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In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.

This chapter traces the development of InFo-TED, the International Forum for Teacher Educators' Development, which originated with four European teacher educators in 2013. Given that the role of teacher educators is largely missing in the description of the enactment of teacher education, this work focused attention solely on teacher educators and their professional development, as well on how its membership kept InFo-TED growing and expanding internationally. Two contrasting narratives of teacher educator are included to show the diversity in their preparation and roles. The chapter ends with generic features of teacher educators' work and a discussion of what factors are more nationally, institutionally, and not to be overlooked, personally dependent. Erasmus funding and dissemination were discussed, all with the intent of understanding how to act locally, but impact globally.

This chapter outlines the importance of enhancement courses, particularly in mathematics, to the preservice landscape in England. These programs occur after an individual has completed a degree but before admittance to preservice teacher education. The pedagogies used in these programs are characterized as both pedagogies of teacher preparation and of selection for preservice. The learning that takes place in these programs is an under-researched area. The chapter addresses that issue by specifying, analyzing, and justifying the pedagogies of teacher preparation deployed in the context of one mathematics enhancement course (MEC). We draw on international research to argue that there is a specific body of knowledge for teaching their subject area, which all teachers need to generate. In terms of empirical work and personal scholarship, the chapter is based primarily on the scholarship and practice of the first author, Clarke, between 2008 and 2014. We present an exemplar of teaching, following the principles of the pedagogies of preparation in place for the MEC. These pedagogies aim to develop for student teachers a profound or “relational understanding” of fundamental mathematics, aiming for the re-experiencing and re-construction of an aspect of mathematics, which they first learned as young grade school students. We argue that a distinctive form of mathematical knowledge is thus produced in and through the teaching processes. In the final part of the chapter, we outline the conditions in which these pedagogies might be adopted in other contexts, arguing that they represent good practice in teaching subject knowledge in all teacher education programs.

This article assesses pronatalism in the non-industrialized Caribbean in light of contributions that children make to household production. The place that the economic utility of children has in determining pronatal attitudes and behavior has been increasingly neglected by social scientists. This trend is especially unwarranted in regard to the traditional Caribbean. As an example, it is shown that the primary reason farmers in Jean Rabel, Haiti, are in favor of high birth rates and reject contraceptives is because the farmers conceptualize children as necessary to their economic survival.

The cornerstones of servant leadership theory (service, trust, credibility, and vision) were used to analyze how one of the most outstanding leaders of the twentieth century, Jean Monnet, used his skills to solve difficult problems of regional and global dimensions. Many believe that this Frenchman possessed unusually astute leadership skills in guiding individuals and governments during critical times. His contributions during World Wars I and II were notable, but he is best remembered for his conception and instigation of the European Union. Known as the "Father of Europe," he became one of the most influential figures of the postwar era. Focusing on economic cooperation among European nations, he effectively used a quiet, behind the scenes approach, to advance his objectives.

France has a long tradition of research on labor and employment issues dating back to the emergence of the “Social Question” in the 1830s. Yet, the field identified as industrial relations (IR) emerged slowly in France and has not achieved the institutional status it did in Anglo-Saxon countries. French universities have no IR departments and there are no academic journals with IR on the title. Teaching takes place within different disciplines and research produces an abundant literature, which does not always claim the IR label.

The concept of “industrial relations”, translated as “relations professionnelles”, started to be used in France only after World War II (WWII). The terms commonly used both before WWII and even nowadays alongside IR are “relations du travail” (labor relations) or “relations sociales” (social relations). Even though “industrial relations” might not always be the label used, a distinctive French IR tradition exists nonetheless which this paper identifies and presents.

The paper starts with the forerunners at the origins of the field of IR in France, high ranking civil servants who played a role not only in the development of French but even of international industrial relations, and represented a “problem-solving” approach to IR. The emergence of IR as a field of research with a self-recognized academic community bent on “science building”, however, mostly followed the evolution of IR practice in France in the post-WWII period, which the paper then analyzes, presenting the IR milieu in France through its research structures, theoretical debates and challenging prospects.

Purpose − The principal aim of this chapter is to present a comprehensive and critical review of Murray Kemp's contributions to the discipline of international trade and welfare economics.

Methodology/Approach − This chapter employs the critical literature review approach, including archival analysis and face-to-face interviews.

Findings − It is shown that Kemp has been a key player in the modernization of trade theory. In particular, he has extended the theorems of gains from trade in many different directions and under the most general conditions.

Practical implications − In surveying Kemp's research contributions this chapter provides a useful overview of the development of the normative theory of trade. It also examines a number of methodological issues that may prove to be useful to economic theorists.