Acknowledgements IntroductionI FOREIGN LANGUAGE EDUCATIONPurposes 1 Foreign language education in context 2 Purposes for foreign language education Possibilities 3 Is language learning possible at school? 4 The intercultural speaker - acting interculturally or being bicultural 5 Intercultural competence and foreign language learning in the primary school 6 Analysis and advocacy: researching the cultural dimensions of foreign language education Perspectives 7 Nationalism and Internationalism in Language Education 8 Language learning in Europe 9 Foreign language teaching as political action II INTERCULTURAL CITIZENSHIP EDUCATIOn 10 Language Education, Political Education and Intercultural Citizenship 11 Education for Intercultural Citizenship 12 Policies for intercultural citizenship education 13 Curricula for intercultural citizenship education 14 Assessment and/or evaluation of intercultural competence and intercultural citizenshipConclusionReferencesAppendix

/pdf/from-foreign-language-education-to-education-for-3v2an47kt4.pdf

From foreign language education to education for intercultural citizenship : essays and reflections

Social Justice, Capabilities and the Quality of Education in Low Income Countries.

Neoclassical economics focuses on the efficiency of a free‐market system and the associated role of the public sector. As a school of thought, it has been around for over a century, with antecedent...

A Quarter Century of Neoliberal Thinking in Education: Misleading Analyses and Failed Policies.

In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in soc...

/pdf/refugee-education-the-crossroads-of-globalization-3nob3dqrrh.pdf

Refugee Education: The Crossroads of Globalization

Gender, schooling and global social justice

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

/pdf/transnational-advocacy-global-civil-society-emerging-1a5p2qijgl.pdf

Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education

Supplemental Digital Content is Available in the Text. Objectives: To demonstrate the gender distribution in leadership positions and academic promotion of Orthopaedic Trauma Association (OTA) members. Methods: We conducted a cross-sectional examination of the 2020–2021 OTA membership cohort dataset provided by the OTA. Professional and academic information of OTA members at their site of appointment was also abstracted from publicly available online resources. Data included: gender, OTA membership category, OTA leadership position, trauma fellowship completion, trauma practice setting, level of trauma center, percentage of trauma work, year of first practice, academic rank, and university/hospital/institutional leadership role. Statistical analysis included chi-squared, Wilcoxon two-sample, and Fisher exact tests. Results: 2608 OTA members were identified; 14.1% were women. Female representation was highest in the Trauma Practice Professional category (67.1%) and significantly lower in the Active category (9.1%) (P < 0.0001). No statistically significant gender differences were observed regarding level of trauma center, percentage of trauma work, or trauma practice setting. In the Active, Clinical and Emeritus categories, men achieved a higher level of academic rank than women at their site of employment (P = 0.003), while more men completed trauma fellowships (P = 0.004) and had been in practice for significantly longer (P < 0.0001). Men held more of the highest leadership positions (eg, Board of Directors) (P = 0.0047) and the greatest number of leadership positions (P = 0.017) within the OTA compared with women. Conclusion: Gender disparity exists within the upper echelon of leadership and academic representation in orthopaedic trauma. Our findings will help inform strategic policies to address gender diversity within the OTA and the broader orthopaedic trauma subspecialty.

Gender Diversity, Leadership, Promotion, and Opportunity Among the Members of the Orthopaedic Trauma Association (OTA)

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Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education

Gender Diversity, Leadership, Promotion, and Opportunity Among the Members of the Orthopaedic Trauma Association (OTA)