Educators and employers are increasingly concerned that too many young people do not have the skills needed to succeed as they enter the world of work and higher education.
This book provides a comprehensive account of the patterns of university and academics' societal engagement in Sub-Saharan Africa (SSA), considering knowledge production and the resulting outputs, outcomes, and benefits that are yielded from such engagement for society.
This volume offers a progressive approach to secondary teaching and teacher training, with particular emphasis upon students and teachers collaborating to negotiate curriculum design--goals, content, methods, and assessment.
The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism.
What unites the contributors to this book is an opposition to Thatcherite policies on education and an agreement upon the need for the development of democracy in education.
Written by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts.
Nonformal Education and Civil Society in Japan critically examines an aspect of education that has received little attention to date: intentional teaching and learning activities that occur outside formal schooling.
This edited volume provides a comprehensive overview and discussion of the issues surrounding the Malaysian Indian community's educational development.
Making an important contribution to the growing body of literature addressing the issue of sustainability in the Early Years, Sandra Smidt provides a highly accessible text examining the philosophical, political, economic, social and cultural aspects of sustainability impacting on very young children today.
Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society:* that education improves society* that education reproduces society exactly as it is* that education makes society worse and harms individuals.
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.
News media, film, and the music industry have become powerful sources of misrepresentation of Black male life in the social imagination of white society.
Net-Generation Student Motivation to Attend Community College explores the factors that affect student retention rates in community college by presenting net-generation (or millennial) students with the opportunity to tell their stories and give insight into why they chose and completed their respective community college programs.
How self-directed democratic schooling builds fulfilling lives and can lead the way back to a civilized society Education is ripe for democratic disruption.
What is the most significant factor for explaining why some individuals are more successful than others - genetic inheritance, privileged background or luck?
Originally published in 1969, Anarchy and Culture both documents and describes the influence of the student and academic in the case of revolution and protest within the university.
This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling.
This edited collection contends that if women are to enter into leadership positions at equal levels with their male colleagues, then sexism in all its forms must be acknowledged, attended to, and actively addressed.
A groundswell of interest has led to significant advances in understanding and using Culturally Responsive Arts Education to promote social justice and education.
Freire and Macedo analyse the connection between literacy and politics according to whether it produces existing social relations, or introduces a new set of cultural practices that promote democratic and emancipatory change.
Research into ethnic attainment differences in British higher education and elsewhere tends to depict students from minority ethnic backgrounds as disadvantaged, marginalised, discriminated against and excluded.
Family Factors and the Educational Success of Children addresses a wide range of family variables and a diverse array of family situations in order to understand the dynamics of the multifaceted relationship between family realities and educational outcomes of children.
While the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity.
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.
The monograph examines the constructive process of class consciousness among rural migrant children in China and how their perceptions of social reality are shaped by their interactions within family, community, and school contexts.
Diversities in Education is a challenging text that will help educators, teacher educators and trainee teachers to be more effective in teaching a range of diverse learners.
Bringing a needed perspective on African Epistemologies on the critical topics of higher education in relation to knowledge systems, this book highlights how knowledge creation processes influence higher education systems, society, and African development.
The portrayal of Scotland as a particularly patriarchal society has traditionally had the effect of marginalizing Scottish women, both teachers and students, in both Scottish and British history.
This book represents part of an ongoing effort to understand the rules, practices, agencies and agents which shape and change the social construction of pedagogic discourse.
The tenth volume in the TIRF-Routledge series, this book features research on the teaching and learning of English in the Middle East and North Africa (MENA).
