{"id":4294,"date":"2014-09-03T22:18:41","date_gmt":"2014-09-03T22:18:41","guid":{"rendered":"http:\/\/berghahnbooks.com\/blog\/?p=4294"},"modified":"2025-06-10T08:10:59","modified_gmt":"2025-06-10T08:10:59","slug":"back-to-school","status":"publish","type":"post","link":"https:\/\/www.berghahnbooks.com\/blog\/back-to-school","title":{"rendered":"Back to School"},"content":{"rendered":"

\u201cAccomplishment will prove to be a journey, not a destination.\u201d<\/em> \u2013 Dwight D. Eisenhower<\/strong><\/p>\n

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As the summer ends and the weather turns, the new school year begins. Although the first day varies in different parts of the world, however normal pattern is for school to begin in late August or early September in the northern hemisphere. Berghahn<\/a> is happy to welcome everyone back with some relevant Education Studies<\/a> titles.<\/p>\n

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\"\"ANTHROPOLOGIES OF EDUCATION<\/a>
\nA Global Guide to Ethnographic Studies of Learning and Schooling
\nEdited by Kathryn M. Anderson-Levitt<\/p>\n

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Despite international congresses and international journals, anthropologies of education differ significantly around the world. Linguistic barriers constrain the flow of ideas, which results in a vast amount of research on educational anthropology that is not published in English or is difficult for international readers to find. This volume responds to the call to attend to educational research outside the United States and to break out of \u201cmetropolitan provincialism.\u201d A guide to the anthropologies and ethnographies of learning and schooling published in German, French, Spanish, Portuguese, Italian, Slavic languages, Japanese, and English as a second language, show how scholars in Latin America, Japan, and elsewhere adapt European, American, and other approaches to create new traditions. As the contributors show, educators draw on different foundational research and different theoretical discussions. Thus, this global survey raises new questions and casts a new light on what has become a too-familiar discipline in the United States.<\/p>\n

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\"\"CONNECTING HISTORIES OF EDUCATION<\/a>
\nTransnational and Cross-Cultural Exchanges in (Post)Colonial Education
\nEdited by Barnita Bagchi, Eckhardt Fuchs and Kate Rousmaniere<\/p>\n

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The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.<\/p>\n

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\"\"CHILDREN, FAMILIES, AND STATES<\/a>
\nTime Policies of Childcare, Preschool, and Primary Education in Europe
\nEdited by Karen Hagemann, Konrad H. Jarausch and Cristina Allemann-Ghionda<\/p>\n

Volume 8, Contemporary European History<\/a>\u00a0Series<\/em><\/p>\n

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Due to the demand for flexible working hours and employees who are available around the clock, the time patterns of childcare and schooling have increasingly become a political issue. Comparing the development of different \u201ctime policies\u201d of half-day and all-day provisions in a variety of Eastern and Western European countries since the end of World War II, this innovative volume brings together internationally known experts from the fields of comparative education, history, and the social and political sciences, and makes a significant contribution to this new interdisciplinary field of comparative study.<\/p>\n

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\"\"HINDI IS OUR GROUND, ENGLISH IS OUR SKY<\/a>
\nEducation, Language, and Social Class in Contemporary India
\nChaise LaDousa
\nForeword by Krishna Kumar<\/p>\n

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A sea change has occurred in the Indian economy in the last three decades, spurring the desire to learn English. Most scholars and media venues have focused on English exclusively for its ties to processes of globalization and the rise of new employment opportunities. The pursuit of class mobility, however, involves Hindi as much as English in the vast Hindi-Belt of northern India. Schools are institutions on which class mobility depends, and they are divided by Hindi and English in the rubric of \u201cmedium,\u201d the primary language of pedagogy. This book demonstrates that the school division allows for different visions of what it means to belong to the nation and what is central and peripheral in the nation. It also shows how the language-medium division reverberates unevenly and unequally through the nation, and that schools illustrate the tensions brought on by economic liberalization and middle-class status.<\/p>\n

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\"\"PLAYING WITH LANGUAGES<\/a>
\nChildren and Change in a Caribbean Village
\nAmy L. Paugh<\/p>\n

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Over several generations villagers of Dominica have been shifting from Patwa, an Afro-French creole, to English, the official language. Despite government efforts at Patwa revitalization and cultural heritage tourism, rural caregivers and teachers prohibit children from speaking Patwa in their presence. Drawing on detailed ethnographic fieldwork and analysis of video-recorded social interaction in naturalistic home, school, village and urban settings, the study explores this paradox and examines the role of children and their social worlds. It offers much-needed insights into the study of language socialization, language shift and Caribbean children\u2019s agency and social lives, contributing to the burgeoning interdisciplinary study of children\u2019s cultures. Further, it demonstrates the critical role played by children in the transmission and transformation of linguistic practices, which ultimately may determine the fate of a language.<\/p>\n

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\"\"THE TRANSATLANTIC WORLD OF HIGHER EDUCATION<\/a>
\nAmericans at German Universities, 1776-1914
\nAnja Werner<\/p>\n

Volume 4, European Studies in American History<\/a>\u00a0Series<\/em><\/p>\n

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Between the 1760s and 1914, thousands of young Americans crossed the Atlantic to enroll in German-speaking universities, but what was it like to be an American in, for instance, Halle, Heidelberg, G\u00f6ttingen, or Leipzig? In this book, the author combines a statistical approach with a biographical approach in order to reconstruct the history of these educational pilgrimages and to illustrate the interconnectedness of student migration with educational reforms on both sides of the Atlantic. This detailed account of academic networking in European educational centers highlights the importance of travel for academic and cultural transformations in nineteenth-century America.<\/p>\n

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\"\"THE POLITICS OF EDUCATION REFORM IN THE MIDDLE EAST<\/a>
\nSelf and Other in Textbooks and Curricula
\nEdited by Samira Alayan, Achim Rohde, and Sarhan Dhouib<\/p>\n

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Education systems and textbooks in selected countries of the Middle East are increasingly the subject of debate. This volume presents and analyzes the major trends as well as the scope and the limits of education reform initiatives undertaken in recent years. In curricula and teaching materials, representations of the \u201cSelf\u201d and the \u201cOther\u201d offer insights into the contemporary dynamics of identity politics. By building on a network of scholars working in various countries in the Middle East itself, this book aims to contribute to the evolution of a field of comparative education studies in this region.<\/p>\n

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EDUCATION POLICY AND EQUAL OPPORTUNITY IN JAPAN<\/a>
\nAkito Okada<\/p>\n

Volume 4, Asia-Pacific Studies: Past and Present<\/a>\u00a0Series<\/em><\/p>\n

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In many societies today, educational aims or goals are commonly characterized in terms of \u201cequality,\u201d \u201cequal opportunity,\u201d \u201cequal access\u201d or \u201cequal rights,\u201d the underlying assumption being that \u201cequality\u201d in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers\u2019 unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan\u2019s falling birthrate and aging society.<\/p>\n

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From Berghahn Journals<\/a>:<\/p>\n

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\"\"Learning and Teaching<\/a>
\nThe International Journal of Higher Education in the Social Sciences<\/p>\n

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Learning and Teaching<\/em> (LATISS)<\/em> is a peer-reviewed journal that uses the social sciences to reflect critically on learning and teaching in the changing context of higher education.<\/p>\n

The journal invites students and staff to explore their education practices in the light of changes in their institutions, national higher education policies, the strategies of international agencies and developments associated with the so-called international knowledge economy.<\/p>\n

The disciplines covered include politics and international relations, anthropology, sociology, criminology, social policy, cultural studies and educational studies. Recent topics include curriculum innovation, students\u2019 academic writing, PhD research ethics, neo-liberalism and academic identity, and marketisation of higher education.<\/p>\n

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 <\/p>\n","protected":false},"excerpt":{"rendered":"

\u201cAccomplishment will prove to be a journey, not a destination.\u201d \u2013 Dwight D. Eisenhower   As the summer ends and the weather turns, the new school year begins. Although the first day varies in different parts of the world, however normal pattern is for school to begin in late August or early September in the… Read More<\/a><\/p>\n","protected":false},"author":17,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,108],"tags":[656,107,2365,1794,111,331,802,1726,110,550,871,109,94,230,158,97,204],"_links":{"self":[{"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/posts\/4294"}],"collection":[{"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/comments?post=4294"}],"version-history":[{"count":24,"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/posts\/4294\/revisions"}],"predecessor-version":[{"id":4318,"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/posts\/4294\/revisions\/4318"}],"wp:attachment":[{"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/media?parent=4294"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/categories?post=4294"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.berghahnbooks.com\/blog\/wp-json\/wp\/v2\/tags?post=4294"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}