This book brings together diverse, international scholarly perspectives on education and democracy in response to contemporary challenges for educational leadership, policy and practice.
Education and Intercultural Identity offers a dialogue between influential authors Zygmunt Bauman and Agostino Portera that reflects on and discusses contemporary events and issues relating to the crisis of global normativity, education and intercultural identity.
Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed.
Although the idea of the reflective practitioner is embraced by many, there is still a need to understand how teachers' practical experience and the theoretical insights of researchers can be linked in teacher education.
Parental involvement in children's education is a subject of growing interest and recent legislation in both the UK and USA has given formal recognition of parents' rights.
In the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces-extracts from books, key articles, salient research findings, major theoretical and/or practical contributions-so the world can read them in a single manageable volume.
This new edition of Unequal By Design: High-Stakes Testing and the Standardization of Inequality critically examines the deep and enduring problems within systems of education in the U.
Xi Wu examines how national and transnational forces and discursive logic mediate international secondary school students' educational routes and life trajectories.
Teaching Children with High-Level Autism combines the perspectives of families and children with disabilities and frames these personal experiences in the context of evidence-based practice, providing pre- and in-service teachers and professionals with vital information on how they can help children with high-level autism reach their full potential.
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 study describes how faculty who participated in the Teaching and Learning in Diverse Classroom Faculty and TA Partnership Project (1994-2000) at the University of Massachusetts, Amherst, reflected on their experiences and pedagogical practices as instructors in diverse classrooms.
Although multicultural education has made significant gains in recent years, with many courses specifically devoted to the topic in both undergraduate and graduate education programs, and more scholars of color teaching in these programs, these victories bring with them a number of pedagogic dilemmas.
Philosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards.
This book examines the influence of neoliberal ideas and practices on the way knowledge has been conceptualized, produced, and disseminated over the last few decades at different levels of public education and in various national contexts around the world.
Drawing on the case of moral education reform, this book provides an authoritative picture of how policy is enacted between state policymaking and school practice in Japan, focusing on how national policy is enacted locally in the classroom.
The Sociology of Early Childhood brings a new perspective to the field of early childhood education, offering insights into how children's diverse backgrounds shape their life chances.
This powerful book tells the story of one teacher's odyssey to understand the inner world of immigrant children, and to create a learning environment that is responsive to these students' feelings and their needs.
Based on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South.
Many African American children make use of African American English (AAE) in their everyday lives, and face academic barriers when introduced to Standard American English (SAE) in the classroom.
First published in 1993, this book attempts to provide a basic but challenging and rigorous introduction to the issues of inequality in teacher education affecting many of today's societies.
Global migration, the rise of popular nationalism, and the quest by diverse racial, ethnic, cultural, linguistic, and religious groups for recognition, civic equality, and structural inclusion within their nation-states have complicated the attainment of citizenship in countries around the world.
As one of the first scholarly books to focus on colorism in education, this volume considers how connections between race and color may influence school-based experiences.
This book examines the evolving role played by the social studies classroom in shaping national identity and contributing to Orientalism, which depicts the peoples of the Middle East as "e;the Other"e; relative to those of the United States and Europe.
This book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies.
Adult education offers the potential to enhance the individual's sense of agency to direct and improve their future; this is especially important in times of significant societal unrest.
Excelente introduccion al mundo de los estudios humanos de la educacion, tanto para educadores principiantes como para docentes con experiencia que quieran revisar sus valores y metas educativas.
This book reviews the educational experience of the 1960s and 1970s and to suggest ways of approaching major contemporary themes such as equality, accountability and standards.
Despite improvements in girls' relative academic success at the school leaving level, and despite suggestions in the press that boys are now the underachievers, girls remain second-class citizens in education and beyond.
In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy.
Drawing on a wealth of theoretical and empirical work, Education in a Digital World tackles a number of pressing questions, such as, how are 'global' trends in educational technology refracted through national policies and processes?
