This volume offers a range of scholarly narratives from tenured faculty mothers across North America, sharing insights into their unique struggles, compromises, and successes from their journeys to tenure.
This book challenges educational discourse in relation to teaching about Africa at all levels of the education system in the Global North, with a specific case study focusing on the Republic of Ireland.
This book joins a developing tradition of 'practice-based' conceptions of learning, but with a special interest in foregrounding the materiality of educational processes.
This interdisciplinary textbook provides an introduction to the many theoretical developments and controversies which took place in the sociology and politics of education during the 1970s and 80s.
This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day.
Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity.
This analysis of Australian schooling relates international sociological research to the actual experiences of teachers in the classroom, and sets those experiences in the wider context of the Australian school system and of the socioeconomic conditions which shape children before they even enter school.
This book advocates for informed leaders who are aware of the larger historical, political-economic, sociological, and philosophical issues that surround the schools and communities they serve.
In diesem Buch werden theoretische Beiträge und praktische Zugänge zum Thema aufgezeigt sowie die empirischen Ergebnisse und Reflexionen der KUER Begleitforschung zu interreligiös-ethischem Lehren und Lernen dargestellt.
Educators, teacher practitioners, and social activists have successfully used critical pedagogy as a tool to help marginalized students develop awareness and seek alternative solutions to their poor educational and socioeconomic situations.
The educational experiences of youth refugees and asylum seekers during migration, cross-border movements, protracted displacements, and pre-resettlement phases have largely remained as a black box.
Young Children's Civic Mindedness provides a well-grounded understanding of children's civic thought and action by inviting readers to look and listen carefully to the voices of young children themselves.
Popular film and television hold valuable potential for learning about sex and sexuality beyond the information-based model of sex education currently in schools.
The Education of Black Males in a 'Post-Racial' World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males.
This book critically analyses how cultural and educational policies construct creativity through a range of concepts and compares this against the open and expansive idea of creativity as experienced by individuals in society more broadly.
This Handbook provides a comprehensive look at the educational scope of life and values that characterize 21st-century Asia, as well as those values shared across cultures.
Bullying: Effective Strategies for Long Term Improvement tackles the sensitive issue of bullying in schools and offers practical guidance on how to deal successfully with the issue in the long term.
Since the 1980s, the relationship between social class and education has been overshadowed by scholarship more generally targeting issues of race, gender, and representation.
This book argues that feminist aesthetics as practices of adult education can inform our responses to gendered, racial, class and ecological injustices.
With recent attention to issues such as youth social exclusion, poverty, school underachievement, school violence, gang activity, sexuality, and youth's interactions with media and the internet, youth studies has emerged as a significant interdisciplinary field.
This book centres the voices of a group of marginalized residents in Grenada's ghetto to examine questions of poverty and survival and how, within this context, residents are able to focus on improvement and equity for their children through education.
The authors explore the proposition that computers have the potential for creating inequity in classroom education and in who is encouraged to pursue the study of computer science itself.
Building on and inspired by the work of Paulo Freire, this book offers an accessible introduction to how children's literature can be used in classrooms to explore cultural diversity and nurture collective qualities of shared joy, love and agency.
Grounded in both theory and practice, with implications for both, this book is about children's perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders.
Peer Relationships in Classroom Management offers pragmatic, empirically validated guidance to teachers in training on issues pertaining to students' interpersonal relationships.
While every constitution includes a provision over the right to equal protection of the laws, perhaps with different terminology, this book interprets this right in a new way.
This third edition of Official Knowledge, a classic text from one of education's most distinguished scholars, challenges readers to critically examine how certain knowledge comes to be "e;official,"e; and whose agendas this knowledge represents.
Drawing on the lived experiences of Black students in adult degree completion programs at predominantly White, Christian institutions in the southern United States, this book presents a model for reimagining adult higher education.
This collection celebrates the work of Paulo Freire by assembling transnational perspectives on Freirean-based educational models that reconsider and reimagine language and literacy instruction, especially for multilingual learners.
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.
This book offers a powerful, post colonial rejection of the so called global 'learning crisis' that offers deficit models of the experiences, knowledges, identities and relationships of African children, eroding their agency and dignity and undermining their learning opportunities and potential.
