January 2021 - EERA Blog

Refugees and Education – Voices, Discourses and Policies

by Dr Spieker and Prof Wischmann | NW 17 Histories of Education, NW 7 Social Justice and Intercultural Education

The issue of refugees and asylum worldwide is a topical debate, where statistics and states play a major role with regard to research. Research focuses almost exclusively on the now, on themes like borders, trafficking, and human rights. In Europe in particular, the years 2015 and 2016 marked a turning point, because the numbers of refugees who arrived and applied for asylum reached the highest level in the Post-World-War II era. The so-called ‘refugee crisis’ underlines the necessity to integrate the incomers into established communities. This is, however, not a new phenomenon.

In political discourses and other actual debates around the entry, asylum process, and integration of refugees, historical comparisons to argue against refuge or to raise empathy are commonly used.

Why historical research of refugees matters for present policy decisions

From an educationalist view, there is an urgent need to historicize the topic of forced migration to improve our understanding of the present age of movement. Europe has a long history of refugees and providing asylum and nation-states were the main actors in making refugees in the 20th century. The reason why we inquire about the relation between present and past in discourses about refugees and providing asylum is that our frames of reference are coined by this history. We would like to give voice to the experiences of violence. Throughout history nations received refugees, schools have a long history in receiving traumatised children and still are often left helpless with regard to personnel, materials, etc. And each time the public discourse only seems to focus on the now, the new, the particular.

Reconnecting EERA Online Conference – Refugees and Education throughout Time in Europe

During ‘Reconnecting EERA’ NW 07 Social Justice and Intercultural Education and NW 17 Histories of Education hosted a number of sessions in conjunction with the special call “Refugees in/and Education throughout Time in Europe: Re- and Deconstructions of Discourses, Policies and Practices in Educational Contexts”.

Anke Wischmann of Europa-University Flensburg, Germany, and Susanne Spieker of University Koblenz-Landau, Germany initiated the call. The aims of our joint call were: to bring the history of refugee-immigration into focus; to highlight continuities as well as changes; and to understand refuge not only as a single event, but also in a historical context, with particular discourses and practices around education, and as an inter-generational social process, which sees migrants as actors transforming education in states. This call was quite successful, as 25 abstracts were submitted.

On 26th August 2020, Network 17 organised a series of three informal sessions. In the 2nd session, Susanne Spieker (presenting) and Anke Wischmann introduced the special call and historical research on refugees. We discussed ideas, sources, and approaches for historical research on refugees and forced migration. For example, we looked at the problem of complexity concerning the history of refugee movements. These histories need to be transnational and global. They have to take into account the voices of refugees themselves as well as the practitioners working with them. For historical research, the accessibility to experiences is related to historical sources such as letters.

Time perception is another aspect, which seems to make historical research on forced migration challenging. For instance, if one asks or reads documents from different age groups about the same event, grandparents or parents, small children or adolescents have their own perceptions of the same situation. Each age group will offer a different view.

Family migration is common, as visualised in the above copper engraving from 1698, which depicts Huegenots leaving France. Women and children are a marginalised group with regard to migration in general because former research presumed that mainly men migrate. The opposite is the case. As these families travelled, skills and handicrafts, religious ideas, and educational approaches spread across Europe. These individuals were also actors in the education of their children.

On August 27th,2020, both networks cooperated in holding a virtual forum. Fourteen individual papers were presented in four parallel sessions. The regional focus of presentations ranged from Denmark to Namibia and from France to Australia. The presentations in the first two break-out sessions covered a range of topics, such as the practical experiences of adolescent refugees and participants of higher education and vocational education in Poland, Bangladesh, and New Zealand, to the empowerment of women from ethnic minority backgrounds in various European countries.

Another break-out session presented and discussed different approaches and experiences with Unaccompanied Minors (UAM) arriving in France and Italy in recent years. Researchers shared their experiences with various educational approaches, and the challenges children and adolescents face.

The second set of parallel sessions introduced school practices and captured the voices of practitioners. In another session, presenters shed light on hidden curricula by analysing exclusionary practices experienced by Ju|’huan students in Namibia, representations of refugees in Polish children’s literature, and a Latvian Gymnasium and its history in the context of the cold-war in Western Germany.

There were many parallels noticed with regard to the seemingly unique experiences that refugees and minorities face in different regional settings. We realised that the complexity of the topic united quite a broad spectrum of methodological approaches, which we found inspiring. However, linking history and present-day research is not evident at first sight.

The responses to the presentations were engaged and positive. In the closing session, researchers valued the opportunity to reconnect, which for most of us was badly needed, due to the restrictions related to the COVID-19-pandemic. We decided to organise a new special call for the Geneva (online) ECER, with a slightly broader scope. We will keep you posted!

In addition to the initiators, the following members assisted with the organisation, planning, and implementation: Lisa Rosen (Link-convenor of NW 07) and Iveta Kestere (Link-convenor of NW 17). Throughout the two days sessions were chaired by Klaus Dittrich (Hong Kong), Geert Thyssen (Norway), Iveta Kestere (Latvia), and Lisa Rosen (Köln). Fenna tom Dieck (Köln) supported us with Zoom.

Dr. Susanne Spieker

Substitute Professor at the department for educational theory, intercultural and comparative education at Hamburg University

Susanne Spieker is currently a substitute professor at the department for educational theory, intercultural and comparative education at Hamburg University (Germany). She is a postdoctoral researcher at the University of Koblenz-Landau, Campus Landau in the research unit on Heterogeneity in education. Her research expertise lies in the history of education. She has published on colonialism and its impact on educational thought. Her research interests include migration and inequality in education (race/ethnicity, gender, class). She was a member of the Editorial Assistant Board (2017 – 2018) of Paedagogica Historica, International Journal of the History of Education, and serves as an external reviewer for History of Education Researcher (UK) and Paedagogica Historica. Since 2016 she is editor of the Journal Jahrbuch für Pädagogik.

Prof. Dr. Anke Wischmann

Professor for Education at the Europe-University Flensburg

Anke Wischmann is a professor for education at the Europe-University Flensburg (Germany). Her research focuses on social justice in education, in particular concerning race and ethnicity, analysed from a critical and qualitative perspective. She got her Ph.D. in 2010 at the University of Hamburg and her habilitation in 2017 at Leuphana-University in Lüneburg. In 2018 her article “The absence of race in German discourses on Bildung” won the emerging researcher award of the German Educational Research Association (GERA). Since 2016, she has been the editor of the Journal Jahrbuch für Pädagogik.

Learning by Doing Research: the Ukrainian Educational Research Association

by Professor Oksana Zabolotna | UERA

Maintaining reliable contacts, networking, and sharing ideas are some of the best ways to empower educators. And professional and research associations help educators achieve these goals.

The Ukrainian Educational Research Association (UERA) was created five years ago to boost interdisciplinary research synergy in the field of education.

Freeing Educational Research from dusty bookshelves

Historically, educational research in Ukraine was purely in the domain of Pedagogy which in Ukraine is a discipline dealing with history and theory of education, including its forms and methods.

A quick search of the National Library of Ukraine database shows that 2729 candidate dissertations (Ph.D. research papers) in Pedagogics were defended in Ukraine in 2013-2015. Not bad for a country with a population of 42.76 mln (Eurostat, 2015)! However, despite the rapidly growing quantity of dissertations, pedagogical research in Ukraine had not gained the respect or trust of the research community or the broader public. Moreover, all the findings and recommendations were overlooked and neglected as if they had been created more for the ‘dusty bookshelves’ than for any policy impact. These findings tended to benefit the researcher but rarely reached as far as the classroom. There was even a saying: ‘Pedagogics is not a science; pedagogical research is not a research’.

One of the reasons for that was that in Ukraine, a monodisciplinary approach had always dominated in educational research. Pedagogues, politicians, sociologists, economists, and school teachers did not come together to gain insights into the field that gives the life start to each person. So for the Ukrainian Educational Research Association, bringing together researchers from various disciplines to work to make research evidence-based and school practice applicable was a real challenge. Moreover, over the years, it became clear that the real challenge is not gathering people under the UERA umbrella, but in keeping the members together in a vibrant association.

UERA’s Mission

UERA’s mission deals with:

the development of educational researchers’ competence
raising the quality of educational research to influence the educational system and society
defending the rights and freedoms of its members
meeting the professional, scientific, social, and cultural interests of its members

The best way to realise this mission, as we see it, is to help the UERA members learn by doing high-quality research in a team of people united by a project.

This idea inspired us to submit the project “European Quality of Educational Research for Empowering Educators in Ukraine” for funding from Erasmus+ Jean Monnet Support to Association.

Project Proposal and Objectives

As a part of the European Educational Research Association, UERA aimed with this project to promote European Educational Research Quality Indicators (defined in the FP 7 collaborative project coordinated by Prof. Dr Ingrid Gogolin and Dr Diann Pelz-Rusch, University of Hamburg, Department of Comparative and Multicultural Education)

The project objectives were to:
· foster the dialogue between the academic world and policy-makers in the field of education
· promote innovation in research through cross-sectoral and multi-disciplinary studies, as well as networking with other institutions
· promote excellence in research in EU educational issues
· equip young professionals with knowledge of European Educational Research Quality Indicators relevant for their academic and professional lives
· foster the engagement of young academics in teaching and research on European subjects.

Project Scope and Results

The 3-year project has come to an end, and we can now say that it has proved to be of great importance for the UERA community.

We conducted three Winter Schools for emerging researchers. Each year about 30 participants were taught about the European Educational Research Quality Indicators, and have learned the methodology of conducting Teaching and Learning International Survey.

Train the Trainer courses have helped the Winter School participants to conduct workshops in their home institutions.

The project team has conducted interdisciplinary research based on the results of TALIS in the EU countries and of the study by TALIS methodology in Ukraine (coordinated by UERA in 2017) and published the book “Teachers and Learning Environment: Cross-cultural Perspective“.

We have also organised three National conferences for educational researchers involving policy-makers in the field of education. It has become a platform for discussing contemporary education issues in Ukraine as well as building collaborations between researchers nationwide. We were pleased to have the EERA President Joe O’Hara and the council member Saneeya Qureshi as key speakers at the conference in 2020.

The project supported the UERA annual council meeting which serves to the development and promotion of the association as a permanent national platform for education researchers. It has also enabled us to start the Journal of Ukrainian Educational Research Association “Educational Insights: Theory and Practice“.

All these activities supported UERA in the implementation of its statutory activities and in performing research in the field of education. The research has produced some evidence that can be used to advise policy-makers at local, regional, and national levels. The UERA has provided critical, data-driven input to the policy debate in the form of roundtable discussions, policy briefs, literature reviews, research papers, and policy recommendations.

But the most important thing is that the project has helped to create a community of more than 400 educational researchers from different fields who share the UERA’s values and academic integrity principles.

The Future

The best way to learn is to do. So, we create teams and do educational research together. We are currently engaged in two endeavours. In the project “When Science is a Women”, together with researchers from Adam Mickiewicz University of Poznan, we trace women’s careers in STEM-related subjects in Poland and Ukraine (funded by Dauphine foundation). In the project “Learning through Play at School”, we cooperate with the Australian Council for Educational Research as a national partner to investigate the impact of playful approaches to teaching and learning in five regions of Ukraine (funded by LEGO Foundation). We are continually learning from our partners, and we are always learning from each other.

Professor Oksana Zabolotna

Doctor of Pedagogical Sciences, Professor, Pavlo Tychyna Uman State Pedagogical University

A leading expert in comparative education with special attention to alternative education in the EU countries. She is a specialist in research methodologies and data analysis. She has 18 years of experience working as an educational researcher and research consultant for academic institutions. She has extensive experience in designing and managing projects, both academic mobility and research.

She has worked in ERASMUS MUNDUS projects (EMINENCE and EMINENCE II) as a joint-coordinator (Adam Mickiewicz University as the leading institution), and coordinator of Jean Monnet Module “Ukraine-EU: Transcultural Comparisons in Educational Research” (2016-2019). Team member of New Generation School Teacher (Joint project of British Council Ukraine and Ukrainian Ministry of Education) (2013‑2019). Joint coordinator of the project «European Quality of Educational Research for Empowering Educators in Ukraine» (2017‑2020), joint coordinator of the UERA project «At the Educational Crossroads: Evidence-based Dialogue with National Minorities in Chernivtsi and Zakarpattia Regions» (2019), regional coordinator of the project «Development of Regional EFL Professional Hubs in Ukraineі» (2019), member of the project team «Intercultural Dialogue about National Minorities in Chernivtsi Region Learning the Ukrainian Language», member of project team of All-Ukrainian Monitoring Survey of Leaching and Learning among Teachers and School Principals (with the use of TALIS (Teaching and Learning International Survey) questionnaire (2017)

She is the Editor-in-Chief of the Journal of Studies in Comparative Education (http://sce.udpu.edu.ua/en/). As a vice-president of the Ukrainian Educational Research Association, she is engaged in capacity building and networking activities in Ukraine and abroad. She has been a research consultant for 11 research projects (PhD and Doctor’s dissertations in the field of comparative education). She has coordinated fourteen youth exchanges with the partner of Uman-Gniezno (Poland) (2009-2019). The projects involved school students and focused on intercultural communication with different emphases in particular projects.

School Uniform Policy in Scottish schools: Control and Consent

by Rachel Shanks | NW 6 Open Learning: Media, Environments and Cultures, SERA

A topic that is of continued interest to educational researchers – but also to teachers, pupils, and their parents – is school uniforms. As you may know, there is a marked difference between what pupils wear in school in the UK (England, Scotland, Wales and Northern Ireland), Ireland and the rest of Europe (recently Malta changed from formal uniforms to tracksuits). We set out to look into the reasons that schools give for having school uniforms.

I conducted the research with thirteen students from across the University of Aberdeen. A week-long course was designed to teach the qualitative data analysis software NVivo while taking part in an authentic research project. This was to provide undergraduates both research skills and experience.

I chose to analyse secondary school uniform policies because the policies are publicly available on school websites and do not involve confidential or sensitive information. We began our work with the identification of school uniform policies, school handbooks, and other information related to uniforms on each school’s website. After uploading the files, we read and coded the materials where we saw the reasons that were given for having a school uniform. Over the week, I benefited from over 300 hours of research assistance while the students learnt NVivo and applied this learning in the project.

Key Findings

Together we identified the different reasons that schools gave for requiring a school uniform. These included:

ethos, identity, pride, sense of belonging
safety, security/reduce truancy
preventing competition/discrimination
discipline and reduce bullying
employability
the reputation of the school
financial benefits
attitude to learning/improving standards of work

Students noticed more areas of interest, including the formality of the compulsory uniform from informal (no blazer or tie), mixed (blazer or tie) to formal (blazer and tie).

Of the 357 publicly funded secondary schools in Scotland we discovered:

343 schools (96%) require a uniform and just 14 schools do not
320 schools mandate the wearing of a school tie by both girls and boys
235 schools require a blazer to be worn
200 schools ban jeans

Three students have continued to analyse the data in areas of interest they identified, and we are close to submitting journal manuscripts. The students have also been involved in teaching doctoral students and university staff how to analyse qualitative research data using NVivo.

I asked the students to provide a summary of the analysis conducted so far and some of the questions or issues that arose from the research.

Uniform Policies & Gender – by Kirsten Phelps

Our analysis of school uniform policies regarding gender found that there were generally more rules and prescriptive policies for girls. Many policies mentioned the length of girls’ skirts using language that centred on the idea of decency or modesty. This suggests a placing of normative categories on girls and young women using school uniform policies, with those that follow the rules seen as moral/good and those who break them immoral/bad. Most schools in Scotland include ties as a mandatory part of their uniform for both boys and girls. This is notable as ties are not something usually worn in the workplace, or otherwise by women, yet they remain an entrenched part of the British school uniform.

School uniforms and employability discourse – by Annabelle Olsson

One specific justification for the uniform, employability, was analysed through the lens of governmentality. ‘Employability’ (Fotiadou, 2020; Moreau and Leathwood, 2006) is a concept referring to the ‘human capital’ – i.e., the skills, knowledge, and personal attributes – that makes an individual more likely to gain employment. Such discourses of employability generally overlook structural causes of unemployment, instead of placing the responsibility on the individual to continuously develop their skills and adapt to a precarious and competitive job market. In the policy documents, we discovered a rationale for the uniform based on such discourses. Fifty-three schools (15%) made linkages between the uniform and the world of work, illustrating a semi-hidden curriculum that implies that pupils should be presentable and employment-ready, conforming to the market and the workplace as well as their subordinate role within it.

Power and control in schools– by Jasper Friedrich

There appeared to be a tension between the practice of enforcing strict uniform policies and the way these practices are justified. While almost all policies include highly detailed regulations (some go as far as specifying the minimum length of girls’ skirts) and strict enforcement measures, justifications tend to focus on ‘soft’ values such as creating a sense of belonging and giving pupils self-confidence. We found it useful to analyse this in terms of Michel Foucault’s theorisation of different historical modes of power . When school uniforms were first introduced in the early modern period, they were what Foucault terms a technique of disciplinary power: one that ‘compares, differentiates, hierarchizes, homogenizes, excludes’. We still very much see this in how the policies homogenize dress while differentiating between girls and boys, creating hierarchies (prefects often wear special uniforms) and excluding those who do not conform.

In contrast, the justifications for these strict uniform policies are often cast in terms of what Foucault would call ‘governmentality’, a type of power that seeks to manage people with their consent instead of controlling them. The emphasis here is on how students will feel more included and improve their ‘human capital’ as a result of wearing uniforms – the uniform is justified not as a convenient tool of administration and control, but rather as a valuable part of the ‘product’ schools can offer parents.

Next Steps

Further analysis of the data set includes looking at the affordability of school uniforms, to what extent religious/philosophical beliefs are taken into account in the policies, and what is in place for pupils who identify as non-binary or who are in the process of transitioning gender. I hope to conduct research in schools that have involved pupils in decisions around uniforms.

I also hope to collaborate with researchers in other countries on school uniforms, dress codes, and appearance policies, so please get in touch if this interests you.

Finally, this project showed how it is possible to combine the teaching of qualitative data analysis software such as NVivo with actual data analysis providing a win-win for the academic and the students involved.

References and Further Reading

Maria Fotiadou (2020) Denaturalising the discourse of competition in the graduate job market and the notion of employability: a corpus-based study of UK university websites, Critical Discourse Studies, 17:3, 260-291, DOI: 10.1080/17405904.2018.1546606

Marie‐Pierre Moreau & Carole Leathwood (2006) Graduates’ employment and the discourse of employability: a critical analysis, Journal of Education and Work, 19:4, 305-324, DOI: 10.1080/13639080600867083

The Power Thinker – Why Foucault’s work on power is more important than ever

School sends pupils home for wearing unpolishable shoes, no blazer and old footwear – Metro UK

Affordability of secondary school uniform in Scotland – University of Aberdeen (PDF).

Authors

Dr Rachel Shanks

Senior lecturer in the School of Education at the University of Aberdeen in Scotland

Dr Rachel Shanks is a senior lecturer in the School of Education at the University of Aberdeen in Scotland. She sits on the Executive Committee of the Scottish Educational Research Association (SERA) and is the link person with the Educational Studies Association of Ireland (ESAI). She is a co-convenor of EERA Network 6: Open Learning: Media, Environments and Cultures. Rachel is the Programme Director of the BA in Professional Development at the University of Aberdeen and regularly runs workshops on how to use NVivo. Her research interests fall into three main categories: professional learning and mentoring; digital technologies in education; and school uniform/dress code policies. Rachel is also a member of the British Educational Research Association (BERA) and is currently conducting research funded by BERA on teacher preparation and new teachers’ responses to teaching during the COVID-19 pandemic.

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Kirsten Phelps

Graduate Student, St Andrews University

Kirsten is a graduate student studying Middle East, Caucasus, and Central Asian Security at St Andrews University. Her interests include social movements and post-conflict transitions.

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Annabelle Olsson

Graduate Student, University College London

Annabelle is a graduate student in Health Humanities at UCL. Her interests include emancipatory education and student wellbeing, social and anthropological perspectives on mental health, and interdisciplinary research methods.

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Jasper Friedrich

Graduate Student, University of Oxford

Jasper Friedrich is a graduate student at the Department of Politics and International Relations at the University of Oxford. He is interested in social and political theory, especially critical approaches and theories of power.

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Turning a leaf: a new procedure for European Education Research Journal Special Issues

by Professor Grek and Paolo Landri | BERA, EERJ, NW 23 Policy Studies and Politics of Education, NW 28 Sociologies of Education

2020 has been a year like no other. On 31st of December 2019, the WHO China Country Office was informed of cases of ‘pneumonia of unknown etiology’. Less than a year later, the COVID-19 pandemic has shattered social life as we know it. The disease has taken tens of thousands of lives, whilst confining billions to their homes in worldwide ‘lockdowns’, in an effort to mitigate the spread of the lethal disease. In a matter of days, the global health emergency led to an education crisis, too. As country after country ordered school closures, education was suddenly faced with an extraordinary new reality: billions of children around the world became homebound, unable to go to school.

Yet, education did not stop. From nurseries to schools to higher education, we saw concerted and speedy adaptation efforts to create home-schooling and online education environments where students and teachers can interact. The extent to which these solutions are effective, or even available to all learners, will be studied in depth in months and years to come. What is certain is that, similar to all other social policy areas, the effects of the pandemic in education are disproportionately worse for those from more unstable and weaker economic and social backgrounds.

This challenging context was the one in which the European Educational Research Journal changed editors’ hands; after the hard work of its founding Editor-in-Chief Professor Martin Lawn, and a successful five years’ spell under the editorial leadership of Professors Maarten Simons and Eric Mangez that followed, EERJ has now become an established and scientifically recognised journal in the field of education research in Europe and beyond.

EERJ is interested in the changing education research horizons in Europe. It sees the field as one that crosses borders through its subjects of study, our scholarly collaborations and the increasing complexity of a fluid and interconnected world. We see our work as the new EERJ co-editors as one of further enhancing the European research identity of the journal. We believe that this will be achieved by following the footpath of our predecessors in promoting the peer review and publishing of robust empirical education research, as well as balancing the journal’s publication profile by moving to a greater parity of the journal’s share of special issues with issues that feature independent article submissions.

As many of you know, EERJ has been closely associated to the annual European Conference of Education Research (ECER); we take part in the early career researchers’ conference, giving publishing advice to younger scholars; we organise the conference’s MOOT, a discussion forum around a topic of current interest; and we publish the keynote lectures. The journal, for a long time now, through this productive relationship with ECER, encouraged strong conference panels to submit articles as special issue proposals. Although EERJ will continue to do this important work, it also has to be acknowledged that the journal would now benefit from turning over a new leaf and allowing equal space for the publication of independent research papers, too.

Further, it has also become apparent that this is not just an aspiration that relates to scholarship only but perhaps also to practicality: at the moment there is a list of special issues in the pipeline; although all of them are high-quality contributions to the field of education research, the current reality of the global pandemic further increases the need for the journal to be able to be responsive to its contemporary, highly demanding and fluid historical and political environment by publishing independent articles timely and proactively.

Therefore, following a recent editorial board meeting and the agreement of all its members, EERJ will follow a new process for special issue submissions. This will be as follows:

EERJ will introduce a new ‘Expression of interest’ form with a deadline of the end of September annually. This form will be used as a tool for the evaluation of the significance of the proposal in relation to its empirical and conceptual analysis, and its contribution to the aims and the scope of the journal. At the end of this competitive process, only a certain number of special issue proposals will go forward. The successful candidates will be invited to submit full proposals by the end of December. Full proposals will be evaluated closely: we will retain the option of rejecting a proposal if they do not fulfil the specified criteria, although we will be giving feedback and helping authors submit strong contributions. Following this process, we hope that annually, by late January, we will have an outcome that will trigger the preparation of three special issues per year.

The context in which EERJ is working today is one in which the mobilizing discourses of the European Education Area, combined with other ‘borderless’ flows of internationalisation of programmes, public-private partnerships and university alliances, are re-shaping the milieu of research in education. Above all, the current global pandemic, with its catastrophic effects on European economies and societies, has had -and will continue to have- a direct impact on education research in Europe. Regardless of the detrimental effects of this crisis, education research in Europe is currently thriving: a recent EERJ call for papers for a special issue on ‘Education in the Pandemic’ drew almost 200 high-quality abstracts of empirical research. A continuous challenge for EERJ is to be able to reflect on our current education condition and respond to it by publishing reflexive, robust and innovative research. We hope that this shift in the journal’s profile will help EERJ continue to flourish and grow in an increasingly competitive academic publishing environment and a highly uncertain and unequal world.

Professor Sotiria Grek

Professor of European and Global Education Governance / University of Edinburgh

Sotiria Grek is Professor of European and Global Education Governance at the School of Social and Political Science, University of Edinburgh. Sotiria’s work focuses on the field of quantification in global public policy, with a specialisation in the policy arenas of education and sustainable development. She has co-authored (with Martin Lawn) Europeanising Education: Governing A New Policy Space (Symposium, 2012) and co-edited (with Joakim Lindgren) Governing by Inspection (Routledge, 2015), as well as the World Yearbook in Education: Accountability and Datafication in Education (with Christian Maroy and Antoni Verger; Routledge, 2021).

Paolo Landri

Senior Researcher of the Institute of Research on Population and Social Policies at National Research Council in Italy

Paolo Landri is a Senior Researcher of the Institute of Research on Population and Social Policies at National Research Council in Italy (CNR-IRPPS). His main research interests concern educational organizations, digital governance and educational policies. His latest publication is: (2020) Educational Leadership, Management, and Administration through Actor Network Theory, London, Routledge.

Learning by Doing Research: the Ukrainian Educational Research Association

Freeing Educational Research from dusty bookshelves

UERA’s Mission

Project Proposal and Objectives

Project Scope and Results