This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education.

This edited volume offers new analytical and methodological approaches to the study of education in the post-pandemic educational context, through case studies from countries in South Asia such as Bhutan, India, Nepal, Pakistan and Sri Lanka.

Moving beyond Western philosophical and political frameworks, this text engages with and centers Arab-Islamic ontologies, pupil voice, and gender, alongside the role of double-shift schools, poverty, forced migration, and unrest, to explore citizen identity formation and belonging among domestic students and Syrian refugees in Jordan.

This book presents a searing critique of the global take on education, questioning why the idea that education should be international has come to dominate the field, and positing that the discourse of internationalisation has altered the way we conceptualise education.

This edited collection challenges the common preoccupation with knowledge acquisition and academic achievement by comparing the aims and cultural beliefs which drive education in different countries throughout the world.