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Global health challenges are on the rise with health inequities growing. Higher Education and SDG3 explores how universities and colleges are advancing good health and well-being- from workforce development to innovative research, curriculum change and community efforts- higher education matters to delivering SDG3.

Curated global cases studies illustrate how higher education incorporates SDG3 into its education, research, and partnerships, chronicling good practice and what more needs to be done. From a global research university creating a new business school focused solely on health, to harnessing artificial intelligence to advance data-driven healthcare, supporting the road to universal healthcare, building programme content for the health professions, and a pan-institutional fellows programme addressing environmental justice, the book offers solutions. Detailed accounts enable others to tailor the examples to their local context and scale delivery to meet SDG3 targets.

Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

Lingering colonial influences, environmental changes, and international events make the provision of equitable, quality education in the Caribbean challenging. As a group of small states, the Caribbean faces complex educational crises that disrupt inclusion, access, and participation.

This edited collection sheds light on current research that tackles educational development concerns in the Caribbean, with the three chapters from African spaces providing a point of south - south reflection. Noting the important role that education plays in the empowerment of people and the social, economic, and political advancements of a society, the book illustrates interdisciplinary approaches towards educational reform, bringing to the fore methodologies and insights for enhancing inclusive practices, teaching pedagogies, and institutional capacities within the region.

Within the context of developing nations, the chapters explore policies, practices, and institutional frameworks which exist or can be developed to foster the provision of equitable quality education at multiple levels within education delivery. They consider empirical and conceptual frameworks that can be combined to guide educational improvement in the Caribbean and Africa, provide guidance and practice examples which respond to a diverse audience inclusive of policymakers, teachers, and students, and advance international and regional discussions to accelerate progress towards equitable education.

Adaptive teaching is more than a strategy: it is a movement, a call to elevate every learner through equity-driven pedagogy and rigorous curriculum design. This book offers a practical, research-informed framework for teachers who refuse to settle for low expectations, equipping them with the tools to challenge every student, every day.

By weaving together the latest insights on assessment, productive struggle, and metacognitive growth, the authors provide real-world case studies from classrooms worldwide. At its heart are four core pillars:

• high expectations and ambitious learning intentions for all
• continuous and inclusive assessment for in-the-moment adaptation
• hard-thinking scaffolds with gradual release to build independence
• instruction and curriculum that create opportunities for depth and reflection

This essential companion invites educators to rethink what's possible, to transform their classrooms into dynamic spaces where every learner sets sail towards more profound understanding and mastery.

Whether you're an early career teacher or a seasoned leader, this book will inspire you to embrace the power of adaptive teaching and reorient the compass guiding your practice.

Critical Perspectives on Primary School Governance in England explores how primary school governor training shapes educational leadership and accountability. Drawing on original mixed-methods research and the critical pedagogy of Paulo Freire, Dr Sarah Chung challenges the compliance-driven models that dominate current training provision. Instead, this book advocates for a transformative, dialogic approach that empowers governors as reflective, ethical leaders.

Through rigorous analysis and vivid practitioner voices, Chung reveals the limitations of fragmented, procedural training and argues for a model that fosters agency, collaboration, and democratic participation. The book's insights extend beyond England, providing globally relevant lessons for governance systems grappling with the balance between professionalisation and lay participation.

With practical recommendations and a fresh theoretical lens, this work is essential reading for academics, policymakers, training providers, and anyone committed to reimagining school governance.

Across millennia, humans have told stories to entertain, to share information, and pass on cultures and traditions. Stories are so integral in our lives that their significance can go unrecognised. This book examines the role of narrative in human experience and emphasises its profound impact for young children.

Building on work of seminal theorists, the volume looks beyond the stories young children encounter in books and explores narrative in many rich and vibrant forms in different contexts. Contributions from international researchers and authors, whose work has advanced understandings of narrative and its influence on children and society, are included. It invites the reader to consider:

• What can be learnt about children when we closely observe their narrative play.
• The kinds of narratives children construct.
• The diverse ways narrative emerges in children's play, drawing and emergent writing.
• The role of objects and materials in children's narratives.
• The ways narrative is stimulated by and imbued with the senses.
• The significance of the moving, feeling, sensing body in narrative play.
• The role of narrative in promoting social justice and wellbeing.

This is a definitive reference work for all practitioners, teachers, researchers and students interested in the power of story and narrative in early childhood education.

Community Schools in Practice describes how community schools serve as the hub of a comprehensive approach to education and school improvement, designed to ensure equity for all students, regardless of their location or life circumstances. They operate through strategic partnerships with community organizations to deliver a range of supports, including academic assistance, health and mental health services, youth development, and family engagement. These supports are grounded in effective practices such as collaborative leadership, integrated student services, expanded learning opportunities, meaningful student and family engagement, a culture of care and belonging, and rigorous, community-connected classroom instruction-creating the essential conditions for effective teaching and learning.

This book showcases the work of practitioners who have, over the years, enacted successful community schools. Each chapter provides a rationale for becoming a community school and robust examples of "pictures of practice" to support the implementation of policies, practices, and systems.

The Emerald Handbook of Wellbeing in School Leadership is a comprehensive examination of how wellbeing can be understood, cultivated, and sustained across educational settings. Bringing together an international group of scholars and practitioners, chapters explore how school leaders, teachers, and systems can foster environments in which individuals and communities not only cope with challenge but also flourish.

Featuring real-world examples and ethical guidance, the authors demystify prompt engineering, showing you how to craft effective prompts, streamline research, generate teaching materials, and foster creativity in both classroom and scholarly settings. With a focus on responsible management and quality education, chapters not only equip you with future-proof skills but also address the ethical considerations of AI in education.

Discover how to boost productivity, maintain academic integrity, and stay ahead in a rapidly evolving digital landscape.

In the spring of 1968, Columbia University erupted. Students occupied buildings, confronted the university's administration, and demanded institutional change in a watershed moment for American activism. As both witness and participant, renowned sociologist Immanuel Wallerstein captured this pivotal uprising with unparalleled clarity and insight.

This essential reissue of University in Turmoil returns Wallerstein's penetrating analysis to a new generation grappling with similar questions of power, purpose, and protest within academic institutions. His firsthand account illuminates not just what happened during those tumultuous weeks, but why those events still matter in our ongoing struggle to reimagine the university as a site of social transformation. This new edition features a thought-provoking and comprehensive introduction by political theorist Jodi Dean that situates this work within Wallerstein's broader intellectual project, from world-systems analysis to his critiques of global capitalism, to demonstrate how the Columbia conflict connects to Wallerstein's groundbreaking theories on structural inequality, institutional power, and social movements. As today's students confront issues from climate justice to racial equity, from economic precarity to geopolitical conflict, Wallerstein's insights resonate with renewed urgency, revealing the university not merely as a backdrop for protest but as a contested terrain where broader societal struggles are enacted and reimagined.

Both historical document and theoretical framework, University in Turmoil offers an indispensable perspective for anyone seeking to understand the complex relationship between academic institutions, student activism, and social change-then and now.

This collection offers a nuanced portrait of the policies, practices, and pedagogies which inform and are informed by the sociopolitics of scholarly publication at the graduate level.

The volume explores how these dynamics of knowledge production and dissemination impact the academic careers of novice scholarly writers at the MA and PhD level. Aiming to demystify scholarly writing at this level, the book features perspectives from diverse stakeholders, from educators to researchers to administrators to junior scholars themselves. Key issues under discussion include discursive and non-discursive challenges; development of the required literacies for successful publication; the effects of institutional, local, national, and international policies; graduate scholars' mental health and wellbeing; and the affordances and limitations of artificial intelligence. Taken together, the work provides new insights into the complexities involved in graduate scholars' journeys through the scholarly publication process.

This book will be of interest to graduate students, researchers, and other key stakeholders in applied linguistics, English for Research Publication Purposes, TESOL, language and education, and writing studies.

Living Sustainability in Higher Education offers a new way of visualising the university: as an arena in which ideas of sustainability and justice manifest in the daily interactions that occur between students, academics and the myriad communities that live and work in and around campus.

Rather than content to be taught, it presents sustainability as something that is lived. Every decision, by individuals, institutions and governments, is simultaneously sustainable and unsustainable, just and unjust. They result in some societal objectives being advanced and others frustrated; one group of stakeholders advantaged over another. The book's central contention is that the totality of the university experience, and the challenges and opportunities that this comprises, enables a person to learn how to navigate these tensions throughout their lifetime.

Essential reading for anyone interested in how higher education sustainability can be improved, this key title is grounded in the theoretical frameworks of sustainability learning, environmental justice and nexus. Showcasing pedagogical innovations and best practices using a global range of institutions, a powerful argument is made for higher education to move beyond its current structures and 'ways of doing' to embrace more progressive pedagogies that have sustainability and justice at their core.

A U.S. History of Pilot Training and Education explores the evolution of pilot training, from the Wright brothers' first flights to the advanced simulation systems of modern aviation. It delves into the challenges, innovations, and milestones that have shaped pilot education over the past 120 years, offering a unique perspective on how training has adapted to meet the demands of an ever-changing industry.

Through detailed research and firsthand insights, the book examines the pivotal moments in aviation history, including the impact of World War I and II on training methods, the rise of university-based aviation programs, and key differences in international training versus U.S.-based training. It also discusses the technological advancements that have revolutionized pilot education, from early flight simulators to today's computer-based training systems.

Flight instructors, aviation students, and pilots will benefit from historical and modern-day insights into the developing design and approaches to pilot training.

This book examines how Korean and Korean-related textbooks have contributed to the construction of nationalism, ideology, identity, memory, and belonging across diverse historical and geopolitical contexts.

Rather than treating textbooks as neutral teaching materials, it approaches them as cultural artefacts through which states, institutions, and diasporic communities transmit values, legitimise authority, organise cultural memory, and define collective identity. The chapters cover Japanese colonial Korea, the divided Korean Peninsula, representations of the Korean War, North Korean elementary education, South Korea's textbooks for overseas Koreans, Chongryon schools in Japan, Korean-language textbooks for Thai students, and ethnic Korean education in China. Across these settings, the book shows how textbooks have promoted colonial assimilation, Cold War division, anti-communism, leader-centred devotion, cultural diplomacy, diasporic nationalism, soft power, and ethnic assimilation. By combining critical discourse analysis, visual analysis, comparative textbook studies, and theories of nationalism, this volume demonstrates how textbooks shape children's understanding of history, authority, culture, citizenship, and belonging.

Highlighting the ideological importance of omissions, silences, and marginalised perspectives this will be valuable resource to students and scholars interested in the fields of education, nationalism, diaspora, language education, and East Asian studies.

Childhood and Sport presents a critical account of children's engagement with sport, illustrating the social significance of sport for children themselves, their families, communities and wider society. Addressing a gap in sociological research, this book foregrounds children's own voices, challenges adult-dominated narratives and repositions children as active agents in their sporting lives.

Drawing on qualitative data from focus group interviews with 147 children aged ten to twelve, the book adopts a critical childhood studies perspective to centre children's experiences in sport. Across five studies, the book navigates children's views on parental involvement, the intensification of sport, children's sporting role models and the construction of girls' and boys' gendered identities through sport. Informed by sociological theorists such as Bourdieu, Lareau and Butler, the analysis outlines how classed processes, parental cultivation practices and gender performances shape children's participation in sport. Placing children's rich descriptive experiences to the fore, the book reveals the social and cultural stratification and the adult-oriented nature of children's sport, thereby promoting a nuanced understanding of children's sporting identities.

One of few academic texts that combines sport and critical childhood perspectives, this book will appeal to students, academics, and researchers in the fields of childhood studies, sport sociology, education, and leisure studies. It is also a valuable resource for practitioners, coaches, teachers, and policymakers seeking to better understand, support and enhance children's engagement with sport.

The COVID-19 pandemic rapidly transformed the lives of children, young people and families. Depicting the schooling and educational experiences of children, their families and educators during the pandemic in Northern England, Schools and Families on the Frontline highlights the educational inequalities exasperated by the pandemic and critically analyses what this means for education moving forward.

Prioritising the voices of key groups who were often 'talked about' during the pandemic, but seldom 'talked to', this edited collection is a unique in-depth socio-geographical anthology that incorporates a variety of key, but different voices working with academics to show how wider national policy shifts effected one specific locality. Focusing on wellbeing, relationships, education, home-schooling and employment experiences of families, young people and children in England, the chapters shed critical light on how the COVID-19 pandemic and subsequent lockdowns were experienced very differently by different groups of people and as such this book speaks to those interested in inequalities as voiced by those who lived through the experience as it happened.

Reflecting carefully on what these experiences mean for schooling and education more broadly in the decades that follow the advent of COVID-19, this is a much-needed platform for future work and research to build upon the multiple ripple effects such a poignant point in time created in relation to schools, education and society more broadly.

A Behavioral Approach to Youth Sports Coaching: Developing Skillfulness and Fair Play in Sports offers sport coaches key pedagogical strategies that will help the development of technical and tactical aspects of game play and strengthen players' understanding of game play in action (also referred to as "game sense") while giving a strong emphasis on the pedagogical dimensions of sport coaching as well as how to develop fair play.

Employing a well-established and evidence-based behavioral framework that can be used across sports and competition levels, A Behavioral Approach to Youth Sports Coaching includes strategies aimed at supporting players' fair play behavior, seen as an essential responsibility of coaches, especially given the ever-increasing industrialization of sport.

This new text is vital for students in the areas of coaching education, sport coaching, physical education, and coaching pedagogy.

Beyond Screen Time Guilt: The Role of TV and Video in Early Child Development by Cary Bazalgette offers a fresh and insightful perspective on babies' and toddlers' relationship with moving image media. Forget the guilt-inducing screen time rules and dire warnings about developmental harm - this book reveals what's really happening when your little one is captivated by their favourite show.

Drawing on meticulous observational research and 35 years of media education expertise, Cary Bazalgette uncovers the remarkable ways in which children under three actively engage with film and television. Bazalgette critiques the flawed research behind screen time rules, exposing the limitations of surveys and experimental studies in this context. She provides vivid examples of typical behaviours, such as spontaneous laughter, frightened responses, and apparent "addiction," while analysing the learning challenges that young children eagerly embrace. The book also emphasises the value of shared viewing experiences and offers detailed insights into how specific TV episodes foster learning.

With its clear style, good humour, and evidence-based reassurance, Beyond Screen Time Guilt is an essential read for parents, early childhood practitioners and students. It transforms how we understand the relationship between young children and moving image media, offering a refreshing and informed alternative to screen-use guidelines.

This book examines Marshall McLuhan's work within the evolution of late-1960s progressive education and reappraises his role in the development of cutting-edge pedagogy.

By tracing the trajectory of McLuhan's emerging educational and media ecology philosophy from the 1950s to the late 1970s, this work locates and discusses the roots of an experimental, experiential, collaborative, integrated learning paradigm, achieved through what McLuhan called "the training of [students'] perception." In other words, the book demonstrates that much of what passes today for cutting-edge pedagogy-including experiential learning, blended learning, inquiry-based learning, discovery learning and other alternative educational methodologies-was anticipated, predicted, and often defined by McLuhan's education theory.

A fresh examination of one of education and media theory's key thinkers, this monograph will appeal to students and researchers working in educational technology, media studies, and progressive education.

Refugee Education in Canada is a timely exploration of the politics of belonging, complexities, challenges and successes that contextualize refugee education in publicly funded K-12 education.

This Canadian perspective explores the convergences and divergences of refugee education policies, practices, discourses, and narratives informing supporting refugee child and youth integration into education by offering insights to how these various factors shape refugee access to education. Drawing on the perspectives of diverse voices advocating for refugee educational structures that are antiracist, culturally responsive, trauma-informed and grounded in the lived experiences of refugee students, parents and communities, this volume provides recommendations for shifts in policy and practice for teacher candidates, in-service teachers, social workers, settlement workers, administrators, and provincial and territorial policymakers.

Refugee Education in Canada is a much-needed project to ensure that faculties of education, school boards and policy making bodies are responsive to the unique needs of refugee students as Canadian schools support significant refugee student populations, particularly in urban areas.

Navigating Higher Education as Black Male Faculty: Strategies for Resilience, Mentorship, and Institutional Change centers the voices and lived realities of Black men in the academy, a space that promises equity yet perpetuates racial exclusion and marginalization.

Moving beyond deficit narratives, this book blends autoethnography, research-informed analysis, and practical toolkits to illuminate strategies for resilience, mentorship, and institutional transformation. Contributors surface daily experiences of bias, isolation, and hyper-visibility while offering actionable guidance for classroom practice, promotion, and policy design. It challenges symbolic diversity commitments, positioning Black male faculty as essential architects of systemic change. With case studies, reflection prompts, and concrete recommendations, this collection provides a roadmap for thriving and a blueprint for institutions committed to recruiting, supporting, and retaining diverse talent.

The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online.

Building upon an adapted model of Positive Youth Development for Adolescent Girls of Color, emphasizing the strengths of girls of Color rather than their deficits, Exploring Educational and Developmental Experiences of Girls of Color presents a diverse set of perspectives in terms of authors' social identities, professional orientations, and developmental stages. Chapters examine the experiences of girl-identified adolescents of Color and the strengths, skills, and competencies that they use to navigate through their different educational contexts while simultaneously making sense of their intersectional identities.

This book is a practical guide to empowering and supporting girls aged 9-16 through group work. It provides tried-and-tested workshops and activities that are designed to help girls build their knowledge, skills, and opinions around topics that matter to them. Highlighting the power of belonging and showcasing how group dynamics can build girls' confidence and resilience, the book offers a step-by-step guide for running engaging and meaningful sessions that will boost their confidence and resilience.

Each workshop is designed to last 90 minutes to 2 hours but flexible enough to be adapted into shorter activities, stand-alone sessions, or incorporated into a broader programme. Focusing on key topics that are important to girls and young women, the chapters cover:

• Self: Exploring individuality, values, strengths, and differences.
• Being a Girl: Understanding puberty and developing positive body image.
• Mental and Emotional Wellbeing: Building resilience, managing stress, and coping with anger, anxiety, and pressure.
• Relationships: Navigating friendships and fostering healthy relationships.
• Goals and Aspirations: Setting goals, challenging stereotypes, and overcoming barriers.
• Leadership and Change: Encouraging girls to lead and make a difference.

Whether you're a teacher, youth worker, or facilitator, this book equips you with practical tools and activities that meet the real needs of girls and young women today and help them reflect, learn and grow.

Founded in 1876 as the Agricultural and Mechanical College of Texas, Texas A&M University began with just forty students, six faculty members, and a mission to educate young men in agriculture and mechanics. Over the following 150 years, the institution evolved into one of the largest public universities in the United States, enrolling more than 81,000 students and counting more than half a million former students among its global community. What Endures: A Visual History of Texas A&M University celebrates this remarkable journey through a rich illustrated history drawn from the university's archival collection.

Compiled by university archivists Emily R. Amos, Robin Brandt Hutchison '91, and Krista Jones Oldham, this illustrated volume brings Texas A&M's past to life through photographs, documents, and artifacts. Readers will discover early campus scenes, architectural drawings, historic photographs, and memorabilia from athletics and the Corps of Cadets, along with glimpses of the traditions and milestones that shaped the Aggie experience. Organized by decade, the book invites readers to explore how Texas A&M has changed over time from its earliest years as an all-male military college to a modern research university with a global impact. Each section highlights defining moments as well as everyday life on campus, bringing the people, places, and traditions of Aggieland to life.

This special, heavily illustrated book depicting Texas A&M University's rich history will appeal to current and former students alike, Aggie fans in general, and anyone interested in the history of higher education.

African Universities from Medieval to Post-Modern challenges dominant colonial and Eurocentric narratives by tracing the history of African higher education. Reclaiming medieval and indigenous epistemologies, it reframes the decolonization agenda as a practical strategy for institutional transformation, curriculum reform, and policy design.

Through cross-national studies and interdisciplinary methods, chapters document how medieval learning centers shaped disciplines, research cultures, and university-community linkages that survived colonial disruption. The collections demonstrates how integrating African ways of knowing can broaden methodological pluralism, strengthen university relevance, and resist global North hegemony. It highlights implications for governance and stakeholder engagement, proposing pathways for universities to become more responsive, equitable, and socially embedded.

Part of the ground-breaking series Key Thinkers in English and the Language Arts, this seminal text focuses on the work of Margaret Meek Spencer who left a remarkably prolific range of publications over six decades.

With huge influence on literacy teaching both nationally and internationally, this text provides a balanced, wide-ranging and critical evaluation of her contributions to principles and practices within the areas of not only literature and literacy but also her influences upon pedagogy and policy. Colin Meek spotlights the relevance of her work within contemporary landscapes of policy and practice and reflects on the influences she had on many of her students who went on to became leaders within the field of language and literacy education. Chapters also cover the centrality of literature to the growth of children's intellectual development, which draws upon Meek's deep understanding of psychology.

This text offers readers the chance to be involved in a critical conversation which will reflect and build upon Meek's range of writing and her ground-breaking stances on pedagogy and policy.

International mobility and study abroad programs are often viewed through the experiences of students, yet behind every successful program is a network of educators, coordinators, and support staff whose work remains largely invisible. This edited volume explores the crucial role these professionals play in shaping international mobility across preparation, program delivery, and student support. Bringing together research and practitioner perspectives from diverse global contexts, the book offers new insights into how educators facilitate meaningful and sustainable study abroad experiences.

The volume examines international mobility through three interconnected themes: educator roles and identities, study abroad program design and implementation, and student preparation for mobility experiences. Chapters explore a broad range of international and higher education settings while also examining emerging forms of mobility, including virtual exchange and digitally mediated international collaboration. The chapters demonstrate that successful international mobility depends not only on institutional structures or student participation, but on the sustained pedagogical, relational, and organizational work carried out by educators across the entire study abroad lifecycle.

This volume makes an important contribution by repositioning educators as central actors in international mobility rather than peripheral administrators. It provides an integrated and practice-oriented understanding of how mobility programs are designed, negotiated, and sustained in increasingly complex global environments. The collection highlights the interconnected nature of educator identity, program design, and student preparation while foregrounding emerging challenges such as virtual mobility, institutional pressures, and changing student needs. As such, the volume offers valuable insights for researchers, practitioners, administrators, and policymakers engaged in international education.

Activism in Design Education shows how design pedagogy can become a form of public action, proving universities are not just places of learning, but engines for real-world change. The book showcases design educators from across the United States who are using their studios and seminars as incubators for activism, partnering with communities, sharing power, and empowering students to transform their communities.

Organized by levels of urgency, the chapters offer community-led, evidence-based strategies for crisis response and long-haul transformation. Models range in scale from a national emergency schoolyard design campaign to a micro greywater reuse system supporting unhoused neighbors. Locations include urban anti-displacement planning in Boston's Chinatown; rural fire recovery strategies in Mora and San Miguel Counties, New Mexico; and design for cultural restoration and reparation in Lincoln, Nebraska, and Rosewood, Florida. These educators embed activism into their pedagogy, engaging students in community projects that drive social and environmental justice and repair.

For educators and students, institutions and community members, this book provides a roadmap and inspiration to align design education with community priorities and to translate learning into community care. During a time of uncertainty, Activism in Design Education shares purpose and hope.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license.