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Barnett, R., & Bengtsen, S. S. E., Knowledge and the University: Re-claiming Life, (Routledge) 2020

For hundreds of years, knowledge has been central in understanding the university. Over recent decades, however, it is the economic value of knowledge that has come to the fore. Now, in a post-truth world, knowledge is also treated with suspicion and has become a vehicle for ideologies. Knowledge and the University combats all these ways of thinking. Its central claim is that knowledge is of value because of its connection with life. Knowledge is of life, from life, in life and for life.

With an engaging philosophical discussion, and with a consideration of the evolution of higher education institutions, this book:

- Examines ways in which research, teaching and learning are bound up with life;
- Looks to breathe new life into the university itself;
- Widens the idea of the knowledge ecology to embrace the whole world;
- Suggests new roles for the university towards culture and the public sphere.

Knowledge and the University is a radical text that looks to engender nothing less than a new spirit of the university. It offers a fascinating read for policy makers, institutional leaders, academics and all interested in the future of universities.

Masamichi Ueno, Yasunori Kashiwagi, Kayo Fujii, Tomoya Saito, Taku Murayama, Manabi and Japanese Schooling: Beyond Learning in the Era of Globalisation, (Routledge) 2020

Masamichi Ueno, School Reform and Democracy in East Asia, (Routledge) 2021

Masamichi Ueno, Democratic Education and the Public Sphere Towards John Dewey’s theory of aesthetic experience, (Routledge) 2017

Jackson, Liz, Beyond Virtue: The Politics of Educating Emotion, (Cambridge University Press: Cambridge) 2020

Educating students for emotional wellbeing is a vital task in schools. However, educating emotions is not straightforward. Emotional processes can be challenging to identify and control. How emotions are valued varies across societies, while individuals within societies face different emotional expectations. For example, girls face pressure to be happy and caring, while boys are often encouraged to be brave. This text analyses the best practices of educating emotions. The focus is not just on the psychological benefits of emotional regulation, but also on how calls for educating emotions connect to the aims of society. The book explores psychology's understanding of emotions, 'the politics of emotions', and philosophy. It also discusses education for happiness, compassion, gratitude, resilience, mindfulness, courage, vulnerability, anger, sadness, and fear.

Kahembe, Joyce, and Jackson, Liz, Educational Assessment in Tanzania A Sociocultural Perspective, (Springer: Dordrecht) 2020

This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning.
This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators’ professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.

Jackson, Liz, Contesting Education and Identity in Hong Kong, (Routledge: London) 2021

This text examines the intersection of youth civic engagement, identity, and protest in Hong Kong, through the lens of education. It explores how education and identity have been protested in Hong Kong, historically and today, and the mark that such contestations have left on education. Many people, particularly outside Hong Kong, were astonished by youth participation in the Umbrella Movement of 2013–2014, and the anti-extradition law protests in 2019. These protests have caused people to consider what has changed in Hong Kong over time, and what education has to do with youth civic engagement and political expression. 

This book provides an academic, theoretically oriented perspective on the intersection of youth identity and education in Hong Kong. Coming from an educational (and philosophical) orientation, Jackson focuses on areas where greater understanding, and greater potential agreement, might be developed, when it comes to education. 

This book will be of interest to educational policy makers, curriculum specialists, and educational scholars and students in liberal studies, social studies, civic education, comparative and international education, multicultural education, and youth studies.

Hager, Paul and Beckett, David, The Emergence of Complexity: Rethinking Education as a Social Science, (Springer) 2019

Ruyu Hung, Cultivation of Self in East Asian Philosophy of Education, (Routledge) 2019

This book provides exciting and significant inquiries into the cultivation of self in East Asian philosophy of education.

The contributors to this volume are from different countries or areas in the world, but all share the same interest in exploring what it means to be human and how to cultivate the self. In this book, self-cultivation in classical Chinese philosophies—including Confucianism, neo-Confucianism, and Daoism—is scrutinised and elaborated upon, in order to reveal the significance of ancient wisdom for today’s educational issues, and to show the meaningful connections between Eastern and Western educational thoughts. By addressing many issues of contemporary importance including environmental education, equity and justice, critical rationalism, groundlessness of language, and power and governance, this book offers fresh views of self-cultivation illuminated not merely by East Asian philosophy of education but also by Western insights.

Gert Biesta, Obstinate Education: Reconnecting School and Society, (Brill | Sense: Leiden) 2019

What should the relationship between school and society be? Obstinate Education: Reconnecting School and Society argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist. Education needs to be obstinate, not for the sake of being difficult, but in order to make sure that it can contribute to emancipation and democratisation. This requires that education always brings in the question whether what is desired from it is going to help with living life well, individually and collectively, on a planet that has a limited capacity for giving everything that is desired from it.

This book argues that education should not just be responsive but should keep its own responsibility; should not just focus on empowerment but also on emancipation; and, through this, should help students to become ‘world-wise.’ It argues that critical thinking and classroom philosophy should retain a political orientation and not be reduced to useful thinking skills, and shows the importance of hesitation in educational relationships. This text makes a strong case for the connection between education and democracy, both in the context of schools, colleges and universities and in the work of public pedagogy.

Kamp, Annelies, Education Studies in Aotearoa: Key disciplines and emerging directions, (NZCER Press) 2019

This book provides a comprehensive introduction to the core disciplines, and contemporary concerns, that inform the study of education in Aotearoa. As a collection, the work provides a critical account of education policy trajectories and speculates on their limits and possibilities in the changing social and political landscape of Aotearoa New Zealand in the first half of the 21st century.

The work has two aims. First, to serve as an introductory text for students in initial teacher education and other education programmes. Secondly, to be a resource for practitioners, policy makers, administrators and other stakeholders seeking to update their knowledge of the disciplines that comprise education studies, and their application in the current environment. It builds on the premise detailed in the Introduction: that all educational theory—in Aotearoa and beyond—must be understood and applied with due regard to personal, historical, and global context.

Lund, Birthe & Arndt, Sonja, The Creative University: Contemporary responses to the changing role of the University, (Brill/Sense: Leiden) 2019

The concept behind the Creative University is about knowledge cultures, critical creative thinking and innovative learning processes, situating the university as flexible, open and responsive to contemporary educational ideologies. Its vision reflects world-wide interest in students' engagement with diverse knowledges that challenge and break with habitual actions and thought and elevates creativity as central to the design of new and innovative pedagogies.

In this book leading authors position the university to invite exploratory constructions and approaches that respond to past, present and future social and educational tensions and developments. This volume is a provocation for discovery, fostering and critiquing creativity, and advancing innovation.