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Drop-out, Push-out, or Walk-out?: (Re)imagining Education for Young Mothers and Pregnant Adolescents delves into the pressing issues of social justice and equity for pregnant learners and school-aged mothers within international contexts. Based on an award-winning dissertation, this book centers on the experiences of pregnant learners and student mothers in southern Malawi, situating in-school pregnancy as a global phenomenon affecting both the 'Global North' and the 'Global South.' Despite re-admission and continuation policies, many young mothers still drop out of primary and secondary schools after pregnancy. Existing research confirms that school climates are often hostile and intolerant towards pregnant learners and student mothers. This book challenges the assumption that these young women are simply dropping out, arguing instead that they are being pushed out by structural forces within schools and society. To address the existential threats to schooling post-pregnancy and reimagine inclusive, continuation-oriented education for pregnant learners and student mothers, this book amplifies the voices of mothering and pregnant adolescents. Employing a novel methodological approach rooted in Ubuntu, the book challenges conventional paradigms about who belongs in schooling spaces and what education looks like for pregnant and mothering students. It also provides insights into the socio-economic, historical, cultural, and political contexts for schooling and pregnancy, as well as its global implications for women’s and girls’ education. Key arguments includeSystemic "push-out": The departure of pregnant and mothering students is both institutionally influenced and a personal decision due to structural inequalitiesInside-outside schooling supports: Support for schooling post-pregnancy goes beyond the curriculum, drawing connections between home-based and school-based support systemsSouthern-based indigenous knowledges: The book centers on young women's stories, showcasing non-normative ways of navigating schooling post-pregnancy by offering the “Critical Afro-Feminist Education” (CAFE) framework as a unique form of theorizing through African indigenous perspectivesContinuation-oriented alternative education: Challenging normative approaches to education and utilizing communal structures for alternative education options, such as night schools, to create transformative spacesReconstructing studenthood and belongingness: Redefining what it means to be a student and challenging deficit constructions of student motherhood. Drop-out, Push-out, or Walk-out?: (Re)imagining Education for Young Mothers and Pregnant Adolescents is a significant contribution to the field of comparative and international education, offering new knowledge and practical recommendations for researchers, educators, policymakers, and advocates supporting pregnant and mothering students.

Permaculture gardens are hands-on holistic regenerative opportunities for more life-centred business education. Community gardening is a growing movement worldwide, offering multiple environmental and social benefits, including greater energy efficiency in buildings, enhanced biodiversity in cities, production of locally grown, organic vegetables, integration of local community both as producers and consumers, enhanced wellbeing, and learning opportunities. Regenerating Learning offers a fascinating exploration of the challenges and opportunities of hands-on sustainability learning in a business school context through the development of a permaculture garden on the campus. Blasco and Fróes chart the process of ideating and creating ‘Permahaven’ - a permaculture garden designed to function as a hub for learning and disseminating knowledge about regenerative social and environmental practices inspired by permaculture principles and as a restorative space within the campus. Exploring the opportunities and challenges of undertaking such a project at a business school, Regenerating Learning provides a template for other schools to follow.

Across South Africa and the broader Sub-Saharan region, issues of cultural intolerance, diversity, and inclusive education are more urgent than ever. As societies and economies evolve, disparities in access to quality education, social justice, and equity remain stark, particularly for marginalized groups. While legislative efforts and policies have been introduced to foster inclusivity, persistent issues involving intercultural and inclusive education continues to hinder the realization of a truly unified and equitable society. In Fostering Global Citizenship: African Perspectives on Interculturalism and Inclusive Education, Mbulaheni Obert Maguvhe presents a critical study that explores how issues surrounding intercultural and inclusive education can be addressed. Through an in-depth examination of strategies, policies, and educational frameworks, Maguvhe highlights the importance of fostering mutual respect, social justice, equity, and inclusivity. Drawing from African epistemologies and the unique socio-political landscape of South Africa, this study provides a compelling argument for treating inclusive education as an investment in social cohesion and global citizenship rather than a mere policy obligation. Various chapters offer practical insights into promoting diversity in education, ensuring disability access, integrating indigenous knowledge systems, and creating environments that embrace all learners. Bringing together educators, policymakers, researchers, and advocates, this study is key for anyone committed to advancing diversity, equity, and inclusion in education. Within this work, readers gain valuable perspectives on fostering global citizenship through an African lens, ensuring that no learner is left behind.

Child Labour in the Global Human Rights Regime is about children’s rights, child labour and child slavery in modern and modernizing societies in the context of what has been summarized as a well-established and increasingly sophisticated framework of treaties, institutions, networks and ambitious standards with respect to human rights. The main focus is on the implications of children’s forced labour within compulsory systems of formal education, or schooling, that have been spreading around the world as an integral feature of economic, political and cultural globalization towards a single global-reach social space. It is argued that children’s forced educational labour appears to qualify as slave labour in terms of prevailing notions of ‘slavery’ in international human rights and humanitarian law, social policy frameworks, theoretical discourses, and widely held everyday, common sense perspectives.

Eastern thought has significant potential for holistic education, providing rich ideas and various practices. However, integrating holistic education with Eastern thought has not been seriously considered in education. This work attempts to build an Eastern view of holistic education. Education for Awakening draws on diverse sources from Japanese philosophy (Zen Master Dogen, D. T. Suzuki, Nishida Kitaro, and Izutsu Toshihiko), Hinduism (the Upan? ds, the Bhagavad Gita, and Advaita Vedanta), Buddhism (the Buddha’s teachings, Mahayana philosophies, and especially Zen), and Taoism (Lao Tzu and Chuang Tzu). It also discusses critical ideas from Confucianism, Tibetan Buddhism, and Sufism. Furthermore, it addresses Eastern sages such as Sri Ramakrishna, Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Sri Aurobindo, Ramana Maharshi, and Jiddu Krishnamurti. This work also tries to combine Western theories with the Eastern perspective. The Eastern view of holistic education has theoretical and practical aspects. Part I (Chapters 1-6) examines theoretical issues such as Eastern ways of thinking, five dimensions of reality, communication and communion, ecological and Buddhist views on relational reality, Hindu philosophy of liberation and the path of self-inquiry, and Taoist and Buddhist views on nature, language, silence, unlearning, and development. Part II (Chapters 7-10) explores four essential ways relevant to holistic education—awareness (mindfulness), action, compassion, and art. Education for Awakening brings insights into the nature of the self, states of consciousness, enlightenment, nondualism, and the wholeness of being.

Beyond the Notes: Teaching and Learning Music at Historically Black Colleges and Universities examines teaching and learning music at America’s Historically Black Colleges and Universities (HBCUs) through a quadripartite framework – the context (sociocultural influences and institutional missions); the constituents (demographic and characteristics traits of students, faculty, and surrounding communities); the construct (curricula design and instructional delivery); and the confluence (an explanation of why the context, constituents, and construct all must be considered simultaneously). The book is divided into four sections based on the thematic perspectives from the C4 quadripartite framework. The first section provides historical information pertinent to why specific institutions were founded for African Americans. The second section examines the unique positioning of African Americans in the narratives of higher education and the implications of their omission from the historical literature for music education practices. The third section explores the music curricula and specific pedagogical approaches for teaching at HBCUs and considers various ways the music classroom can serve to deconstruct the systems of ideology that have historically marginalized, suppressed, and subjugated minoritized voices within the field of music. The fourth and final section posits the importance of simultaneously considering the aforementioned thematic perspectives in order to address institutional systems that perpetuate discrimination within music classrooms. Beyond the Notes is valuable reading for students and Faculty at HBCUs, Higher Education administrators, and anyone with a passion for music education and a desire to understand the unique challenges and opportunities within HBCUs.

Transportation, Post-Penal Identity and the Life Course explores the life-courses of convicts who, after being transported to Van Diemen’s Land, now Tasmania, and released from servitude, died in pauper establishments. Presenting new case studies that look at the whole lives of former convicts dying in poverty to understand the long-term effects of the convict transportation system, Watkins facilitates an exploration of a broader view of the charitable institutions and its connections with the penal system. Delving into the path dependency and the criminalization of poverty the author uses criminal justice records, civil records, and newspapers for life-course analysis, along with colonial statistical returns and correspondence of officials to contextualize those life-courses. Exploring the Vandemonian charitable system within its post-penal identity and socio-economic context, this book looks at the social mobility of pauper emancipists to disrupt the enduring belief that all convicts who were transported to Australia were ‘better-off’ and that Australia was a ‘working man’s paradise’ in the context of a re-emerging glorification of empire. An interdisciplinary work exploring historical documentation and using criminological methodologies to uncover the lives of working-class people, this is insightful reading for researchers interested in the histories of charitable and criminal justice institutions, working class lives, life-course methodology, and criminalization.

Phenomenological-Hermeneutical Approach to Borderline Personality Disorder explores the subjective experience of individuals living with borderline personality disorder (BPD) through phenomenological and hermeneutic lenses. This volume bridges the gap between psychological theory and lived experience, offering a nuanced perspective on emotional instability, relational disturbances, and the profound existential challenges faced by individuals with BPD. By incorporating methods such as Interpretative Phenomenological Analysis (IPA) and micro-phenomenology, the authors propose a comprehensive framework to uncover the complex inner dynamics of this condition. Dr. Cristóbal Pacheco and Dr. Pablo Fossa approach BPD from multiple perspectives, examining the instability at the core of the condition, the temporal and spatial structures of emotional turbulence, and the centrality of empathy in grasping subjective realities. The text also explores hermeneutics as a means to interpret and reveal deeper layers of meaning, encouraging readers to understand BPD not merely as a diagnosis, but as a complex and multifaceted human experience. This book is an essential resource for psychologists, clinicians, researchers, and students seeking a deeper understanding of BPD, as well as for those interested in phenomenological and hermeneutic approaches. It challenges conventional paradigms by centering the lived experiences of individuals and advocates for a more compassionate and holistic approach to psychological care.

The present book examines a largely overlooked scientific discipline in Personality Psychology known as Psychography. The origins of Psychography can be traced back to the efforts of William Stern in 1911. As a scientific discipline, Psychography seeks to elucidate how individuals develop significant life patterns throughout their lives and make critical choices regarding their futures. It serves as a qualitative tool for interpreting the complexities of human lives and their transformations within the context of irreversible time. Moreover, this book applies Psychography to concrete examples, particularly focusing on the life and works of the novelist Eduard von Keyserling. Through this analysis, we aim to unravel the experiences of German-Baltic individuals who have had to construct and continually reconstruct their lives in response to the challenges they faced throughout their lifetimes, including war and political turmoil.

Educating the Phoenix focuses on the rebuild of an entire school system in the wake of absolute physical devastation and population diaspora from wildfire. When school started on November 8, 2018, the Paradise Unified School District (PUSD) boasted a thriving network of eleven campuses housing 3,401 students and 390 full-time employees. Four hours later, the Camp Fire had reduced three schools to ash, and all PUSD power, communications and maintenance infrastructures were wiped out. The food service warehouse and offices were gone. The transportation office was gone. Seventeen buses were damaged or converted to melted, sooty shells. The remaining eight campuses were in various states of ruin, from smoke damage only (one school and the District Office) to partially or mostly destroyed (seven schools). Nearly all of the students and seventy percent of PUSD employees also lost their homes. Meanwhile, some teachers, bus drivers, administrators, and other school personnel shepherded thousands of children to safety in a small, spontaneous Dunkirk of the Sierra Nevada foothills. Many of their colleagues stayed at the campuses, checking every cranny in every school to make sure no one was left behind. It may be the most dramatic story of in loco parentis ever recorded. California law required that the PUSD shut down, perhaps permanently, but this is not what the students or their parents said they wanted. When PUSD leadership visited with families, the message was clear: These children had already lost nearly everything else that was stable in their lives, and dispersing them to unfamiliar schools would be another blow. They wanted to be together with their friends and their teachers. Hearing this feedback, Superintendent Michelle John O’Neal led the charge to keep the PUSD intact. She prevailed, and many kids came back, even if that meant their first “classroom” was an aisle in an empty hardware store in a nearby city. By the fifth anniversary of the Fire, PUSD had rebuilt a dynamic, fully functioning district with six beautiful campuses and an e-learning academy. This book uses interviews with key personnel to tell the remarkable story of how the people of the PUSD made this happen.

Being and Appearance: The Aporia of Husserlian Phenomenology sets out to take phenomenology at its word, with a phenomenological examination of Husserlian phenomenology. More precisely, it's a question of determining what properly shows itself with the transcendent thing, and in what way. This investigation reveals that absence is what properly shows itself with the being of what is given; this is not only with regard to the transcendent thing, but also with regard to consciousness itself as an object for itself. This investigation also reveals that it is illusion that is the specific mode of phenomenality of the transcendent thing, to which being is conferred only because it has the appearance of being real. In the final analysis, it appears that Husserlian phenomenology is torn between two criteria of being: being as pure presence, given as an absolute, and being as the objectivity of the object, i.e. absence. The aporia of Husserlian phenomenology lies in the impossibility of deciding between these two criteria of being.

Autoethnography and psychobiography, while distinct in focus and application, share key similarities that make them compatible for combined use in research. Despite these commonalities, combining autoethnography and psychobiography remains surprisingly rare. This text introduces a groundbreaking approach to collaborative qualitative research, merging personal narrative with psychological life-study methods. Patrick Hopkinson and Mats Niklasson provide an in-depth exploration of Digital Collaborative Autoethnographical Psychobiography (DCAP), a research method that enables diverse teams to study complex life experiences and mental health issues with depth and nuance. Through the combination of personal storytelling, cultural reflection, and psychological analysis, the authors explore how DCAP opens doors to studying topics and individuals, often overlooked in traditional research. With chapters on the foundations of autoethnography and psychobiography, the methodology behind DCAP, and real-world studies, DCAP offers a rich, inclusive framework for researchers to gain insights that resonate on both personal and societal levels. The exploration culminates with discussions on national and international applications of DCAP, making it an invaluable resource for those seeking reflective approaches to understanding human experiences. Offering innovative qualitative methods for exploring complex human experiences, this resource is ideal for researchers and scholars focused on mental health, creativity, culture and diversifying research methods.

Science, Democracy, and the University is a significant contribution to the field of curriculum studies, linking to the work of philosophers such as Max Planck, Donna Haraway, Max Weber, and Jacques Derrida to make the case for rethinking the reason of the university. John A. Weaver outlines what a Diogenes, or real, university might look like and what values it might promote over that which the current university system peddles. He also uses Bernard Stiegler’s work to focus on how we can educate the young to become adults rather than consumers. Touching on subjects such as ecology, algorithms and data, and ethology, Science, Democracy, and the University champions the need for self-reflexivity and to challenge methodocentrism in science. The book features fascinating insights into how we can foster a vibrant future for the young through our academic institutions.

Exploring the enduring legacy of colonialism as it transitions through postcolonialism and neocolonialism, shaping identity, culture, and indigeneity, Hamid H. Kazeroony reveals how power structures, representation, and justice continue to be influenced by these forces, especially in the evolving landscape of AI. Covering the rise of AI-driven data biases, extractive business models, and the persistence of Western-centric knowledge production, chapters highlight how AI can be leveraged to disrupt global inequalities, promoting intellectual and cultural equity. Topics include global governance, the ethical implications of AI, and the potential for AI to reorient entrenched colonial power structures, offering a nuanced exploration of how AI can help foster social justice and responsible management. It provides a valuable resource for those seeking to understand and dismantle the colonial mindset in the digital age.

GenAI offers the opportunity to transform schooling just as the introduction of the printing press enabled mass literacy and Google revolutionized information access. We can no longer assume schools should look like they did for us – chairs in rows with teachers leading students from the front with a lengthy curriculum to cover. In The Future of Schooling in a GenAI World, the authors use a multi-method approach to gain insights from tech experts, gurus, and school leaders into the opportunities and challenges to change how we “do school.” Educators, policy-makers, and parents are encouraged to act immediately, not in the usual slow change process. GenAI enables the personalization of learning, and the authors share examples of where this is occurring right now around the world.

Teachers have a vital role in ensuring a quality education for all. However, education systems across the globe face growing teacher shortages. Without urgent action, this teacher gap will have significant repercussions for the sustainability of the profession and education more broadly. Teacher policies designed to tackle recruitment and retention crises vary by country. Moreover, teacher unions’ capacities to influence such reforms can differ considerably with implications for teachers’ work and professionalism. Yet, there is limited comparative research on teacher policy from the perspective of those involved in, or marginalised from, its development. Teacher Professionalism from the Margins addresses this knowledge gap by engaging critically with the policies and politics of two key policy documents in England and Sweden. Supported by interviews with former politicians, civil servants, academics, and trade union officials, it analyses the dominant discourses of teacher professionalism and highlights the epistemic status of various policy actors involved in their construction. Revealing teacher unions’ marginality, it advocates for their increased involvement in the development of policies oriented towards improving the attractiveness of the teaching profession. This book gives teachers and union officials an insight into the education policies which affect their work today. Drawing on state theory, feminist epistemology, critical linguistics, sociology of the professions, and organisation and management studies, it offers researchers and students new theoretical perspectives on professionalism and policy development. Ultimately, Teacher Professionalism from the Margins questions whether democratic engagement through political institutions is possible for unions and wider civil society.