This significant text employs an intersectional analysis and considers the role of queer frameworks to understand the experiences of Queer People of Color at historically white institutions of higher education in the U.
Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education.
In this book, Joel Spring offers a powerful and closely reasoned justification and definition for the universal right to education--applicable to all cultures--as provided for in Article 26 of the United Nation's Universal Declaration of Human Rights.
With contributions from six leading scientific countries of the Global North and from the general European Higher Education Area, this book questions the predominant view on academic freedom and pleads for a holistic approach.
This volume critically analyzes and explains the goals, processes, and effects of language policies in the United States and Canada from historical and contemporary perspectives.
This volume offers both theoretical and research-based accounts from mothers in academia who must balance their own intricate knowledge of school systems, curriculum and pedagogy with their children's education and school lives.
Over the course of the late-twentieth century Basil Bernstein pioneered an original approach to educational phenomena, taking seriously questions regarding the transmission, distribution and transformation of knowledge as no other before had done.
Over the last few decades disability studies has emerged not only as a discipline in itself but also as a catalyst for cultural disability studies and Disability Studies in Education.
First published in 1983, this volume assembles recent theory on school organization, drawing on a wide range of research, mainly on schools in contemporary Britain but with some illuminating historical and overseas comparisons.
As the twenty-first century unfolds society is confronted with the normalization of warfare and political violence and their growing allure for the young.
This warts-and-all look inside an inner city primary school is an intimate and charming account of how people at Edith Neville primary school approach issues that face urban schools everywhere.
Virtues in the Public Sphere features seventeen chapters by experts from a variety of different perspectives on the broad theme of virtue in the public sphere.
Under increasing pressure to raise graduation rates and ensure that students leave high school college- and career-ready, many school and district leaders may believe that, when students graduate with college acceptances in hand, their work is done.
For twenty years, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice.
Many people who work in education start out with enthusiastic ideals about education as a positive force that can spur change in the life of the learner and in society at large, yet find themselves frustrated with a bureaucratic system that often alienates and excludes many of its students.
Makers, Crafters, Educators brings the do-it-yourself (DIY) ethos of maker and crafter movements into educational environments, and examines the politics of cultural change that undergird them.
This book is designed to help you bring mindfulness and social justice to the forefront of your education practice, so you can work toward self-actualization and social transformation.
Unpacking Critical Race Theory (CRT) and exploring why it has become a focus in politics across the US and the UK, White Lies uses CRT to expose the systemic racism that shapes education.
Written as a resource for both pre-service and in-service educators, this theory-to-practice book focuses on the foundations and applications of constructivism applied to the teaching and learning of invasion sports and games.
This text brings together two significant domains of educational practice: foreign language education and critical pedagogy--linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy.
As a distinctive voice in science education writing, Douglas Larkin provides a fresh perspective for science teachers who work to make real science accessible to all K-12 students.
This volume recognizes the need for culturally responsive forms of school counseling and draws on the author's first-hand experiences of working with students in urban schools in the United States to illustrate how hip-hop culture can be effectively integrated into school counseling to benefit and support students.
The Learning Mentor Toolkit provides all of the resources necessary to recruit, train and supervise adult learning mentors looking to support children and young people within the school environment.
This thought-provoking book challenges the way research is planned and undertaken and equips researchers with a variety of creative and imaginative solutions to the dilemmas of method and representation that plague qualitative research.
Social work educators can play an important part in ensuring that the promotion of health and well-being is firmly on the social work agenda for service users, as well as for students and educators.
Social Mobility for the 21st Century addresses experiences of social mobility, and the detailed processes through which entrenched, intergenerationally transmitted privilege is reproduced.
Social scientists are paying increasing attention to the business and financial elites: There's a great need to understand who these elites are, what they do, and what makes them tick, as individuals but also as a class.
Inside/Outside is a unique educational resource for those working with young people of secondary school age, providing a variety of tried-and-tested indoor and outdoor lessons and activities to promote and embed emotional literacy.
Performance Theories in Education: Power, Pedagogy, and the Politics of Identity breaks new ground by presenting a range of approaches to understanding the role, function, impact, and presence of performance in education.
This multidisciplinary overview introduces readers to the historical, sociological, anthropological, and political foundations of urban public secondary schooling and to possibilities for reform.
Drawing on the work of Nancy Fraser, this book offers a critical view of contemporary educational leadership and reform discourses, exploring how her key concepts of redistribution, recognition and representation may apply to social and therefore educational justice.
