on the accumulation of research experience and knowledge over the past 30 years, this volume lays out the research issues posed by the construction of various types of Chinese language resources, how they were resolved, and the implication of the solutions for future Chinese language processing research.