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Across England, families are struggling with the cost of food, with some children arriving at school hungry. Entrenched poverty, low and insecure incomes, gaps in the welfare system and the cost-of-living crisis have made it even harder in recent years for families to get the food they need. As a result, food banks, pantries and other forms of food provision have become a growing feature of school life, with teachers and support staff taking on responsibilities that extend well beyond education.

Drawing on a wide range of data, theory and evidence, this book examines the rise of food aid in schools. It explores how and why these forms of provision have developed, what they reveal about the collateral damage of poverty and inequality and what they mean for the changing role of schools.

This volume addresses the question of how the memories of contemporary witnesses can be taught in primary schools. With a comprehensive documentation of the “Inge Auerbacher Day” project, this book aims to sustainably shape the fields of application in the cultivating a contemporary, innovative orientation of the culture of remembrance and welcome, with the broadest possible impact. The book addresses questions such as: What creates empathy, later civil courage and action against anti-Semitism and other resentments? What must a person possess within themselves to accept and support diversity?

Can I be a good scientist and a good mother? This haunting question shapes the lives of many academic women.

This book examines the double-lock linking maternity and academic careers in contemporary Italy: how motherhood-and even its anticipation-shapes recruitment, evaluation and stabilization, and how academic competitiveness and precarity, in turn, reshape fertility choices and timing.

Drawing on narrative interviews with two generations of scholars and engaging with international literature, it shows how institutional cultures and gendered expectations reinforce structural constraints while normalizing unequal trade-offs. It identifies pathways to rethink academic careers so that excellence and parenthood can coexist.

Who decides what happens in classrooms, early years settings and children's services - and on what basis? Policy influences every aspect of childhood and education provision, yet it often recedes into the background of discussions about how schools and other settings should run, what teachers should do, how assessment should happen and how professionals should engage with parents.

Demystifying what policy is, how it works and how it can be critically interrogated using a coherent multi-lens framework, this textbook supports readers to identify the ideas, values and power relations embedded in education and childhood policy.

The book features:

* clearly explained policy lenses linked to theory and research;

* practical toolkits with guided questions to support structured analysis; and

* applied case studies and practitioner insights showing how policy is interpreted, enacted and sometimes resisted in practice.

Accessible yet intellectually rigorous, this book encourages readers to think about their own agency in shaping policy on the ground as they (re)interpret, implement and sometimes subvert policy.

Flourishing Through the Art of Living is a theoretical study of school education which begins by questioning its purpose. The book provides an answer to this question that is grounded in a view of what “flourishing” means for humans living in the social order of high modernity, and outlines the implications on the institutional, curricular, and pedagogical aspects of school education.

Education professor Thomas Falkenberg argues that school education has to address developmental aspects of flourishing as part of its mandate in order to contribute in a very substantial way to the developing political and societal concern for human flourishing. The book first explicates the specific demands that living in high modernity of the 21st century has on humans and then goes on to develop an understanding of the specificity of human existence and functioning. Next, the author expounds on an understanding of human flourishing as it is relevant to living in high modernity; and finally, proposes an approach to school education that supports such flourishing.

Flourishing Through the Art of Living is an interdisciplinary investigation that advances a vision for school education that will infuse sustained meaning, purpose, and hope in the lives of students.

This book examines the evolving landscape of private tutoring in the context of rapid advances in generative artificial intelligence (AI), with particular attention to its implications for teaching, learning, and educational equity. It critically explores how AI-driven tools are reshaping traditional forms of supplementary education, enabling new modes of personalised instruction while also raising important pedagogical, ethical, and policy-related questions.

Drawing on contemporary research and emerging practices, the book analyses the interactions between human tutors and AI systems, considering issues such as instructional quality, student autonomy, and the role of expertise in increasingly technology-mediated learning environments. It also addresses broader societal concerns, including access disparities, regulatory challenges, and the potential reconfiguration of the private tutoring industry.

By situating private tutoring within the wider digital transformation of education, this book provides a timely and interdisciplinary contribution to debates on the future of learning. It serves as a helpful resource for researchers, educators, policymakers, and stakeholders seeking to understand the opportunities and challenges posed by generative AI in supplementary education contexts.

Close comprehension gaps by centering students?and the books they read

When students don't understand a text, what should teachers do? Team Up With the Text: A Practical Guide to Analyzing?and Improving?Students' Comprehension offers a field-tested framework for supporting reading comprehension?one that unites the science of reading, data-driven instruction, and the heart of English class itself: the rich, complex works students read.

The book explores the idea that the problem isn’t that students can’t “find the main idea,” but that we’ve been analyzing reading the wrong way. It offers a model for supporting reading comprehension, charting a course away from reteaching isolated reading standards and toward practice that is both research-aligned and practically sound. Reading student work can tell us how students struggled, but analyzing their texts can tell us why.

Readers will find:

• A systematic alternative to repeatedly reteaching isolated reading skills like inference without measurable student gains
• Step-by-step guidance for diagnosing the root causes of comprehension breakdowns through close analysis of student work
• Methods for making student thinking visible so educators can respond to it with precision
• Strategies for designing targeted response lessons that address specific gaps
• Real classroom examples demonstrating how teachers across grade levels have applied the framework to raise achievement

Written for English teachers, literacy coaches, and instructional leaders who embrace the science of reading and are looking for what comes next, this book delivers a new, research-based approach to diagnosing comprehension problems and responding with precision.

This book embarks on a compelling journey to reinvigorate Freire's transformative ideas and apply them to the pressing challenges in twenty-first century education. Through a series of carefully crafted letters, it engages readers in an intimate conversation that reveals the enduring relevance of Freire's philosophy in fostering critical consciousness, social justice, and democratic participation. By exploring practical everyday experiences of teachers and educators, this book connects these personal/collective insights to broader concepts in Freire's work, revitalizing his legacy and stirring a renewed commitment to shaping an equitable and democratic future in education.?This book investigates the pressing questions of how education can empower communities, dismantle oppressive structures, and cultivate a sense of agency, social change, and global citizenship. By engaging in radical dialogues that bridge theory and practice, it serves as a vision into the future, inviting readers to reimagine education as a transformative force for democratic participation and social justice.

This is the second volume of the new online-first series CHAPTERS in Education. CHAPTERS in Education is a new, innovative series designed to provide a dedicated outlet for single-chapter submissions across the broad field of education research. Unlike traditional journal articles that focus on primary research and specific research questions, the scope of CHAPTERS in Education is on secondary and reflective scholarship.

Our state-of-the-art self-service portal ensures a streamlined process for submission, peer review, decision-making, and publication. Each accepted chapter is published Online First, assigned a DOI, and fully citable?providing authors with rapid visibility and impact. Chapters are later compiled into volumes on a first-in, first-out basis.

Supported by an international Editorial Board, CHAPTERS in Education upholds the highest editorial and ethical standards. We are committed to delivering responsive service, efficient publication, and a respected platform for advancing educational scholarship.

We welcome both Open Access (OA) and non-OA contributions of up to 40 pages from all areas of education research.

The chapters “Looking for Trouble: AI, Writing, and the Labor of Thought” and “Teaching Within the Assemblage: A Reflexive Inquiry into Posthuman Cybersecurity Pedagogy” are available open access under the terms of the Creative Commons Attribution 4.0 International License via link.springer.com.

This book introduces readers to a variety of aspects in the field of Organization Development (OD), from conceptual, theoretical ideas to the research upon which these are based. It is exemplified by original case studies and supported by the educational process to develop competent OD professionals in these areas.

Experienced educator and professor Marilyn Laiken begins by examining key concepts and approaches in OD, focusing on contextual issues ? from an individual professional’s realization that organizational systems shape their effectiveness, to the diverse environments in which practitioners operate, and the types of interventions typically involved. The discussion then highlights the critical role of original research in bridging theory and practice, showcasing how organizational learning, interprofessional collaboration, and high-performance team development can drive meaningful organizational change. This book also demonstrates the practical application of theory through real world case studies, each drawn from a unique context that illustrates the concepts in action. Building on two decades of teaching experience, the author then turns to the preparation of skilled OD professionals, reflecting on effective educational methods.

Shedding light on past research and emerging trends, this book considers how the field of Organization Development will continue to evolve and influence the future of work.

This book is the third of a series of five volumes that analyze and denounce the gender-based inequalities and violence faced by Latin American female social scientists in academic settings. This volume is dedicated to Mexico and offers an in-depth feminist ethnographic case study of gender-based inequalities and violence in Mexican universities, situating this national case within the broader comparative research project across Latin America.

Drawing on qualitative interviews with female social scientists, systematic reviews of historical, statistical, and policy data, and reflexive methodological approaches, the volume traces how structural inequalities are produced and reproduced across life trajectories?from family socialization and higher education to professional advancement. The authors analyse key dimensions shaping women’s academic careers, including the sex-gender division of labor, androcentrism in scientific institutions, and the intersection of gender with class, race, and caregiving responsibilities. It documents persistent disparities in access to stable academic positions, recognition, and leadership, alongside experiences of symbolic and physical violence, harassment, and exclusion within university environments.

Methodologically, the volume advances the use of feminist ethnography and the extended case method to connect individual narratives with macro-level transformations in higher education and science policy. By combining empirical accounts with critical engagement in feminist epistemology, the book highlights the ethical imperative of turning analytical attention toward inequalities within the social sciences themselves.

How to Suppress the Careers of Female Social Scientists ? Volume 3: An Anti-manual from Mexico will be of interest to scholars in gender studies, sociology of education, anthropology, and science and technology studies, as well as readers concerned with academic labor, inequality, and institutional transformation in higher education.

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This book articulates a new creative philosophy of education for the Anthropocene through international collaboration. The (disputed) boundary between the Holocene and the Anthropocene is 1952, wherein evidence suggests that human impacts on the functioning of planetary systems is sufficient to warrant a new geological epoch - the Anthropocene. Hence, the central problem for education, defined as practices of knowledge, learning, and skills from preschool to lifelong learners, is that the ideology, intent, outcomes and mechanisms of education still come from the Holocene, wherein nature was perceived as infinite, and students were to be equipped with tools to succeed given this infinitude. This volume articulates the fact that we cannot trust our political and business leaders to make the necessary switch in time. Rather, purposeful, imaginative, new educational practices that teach creativity and that are creative in that they articulate new mores and belief systems for the Anthropocene, are our best hopes for continuation on the planet Earth.

As education takes places increasingly online and through blended learning environments, there is a need to further investigate how learners' digital communicative competence forms and develops. This book explores the findings of a large-scale research project conducted in 2023 across Australia and China with primary, secondary, and university students, as well as school teachers and parents. Through this data, the authors expose patterns of learners' interactions, engagement, and behavior while using digital technologies in communication and present an instrument to assess this engagement. In today's digital age, being able to communicate effectively through various digital channels such as email, social media, video conferencing, and messaging apps is essential for personal and professional success. With this in mind, the authors offer a pedagogical model to assist educators in developing learners' digital communicative competence.

Available open access digitally under CC-BY-NC-ND licence.

This book provides a critical reflection on the relationship between education, conflict, war and peace and the global actors and practitioners that have devised strategies to engage and support education systems in conflict-affected contexts.

Exploring a wide range of issues from development assistance to education, peacebuilding, de-radicalisation programmes and global governance, it evidences the challenges and the promises of education's complex relationship to war and peace. The book highlights the field's entanglements with geopolitics and imperial interventions, which have shaped its actions and undermined and limited its potential to support social transformation towards peace with social justice.

Available open access digitally under CC-BY-NC-ND licence.

Academic freedom is widely recognized as a cornerstone of higher education, yet its counterpart, academic responsibility, has received remarkably little attention.

This timely book addresses that gap by presenting academic responsibility as a voluntary commitment to apply academic expertise to society's most pressing challenges. Tracing the evolution of higher education's mission through ideas such as engagement, impact, social responsibility and decolonization, Brink develops a compelling conceptual framework that places academic responsibility alongside academic freedom.

Essential reading for academics, university leaders and policymakers, this book offers a fresh perspective on what universities owe society and why that question matters more than ever.

Popular portrayals of medical schools and teaching hospitals focus on professors, researchers, and clinicians, neglecting the essential work carried out by a myriad of administrators, staff, and others who contribute to the everyday life of a medical school. Without their work, medical education’s institutions could not function.

This volume examines the invisible labour that makes medical education possible. Drawing on international scholars, clinicians, practitioners, and those who do the often-unacknowledged work, A Chorus of Unheard Voices explores the contributions made by those who are not celebrated for supporting medical education. Organized into three sections ? Education Delivery, Evidence Assembly, and Institutional Concerns ? this book combines historical context, critical analysis, and examples from practice to highlight the variety of contributions that enable medical training.

By centring these contributors, this book challenges assumptions about the work that matters in academic medicine. It provides a new perspective on expertise, professionalism, and the organization of medical education, showing how training is sustained and strengthened by the collective efforts of people in roles like anatomy technician, librarian, and accreditor. Essential reading for educators, scholars, and health professionals alike, this volume reframes medical education as a collaborative enterprise and invites us to celebrate all those who bring it to life.

The most comprehensive text on testing racial and ethnic minorities in the United States and internationally

Handbook of Multicultural Assessment covers the most current assessment information in a variety of psychological and educational domains, focusing specifically on multicultural and diverse populations, including recent immigrants and refugees. This Fourth Edition represents a major update, addressing current versions of popular assessments, remote testing, and issues of fairness, intersectionality, and cultural equivalence. The focus has been expanded to more domains of application, and this edition adopts a more international perspective. The handbook highlights new and innovative testing practices and ways to overcome barriers in the assessment process. Forensic assessment is also covered.

• Develop an awareness of contemporary, state-of-the-art testing practices
• Learn about issues that arise when assessing multicultural populations, and take intersectional identities into account
• Gain the skill to perform common assessments in a way that is appropriate to the identity of each individual
• Perform assessments to discover sociocultural characteristics of individuals who have migrated from other cultures

This important resource offers an instructional text for conducting culturally competent psychological assessment for clinicians, educators, and researchers.

This book argues that contemporary global crises are symptomatic of a deeper metacrisis fundamentally rooted in education itself, and that educational leaders are pivotal in navigating this time between worlds by adopting big picture perspectives and integrative metatheories. The central conceptual tool presented is the Integrative Worldview Framework (IWF), which analyses worldviews (Traditional, Modern, Postmodern and Integrative) through five philosophical components to help leaders clarify their own values and bridge ideological divides. The book systematically applies the IWF to develop four domain-specific frameworks for educational leadership development. The Integrative Education Framework (IEF) addresses educational codes and the meaning crisis, supporting leaders in re-integrating educational philosophy and leadership for learning. The Integrative Sustainability Framework (ISF) addresses the capability crisis and sustainability competencies in relation to advanced leadership theories. The Integrative Organising Framework (IOF) addresses the legitimation crisis and organisational dynamics in educational institutions. The Integrative Inquiry Framework (IIF) addresses the sensemaking crisis through modes of inquiry and mixed philosophical methodologies, enabling leaders to develop their own living leadership theory in the ecological university. The IWF is then critically examined to identify its limitations, inviting critiques from Traditional, Modern, Postmodern and Indigenous (Kinship) worldview perspectives, while exploring its capacity to address these criticisms through dialogue.

This edited volume is a compilation of research and training activities related to the UNI-T Academy (European Civic Teacher Academy) project. It seeks to promote a shared vision of teacher education and foster a common understanding of the diverse structures and approaches to teacher education across European countries. Specifically, its objectives include International Perspectives in Teacher Education, Inclusive and Intercultural Approaches in Teacher Education, Critical and Reflective Practices in Teacher Education, and Innovative Learning Environments and Approaches. Coordinated by Aix-Marseille Universite (particularly through the Institut National Superieur du Professorat et de l'Education d'Aix-Marseille), the UNI-T Academy project is among 11 initiatives selected by the European Commission under the 2022 Erasmus+ Teacher Academies call for projects. This collection of work, undertaken by academics, advances teacher education by integrating international perspectives and fostering collaborative innovation.