This book sheds light on the important and mostly neglected role that gender plays in achieving the UN Sustainable Development Goals, doing so by investigating three key problem areas: empowerment, education, and infrastructure.
Better Mental Health in Schools recognises the value of school staff in supporting mental health in children and young people and introduces new skills for enhancing the therapeutic benefits of environments and relationships in schools.
Better Mental Health in Schools recognises the value of school staff in supporting mental health in children and young people and introduces new skills for enhancing the therapeutic benefits of environments and relationships in schools.
This book offers counternarratives from People of Color (POC) engaged in varied departments, faculties, and institutions in higher education to interrogate and challenge the construct of whiteness as an ideological form reproduced across campuses throughout the United States.
This book offers counternarratives from People of Color (POC) engaged in varied departments, faculties, and institutions in higher education to interrogate and challenge the construct of whiteness as an ideological form reproduced across campuses throughout the United States.
This book reports on an empirical study of oral feedback practices in doctoral supervision meetings, observing supervisors' and students' conduct to enable a new understanding of the social organisation of doctoral research supervision.
Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of global citizenship education (GCE).
Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of global citizenship education (GCE).
This book inaugurates the field of Mad Studies in the Indian subcontinent investigating the barriers to recovery from the perspective of "e;patients"e; and caregivers.
This book inaugurates the field of Mad Studies in the Indian subcontinent investigating the barriers to recovery from the perspective of "e;patients"e; and caregivers.
This handbook showcases how educators and practitioners around the world adapted their routine media pedagogies to meet the challenges of the COVID-19 pandemic, which often led to significant social, economic, and cultural hardships.
This book traces the evolution of the welfare interests of the child principle over the centuries in England & Wales to provide a record of the key milestones in its development.
This handbook showcases how educators and practitioners around the world adapted their routine media pedagogies to meet the challenges of the COVID-19 pandemic, which often led to significant social, economic, and cultural hardships.
This book traces the evolution of the welfare interests of the child principle over the centuries in England & Wales to provide a record of the key milestones in its development.
This timely book advances a new vision for educational justice centered on the leadership activities, organizing efforts, and counternarratives of youth, parents, families, and communities of color and other groups who are seeking to transform local schools and communities across the United States.
This timely book advances a new vision for educational justice centered on the leadership activities, organizing efforts, and counternarratives of youth, parents, families, and communities of color and other groups who are seeking to transform local schools and communities across the United States.
Educational technology adoption is more widespread than ever in the wake of COVID-19, as corporations have commodified student engagement in makeshift packages marketed as gamification.
Educational technology adoption is more widespread than ever in the wake of COVID-19, as corporations have commodified student engagement in makeshift packages marketed as gamification.
First published in 1967, this book suggests that educational problems should not, and indeed cannot, be solved in isolation, but that we need to bring all our disciplines and resources to bear upon them.
First published in 1972, this book aims to provide an introduction to the teacher, or teacher in training, to society and its relationship to education.
First published in 1971, this book argues that schools at the time were underpowered, due partly to circumstances within contemporary educational institutions, but chiefly to their relationships with the wider social environment.
A comprehensive school, like any community, is split into many groups and sub-divisions and contains many different 'social worlds' within its structure.
First published in 1984, this book focuses upon pupil perspectives of schooling from first school to school leaver, taking their thoughts and feelings as accurate assessments of their experience.
First published in 1983, Teaching Under Attack examines the nature and direction of the attack on the education service, and on the teaching profession in particular.
First published in 1992, this book shows that despite appearances and beliefs to the contrary, teachers go in for career planning just as systematically as the members of any other profession and that the career movement of teachers is patterned not random.
The cultural, social and political existence of the working class were critical factors leading to the nineteenth century provision of a class-based education system.
As a result of the Liverpool City Council's reorganization of its Further Education Service, the South Mersey College was established on September 1, 1986 through the amalgamation of the Riverside College of Technology and the Childwall Hall College of Further Education; two of the city's eight colleges of further education.
This fascinating case study, first published in 1990, of how policies work out in a real school setting is placed in the context of the wider debate about multi-cultural, anti-racist education.
The majority of books on religious education are written by those who are themselves adherents of particular religious beliefs and such books almost invariably reflect their authors' religious inclinations.
In this title, first published in 1982, the author deals with some of the all-important questions of curriculum justification such as 'why do we value knowledge?
Throughout the course of his career Lionel Elvin has worked closely with experts in many different areas of the educational field and has found that in coming to conclusions about either theory or practical policy, commonsense is indispensable.
Offering a vital, critical contribution to debates on gender, sexuality and schooling in South Africa, this book highlights how South African educational practices, discourses and structures normalize cisheteronormativity, along with how these are resisted within schools and through contemporary forms of activism.
Offering a vital, critical contribution to debates on gender, sexuality and schooling in South Africa, this book highlights how South African educational practices, discourses and structures normalize cisheteronormativity, along with how these are resisted within schools and through contemporary forms of activism.
First published in 1977, Social Class, the Nominal Group and Verbal Strategies reports on the results of a grammatical analysis of the speech of a large sample (about 300) of five-year-old middle- and working-class children.
First published in 1977, Social Class, the Nominal Group and Verbal Strategies reports on the results of a grammatical analysis of the speech of a large sample (about 300) of five-year-old middle- and working-class children.
Stopping Gender-based Violence in Higher Education provides a unique insight into how gender-based violence at universities is impacting students and staff and outlines the path toward tangible changes that can prevent it.
