Dissatisfied with the effects of schooling on children from low-income families, Doreen Grant left her post as head of a secondary school in Liverpool and turned to research for solutions to this perennial social problem.
An essential guide to dialogue in the college classroom and beyondTry to Love the Questions gives college students a framework for understanding and practicing dialogue across difference in and out of the classroom.
Sexual Citizenship and Queer Post-Feminism makes new connections between post-feminism and queer theory to explore the complexities of contemporary gender and sexuality.
Originally published in 1975 The Highest Education is the first thorough study of the growth of students at British universities from the 1940s to 1975, particularly in the field of postgraduate study.
By foregrounding successful transnational research projects conducted across Latin America and Europe, this edited collection contests epistemological hegemony and heterogeneity in the academy and highlights feasible models for research cooperation across diverse languages, cultures, and epistemologies.
In the colorblind era of Post-Civil Rights America, race is often wrongly thought to be irrelevant or, at best, a problem of racist individuals rather than a systemic condition to be confronted.
In the World Library of Educationalists series, international experts 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 practical contributions - so the world can read them in a single manageable volume.
Originally published in 1994, this book enables primary school teachers to take steps to make Personal, Social and Moral Education (PSME) central to the work of their schools.
On the occasion of the centennial of Paulo Freire's birth in September 2021 and of fifty years since the initial publication of his seminal work, Pedagogy of the Oppressed, this book focuses on how scholars continue to reinvent his work across geographic and thematic contexts.
Drawing on a lifetime's experience and research in education, Frank Coffield brings together some of his previously published papers to assess the impact of a wide range of national educational policies and to examine the role of the state in public education.
This edited volume consolidates research from 32 countries in order to address the implications of the recent global wave of migration on educational opportunity and assess links between migration and bullying in Europe and further afield.
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.
As moral educators we are more used to teaching others and researching their learning and moral development than reflecting on and writing formally about our own moral learning.
Schooling and Social Change in England since 1760 offers a powerful critique of the situation of British education today and shows the historical processes that have helped generate the crisis confronting policymakers and practitioners at the present time.
The second edition of Mark Wolfmeyer's award-winning primer offers future and current math teachers an introduction to the connections that exist between mathematics and a critical orientation to education, one that accounts for race, social class, gender, sexuality, language diversity, and ability.
This timely volume addresses current debates surrounding the transition from the teaching of religious education (RE) to the more holistic subject of Religion and Worldviews (R&W) in England, and posits criteria for best practice among educators in varied settings and in a broader international context.
This book explores the challenge of dismantling colonial schooling and how entangled power relations of the past have lingered in post-apartheid South Africa.
This edited collection highlights the diversity of perspectives within the broad field of intercultural education, focusing on education in modern multicultural societies, as well as exploring the role of migrant populations as modern citizens.
The authors in this book use the metaphors of invisibility and visibility to explore the social and school lives of many children and young people in North America whose complexity, strengths, and vulnerabilities are largely unseen in the society and its schools.
Curriculum Implementation Leadership and Equity in Education: Curriculum Struggles and Hopes in Jamaica During the Post-Independence Era takes a critical historical perspective on how curriculum is understood, tracing major national curriculum implementation efforts within primary and secondary schools in Jamaica from the 1970s to 2000s.
Despite the intense political attention that has been focused on accountability, on standardized testing, and on the equity effects of both accountability and testing, the great majority of recent debate in education policy circles has failed to attend to either the dynamism or complexity of these issues and has, instead, been carried out in a dualistic, good versus evil, fashion.
Challenging conventional ways of thinking about school reforms and teacher education, this book analyses how the "e;knowledge systems"e; which organize how teachers' observe, supervise, and evaluate children produces norms that have the effect of excluding children who are poor and of color.
Since the 1980s, the relationship between social class and education has been overshadowed by scholarship more generally targeting issues of race, gender, and representation.
Written from an interdisciplinary lens, this book presents a nuanced and contextual understanding of how COVID-19 (re)shapes the education sector in India, a country that got its new education policy at the peak of the pandemic to revamp and restructure its educational landscape.
Drawing from mindfulness education and social justice teaching, this book explores an effective Anti-Oppression pedagogy for university and college classrooms.
This book explores the discourse of traditional values and local practices within the formal educational system in Senegal, investigating how these cultural elements are present in the daily life of the community and integrated into formal schools and teaching.
Academies were introduced by Labour in 2000 and first opened their doors in 2002, but during Labour's time in power the nature of the Academies changed.
Offering a vital, critical contribution to discussions on current perspectives, practices and assumptions on Islamic education, this book explores the topic through a wide range of diverse perspectives and experiences.
Social Theory and Education Research is an advanced and accessible text that illustrates the diverse ways in which social theories can be applied to educational research methodologies.
