| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Affective governmentality, political sensitivity, and right-wing populism: Toward a political grammar of feelings in democratic education
|
Zembylas, Michalinos
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|
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3-4 |
p. 325-339
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artikel
|
| 2 |
All means all: An introduction to the 2020 Global Education Monitoring Report on inclusion
|
Antoninis, Manos
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3-4 |
p. 103-109
|
artikel
|
| 3 |
An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts
|
Parish, Karen
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3-4 |
p. 545-565
|
artikel
|
| 4 |
Applying the street-level bureaucracy framework for education policy discernment to curriculum and exam policies in India
|
Witenstein, Matthew A.
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|
|
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3-4 |
p. 437-452
|
artikel
|
| 5 |
A space to learn: A community-based approach to meaningful adult learning and literacy in remote Indigenous Australia
|
Kral, Inge
|
|
2017
|
|
3-4 |
p. 465-477
|
artikel
|
| 6 |
Becoming future-proof STEM teachers for enhancing sustainable development: A proposed general framework for capacity-building programs in future studies
|
Khadri, Hanaa Ouda
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|
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3-4 |
p. 421-435
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artikel
|
| 7 |
Cognitive mapping of critical global citizenship education: Conversations with teacher educators in Norway
|
Elkorghli, Essam Abdelrasul Bubaker
|
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3-4 |
p. 371-388
|
artikel
|
| 8 |
Correction to: Human rights education in social studies in the Netherlands: A case study textbook analysis
|
de Kort, Frauke
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|
3-4 |
p. 585
|
artikel
|
| 9 |
Developing inclusive education in Portugal: Evidence and challenges
|
Alves, Ines
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|
3-4 |
p. 281-296
|
artikel
|
| 10 |
Educational inclusion and equity in Latin America: An analysis of the challenges
|
Calderón-Almendros, Ignacio
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3-4 |
p. 169-186
|
artikel
|
| 11 |
Education transferring and decentralized reforms: The case of Qatar
|
Romanowski, Michael H.
|
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|
3-4 |
p. 285-298
|
artikel
|
| 12 |
Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement
|
Ogawa, Miku
|
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|
3-4 |
p. 453-468
|
artikel
|
| 13 |
Ethical global citizenship education: From neoliberalism to a values-based pedagogy
|
Bosio, Emiliano
|
|
|
|
3-4 |
p. 287-297
|
artikel
|
| 14 |
Exploring values and knowledge in global citizenship education: Theoretical and empirical insights from scholars worldwide
|
Bosio, Emiliano
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3-4 |
p. 195-202
|
artikel
|
| 15 |
Extracurricular activities programs as a resource for sustainable development
|
Kosarikov, Alexander N.
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3-4 |
p. 503-512
|
artikel
|
| 16 |
Finnish UNESCO school educators’ understanding of global citizenship education: Analysis through typologies, ecosocial understanding, and human rights
|
Kasa, Tuija
|
|
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3-4 |
p. 459-476
|
artikel
|
| 17 |
Fostering “global citizens”? Trends in global awareness, agency, and competence in textbooks worldwide, 1950‒2011
|
Lee, Seungah S.
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3-4 |
p. 215-236
|
artikel
|
| 18 |
Global citizenship education at the crossroads: Globalization, global commons, common good, and critical consciousness
|
Torres, Carlos Alberto
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|
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3-4 |
p. 99-113
|
artikel
|
| 19 |
Global citizenship education, identities, and values: New insights and perspectives
|
Popa, Simona
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|
3-4 |
p. 95-97
|
artikel
|
| 20 |
Global citizenship education in a space of “flow”
|
van der Walt, Johannes L.
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|
3-4 |
p. 249-264
|
artikel
|
| 21 |
Global citizenship education in practice: A transformative approach to global learning in Zanzibar
|
MacCallum, Cathryn
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3-4 |
p. 355-369
|
artikel
|
| 22 |
Global citizenship education in Vietnam: Exploring contested terrains for a new ideal citizen
|
Le, Hang M.
|
|
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|
3-4 |
p. 389-405
|
artikel
|
| 23 |
“Global citizenship means different things to different people”: Visions and implementation of global citizenship education in Dutch secondary education
|
Duarte, Joana
|
|
|
|
3-4 |
p. 407-424
|
artikel
|
| 24 |
Global human resources or critical global citizens? An inquiry into the perspectives of Japanese university educators on global citizenship education
|
Bosio, Emiliano
|
|
|
|
3-4 |
p. 425-442
|
artikel
|
| 25 |
Global versus intercultural citizenship education
|
Portera, Agostino
|
|
|
|
3-4 |
p. 233-248
|
artikel
|
| 26 |
How do adults learn to read? A communities of practice approach
|
Negassa, Tolera
|
|
2017
|
|
3-4 |
p. 345-355
|
artikel
|
| 27 |
How will a conceptualized GCE curriculum function within Chinese secondary schools?
|
Hong, Yi
|
|
|
|
3-4 |
p. 443-457
|
artikel
|
| 28 |
Inclusion and equity in education: Current policy reform in Nova Scotia, Canada
|
Whitley, Jess
|
|
|
|
3-4 |
p. 297-312
|
artikel
|
| 29 |
Inclusion and equity in education: Making sense of global challenges
|
Ainscow, Mel
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|
|
|
3-4 |
p. 123-134
|
artikel
|
| 30 |
Inclusive education development and challenges: Insights into the Middle East and North Africa region
|
Khochen-Bagshaw, Maha
|
|
|
|
3-4 |
p. 153-167
|
artikel
|
| 31 |
Inclusive education: Developments and challenges in South Africa
|
Engelbrecht, Petra
|
|
|
|
3-4 |
p. 219-232
|
artikel
|
| 32 |
Inclusive education: Global priority, collective responsibility
|
Ydo, Yao
|
|
|
|
3-4 |
p. 97-101
|
artikel
|
| 33 |
Inclusive education in Italy: Historical steps, positive developments, and challenges
|
Ianes, Dario
|
|
|
|
3-4 |
p. 249-263
|
artikel
|
| 34 |
Inclusive education in the Pacific: Challenges and opportunities
|
Sharma, Umesh
|
|
|
|
3-4 |
p. 187-201
|
artikel
|
| 35 |
International schools, international mindedness, and the development of global citizenship: Reflections from a case study of international schools in Cyprus
|
Elerian, Martyna
|
|
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|
3-4 |
p. 477-492
|
artikel
|
| 36 |
Intersectionality: A pathway towards inclusive education?
|
Bešić, Edvina
|
|
|
|
3-4 |
p. 111-122
|
artikel
|
| 37 |
Introduction: Learning to read, from research to policy and practice
|
Rogers, Alan
|
|
2017
|
|
3-4 |
p. 357-365
|
artikel
|
| 38 |
Language education in the EU and the US: Paradoxes and parallels
|
Jeffery, Jill V.
|
|
|
|
3-4 |
p. 175-191
|
artikel
|
| 39 |
Learning to read: A third perspective
|
Gregory, Eve
|
|
2017
|
|
3-4 |
p. 367-377
|
artikel
|
| 40 |
Learning to read from a social practice view: Ethnography, schooling and adult learning
|
Street, Brian
|
|
2017
|
|
3-4 |
p. 335-344
|
artikel
|
| 41 |
Learning to read: Key to achieving the Education 2030 agenda
|
Marope, P. T. M.
|
|
2018
|
|
3-4 |
p. 317-318
|
artikel
|
| 42 |
Linking moral and social-political perspectives in global citizenship education: A conversation with Wiel Veugelers
|
Veugelers, Wiel
|
|
|
|
3-4 |
p. 181-194
|
artikel
|
| 43 |
Literacy and development for the Orang Asli in Malaysia: What matters?
|
Renganathan, Sumathi
|
|
2017
|
|
3-4 |
p. 479-490
|
artikel
|
| 44 |
Moral agonism: Acknowledging the moral in global citizenship education
|
Hayden, Matthew J.
|
|
|
|
3-4 |
p. 219-232
|
artikel
|
| 45 |
Mother-tongue books in Haiti: The power of Kreyòl in learning to read and in reading to learn
|
DeGraff, Michel
|
|
2017
|
|
3-4 |
p. 435-464
|
artikel
|
| 46 |
Nepali primary school teachers’ response to national educational reform
|
Ham, Miriam
|
|
|
|
3-4 |
p. 365-385
|
artikel
|
| 47 |
New Brunswick’s journey to inclusive education
|
AuCoin, Angela
|
|
|
|
3-4 |
p. 313-328
|
artikel
|
| 48 |
On literacy, reading, and learning to read in Mexico
|
Kalman, Judy
|
|
2017
|
|
3-4 |
p. 407-421
|
artikel
|
| 49 |
Performance assessment in education for sustainable development: A case study of the Qatar education system
|
Al-Kuwari, Mona M.
|
|
|
|
3-4 |
p. 513-527
|
artikel
|
| 50 |
Pioneers of German-Polish inclusive exchange: Jaczewski’s and Kluge’s Europeanization in education despite the Iron Curtain
|
Toczyski, Piotr
|
|
|
|
3-4 |
p. 567-583
|
artikel
|
| 51 |
Planned thinking and democratic personality: Karl Mannheim’s legacy for global citizenship education today
|
Yamada, Ryusaku
|
|
|
|
3-4 |
p. 313-323
|
artikel
|
| 52 |
Post-pandemic citizenship: The next phase of global citizenship education
|
Saperstein, Evan
|
|
|
|
3-4 |
p. 203-217
|
artikel
|
| 53 |
Postpandemic futures of Global Citizenship Education for preservice teachers: Challenges and possibilities
|
Witt, Allison
|
|
|
|
3-4 |
p. 299-312
|
artikel
|
| 54 |
Presuming competence, belonging, and the promise of inclusion: The US experience
|
Biklen, Douglas
|
|
|
|
3-4 |
p. 233-247
|
artikel
|
| 55 |
Promoting education for sustainable development in the Maldives: Exploring the link between theory and practice
|
Di Biase, Rhonda
|
|
|
|
3-4 |
p. 529-544
|
artikel
|
| 56 |
Promoting literacy from the UK: The contribution of the British Association for Literacy in Development (BALID)
|
Cheffy, Ian
|
|
2017
|
|
3-4 |
p. 507-512
|
artikel
|
| 57 |
Reaching SDG 4: Our shared responsibility and renewed commitment to action
|
Ydo, Yao
|
|
|
|
3-4 |
p. 223-229
|
artikel
|
| 58 |
Rethinking the sacred truths of global citizenship education: A theoretical exploration
|
Yemini, Miri
|
|
|
|
3-4 |
p. 173-179
|
artikel
|
| 59 |
Second opportunity centers in Chile: Are their teachers effective?
|
Espinoza, Oscar
|
|
|
|
3-4 |
p. 267-284
|
artikel
|
| 60 |
Skills futures in Africa
|
McGrath, Simon
|
|
|
|
3-4 |
p. 325-341
|
artikel
|
| 61 |
South Sudanese primary school textbooks: Transforming and reinforcing conflict
|
Vanner, Catherine
|
|
|
|
3-4 |
p. 193-213
|
artikel
|
| 62 |
Storytelling: Learning to read as social and cultural processes
|
Bloome, David
|
|
2017
|
|
3-4 |
p. 391-405
|
artikel
|
| 63 |
Street-connectedness and education in Kenya: Experiences of formal schooling as rationale for inclusive pedagogies of practice
|
Corcoran, Su Lyn
|
|
|
|
3-4 |
p. 265-280
|
artikel
|
| 64 |
Teacher absenteeism, improving learning, and financial incentives for teachers
|
O’Sullivan, Margo
|
|
|
|
3-4 |
p. 343-363
|
artikel
|
| 65 |
Teaching values, valuing experience: A pedagogical model from the Global South to address the ethical dimension of citizenship education
|
O’Cadiz, Maria del Pilar
|
|
|
|
3-4 |
p. 341-353
|
artikel
|
| 66 |
Teenaged, married, and out of school: Effects of early marriage and childbirth on school exit in Eastern Africa
|
Omoeva, Carina
|
|
|
|
3-4 |
p. 299-324
|
artikel
|
| 67 |
The internet as a subject in schools
|
Mitra, Sugata
|
|
|
|
3-4 |
p. 243-247
|
artikel
|
| 68 |
The justification for inclusive education in Australia
|
Boyle, Christopher
|
|
|
|
3-4 |
p. 203-217
|
artikel
|
| 69 |
The politics of the teaching of reading
|
Soler, Janet
|
|
2017
|
|
3-4 |
p. 423-433
|
artikel
|
| 70 |
The schooling of texts in the pedagogy courses
|
Silva, Elizabeth Maria da
|
|
2017
|
|
3-4 |
p. 379-389
|
artikel
|
| 71 |
The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further evidence for construct validity in Greek-speaking teachers
|
Vogiatzi, Christina-Aimilia
|
|
|
|
3-4 |
p. 387-403
|
artikel
|
| 72 |
The weak link of democracy and the challenges of educating toward global citizenship
|
Dominici, Piero
|
|
|
|
3-4 |
p. 265-285
|
artikel
|
| 73 |
Through a girl’s eyes: Social ontologies of citizen identity among Jordanian and refugee students in Jordan’s double-shift secondary schools
|
Kubow, Patricia K.
|
|
|
|
3-4 |
p. 135-155
|
artikel
|
| 74 |
Transnationalism and the International Baccalaureate Learner Profile
|
Rizvi, Fazal
|
|
|
|
3-4 |
p. 157-174
|
artikel
|
| 75 |
Turning a molehill into a mountain? How reading curricula are failing the poor worldwide
|
Abadzi, Helen
|
|
2017
|
|
3-4 |
p. 319-334
|
artikel
|
| 76 |
Understanding and promoting ethics and values education: The methodological challenge
|
Ahmed, Manzoor
|
|
|
|
3-4 |
p. 115-134
|
artikel
|
| 77 |
Understanding the value of inclusive education and its implementation: A review of the literature
|
Kefallinou, Anthoula
|
|
|
|
3-4 |
p. 135-152
|
artikel
|
| 78 |
Using a combined bio-ecological and capability perspective to understand inclusive education in South Africa
|
Kern, Anwynne
|
|
|
|
3-4 |
p. 469-485
|
artikel
|
| 79 |
Using social capital to develop South African principals and schools
|
Romanowski, Michael H.
|
|
|
|
3-4 |
p. 405-420
|
artikel
|
| 80 |
Values, knowledge, and curriculum in global citizenship education
|
Ydo, Yao
|
|
|
|
3-4 |
p. 169-171
|
artikel
|
| 81 |
Western education: Suitable for everyone? Education for travelling, marginalized, and indigenous communities in the West
|
McCaffery, Juliet
|
|
2017
|
|
3-4 |
p. 491-505
|
artikel
|
| 82 |
What hurts or helps teacher collaboration? Evidence from UAE schools
|
Ibrahim, Ali
|
|
|
|
3-4 |
p. 249-266
|
artikel
|
| 83 |
What kind of textbooks do we use in special schools?
|
Nikolić, Gordana
|
|
|
|
3-4 |
p. 487-501
|
artikel
|
| 84 |
Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts
|
Mincu, Monica
|
|
|
|
3-4 |
p. 231-242
|
artikel
|
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