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Neoliberalism and Public Education Finance Policy in Canada: Reframing Educational Leadership as Entrepreneurship (Routledge Studies in Education, Neoliberalism, and Marxism)
by Wendy Poole Vicheth Sen Gerald FallonThis book uses a multi-dimensional conceptual framework to demonstrate how neoliberal forces have been manifested through changes to K–12 public education finance policy in British Columbia, Canada between 2001 and 2015. The text offers in-depth critical policy analysis to illustrate how the public education system has been impacted by the emergence of a hybrid model of public-private funding. By examining the impacts of this neoliberalized model, in which school districts must compete for public funding and engage in for-profit activities, the book highlights emerging financial inequalities; exacerbated inequities for students; increased entrepreneurialism; closer alignment of administrators’ subjectivities with a managerial approach to educational leadership; and an illusion of local autonomy. Ultimately, the text makes powerful contributions by calling attention to detrimental processes of neoliberalization, marketization, and privatization within public education, as well as the managerialization of educational leadership. This text will benefit researchers, academics, educators, and educational leaders with an interest in the politics of education policy and finance, school district leadership, international and comparative education, and the sociology of education.
Justice and Equity in Climate Change Education: Exploring Social and Ethical Dimensions of Environmental Education (Routledge Research in Education, Society and the Anthropocene)
by Elizabeth M. WalshThis volume looks at the ways in which climate change education relates to broader ideas of justice, equity, and social transformation, and ultimately calls for a rapid response to the need for climate education reform. Highlighting the role of climate change in exacerbating existing societal injustices, this text explores the ethical and social dimensions of climate change education, including identity, agency, and societal structure, and in doing so problematizes climate change education as an equity concern. Chapters present empirical analysis, underpinned by a theoretical framework, and case studies which provide critical insights for the design of learning environments, curricula, and everyday climate change-related learning in schools. This text will benefit researchers, academics, educators, and policymakers with an interest in science education, social justice studies, and environmental sociology more broadly. Those specifically interested in climate education, curriculum studies, and climate adaption will also benefit from this book.
Justice and Equity in Climate Change Education: Exploring Social and Ethical Dimensions of Environmental Education (Routledge Research in Education, Society and the Anthropocene)
by Elizabeth M. WalshThis volume looks at the ways in which climate change education relates to broader ideas of justice, equity, and social transformation, and ultimately calls for a rapid response to the need for climate education reform. Highlighting the role of climate change in exacerbating existing societal injustices, this text explores the ethical and social dimensions of climate change education, including identity, agency, and societal structure, and in doing so problematizes climate change education as an equity concern. Chapters present empirical analysis, underpinned by a theoretical framework, and case studies which provide critical insights for the design of learning environments, curricula, and everyday climate change-related learning in schools. This text will benefit researchers, academics, educators, and policymakers with an interest in science education, social justice studies, and environmental sociology more broadly. Those specifically interested in climate education, curriculum studies, and climate adaption will also benefit from this book.
Theresa May, The Hostile Environment and Public Pedagogies of Hate and Threat: The Case for a Future Without Borders (Routledge Research in Education Policy and Politics)
by Mike ColeTheresa May, The Hostile Environment and Public Pedagogies of Hate and Threat analyses Theresa May’s involvement in the creation and promotion of public pedagogies of hate and threat around the issue of immigration, which are used to instil fear, stress and anxiety among large sections of the population. This book uses public pedagogy as a theoretical lens and examines the economic and political backdrop to the hostile environment, before moving on to a consideration of its creation and consolidation by Theresa May as Home Secretary and later as Prime Minister. The effects of the hostile environment on health and education are addressed, as well as its specific impacts on asylum seekers and women. The book also interrogates the Windrush scandal and divided families, as well as the author and his family's personal experiences of the hostile environment. It concludes by considering the escalation of racism in general, the crisis in neoliberalism, and the case for a socialist future without borders. This topical book will appeal to doctoral, postgraduate and advanced undergraduate students in the fields of education studies, pedagogy and sociology as well as those interested in UK politics.
Noncognitive Skills and Their Influencing Factors for Children: Empirical Evidence from China
by Jinyan Zhou"Non-cognitive skills" cover any skills that are not cognitive, such as conscientiousness, perseverance, and teamwork, which are critically important in education. However, for many years, “non-cognitive skills" have always been ignored in human capital theory. The book, using a multidisciplinary approach, tries to uncover the noncognitive components of human capital, so as to answer the question “what is the skill that should be invested". The author expands the connotations of human capital by exploring the value of noncognitive skills and their production patterns, constructing a measurement framework and a set of tools to measure noncognitive skills. She especially carries out an empirical survey which covers primary and secondary school students from seven provinces of China's East, Middle, and West areas. With the data collected, she analyzes Chinese students' noncognitive development and further identifies the critical factors that may impact their noncognitive skills by applying the Bayesian Model Average approach. The book will be a theoretical contribution to education economics. Researchers interested in education in China, children’s development and policymakers in the field of education will find this book helpful and resourceful.
Mastery and Depth in Primary Mathematics: Enriching Children's Mathematical Thinking
by Fay Lewis Amanda Wilkinson Marcus WittThe UK National Curriculum is clear about the importance of reasoning and problem-solving in mathematics. Mastery and Depth in Primary Mathematics aims to support trainee and established teachers to embed mathematical thinking into their lessons. The authors focus on practical and actionable ways that primary teachers can develop their children’s mathematical thinking, reasoning and problem-solving: ideas which are at the heart of the UK National Curriculum. Covering a range of areas in mathematical thinking such as reasoning, problem-solving and pattern-spotting, as well as systematic and investigative thinking, each chapter provides clear examples of how teachers can make small, manageable ‘rich tweaks’ to their existing lessons to increase the opportunities for children to develop their mathematical thinking. Teachers will be able to dip into the book and find inspiration and ideas that they can use immediately and, importantly, develop a set of principles and skills which will enable them to take any mathematical activity and tweak it to develop their pupils’ thinking skills. This practical guide will be invaluable to all trainee teachers and early-career teachers that wish to enhance their primary mathematics teaching.
Descriptosaurus Personal Writing: The Writing Process in Action
by Alison WilcoxDescriptosaurus Personal Writing provides young writers with an opportunity to link their personal lives and school experiences, and gives writing a meaningful and personal context. It is a resource that will guide and scaffold students to produce vivid, powerful, descriptive and meaningful personal texts, and, acting as a springboard for other genres, will dramatically improve the quality of their writing in all areas. It provides a detailed step-by-step guide through the writing process by using personal narratives to develop the skills, knowledge and understanding of writing a text. It demonstrates different techniques, and provides useful tips and suggestions on how to revise a text and transform it into a powerful, descriptive personal narrative. With prompts, plans, methods and models for poetry and prose, this book helps tackle each stage of the writing process from planning and writing a first draft to revising and editing. Descriptosaurus Personal Writing is an ideal vehicle for welcoming and celebrating different cultures, experiences and stories into the writing curriculum: an invaluable resource to dramatically improve children’s writing for all KS2 primary and KS3 secondary English teachers, literacy coordinators and parents.
The Early Years Intervention Toolkit: Inclusive Activities to Support Child Development
by Linda Tallent Jean ThompsonThe Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child’s development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children’s development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting. This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to enable early years practitioners to identify specific difficulties in key areas of development Downloadable resources to support activities and interventions The Early Years Intervention Toolkit is an inclusive programme and all children in the early years will benefit from taking part in the activities. It will be an essential resource for early years practitioners to effectively identify and support learning needs in child development and will boost the confidence of young children as they prepare for Key Stage One.
Doing Spatial History (Routledge Guides to Using Historical Sources)
by Riccardo Bavaj Konrad Lawson Bernhard StruckThis volume provides a practical introduction to spatial history through the lens of the different primary sources that historians use. It is informed by a range of analytical perspectives and conveys a sense of the various facets of spatial history in a tangible, case-study based manner. The chapter authors hail from a variety of fields, including early modern and modern history, architectural history, historical anthropology, economic and social history, as well as historical and human geography, highlighting the way in which spatial history provides a common forum that facilitates discussion across disciplines. The geographical scope of the volume takes readers on a journey through central, western, and east central Europe, to Russia, the Mediterranean, the Ottoman Empire, and East Asia, as well as North and South America, and New Zealand. Divided into three parts, the book covers particular types of sources, different kinds of space, and specific concepts, tools and approaches, offering the reader a thorough understanding of how sources can be used within spatial history specifically but also the different ways of looking at history more broadly. Very much focusing on doing spatial history, this is an accessible guide for both undergraduate and postgraduate students within modern history and its related fields.
The Research Impact Agenda: Navigating the Impact of Impact (Management Impact)
by Martyna Śliwa Neil KellardThis book contributes to the growing body of work addressing the processes and consequences of national governments’ audits of the performance of higher education institutions (HEIs) in different countries. The book discusses one recent area of focus within these audits, namely the measurement of universities’ societal and economic impact. The Research Impact Agenda offers a problematisation of the research impact agenda, especially in relation to the impact generated by academics based in schools of business and management. It scrutinises the often unintended but nevertheless significant consequences of this agenda for individuals and higher education institutions, such as the reproduction of existing inequalities in academia and the crowding out of other key activities of business schools. It puts forward a range of recommendations for researchers, policymakers, university and business school leaders, and individual academics. The book will be of interest to a wide range of readers – regardless of their formal position, organisational affiliation or career stage – who consider it important to reduce and remove inequalities and inequities within the HE sector and to make universities and business schools more inclusive. The readers will benefit from the opportunity to engage in reflection aimed at transforming the current framing, delivery and assessment of business and management research impact.
Crisis in the Primary Classroom (Routledge Revivals)
by Maurice GaltonFirst published in 1995, Crisis in the Primary Classroom redefines the crisis plaguing primary classrooms by challenging many of the educational and political orthodoxies of the nineties. The book is set during a particular period in the nineties when primary education was under attack from the Government and sections of the media, with accusations that reading standards had fallen, the National Curriculum was not being taught well and training colleges had failed to produce sufficient teachers of quality. In response to these concerns, the Government commissioned a report, which presented a series of solutions. Maurice Galton argues that the report failed to identify the root causes of the problems facing primary schools. He examines critically whether the National Curriculum was necessary, and whether teaching methods and classroom organization really needed to be changed radically. He also addresses the issue of quality among teachers, suggesting ways in which this might be developed. Crisis in the Primary Classroom deserves to be read by all concerned with the planning, administration and practice of primary education. Teachers will be encouraged by the message that methods found to be successful in the past must be accommodated in new patterns of organization and classroom practice.
Teacher Education for Inclusive Bilingual Contexts: Collective Reflection to Support Emergent Bilinguals with and without Disabilities (Routledge Research in Teacher Education)
by Patricia Martínez-ÁlvarezThis text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional challenges faced by students, and understand their identities beyond the confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers Cultural Historical Activity Theory (CHAT) and Disability Studies in Education (DSE) as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals, and highlight the ways in which educators can disrupt oppressive practices through expansive learning practices. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education.
Empirical Understanding of School Leaders’ Ethical Judgements: Applications of the Ethical Perspectives Instrument (Routledge Research in Educational Leadership)
by Ori Eyal Izhak BerkovichThis volume offers a holistic, empirically grounded examination of the factors which influence educational leaders’ ethical judgments in their day-to-day work in schools. Drawing on a range of quantitative studies, the text utilizes organizational psychology to explore multiple ethical paradigms. It considers social aspects including ethnicity, gender, hegemony-minority relations, and leadership styles which influence and drive ethical judgment patterns employed by educators and principals. The book ultimately demonstrates the Ethical Perspectives Instrument (EPI) as an effective tool for the assessment of various ethical viewpoints and their interactions, suitable for application to diverse cultures and socio-educational circumstances. An important study of the leaders’ ethics and preparation in handling marginalized populations, this book will be valuable for academics, researchers, and graduate students working in the fields of educational leadership, organizational psychology, and the sociology of education.
The Flows of Transnationalism: Questioning Identities And Reimagining Curriculum
by Seungho MoonThis reflexive, transcultural dialogue scholarship integrates autobiography alongside an in-depth, critical analysis of Eastern and Western philosophy. Moon revisits his cultural heritage providing rich narratives that debunk a universalized, Eurocentric approach to truth in the contemporary curriculum and social discourse. As an exploration of multiple versions of knowing and identities, The Flows of Transnationalism allows readers to extend and invent their own approaches to examining the fluidity of identities. Moon promotes diverse perspectives within curriculum studies by disrupting the self-other and cultural sameness-difference dichotomy. Amid the urgent need of developing anti-racist pedagogy, this book provides an innovative way to studying identities in a transnational context. This thought-provoking book on transculturalism, cultural identities, and curriculum is intended to benefit educators, university faculty, and interested members of the public. It is written for those who have the desire to learn and apply diverse approaches for engaging with cultural identities through lived experience and its sociopolitical interpretation.
Restoring Soul, Passion, and Purpose in Teacher Education: Contesting the Instrumentalization of Curriculum and Pedagogy (Studies in Curriculum Theory Series)
by Peter P. GrimmettThis text both challenges and traces the development of a culture of regulation, standardization, performativity, and governmentality evident in Anglophone teaching practice and education. Framed by a brief history of teacher education research and policy in North America over the last six decades, the text argues that the instrumentalization of curriculum and pedagogy has robbed teachers of their pedagogical soul, passion, and purpose. Using a conceptual model, Grimmett forges a pathway for teachers to adopt a soulful way forward in professional practice, individually and collectively enhancing autonomy over programs, and protecting the public trust placed in them as educators. This text will benefit researchers, academics, and educators with an interest in teachers and teacher education, educational policy and politics, and curriculum thinking and enactment more broadly. Those specifically interested in pedagogy, educational change and reform, and the philosophy of education will also benefit from this book.
Supporting Children with DLD: A User Guide About Developmental Language Disorder (Supporting Children with DLD)
by Kate KemptonFor effective use, this book should be purchased alongside the illustrated picture book Harry’s Story. Both books can be purchased together as a set, Supporting Children with DLD: A Picture Book and User Guide to Learn About Developmental Language Disorder [978-0-367-70920-4]. Supporting Children with DLD, has been developed to help raise awareness of Developmental Language Disorder, and to highlight the impact of the condition from the child’s point of view. With activities, prompts and sample questions, this is an essential resource to enable adults to understand the reality of living with DLD, helping children feel heard and respected, as well as providing a solid foundation for tailoring support to individual needs. Drawing on specific examples from Harry’s Story, the book does not assume any prior knowledge of DLD and is designed to offer the reader accessible information and practical advice, teaching as you go. This book: Highlights the link between spoken and written language, addressing the need to recognise the literary difficulties faced by children with DLD Provides practical activities and worksheets that can be used to help children express themselves and ask for help Offers strategies for supporting children’s understanding of language, based on common situations and experiences explored in Harry’s Story Written to be an accessible introduction to DLD and its effect on children’s lives, this is an essential resource for parents and professionals looking to understand the condition.
Harry's Story: A Picture Book To Raise Awareness Of And Support Children With Dld (Supporting Children with DLD)
by Kate KemptonFor effective use, this book can be purchased alongside the professional guide, Supporting Children with DLD. Both books can be purchased together as a set, Supporting Children with DLD: A Picture Book and User Guide to Learn About Developmental Language Disorder [978-0-367-70920-4]. This beautifully illustrated picture book has been created to develop awareness of Developmental Language Disorder and provides a unique opportunity to sensitively gain children’s perspectives of the condition. Harry enjoys school, but faces daily challenges due to his language difficulties. When he is asked to write a story, he struggles to find the words to put his thoughts onto paper. He learns to share his stories through pictures instead and, in doing so, helps his supportive teacher understand what she can do to make life easier for him. With bright illustrations and language that can be accessed by children with DLD, this story can be used to start conversations about the lived experience of children with Developmental Language Disorder, giving them a voice and helping them express their thoughts and feelings. It can also be used as a training tool for teachers and other professionals. This is an essential resource for parents and practitioners looking to understand and support children with DLD.
Supporting Children with DLD: A Picture Book and User Guide to Learn About Developmental Language Disorder (Supporting Children with DLD)
by Kate KemptonThis picture book and guidebook set has been developed to help raise awareness of Developmental Language Disorder, and to highlight the impact of DLD from the child’s point of view. Harry’s Story introduces a child who faces daily challenges in school due to his language difficulties. It explores how these challenges are made easier by his teachers’ understanding and support as he finds new ways to communicate. Supporting Children with DLD provides essential information, prompts and suggestions for adults to help understand the experience of children with DLD. It offers supportive strategies and activities to help children express themselves effectively and ask for help when they need it. This resource can be used both directly with the child, to talk about and explore DLD, and also as a training tool with the parents and professionals who support them. With research suggesting an average of two children per classroom are affected by DLD, this is an essential set for parents and professionals looking to understand the condition.
Elasticity and Toughness: Ethnography of Minban Teachers’ Policy Implementation in Rural Chinese Society (China Perspectives)
by Feng WeiThis book examines minban teacher policies and their implementation in China between 1949 and 2000, when rural areas were in severe shortage of qualified teachers. During this period of time, minban teachers made great contributions to education, doing the same work as state-employed school teachers while receiving much lower salaries due to non-official status. With solid fieldwork on oral history of minban teachers and policy actors and deep examination of a wealth of policy documents in private and governmental archives, the author records the life history of minban teachers, the process of minban teacher policies, and the interaction between policies and individual strategies in M county (pseudonym), located in northern Jiangsu province of China. The book reveals many interesting and sometimes surprising findings about the characteristics of educational policy implementation in China. While China’s minban teacher policies have come to an end, rural education continues to be a major concern of policymakers and researchers alike. The book is an important piece of scholarship for the readers interested in rural education in China, and in how state, society, and culture interact to influence teacher policies and management in the Chinese context.
Building Trust between Faculty and Administrators: An Intercultural Perspective
by Lisa B. Fiore Catherine KoverolaIn this unique and timely book, Dr. Lisa B. Fiore and Dr. Catherine Koverola explore and illuminate the tensions between faculty and administrators that have become ubiquitous in higher education and which cause conflicts that may adversely affect students and the institution. The authors harness their extensive professional expertise in cross-cultural communication and education, their years of personal experience working through conflicts in higher education, and their collaborative research to provide a guide for building trust and productive relationships. With an approach anchored in intercultural theory and practice, the authors lay a foundation upon which readers can build new understanding about the "other" constituents with whom they work. Practical tools such as case studies, sample scripts, discussion points, and resources will resonate with faculty and administrators at colleges and universities, as well as aspiring higher education practitioners. Readers will immediately recognize universal themes and scenarios and will appreciate the authors’ straightforward approach that will translate into tangible, meaningful changes in their professional relationships. This book moves discussions forward, from argumentation and resentment to positive behavior change that grows from a place of trust and mutual respect.
Technology and Critical Literacy in Early Childhood
by Vivian Maria Vasquez Bryan Woods Carol Branigan FeldermanNow in its second edition, this popular text explores classrooms where technology and critical literacies are woven into childhood curricula and teaching. Using real-world stories, it addresses what ICTs afford critical literacy with young children, and how new technologies can be positioned to engage in meaningful and authentic learning. Concise but comprehensive, the text provides strategies, theoretical frameworks, demonstrations of practice, and resources for teachers. Updated with discussions of media literacy and new pedagogical tools, the second edition features new classroom examples and experiences that highlight the ways in which critical literacy, technology and media literacy come together in everyday life in the early childhood classroom. The inviting examples model how to use the interests and inquiry questions of young learners as a springboard for creating a critical curriculum. Each chapter includes Reflection Points, pedagogical invitations, and Resource Boxes to imagine new possibilities of working with students in engaging and supportive ways. The inspiring stories, guidance, and tools this book make it a great resource for pre-service teachers and students in Early Childhood Education and Literacy Education, and primary teachers and educators.
Schoolteachers and the Nordic Model: Comparative and Historical Perspectives (Oxford Studies in Comparative Education)
by Jesper Eckhardt Larsen Barbara Schulte Fredrik W. ThueSchoolteachers and the Nordic Model examines the cultural distinctiveness of the Nordic teaching profession and teacher training compared to examples from Europe and North America. The book explores the concept of these ‘teacher cultures’ as various dimensions of professional identities, recruitment patterns, teachers’ social status, values and knowledge. It considers how Nordic teachers´ socio-cultural backgrounds and their shifting societal roles compare with continental European examples, analysing the societal consequences of teacher cultures for the current Nordic welfare states. Offering a unique focus on teachers, the book uses a shared comparative and historical approach to add new knowledge to the analysis of global convergence and divergence in educational systems. The book will be of great interest to researchers, scholars and post-graduate students in the fields of comparative education, educational policy, the sociology of education and the history of education. It will also be of interest to policy makers, teacher educators and school leaders.
Relationship-Based Pedagogy in Primary Schools: Learning with Love
by Nicki Henderson Hilary SmithThis insightful book shows how prioritising loving relationships in the primary school between practitioners and children helps secure children’s emotional well-being, improves behaviour and leads to more successful learning. It identifies the fundamental values that underpin effective learning encounters and provides the practical tools and language to realise deep connections with children. Combining theory with personal experience the authors present relationship-based practice as a robust and credible pedagogic approach to teaching and learning. The book offers unique features such as ‘Shared language’ to support and promote a rich, meaningful dialogue and ‘The lens of the authors’ offers practical and realistic contexts to help teachers apply theory and ideas from personal experience. Giving educators the confidence to teach with the relational qualities of love, trust, respect, and empathy, this is essential reading for all teachers wanting to develop authentic relationships with the children they care for.
Supporting Students' Motivation: Strategies for Success
by Johnmarshall Reeve Richard M. Ryan Sung Hyeon Cheon Lennia Matos Haya KaplanThis is a book about teachers’ classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating. To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to support—namely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: “How to,” overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an improved motivating style; and Part 6: Getting Started, discussesways to begin using these skills in the classroom. Based on a successful workshop program run by the authors, teachers successfully improve their classroom motivating style. In doing so, they experience gains in their teaching skill and efficacy, job satisfaction, a renewed passion for teaching, and a more satisfying relationship with their students. This multiauthored book provides teachers with the practical, concrete, step-by-step, skill-based "how to" they need to develop a highly supportive motivating style.
The Education of Arabic Speaking Refugee Children and Young Adults: Education, Employment and Social Inclusion
by Nina Maadad I Gusti DarmawanSustained political and socioeconomic crises can potentially deprive generations of young people and adults of their economic and employment prospects, stability, mental health and freedom. The Education of Arabic Speaking Refugee Children and Young Adults provides a comprehensive overview of the situation of Arabic-speaking refugee children and their psychosocial, schooling and employment experiences in three case countries: Australia, Italy and Indonesia. The book considers what education arrangements were put in place for refugee children, how were they supported in schools for physical and psychological needs, how the school environment hindered or assisted their learning experience and the way in which these students were affected by the global COVID-19 pandemic. The authors provide recommendations for educational practices and employment pathways as informed by the refugee children and young adults themselves, teachers, parents, schools and state officials. This book will be of great interest to academics, researchers and post-graduate students in the fields of comparative education and refugee and migrant education. It will also be beneficial for educators, teachers and policy-makers.