Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181002
Alison Taysum, K. Arar
Abstract This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.
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Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181009
K. Arar, Asmahan Masry-Herzallah
Abstract The research aimed to clarify how supervisors in the Arab education system act to close the achievement gaps and to introduce learning programs that can empower students and improve their achievements. Qualitative research employed in-depth interviews with supervisors in the Arab education system, which constitutes a substantial element of the schools’ governance. The research attempted to answer the following questions: (1) Which steps do education administrators in the Arab education system take to reduce students’ underachievement, widen circles of cooperation and empower change agents during crises that deepen achievement gaps between Arab and Jewish students? (2) Do Arab school supervisors understand their interplay with government policies as empowering or disempowering them to improve students’ achievements and ensure the curriculum’s cultural relevance? (3) To what extent do the supervisors believe that cultural change is required to enable them to empower school communities to become societal innovators for equity, peace and renewal within existing administrative structures? Research findings were interpreted through the lens of Turbulence Theory (Gross, 2014). Findings indicated that the supervisors strive to improve students’ achievements. A major challenge is to ensure the relevance of learning programs to the school community, while mediating between local community demands and the technocratic accountability imposed by the Ministry of Education for the implementation of its policies. This leadership is isolated in its efforts to establish fairness and education for empowerment and coexistence in a divided society. Implications and directions for future research are discussed.
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Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181013
Alison Taysum, K. Arar
Abstract The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems and its relationship with narrowing the global phenomena of a Black-White achievement gap. The aims are met by addressing the following quesitions. First, how do senior leaders of Educational Governance Systems who are from and represent marginalised groups in society, describe and understand how School Governance Systems empower or disempower them to develop school communities as societal innovators for equity, and renewal? Second, how do these senior-level leaders within Education Governance Systems describe and understand the role mentors and/or advocates play to support their navigation through the turbulence? Third, to what extent, do these senior-level leaders of Education Governance Systems believe a cultural change is required to empower them in school and college communities including staff, families, students and community partnerships to Empower Young Societal Innovators for Equity and Renewal (EYSIER)? Finally, what theories of knowledge to action emerge regarding how these senior-level leaders might successfully navigate turbulence to empower marginalised groups for equity and renewal for all in Public Corporate Education Governance Systems? We identified in Chapter 1 that the context is one of colonisation between different groups. In Chapter 2, The review of literature focused on turbulence in Education Governance Systems and identified the global distribution of knowledge concerning education from cash-rich countries has had a tremendous impact on what is taught and tested in schools. Nation states that are not cash rich are marginalised in a global politics. International Testing Industries examine the output of national education systems through a global lens. These studies do not shed light on: the socio-economic, or political context that shape the values, primary moral virtues and secondary intellectual virtues and acts of particular legislation; the fair funding formulas that underpin the allocation of funds to the construction of infrastructure; the Education Governance Systems structures and agencies; and the organisation of processes and practices of the education system within the international community. Intellectual and cultural colonisation that may lack what Adler calls moral and ethical frameworks may accelerate the commodification of education. Chapter 3 critically discussed how we implemented the same research design in each case taking a humanistic approach and identified that the research adopts a shared world view and seeks to recognise scientific, intellectual knowledge, and metaphysical moral and empirical knowledge. Chapters 4 through 9 presented the English, Northern Irish, Arab-Israeli, Trinidad and Tobago and the United States cases, and each case identified a clash of values between the professional educational cre
{"title":"Conclusions: Turbulence, Empowerment and Marginalised Groups","authors":"Alison Taysum, K. Arar","doi":"10.1108/978-1-78754-675-220181013","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181013","url":null,"abstract":"Abstract \u0000The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems and its relationship with narrowing the global phenomena of a Black-White achievement gap. \u0000 \u0000The aims are met by addressing the following quesitions. First, how do senior leaders of Educational Governance Systems who are from and represent marginalised groups in society, describe and understand how School Governance Systems empower or disempower them to develop school communities as societal innovators for equity, and renewal? Second, how do these senior-level leaders within Education Governance Systems describe and understand the role mentors and/or advocates play to support their navigation through the turbulence? Third, to what extent, do these senior-level leaders of Education Governance Systems believe a cultural change is required to empower them in school and college communities including staff, families, students and community partnerships to Empower Young Societal Innovators for Equity and Renewal (EYSIER)? Finally, what theories of knowledge to action emerge regarding how these senior-level leaders might successfully navigate turbulence to empower marginalised groups for equity and renewal for all in Public Corporate Education Governance Systems? \u0000 \u0000We identified in Chapter 1 that the context is one of colonisation between different groups. In Chapter 2, The review of literature focused on turbulence in Education Governance Systems and identified the global distribution of knowledge concerning education from cash-rich countries has had a tremendous impact on what is taught and tested in schools. Nation states that are not cash rich are marginalised in a global politics. International Testing Industries examine the output of national education systems through a global lens. These studies do not shed light on: the socio-economic, or political context that shape the values, primary moral virtues and secondary intellectual virtues and acts of particular legislation; the fair funding formulas that underpin the allocation of funds to the construction of infrastructure; the Education Governance Systems structures and agencies; and the organisation of processes and practices of the education system within the international community. Intellectual and cultural colonisation that may lack what Adler calls moral and ethical frameworks may accelerate the commodification of education. Chapter 3 critically discussed how we implemented the same research design in each case taking a humanistic approach and identified that the research adopts a shared world view and seeks to recognise scientific, intellectual knowledge, and metaphysical moral and empirical knowledge. Chapters 4 through 9 presented the English, Northern Irish, Arab-Israeli, Trinidad and Tobago and the United States cases, and each case identified a clash of values between the professional educational cre","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123544413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181011
Carole Collins-Ayanlaja, W. Brookins, Alison Taysum
Abstract Superintendents’ agency in the US is shaped by governance systems within education systems. These Education Governance Systems have been in a state of flux and experienced turbulence for twenty years. The professional challenge this research addresses is how do 14 credentialed educational professional African American women superintendents with doctorates and track records of school improvement, navigate the turbulence to empower families, and Empower Young Societal Innovators for Equity, Renewal (EYSIER), Social Mobility, and Peace. This chapter identifies three aspects of a theory of knowledge to action to emerge from the empirical evidence presented. First, African American women superintendents need to know how to access policy and legislation, how to stay up to date with policy and need to be empowered to challenge policy. Policy has the back of African American women fighting institutionalised racism. Second, African American women superintendents need role models, and mentors with wisdom who can create proactive and mobilising networks across the state and the nation to advocate for and to support the teachers’ and leaders’ professional learning to be the best teachers, leaders and superintendents they can be. Finally, the African American women superintendents who have been self-selecting, or identified as potential future superintendents by current superintendents and schoolboards, need to be part of succession planning that transcends the short elected lives of district school boards. Newly incumbent African American women superintendents need to be empowered by Education Governance Systems to enable them to deliver on their manifestos and track records of outstanding school improvement with the impact strategies they were employed to implement. The impact strategies include promoting high-quality home–school engagement and ensuring all students learn how to learn, are culturally sensitive, ask good questions and solve problems as Young Societal Innovators for Equity and Renewal. The chapter recommends a network of African American women superintendents implements this theory of knowledge to action and that their work is documented, and if successful in optimising students’ learning, and outcomes, disseminated to build capacity for EYSIER.
{"title":"Empowering Superintendents in the United States to Empower Societal Innovators for Equity and Renewal in the Community","authors":"Carole Collins-Ayanlaja, W. Brookins, Alison Taysum","doi":"10.1108/978-1-78754-675-220181011","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181011","url":null,"abstract":"Abstract \u0000Superintendents’ agency in the US is shaped by governance systems within education systems. These Education Governance Systems have been in a state of flux and experienced turbulence for twenty years. The professional challenge this research addresses is how do 14 credentialed educational professional African American women superintendents with doctorates and track records of school improvement, navigate the turbulence to empower families, and Empower Young Societal Innovators for Equity, Renewal (EYSIER), Social Mobility, and Peace. \u0000 \u0000This chapter identifies three aspects of a theory of knowledge to action to emerge from the empirical evidence presented. First, African American women superintendents need to know how to access policy and legislation, how to stay up to date with policy and need to be empowered to challenge policy. Policy has the back of African American women fighting institutionalised racism. Second, African American women superintendents need role models, and mentors with wisdom who can create proactive and mobilising networks across the state and the nation to advocate for and to support the teachers’ and leaders’ professional learning to be the best teachers, leaders and superintendents they can be. Finally, the African American women superintendents who have been self-selecting, or identified as potential future superintendents by current superintendents and schoolboards, need to be part of succession planning that transcends the short elected lives of district school boards. Newly incumbent African American women superintendents need to be empowered by Education Governance Systems to enable them to deliver on their manifestos and track records of outstanding school improvement with the impact strategies they were employed to implement. The impact strategies include promoting high-quality home–school engagement and ensuring all students learn how to learn, are culturally sensitive, ask good questions and solve problems as Young Societal Innovators for Equity and Renewal. The chapter recommends a network of African American women superintendents implements this theory of knowledge to action and that their work is documented, and if successful in optimising students’ learning, and outcomes, disseminated to build capacity for EYSIER.","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"6 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130099549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181005
Alison Taysum
Abstract The professional challenge the chapter addresses is Black, Asian Minority Ethnic Chief Executive Officers (BAME CEOs) who lead Multi-academy Trusts (MATs) in England need to navigate turbulence to assure all schools within their MATs are high performing. In the investigation of this issue, the structures of MATs themselves emerge as causing turbulence. Evidence revealed the BAME CEOs with track records of improving failing schools to outstanding schools interviewed in this research are working in partnership with their communities. These BAME CEOs sustain their high achieving MATs and/or take on more schools that need improving and lead their change to outstanding schools with BAME communities, non-BAME communities and diverse communities. However, they were not given the opportunities to build capacity for high-performing schools by the current MAT structures. Rapid change to the organisation of Public Education Governance Systems has shifted power from local authority governance to public corporation governance without addressing any of the old problems in the change (Brighouse, 2017). The rapid change has led to a clash of cultures between those with the values of generic Public Governance Systems who have not been democratically elected by the public and do not require professional educational credentials, a track record of being ethical teachers, and a track record of leading ethical teachers in ethical communities in school improvement from ‘Needs Improvement’ to ‘Good’ or ‘Outstanding’. The rapid change has been hallmarked by a lack of full and free interactions and cooperation of the public in how the change in public education is being implemented. There has been no referendum on whether parents want their schools organised by their representatives they have elected in local councils or organised by public corporations financed by Private Finance Incentive (PFI) and Private Finance 2 (PF2) and operated by public corporations like Carillion.
{"title":"The Turbulence Black, Asian, Minority Ethnicity Chief Executive Officers of Small, Medium and Empty MATs Face in England’s Education System; the Structures","authors":"Alison Taysum","doi":"10.1108/978-1-78754-675-220181005","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181005","url":null,"abstract":"Abstract \u0000The professional challenge the chapter addresses is Black, Asian Minority Ethnic Chief Executive Officers (BAME CEOs) who lead Multi-academy Trusts (MATs) in England need to navigate turbulence to assure all schools within their MATs are high performing. In the investigation of this issue, the structures of MATs themselves emerge as causing turbulence. Evidence revealed the BAME CEOs with track records of improving failing schools to outstanding schools interviewed in this research are working in partnership with their communities. These BAME CEOs sustain their high achieving MATs and/or take on more schools that need improving and lead their change to outstanding schools with BAME communities, non-BAME communities and diverse communities. However, they were not given the opportunities to build capacity for high-performing schools by the current MAT structures. Rapid change to the organisation of Public Education Governance Systems has shifted power from local authority governance to public corporation governance without addressing any of the old problems in the change (Brighouse, 2017). The rapid change has led to a clash of cultures between those with the values of generic Public Governance Systems who have not been democratically elected by the public and do not require professional educational credentials, a track record of being ethical teachers, and a track record of leading ethical teachers in ethical communities in school improvement from ‘Needs Improvement’ to ‘Good’ or ‘Outstanding’. The rapid change has been hallmarked by a lack of full and free interactions and cooperation of the public in how the change in public education is being implemented. There has been no referendum on whether parents want their schools organised by their representatives they have elected in local councils or organised by public corporations financed by Private Finance Incentive (PFI) and Private Finance 2 (PF2) and operated by public corporations like Carillion.","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134226829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181008
Samuel J. McGuinness, Jessica Bates, Stephen Roulston, Una O’Connor, C. Quinn, B. Waring
Abstract This chapter explores the topic of supporting young people to become innovators for societal change in terms of equity and renewal from the perspective of school principals in Northern Ireland, a post-conflict society. We examine how school principals can be empowered in their role in providing this support and the challenges and turbulence that they face in their work. The chapter provides contextual information about education in what is still largely a divided society in Northern Ireland. The principals who were interviewed as part of this research were working within school partnerships as part of ‘shared education’ projects. In Northern Ireland, the Shared Education Act (2016) provides a legislative basis for two or more local schools from different educational sectors to work in partnership to provide an opportunity for sustained shared learning activities with the aim of improving both educational and reconciliation outcomes for young people. The challenges for school leadership of working in partnership in societies emerging from conflict has not been given the attention it deserves in the literature, so this work is significant in that it brings together a focus on school leadership in a ‘shared education’ context, drawing on theories of collaboration and turbulence to examine how principals can best be empowered to be agents of change, so that pupils in Northern Ireland can also become empowered to make society there more equitable and peaceful. While the focus is on Northern Ireland, the learnings from this study will be of wider interest and significance as similar challenges are faced by school leaders internationally.
{"title":"Empowering School Principals to Overcome Turbulence in School Partnerships through Governance Systems for Equity, Renewal and Peace: Northern Ireland","authors":"Samuel J. McGuinness, Jessica Bates, Stephen Roulston, Una O’Connor, C. Quinn, B. Waring","doi":"10.1108/978-1-78754-675-220181008","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181008","url":null,"abstract":"Abstract \u0000This chapter explores the topic of supporting young people to become innovators for societal change in terms of equity and renewal from the perspective of school principals in Northern Ireland, a post-conflict society. We examine how school principals can be empowered in their role in providing this support and the challenges and turbulence that they face in their work. The chapter provides contextual information about education in what is still largely a divided society in Northern Ireland. The principals who were interviewed as part of this research were working within school partnerships as part of ‘shared education’ projects. In Northern Ireland, the Shared Education Act (2016) provides a legislative basis for two or more local schools from different educational sectors to work in partnership to provide an opportunity for sustained shared learning activities with the aim of improving both educational and reconciliation outcomes for young people. The challenges for school leadership of working in partnership in societies emerging from conflict has not been given the attention it deserves in the literature, so this work is significant in that it brings together a focus on school leadership in a ‘shared education’ context, drawing on theories of collaboration and turbulence to examine how principals can best be empowered to be agents of change, so that pupils in Northern Ireland can also become empowered to make society there more equitable and peaceful. While the focus is on Northern Ireland, the learnings from this study will be of wider interest and significance as similar challenges are faced by school leaders internationally.","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122468576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181012
Alison Taysum, K. Arar
Abstract This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.
{"title":"Turbulence, Empowerment, and Marginalised Groups: A comparative analysis of five International Education Governance Systems","authors":"Alison Taysum, K. Arar","doi":"10.1108/978-1-78754-675-220181012","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181012","url":null,"abstract":"Abstract \u0000This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"38 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120858158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181003
K. Arar, Alison Taysum
Abstract This chapter identifies that distributed leadership is about sharing power for political pluralism. Distributed leadership has a comprehensive commitment to bringing different groups with different interests, different languages and dialects, different knowledge bases, different metaphysical knowledge and different religions, or no religion, together through provisional agreement on key principals of political pluralism. Marginalised groups may not feel like they belong and may be vulnerable to ideologies that give them a sense of being disconnected from community. Such a position stands as a barrier to political pluralism and shared world views. The situation might be ignored in schools because developing political liberalism through participatory, evidence-informed leadership that is logical, moral and ethical requires time, and agents need to be prepared for such identity work. However, the problem cannot be ignored if community members seek to belong with risky gangs, and are vulnerable to radicalisation, which is very dangerous for them and for their communities. Empowering others may be achieved by developing their capability to ask good questions, and apply collaborative critical thinking for solving social and personal problems. Such empowerment requires shifts from hierarchical teaching of standardised knowledge that is right or wrong to doing the right thing as mature citizens in becoming. The chapter also identifies that it cannot be assumed that leaders are willing or able to distribute leadership, or that doing so would be a panacea for navigating the turbulence faced by their schools to empower societal innovators for equity and renewal. Rather, we concur with Leithwood et al. (2008) who advocate for a thoughtful and purposeful approach to developing leadership for school improvement.
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Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181020
{"title":"Appendix 1 Sample Invitation Letter to Interview to the Researched","authors":"","doi":"10.1108/978-1-78754-675-220181020","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181020","url":null,"abstract":"","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130437919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-03DOI: 10.1108/978-1-78754-675-220181018
{"title":"About the Contributors","authors":"","doi":"10.1108/978-1-78754-675-220181018","DOIUrl":"https://doi.org/10.1108/978-1-78754-675-220181018","url":null,"abstract":"","PeriodicalId":314970,"journal":{"name":"Turbulence, Empowerment and Marginalisation in International Education Governance Systems","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130516511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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