Migration and the Education of Young People 0-19 investigates migration from a number of perspectives to consider the changing dynamics of society within different countries.
Expanding the definition and use of literacies beyond verbal and written communication, this book examines contemporary literacies through action-focused analysis of bodies, places, and media.
Through qualitative research methods, this book engages in a holistic understanding of cultural, economic, and institutional forces that interact to produce the underrepresentation of women as school teachers in four sub-Saharan African countries.
This timely book looks at social literacy within the revised National Curriculum which places an obligation on schools and teachers to promote social cohesion, community involvement and a sense of social responsibility among young people.
The book's focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies.
The transition from primary to secondary school is extremely important in the lives of children and young people but it is also a time of significant stress for many.
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.
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 book analyses how the educational ecosystem undergoes a paradigm shift during human emergencies - be it natural, manmade, environmental, ethnic or a global pandemic like COVID-19.
This book extends a comprehensive overview of the treatment of extremism in education in Bangladesh, using a study of perceptions among students to explore proactive measures for the prevention of various types and forms of extremism prevalent among youth.
While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom.
Alex Kelly's internationally renowned TALKABOUT books are a series of practical workbooks designed to develop the self-awareness, self-esteem and social skills of people with special needs.
This volume problematizes the historic dominance of Western classical music education and posits culturally sustaining pedagogy (CSP) as a framework through which music curricula can better serve increasingly diverse student populations.
How do young people construct their identities in the complexity of their own country, belonging to the European Union, and being part of global society?
This latest volume in the World Yearbook of Education Series focuses on educational elites and inequality, focusing particularly on the ways in which established and emergent groups located at the top of the social hierarchy and power structure reproduce, establish or redefine their position.
The question of autonomy is fundamental to understanding some of the most important questions and debates in contemporary political and moral life, from freedom of the individual, free will and decision-making to controversies surrounding medical ethics, human rights and the justifications for state intervention.
Since the very first 'co-operative' school opened its doors in 2008, the complicated relations between 'co-operative' approaches to schooling and democratic subjectivity remain unexplored.
This timely volume sets out the author's novel concept of the Organic model of internationalisation, developed using participants' perceptions, lived experiences, and recommendations for a better sustainable future of HE, and explores its broader application in the context of higher education.
As this book documents local, specific, and contextualized acts of resistance and offers a detailed analysis of varied forms of public literacies, it functions as a template to inform and inspire resistant practices in diverse communities.
This challenging and provocative book reimagines the justification, substance, process, and study of education in open, pluralistic, liberal democratic societies.
In this ethnographic study of a secondary school in the UK, the author presents an incisive account of school life from the various points of view of the pupils, teachers and parents.
First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice.
Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field.
This book considers the origins of Froebelian early childhood education providing context to the development of his theories and ideas, critically examines the key themes of this philosophy of education and explores the relevance of Froebelian practice today.
At this time of social flux, of changing demographics on campus and the world beyond, of recognition of intersectional identities, as well as the wide variety of aspirations and career goals of today's women undergraduates, how can colleges and universities best prepare them for the demands of modern leadership?
Revisiting Richard Hoggart's classic work The Uses of Literacy (1957), this book applies Hoggart's framework to media literacy today, examining media literacy's various uses, the tensions between them and what this means for people, communities and the contemporary configurations of social class.
Winner of Philosophy of Education Society of Australasia (PESA)'s inaugural PESA Book Awards in 2015, and The University of Hong Kong Research Output Prize for Education 2014-15.
Gender equality has been a major educational theme for the past two decades and has become interwoven with other policy themes, including those of marketisation and managerialism.
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.
Originally published in 1999, Higher Education in the Post-Communist World focuses on specific public universities during their, and their nations' early transition years (1989-1995) from communism to democracy and the changes from centrally planned, to free-market economies.
