This volume examines what and how the media teach, to and by whom, and for what purpose, in a rapidly shifting milieu of media content, platforms, and relations.
This book examines the work of the leading critical and decolonial intellectual Boaventura de Sousa Santos and its impact on education in general, and curriculum in particular.
This collection of essays generates important enquiries into the teaching and practice of anti-racism education, by way of working through conversations, contestations, and emotions as presented by a diverse group of strong women committed to social justice work in their own right.
"e;It has been a while since a scholarly book, so authoritative in its claims and innovative in its concepts, threatens to shake up the curriculum field at its foundations.
How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls?
STEPS (Science Tasks Enhance Process Skills) to STEM (Science, Technology, Engineering, Mathematics) is an inquiry-based science curriculum supplement focused on developing upper elementary and middle students' process skills and problem-solving abilities characteristic of how scientists think and act.
"e;In this 21st century, technological and social changes have never been as rapid as before, and educative practices must evolve and innovate to keep up.
This book covers issues that pertain to high-need schools but the authors challenge the distinctions made in the research and reason that the issues are relevant to all schools.
This book has as its subject matter the academic education of officers and builds on the signing of the Bologna Declaration in 1999 by twenty-nine European ministers for Education and Science, who thereby agreed to coordinate higher education across Europe, by, for instance, the implementation of the Bachelor's and Master's system.
Popular Culture, Piracy, and Outlaw Pedagogy explores the relationship between power and resistance by critiquing the popular cultural image of the pirate represented in Pirates of the Caribbean.
It was the belief that assessment is the driving force of curriculum that motivated the authors of this monograph to embark on a program of research and development into the use of digital technologies to support more authentic forms of assessment.
Our book is a compilation of the work of experienced educational researchers and practitioners, all of whom currently work in educational settings across North America.
In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors-through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education.
In this the sixth book of a series of exploratory and cautionary tales, Griffith revisits the sites of reflective knowledge and practical experiences that have been our historical presuppositions, and which are now in the process of flux and change.
Working with parents is a significant aspect of educators' roles, yet it is rare to find curriculum in teacher education programs designed to prepare individuals to consider, in philosophical, theoretical, and pedagogical ways, who they will be in relationship with parents and why.
Over the last ten years, in response to social and economic challenges, curriculum reforms have been initiated in major countries and regions in East Asia, such as Hong Kong, Taiwan, and mainland China.
In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups.
This book provides an up-to-date account of relevant early childhood policy and practice in five Chinese societies: the People's Republic of China or Mainland China, Hong Kong, Macao, Singapore, and Taiwan.
Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks, the 18th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, national identity, national history and historical heroes, setting it in a global context.
Globalisation and National Identity in History Textbooks: The Russian Federation, the 16th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, discusses trends in dominant discourses of identity politics, and nation-building in school history textbooks in the Russian Federation (RF).
This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres.
This book critiques dominant discourses and debates pertaining to cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education.
This book examines the transformative power and the limitations of one of Europe's most significant university reforms from an ethnographic and historical perspective.
This book presents a comprehensive overview of selected research concerning global and comparative trends in dominant discourses on human rights education.
This book sets out to examine the neo-liberal dimensions of globalisation and market-driven economic imperatives that have impacted higher education reforms.
This book, the seventeenth instalment in the 24-volume series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, the state and human rights education reforms, setting it in a global context.
Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods.
In spite of the increasing attention attributed to the rise in prominence of the BRICS (Brazil, Russia, India, China and South Africa) countries, few studies have looked at the ways in which broader social expectations with respect to the role of higher education across the BRICS have changed, or not, in recent years.
This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests.
This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies.
The book is the outcome of a unique venture: a team of Chinese geographers and a team of American geographers collaborated on a new Comparative Geography of China and the United States.
