Drawing on the ideas of Hannah Arendt and Michel Foucault, this book extends the theoretical understanding of public pedagogy and brings into sharp focus the elements that constitute the public realm; the site of public pedagogy.
New Public Management and the Reform of Education addresses complex and dynamic changes to public services by focusing on new public management as a major shaper and influencer of educational reforms within, between and across European nation states and policy actors.
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 collection of work addresses the contribution that ethnography and linguistics make to education, and the contribution that research in education makes to anthropology and linguistics.
This groundbreaking resource highlights the unique mission and purpose of bachelor's degree granting accessible institutions (BAIs), exploring the challenges and opportunities present within these institutions, and offering a counterpoint to the current dialogue that frames these institutions with a deficit-perspective.
This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment.
Considering how practices and processes of research and education can create fundamental, radical social change, Democracy, Education and Research assesses the meaning of 'public impact' by rethinking what is meant by 'public' and how it is essential to the methodologies of education and research.
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 book explores new questions and lines of analysis within the field of 'gender and education', conveying some of the style and diversity of contemporary research directions.
This book explores young people's perspectives on risk and harm in youth sexting, specifically privacy violations and unwanted, pressured and coerced sexting.
Ideal for literacy methods and elementary instruction courses, this book brings together three strands of educational practice-Culturally Sustaining Pedagogy (CSP), Disability Sustaining Pedagogy (DSP), and balanced literacy-to present a cohesive, comprehensive framework for literacy instruction that meets the needs of all learners.
This practical and accessible resource contains a wealth of discussion sheets and games to help victims of bullying reflect and talk about their experiences and feelings using the internationally familiar Blob figures.
Creativity and Learning in Later Life examines how processes such as 'creativity' and 'inspiration' are experienced by writers who engage with the visual arts, and questions how age is perceived in relation to these processes.
In 1971, priest, theologian, and philosopher Ivan Illich wrote Deschooling Society, a plea to liberate education from schooling and to separate schooling from the state.
Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States.
Challenging educators to better understand themselves and their students, this text presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning.
By concentrating on the topic of school enrolment policy for rural-to-urban migrant children in China, this book analyses the unequal power relations and structural inequalities that can appear in the context of education.
This book takes a serious look at the erosion of democratic public life and public education, and offers directions for re-imagining, re-designing, and re-inventing the current system.
Drawing on the great wealth of knowledge and experience of education practitioners and theorists, these volumes explore the very important relationship between education and society.
Public school systems are central to a flourishing democracy, where children learn how to solve problems together, build shared identities, and come to value justice and liberty for all.
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.
Drawing on critical and sociocultural frameworks, this volume presents narrative studies by or about Latinas in which they speak up about issues of identity and education.
This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications.
Offering contributions from international leaders in the field, this volume builds on empirically informed meta-analyses to foreground relationship-based aspects of parental involvement in children's education and learning.
This book brings critical perspectives towards questions of how precarity and precariousness affect the work of leaders and educators in schools and universities around the world.
Drawing from her in-depth ethnographic study of a London comprehensive school the author shows how gender formation for both girls and boys is mediated by disciplinary control, sexuality and the curriculum.
This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "e;taboo"e; in the classroom in ways that support students' lived experiences.
This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education.
