Titlebook: Innovative School Reforms; International Perspe William T. Pink (Editor-in-Chief),Kim Beasy,Emma T Book 2024 The Editor(s) (if applicable)

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Danfeng Soto-Vigil Koon,Cecelia Jordan,David Philoxenein all these cases, and sometimes the term ‘belief’ is used where ‘faith’ or ‘acceptance’ would better express what is intended. This paper sketches the major concepts in the philosophy of religion that are expressed by these three terms. In doing so, it distinguishes propositional belief (belief .)

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Juan F. Carrillo Springer Science+Business Media B. V. 2007 This volume is presented as a tribute to the life and work of D. Z. Phillips. Six of the articles were originally presented at the annual conference on the philosophy of religion organized by Phillips and held at Claremont Graduate University, February 9–1

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A New Funding Policy Settlement for Australian Schoolingomic prospects of nation states. In this chapter, we focus on developments associated with the landmark 2011 ‘Gonski’ review, which sought to overhaul Australia’s patchwork approach to funding, reverse declining student performance trends, and address growing inequalities. Despite these grand aims,

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Envisioning Community Partnerships in Future Schoolingnto their schooling fabrics include lower absenteeism, higher educational achievement and greater access to learning opportunities outside of school. Yet, dominant accountability logics of practice that exist in schools continually position community partnerships on the margins of core school busine

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“In Their Shoes”: School-Based Citizenship Education, Technology Enhanced Learning and Equityfunctioning of civil societies and a harmonious democracy. A commonly cited feature of civics education (Heggart, .; Tudball & Henderson, .) is the need for the learning to be experiential: rather than learning . active citizenship, students need to . what it is to be an active citizen (Eyler, .). H

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Creating a Climate for Change: Early Years Education, Climate Action, and Place-Based Learning with tions young children make to climate action. It challenges traditional views of childhood innocence and vulnerability, which have historically limited discussions on complex issues like climate change in early education. Emphasizing the significance of embedding children’s agency and participatory r

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Reversal and Paradox: Curriculum, Pedagogy and Assessment in England 1970–2024as a historical interpretation of curriculum and pedagogy in twentieth century England. The UK’s neoliberal turn after 1979 marked among other things a rupture from the system analysed by Bernstein. Charting the course of knowledge politics since 1979, the chapter argues that the radical intensifica

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A Decolonial Future for Education and Schoolsprojects, and on their legacies to contemporary schooling, including as tools of epistemic oppression, physical control, and racialization. In this chapter, I argue that acknowledging and challenging these legacies is imperative to those seeking to rethink the future of education and schools from Gl