Eurocentric Education Professors in Global

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Sarah Freedman
University of California, Berkeley United States of America
english education
multicultural education
civic education
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Michele Schweisfurth
University of Glasgow United Kingdom
education internationalization
learner-centered pedagogy
democratic education
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Peter Massing
Freie Universität Berlin Germany
educational policy
political education
civic education
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Rachel White
University of Texas at Austin United States of America
education policy
educational leadership
education policymaking
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Pedro Reyes
University of Texas at Austin United States of America
education policy
educational leadership
culturally diverse education
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Vladimir Popov
Carleton University Canada
european studies
eurasian studies
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Joan Debardeleben
Carleton University Canada
european studies
eurasian studies
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Jeff Sahadeo
Carleton University Canada
european studies
eurasian studies
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André Gerrits
Leiden University Netherlands
european studies
european union studies
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Ben Williamson
University of Edinburgh United Kingdom
data-centric education practices
educational policy
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Ellen Mastenbroek
Radboud University Netherlands
europeanization
european integration
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Hans Vollaard
Utrecht University Netherlands
europeanization
euroscepticism
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Ernest Tse
University of New South Wales Australia
educational development
educational pedagogy
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Ed Taylor
University of Washington United States of America
multicultural education
educational policy
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Mikkel Nielsen
University of Southern Denmark Denmark
child-centered learning
educational strategies
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Sandra Ajaps
University of Manchester United Kingdom
decolonising education
environmental education
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Shelley Parr
University of Southampton United Kingdom
educational development
education-focused academic careers
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Karen Borgnakke
University of Copenhagen Denmark
educational development
ethnographic education
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Monda Mwaya
University of Pennsylvania United States of America
educational
multicultural education
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David Brown
Carnegie Mellon University United States of America
english education
educational assessment
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Lise Andreasen
Aarhus University Denmark
educational anthropology
educational policy
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