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Developing Multilingual Education Policies : Theory, Research, Practice
Multilingual policies are increasingly important and required in educational settings worldwide, yet a solid experimental body of theory, research, and practice providing guidance for the development of policies is lacking.The Israeli context presented in this book serves as a case study or a model that could be used by bodies or entities seeking to devise a multilingual policy. The authors begin by addressing the general notion of a multilingual education policy with specific reference to the Israeli context.The book then focuses on specific challenges confronting the new policy that have been explored in empirical studies, and concludes with a proposed framework for a new multilingual education policy related to the core theoretical topics and empirical findings discussed in the previous chapters.This framework includes principles and strategies for implementing the process described in the book in other contexts, ensuring wide applicability and relevance. Developing Multilingual Education Policies: Theory, Research, Practice is an essential read for all involved in language policy and planning within applied linguistics and education.
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Global Perspectives on Language Education Policies
Presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field.The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts.The fifth volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.
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Making Climate Tech Work : Policies That Drive Innovation
Climate tech is critical for averting planetary chaos.Half the greenhouse gas reductions required to reach “net-zero”climate targets in 2050 will need to come from technologies that have not yet been invented.Without effectivegovernment interventions, market incentives alone will not produce a rapid transition to a low-carbon economy.Thecommercial value of innovative climate technology, especially in its early phases, remains underpriced - far below itssocial value.The good news is that smart policies can change these dynamics and catalyze the necessary creativity andinvestment in clean technology, and its deployment.The key question is: which approaches can lead us to future carbonneutrality, and which are likely to fall short?In Making Climate Tech Work, environmental policy expert Alon Tal demystifies climate innovation programs around theworld - no policy background needed.Beginning with a review of government’s general role in technology policydevelopment, Tal assesses each policy alternative, describing eye-opening experiments in diverse countries, presenting arange of case studies, interviewing leading decarbonization experts, and interpreting new empirical data.Discover howGermany incentivized renewables; Denmark became a wind energy superpower; Australia phased out incandescent bulbs; California’s prisons pioneered low-carbon menus; and why carbon taxes have failed around the world, but couldbe designed for success. Tal distills the benefits and drawbacks of each policy, along with related ethical questions and public perceptions.Heconcludes by addressing two commonly overlooked issues in climate policy: disruption of workers’ livelihoods from theclean energy transition; and integrating the Global South into the planet’s new low-carbon economy - as the region thathas contributed least to climate change but which must be part of a global solution.Tal not only evaluates which policystrategies effectively reduce emissions but also how they can promote climate tech innovation. Humanity is ultimately in a race against time and effective climate policies are critical to ensure a sustainable future. Making Climate Tech Work serves as an essential primer for policymakers, academics, activists, and anyone interested inclimate solutions.
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Deploying Foresight for Policy and Strategy Makers : Creating Opportunities Through Public Policies and Corporate Strategies in Science, Technology and Innovation
This book develops foresight techniques to turn future societal challenges into opportunities.The authors present foresight approaches for innovation policy and management.Future developments in fields such as education, energy, new materials, nanotechnologies are highlighted for different countries.Readers will discover tools and instruments to capture the potentials of the grand societal challenges as defined by the United Nations.This book is a valuable resource for researchers and scholars with an interest in foresight methods and gives practical hints for policy makers and managers to take account of the grand opportunities in their business and policy strategies.
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Navigating the Maze : How Science and Technology Policies Shape America and the World
Navigating the Maze: How Science and Technology Policies Shape America and the World offers a captivating deep dive into the inner workings of the world of public policy.Written by prominent science advocate and renowned physics researcher and educator, Michael S.Lubell, this valuable book provides insights and real-world examples for anyone looking to understand how policy works in reality: for students, scientists, and the public.Well-organized and featuring a compelling historical narrative, this unique resource will enable researchers, educators, elected officials, industrialists, financial managers, science lobbyists, and readers in general to easily navigate the complex world of science and technology (S&T) policy. As science communication and STEM policy occupy rapidly growing areas of interest and provide important career paths, this book provides invaluable insights into the public policy arena, as well as lessons for effective science advocacy.
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Ableism in Education : Rethinking School Practices and Policies
How we organize children by ability in schools is often rooted in ableism. Ability is so central to schooling—where we explicitly and continuously shape, assess, measure, and report on students’ abilities—that ability-based decisions often appear logical and natural.However, how schools respond to ability results in very real, lifelong social and economic consequences.Special education and academic streaming (or tracking) are two of the most prominent ability-based strategies public schools use to organize student learning.Both have had a long and complicated relationship with gender, race, and class. In this down-to-earth guide, Dr. Gillian Parekh unpacks the realities of how ability and disability play out within schooling, including insights from students, teachers, and administrators about the barriers faced by students on the basis of ability.From the challenges with ability testing to gifted programs to the disability rights movement, Parekh shows how ableism is inextricably linked to other forms of bias.Her book is a powerful tool for educators committed to justice-seeking practices in schools.
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Education Policies in the 21st Century : Comparative Perspectives
This open access book explores the agenda of education policies in the 21st century.In the first part of the book, education is handled from a historical and political framework, and the effects of the change of states and policies on education are examined.In the second part, the effects of changes in the economy on education policies and economies’ demands from educational institutions are examined.In the last section, current policies in the international education sector, which is growing day by day as a result of increasing globalization and internationalization, are examined and future trends are tried to be revealed.In articles written by academics from different universities all over the world, the topics are presented in a comparative perspective.
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Intersectionality and Urban Education : Identities, Policies, Spaces & Power
We perceive a continued lack of attention to intersectionality in education, despite growing interest in popular media and ongoing investment in intersectional-type work in the social sciences.Our collection invites urban educators, and educators in general to ask: "How can our work benefit by incorporating intersectionality theories in research and in practice?" "What might we be able to better see using an intersectional lens?" Though in many ways the literature on intersectionality and education echoes recommendations from studies of diversity over the years, we believe there is the potential for intersectionality to produce a serendipitous effect, revitalizing our theory and praxis around race, class, gender, and other identity axes in urban education.In addition, intersectionality can help and support theories based on a social justice by further illuminating research analysis, including shining a light on nuances that often remain in the shadow during analysis.We hope to engage readers with a range of possibilities for applying intersectionality theories in their own educational settings; urban or otherwise. In urban education, "urban" is a floating signifier that is imbued with meaning, positive or negative by its users. "Urban" can be used to refer to both the geographicalcontext of a city and a sense of "less than," most often in relation to race and/or socioeconomic status (Watson, 2011).For Noblit and Pink (2007), "Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope" (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories.Building on their work, we see the need for an edited collection that would look across the different realms of urban education - theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces - seeking to better understand each topic using an intersectional lens.Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power.Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis.Policies and practices that do not take into account urban students' intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students' learning across a holistic range of academic, personal, and justice-oriented outcomes. Can educational policies and practices address the social justice issues faced in urban schools and communities today?We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the "fit." Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice.As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, andpolicymaking that are better-tuned to the needs of diverse students, families, and communities.
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