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YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

This paper explores the concept of translocality, of being 'simultaneously situated' in more than one place, in the context of 'distance' education in the digital university. The author works with the concept of critical time to propose an additional term, "transtemporality", to also recognise the multiple times and temporalities engaged and interwoven in digitally connected spaces of work and study. The paper draws on interview material from an institutional case study of expansion in digital education, paying particular attention to student locations in time and space, arguing that recognising the shifting time-space of the campus is essential to supporting and teaching growing numbers of distance and part-time students. The author proposes that, rather than digital connections being viewed as a form of 'reaching out' from the university campus to the wider world, the digital university might be considered, in its translocal and transtemporal form, as an "opening up" of the idea of the university; embodied and imagined through strong connections across multiple locations, times and temporalities.

Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006) are the most prominent theories, yet they still do not represent a unified and comprehensive theory for DE. This paper provides a review of the existing literature on DE theories and identifies potential gaps in theorising distance education. Building on Giddens' (1984) work, an innovative approach to theorising DE is proposed through the conceptualisation of the "Adapting Structuration Theory In Distance Education" (ASTIDE) model as a means to explicate DE operations and practices at the institutional and national/international level. It also presents evidence, from a larger study, of the necessity of a comprehensive model such as the ASTIDE constructed through an investigation into the DE systems of developing and developed countries.

This paper explores the educational and migrational pathways which a number of middle-class women from Bangladesh took as they grew up in the 1980s and 1990s. It draws on qualitative research, conducted between July and November 2011, with highly educated Bangladeshi women who migrated to Britain in the early 2000s. French Sociologist Pierre Bourdieu's critique of education, as a means of middle-class social reproduction [Bourdieu, P., and Jean-C. Passeron. ([1977] 1990). "Reproduction in Education, Society and Culture". 2nd ed. Translated from the French by Richard Nice. London: Sage], and his notion of "academic capital" [Bourdieu, P. 1984. "Distinction: A social Critique of the Judgement of Taste". Translated from the French by Richard Nice. London: Routledge; Bourdieu, P. 1986. "The Forms of Capital." In "Handbook of Theory and Research" For the Sociology of Education, edited by J. G. Richardson, 241-258. New York: Greenwood] are applied to this empirical data. While the participants' experiences of early education confirms Bourdieu's arguments, in terms of the centrality of the family's educational and cultural capital in making a qualitative difference to their children's academic achievements, the analysis of the participants' higher education complicates this picture. Here, the paper calls Bourdieu's umbrella term "academic capital" into question. The author suggests that three categories of academic capital were needed to explain the different and unequal "value" of the participants' academic qualifications before and after migration. These are--elite, standard and general. Through this exploration of these women's educational and migrational pathways, and the classed and gendered nature which many of them took, this paper seeks to further the feminist project of making Bourdieu's theories "useful" in understanding contemporary issues which affect women's lives (Adkins, L. 2004. "Introduction." In "Feminism After Bourdieu", edited by L. Adkins and B. Skeggs, 110-128. Oxford: Blackwell, 3).

This paper explores the educational and migrational pathways which a number of middle-class women from Bangladesh took as they grew up in the 1980s and 1990s. It draws on qualitative research, conducted between July and November 2011, with highly educated Bangladeshi women who migrated to Britain in the early 2000s. French Sociologist Pierre Bourdieu's critique of education, as a means of middle-class social reproduction [Bourdieu, P., and Jean-C. Passeron. ([1977] 1990).Reproduction in Education, Society and Culture. 2nd ed. Translated from the French by Richard Nice. London: Sage], and his notion of ‘academic capital’ [Bourdieu, P. 1984.Distinction: A social Critique of the Judgement of Taste. Translated from the French by Richard Nice. London: Routledge; Bourdieu, P. 1986. “The Forms of Capital.” InHandbook of Theory and Research For the Sociology of Education, edited by J. G. Richardson, 241–258. New York: Greenwood] are applied to this empirical data. While the participants’ experiences of early education confirms Bourdieu's arguments, in terms of the centrality of the family's educational and cultural capital in making a qualitative difference to their children's academic achievements, the analysis of the participants’ higher education complicates this picture. Here, the paper calls Bourdieu's umbrella term ‘academic capital’ into question. The author suggests that three categories of academic capital were needed to explain the different and unequal ‘value’ of the participants’ academic qualifications before and after migration. These are – elite, standard and general. Through this exploration of these women's educational and migrational pathways, and the classed and gendered nature which many of them took, this paper seeks to further the feminist project of making Bourdieu's theories ‘useful’ in understanding contemporary issues which affect women's lives (Adkins, L. 2004. “Introduction.” InFeminism After Bourdieu, edited by L. Adkins and B. Skeggs, 110–128. Oxford: Blackwell, 3). [ABSTRACT FROM PUBLISHER]

Internationalization of geography in higher education comes in many guises. This paper discusses some of these, with particular attention to curriculum development and transfer. The context is Bangladesh and a case study is presented of a link programme between three higher education institutions in that country and one in the UK. The British Council funded project INSPIRE provided funding and organizational support for a project that lasted 4 years and enabled 22 staff visits from Bangladesh to the UK and 6 in the other direction. As a result, curricula of 43 teaching modules in the general area of environmental hazard and risk, environmental change and climate change have been initiated or revised. While this type of transnational knowledge transfer has its drawbacks, we argue that there are specific circumstances in which it can work. [ABSTRACT FROM PUBLISHER]