"The Wiley International Handbook of Educational Foundations" features international scholars uniquely qualified to examine issues specific to their regions of the world. The Handbook provides readers with an alternative to the traditional texts in the foundations of education by taking aim at the status quo, and by offering frameworks from which teachers and scholars of education can critically evaluate schools and schooling. Throughout, the essays are grounded in a broad historical context and the authors use an international lens to examine current controversies in order to provoke the kinds of discussion crucial for developing a critical stance. The Handbook is presented in six parts, each beginning with an Introduction to the subject. The sections featured are: Part I. Challenging Foundational Histories and Narratives of Achievement; Part II. Challenging Notions of Normalcy and Dominion; Part III. Challenging the Profession; Part IV. Challenging the Curriculum; Part V. Challenging the Idea of Schooling; and Part VI. Challenging Injustice, Inequity, and Enmity. "The Wiley International Handbook of Educational Foundations" offers unique insight into subjects such as: (1) Educational reform in India, Pakistan, and China; (2) The global implications of equity-driven education; (3) Teacher education and inclusionary practices; (4) The Global Educational Reform Movement (G.E.R.M.); (5) Education and the arts; (6) Maria Montessori and Loris Malaguzzi; and (7) Legal education in authoritarian Syria. "The Wiley International Handbook of Educational Foundations" is an important book for current and aspiring educators, scholars, and policy makers. This book contains the following chapters: (1) A Story of Hegemony: The Globalization of Western Education (Alan S. Canestrari and Margaret M. Foster); (2) Community Development: Learning from Popular Education in Latin America (Liam Kane); (3) Educational Reform in India and Pakistan: Successes and Missed Opportunities (Ali Hamza and Divyanshi Wadhwa); (4) Rethinking African Educational Development (Elsa Wiehe); (5) Implicit Bias and the Bias Awareness Gap: The Global Implications of Equity-Driven Education (Gloria Graves Holmes); (6) Linguistic Hegemony and "Official Languages" (Timothy Reagan); (7) National Education in France: From Ideological Rigidity to Identity Flexibility (Samim Akgönül); (8) The Move Towards Inclusive Education in Ethiopia (Alemayehu Tekelemariam Haye); (9) Teacher Education in an Audit Culture (Alexander Bean and Rachel Rush-Marlowe); (10) Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences (Jyoti Raina); (11) Teachers' Work and Teachers' Unions in the Global Education Reform Movement (GERM) (Lois Weiner and Mary Compton); (12) Understanding Japan's Sensei: The Status of Teachers in Japan (Ryan Monahan); (13) Education and the Arts: Educating Every Child in the Spirit of Inquiry and Joy (Mariale M. Hardiman); (14) Constructivist Foundations, Learning Standards, and Adolescents: The Chaotic World of American Secondary Education (Marilyn Monks Page and Samantha Painter); (15) Teaching and Learning with Technology (Matthew T. Marino, Maya Israel, Eleazar Vasquez III, Karin M. Fisher, and Ben Gallegos); (16) Advancing Pharmaceutical Health: Education towards Better Global Health (Iman A. Basheti and Bandana Saini); (17) Less Stress and More Well-Rounded Development: Recent Education Reforms in China and Why They Don't Work (Gaoming Zhang); (18) "For a Future Tomorrow": The Figured Worlds of Schoolgirls in Kono, Sierra Leone (Jordene Hale); (19) When More Is Not Necessarily Better: Insights into Romanian Higher Education (Teodora A. ?erban-Oprescu and George L. ?erban-Oprescu); (20) Historical Features of Early Childhood Education: Maria Montessori and Loris Malaguzzi (Nicola S. Barbieri); (21) Legal Education in Authoritarian Syria: Reflections on Studying and Teaching in the Damascus Law Faculty (Abdulhay Sayed); (22) Developing Conscientious Institutions of Higher Education in Southeast Asia: A Framework for Action (Teay Shawyun); (23) Can Academics Across the Divide Teach Together?: The Israeli/Palestinian Experiment (Manuel Hassassian and Edward Kaufman); and (24) Eugenic Ideology and the Institutionalization of the "Technofix" on the Underclass (Ann G. Winfield).