ABSTRACT

This key text offers a detailed exploration of the wide range of theoretical approaches to theory, practice and research in Europe and how these can illuminate our understanding of contemporary education systems. Contributors working or living in countries across the continent offer their insights into different histories and contemporary problems, with each chapter exploring key themes and concepts to provoke critical thinking and discussion.

Key areas and debates examined include:

  • Educational poverty
  • Perspectives on democracy and citizenship
  • Theorising education and educational research
  • Epistemic injustice in the curriculum
  • Educational provision and ethos

Drawing on these wide-ranging themes across a number of national contexts to provoke critical thinking and reflection, each chapter also includes discussion points and further reading.

This book is most suitable for students working towards their BA or MA in Education Studies or other education-related courses. It also offers a worthwhile resource for lectures and researchers engaged in the topic of international education.

chapter 1|10 pages

Introduction

Ways to think about the concepts of ‘Education’ and ‘Europe’

part |40 pages

Preface to Section I

chapter 2|10 pages

Crossing the border

chapter 3|10 pages

Language learning in France

De-territorialising language and culture

part |52 pages

Preface to Section II

chapter 6|15 pages

Educational poverty as a challenge for the future

Concepts and criteria for combating non-material child deprivation in Italy

chapter 7|10 pages

Everything, but a teacher

Notes from creative writing workshops within liminal space

chapter 8|10 pages

Without hierarchy

A phenomenological contribution to the antiauthoritarian approach in pedagogy

part |48 pages

Preface to Section III

chapter 9|11 pages

Attention as the core of education

Collaborative learning from experiences in GP vocational training in the Netherlands

chapter 11|11 pages

Vignette research

An Austrian phenomenological approach to empirical research

chapter 12|10 pages

Summing it all up

A concluding attempt