For many White women teachers and teachers in training - who represent the majority of our teaching force today - the issue of race is fraught with discomfort.
First published in 1968, Learning Begins at Home records an attempt by two researchers to initiate and assess an innovation in a school in a working-class neighbourhood.
CHOICE 2015 Outstanding Academic TitleWhat do women academics classify as challenging, inequitable, or "e;hostile"e; work environments and experiences?
Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective.
This volume represents the first exploration of caste in the field of curriculum studies, challenging the ongoing silence around the issue of caste in education and curriculum theory.
Higher education is facing a perfect storm as it contends with changing demographics, shrinking budgets and concerns about access and cost, while underrepresented groups - both in faculty ranks and students - are voicing dissatisfaction with campus climate and demanding changes to structural inequities.
This volume explores art as a means of engendering youth civic engagement and draws on research conducted with young people in the United States to develop a unique curriculum model for civically engaged art education (CEAE).
Drawing on Scripture, church history, and his own story, Shane Claiborne explores how a passion for social justice issues surrounding life and death--such as war, gun ownership, the death penalty, racial injustice, abortion, poverty, and the environment--intersects with our faith as we advocate for life in its totality.
Although much has been written about leaders and leadership, we unfortunately know little about women, particularly minority women, who fill this particular role.
Co-published with This book advocates an approach the authors call Identity Interconnections as a way of moving considerations of identity differences and commonalities from theory to socially just action in student affairs practice.
In this study, first published in 1983, Robert Burgess discusses the definitions, redefinitions, strategies and bargains used in and out of classrooms by teachers and pupils in a co-educational Roman Catholic school where he spent some time as a researcher and part-time teacher.
This book offers a unique analysis of the tension between the individual and society in educational contexts, and the role that citizenship and democratic education can play.
For more than 40 years, researchers have explored the utility of Bourdieu's sociology for settings beyond the French and Algerian contexts of its origin.
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.
Co-published with This book advocates an approach the authors call Identity Interconnections as a way of moving considerations of identity differences and commonalities from theory to socially just action in student affairs practice.
Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective.
The authors of the thirteen chapters in this volume bring excitement and innovations to teaching about gender from a wide range of theoretical and discipline perspectives.
Responding to the sudden and far-reaching implications of the COVID-19 pandemic in college classrooms and on campus, Emerging Stronger assembles an original compilation of chapters that revisit, reframe, and refine the practice of teaching in a fundamentally altered landscape.
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?
This book offers new insights and methodological tools to improve our understandings of how prestigious schools in Poland navigate the major political, social and cultural crosscurrents.
In her compelling journey with a government-aided, Muslim-majority school of (old) Delhi, a manager discovers structures of power, politicking, conflict and harmony.
Despite vast possible differences across geographic locations, cultural practices, community values, and curricular priorities, there are everyday events that are intimately familiar in the context of early childhood care and education centres.
For Black women faculty members and student affairs personnel, this book delineates the needed skills and the range of possible pathways for attaining administrative positions in higher education.
Originally published in 1965, this title looks at programmed learning, language laboratories, curricular reform, educational television, team teaching - these are just some of the fashions that were going to change education in the following decade quite as much as the introduction of comprehensive schools.
This volume centres the notion of "e;chance"e; in education as a key concept in contemporary education - relating to aspects like accountability, datafication, or international large-scale assessments - and discusses the impact that the historical desire to "e;tame"e; this notion has had on present-day educational policy and practice.
In this study, first published in 1983, Robert Burgess discusses the definitions, redefinitions, strategies and bargains used in and out of classrooms by teachers and pupils in a co-educational Roman Catholic school where he spent some time as a researcher and part-time teacher.
Responding to the sudden and far-reaching implications of the COVID-19 pandemic in college classrooms and on campus, Emerging Stronger assembles an original compilation of chapters that revisit, reframe, and refine the practice of teaching in a fundamentally altered landscape.
Originally published in 1965, this title looks at programmed learning, language laboratories, curricular reform, educational television, team teaching - these are just some of the fashions that were going to change education in the following decade quite as much as the introduction of comprehensive schools.
For Black women faculty members and student affairs personnel, this book delineates the needed skills and the range of possible pathways for attaining administrative positions in higher education.
Exploring the British Indian model minority discourse, this book is the first empirical and theoretical examination of high achieving British Indian students' lived experiences of schooling, education, teaching, and learning.
This book explores political cynicism as a driving force at the heart of the current crisis of democracy in the United States, focusing on the crisis and the role of education, popular culture and news media in fostering and fighting cynicism.
This edited collection challenges the common preoccupation with knowledge acquisition and academic achievement by comparing the aims and cultural beliefs which drive education in different countries throughout the world.
This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors and experienced reviewers to develop the concept of 'feedback literacy' in academic peer review contexts.
Xi Wu examines how national and transnational forces and discursive logic mediate international secondary school students' educational routes and life trajectories.
Systemic Racism and Educational Measurement provides a theoretical and historical reckoning with racism and oppression produced through educational measurement and research methodology.
For more than 40 years, researchers have explored the utility of Bourdieu's sociology for settings beyond the French and Algerian contexts of its origin.
This timely and informative volume centres how global Black feminist narratives of care are important to our contemporary theorizing and highlights the transgressive potential of a critical transnational Black feminist pedagogical praxis.
In her compelling journey with a government-aided, Muslim-majority school of (old) Delhi, a manager discovers structures of power, politicking, conflict and harmony.
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.
