About this series
This book series provides analyses of contemporary issues and questions related to being young and becoming an adult in a global educational landscape. It examines education pathways in relation to characteristics of transitional processes that are part of this transformational and developmental process, as well as sociocultural aspects. It investigates areas such as education, everyday life, leisure time, family, subcultural affiliations, medialization, work and intimacy.
The series highlights the following areas:
- Contemporary challenges in education and the educational system.
- Young people’s experiences and varying living conditions and its influence on academic performance.
- New emerging social and existential identities in relation to education.
- Challenges for education – Inclusion and exclusion in terms of risk behaviours, psychological distress and social unrest.
- Theoretical renewal and a conceptual adaption to education, and the societal and cultural challenges of contemporary school systems.
- Digitalisation, technology and media in modern education. Educational pathways for specific groups.
- Contextual challenges for educational ambitions, such as poverty, politics, war and exclusion of groups.
The series introduces ground-breaking interdisciplinary works in the area of education, challenging the orthodoxies in this field of research, and publishes works on the globalization of education. Furthermore, it introduces research on youth, thus advancing current knowledge on education in relation to the young person’s everyday life, nationalities, socio-economic backgrounds and living conditions. In addition, it presents new methodological and theoretical approaches to this research field.
Emma Sorbring, Centre for Child and Youth Studies, University West, Trollhättan, Sweden
Thomas Johansson, Department of Education, Communication and Learning, University of Gothenburg, Sweden
Suha Al-Hassan, Emirates College for Advanced Education, Abu Dhabi, UAE & Hashemite University, Zarqa, Jordan
Louise Archer, Institute of Education, University College London, UK
Laura Di Giunta, Psychology Department, Sapienza University of Rome, Italy
Chris Haywood, School of Arts and Cultures, Newcastle University, Newcastle-upon–Tyne, UK
Liane Peña Alampay, Psychology Department, Ateneo de Manila University, Quezon City, Philippines
Lisa Russell, The University of Huddersfield, UK
David Smahel, Faculty of Social Studies, Masaryk University, Czech Republic
Sylvana Sofkova Hashemi, Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden
Please contact Astrid Noordermeer at Astrid.Noordermeer@springer.com if you wish to discuss a book proposal.