This book is a curated collection of international chapters focused on the reform of K-12 schools. Three key, yet different cultural, economic, and political settings are highlighted: Australia, the UK, and the US. Within their own context, each author details the required reforms that would maximize learning for all students. The intersectionalities of factors such a race, gender, class, ethnicity, disability, language, and economic inequities, are interrogated for their impact on the efficacy of reform strategies. Authors explore both a range of dysfunctional factors which have historically limited the efficacy of school reform initiatives, and detail a variety of forward-looking and cutting edge alternative reforms. Thus, this text can serve to stimulate a much need dialogue about the reconceptualization of schools in the future. Moreover, the cross-cultural analysis can focus this dialogue on both the similarities and differences in varying cultural settings.
Dr. William T. Pink is Professor Emeritus of Educational Policy and Leadership studies in the College of Education at Marquette University in the US, where he has served as both department chair and as director of the doctoral program. He has published widely in the areas of delinquency, sociology of education, urban education, and educational reform. He was the co-editor of The Urban Review (Springer), from 1978 until 2017, co-editor of a book series entitled Understanding Education, Social Justice, and Policy (Hampton Press), and is co-editor of the book series entitled Education, Equity, Economy (Springer). His most recent books are Cultural Matters: Lesson Learned from Field Studies of Several Leading School Reform Strategies (Hampton Press, 2005), The International Handbook of Urban Education (Springer, 2007), Schools for Marginalized Youth: An International Perspective (Hampton Press, 2015, Education, Equity, Economy: Crafting a New Intersection (Springer, 2016), and The Second International Handbook of Urban education (Springer, 2017). He was recently appointed as an associate editor of the Oxford Research Encyclopedia of Education (Oxford University Press, online platform), and as the editor-in-chief of the text entitled The Oxford Encyclopedia of School Reform (Oxford University Press, 2022).
Dr. Kim Beasy has worked in the higher education sector for over a decade and holds a position at the University of Tasmania as Senior Lecturer with the School of Education. Her work explores how participation by diverse stakeholders in social systems contributes toward positive social, economic and environmental outcomes for all. The social and cultural dimensions of schooling are of particular interest with a focus on the ways that partnerships within systems can support transitions toward sustainable futures. Her previous work has included collaborations with a number of universities internationally including the University of Melbourne, University of Waikato, University of Otago, University of Gothenburg and Humboldt University to investigate integration of education for sustainability in tertiary education courses. Kim uses on a range of social theories and qualitative research methodologies with academic, industry and government partners. She has received funding to advance understandings of how to embed sustainability thinking and practice into work and community cultures. Her ideas are used in schools, government departments and in community organizations throughout Australia to inform policy and practice related to transitioning toward sustainable futures
Dr. Meg Maguire taught for many years in inner London schools, including a period as an acting headteacher. Her research interests include the challenges of inner-city schooling, educational policy and practice, social justice issues, the life and work of school teachers, and teacher education. She is a Professor of sociology of education in the department of Education and Professional Studies at King’s College London, UK. She has written more than forty journal articles, and her most recent books include Ethics and Education Research (Sage, 2014), The Body, Embodiment, and Education: An Interdisciplinary Approach (Taylor and Francis Ltd., 2021), and The Palgrave Handbook of Teacher Education Research (Palgrave Macmillan, 2022).
Dr. Kitty te Riele is a Professor and leads the research portfolio in the Peter Underwood Centre for Educational Attainment, at the University of Tasmania in Australia. Kitty is internationally respected as a leading expert on alternative educational provision and on education in the context of youth justice. Much of her research examines and supports the work of flexible learning programs to enable marginalised young people to improve their life chances. In addition, her research at the intersection of youth justice and education highlights ways to support young people to connect with education when they appear before a criminal court, while in custody, and when they leave custody. All this work has benefited immensely from collaboration with esteemed colleagues in Australia and internationally. Kitty’s research is underpinned by the conviction that reforms that make schooling work better for marginalised students have significant potential to improve schooling for most students in conventional schools as well. Kitty is committed to research that makes a difference in practice and therefore often works in close partnership with organisations that serve young people and communicates her research for a wide audience. In addition, Kitty has a strong interest in research ethics, having published on this topic as well as making practical contributions as a member of research ethics review committees in universities and for a state education department. Her books (with valued colleagues) include Harnessing the Transformative Power of Education (2020, Brill), Reimagining schooling for education: Socially Just Alternatives (2017, Palgrave Macmillan), and Ethics and Education Research (2015, SAGE).
Dr. Emma Towers is a Lecturer in Education Policy in the School of Education, Communication and Society at King’s College London. Before moving into higher education, she worked as a primary school teacher in London. Her research interests include education policy as it relates to teachers’ work and career trajectories; teacher retention and wellbeing; urban schools and classroom practice; and postgraduate student identity and wellbeing.
