In The State, The Family and Education, first published in 1980, Miriam David provides an entirely new analysis of the relationship of the State to the family and education.
This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students' cultural, national, ethnic, and religious identities, and their sense of belonging to Quebec and Canada.
This book aims to show how a meta-theory of critical realism can be applied to research about pedagogy in the changing landscape of higher education in England.
The problems this book discusses are the same now as they were 25 years ago: unemployment, poor housing, inadequate facilities, poverty, racism, violence.
Informative and mind-opening, this text uniquely provides a comprehensive overview of a range of non-western approaches to educational thought and practice.
This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement.
By detailing an explanatory sequential mixed methods study grounded in Critical Race Theory (CRT), this book explores the role of effective educational leadership in developing multicultural acceptance in predominantly white schools.
From an out-of-school perspective, the book studies private supplementary tutoring, also widely known as shadow education within the Chinese education landscape.
With the American dream progressively elusive for and exclusive of Latinos, there is an urgent need for empirically and conceptually based macro-level policy solutions for Latino education.
In this comprehensive volume, research-based chapters examine the experiences that have shaped college life for Black undergraduate women, and invite readers to grapple with the current myths and definitions that are shaping the discourses surrounding them.
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.
This text presents a comparative, cross-cultural analysis of the legal status of religion in public education in eighteen different nations while offering recommendations for the future improvement of religious education in public schools.
The 'outdoors' is a physical and ideological space in which people engage with their environment, but it is also an important vehicle for learning and for leisure.
Social Class and Education: Global Perspectives is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale.
Offering the overlooked but essential viewpoint of young people from low-income communities of color and their public schools, Planning Cities With Young People and Schools offers an urgently needed set of best-practice recommendations for urban planners to change the status quo and reimagine the future of our cities for and with young people.
Drawing on research conducted at 17 Catholic universities in the United States, making it the largest study of its kind, this volume explores effective practice in improving institutional policy relating to issues of sexuality.
This volume offers a critical examination of educational policy in Ontario, Canada, and critiques the success of such policies in ensuring diversity and equity of access in teacher hiring.
The study of 'education governance' is a significant area of research in the twenty-first century concerned with the changing organisation of education systems, relations and processes against the background of wider political and economic developments occurring nationally and globally.
In The State, The Family and Education, first published in 1980, Miriam David provides an entirely new analysis of the relationship of the State to the family and education.
This book offers a defence of ethical reading in secondary school English classes at a time when reformers and policy makers are trying to reorganize English language arts around technical skills or politics.
In this book, Joel Spring offers a powerful and closely reasoned justification and definition for the universal right to education--applicable to all cultures--as provided for in Article 26 of the United Nation's Universal Declaration of Human Rights.
Re-envisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago.
This book focuses on the questions of: why do some economically disadvantaged nations develop significantly faster than others, and what roles do their educational systems play?
Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity.
An essential text on discourse theory and analytic methods, this book demonstrates the possibilities of using discourse analysis to better understand language, literacy, culture, and teaching.
This book is a genealogical inquiry into the present problem of violence, in the United States and internationally, through the lens of curriculum theory.
The core assumption of this book is the interconnectedness of humans and nature, and that the future of the planet depends on humans' recognition and care for this interconnectedness.
Written by an international group of feminist scholars and activists, the book explores how the rise in right-wing politics, fundamentalist religion, and radical nationalism is constructed and results in gendered and racial violence.
Power, Culture, and Family-School Relations: Towards Culturally Sustaining Practices explores the extent to which common practices in school-based family outreach advance equity or sustain the status quo in power and cultural relations.
This book shows how the pedagogical philosophy of the Society of Jesus (the Jesuits) founder, Ignatius of Loyola, can be used and applied in public school settings in the USA and around the world without dismantling the separation of church and state.
This book illustrates how feminist knowledge and postcolonial knowledge are marginalized in universities due to policies, organizational structures, and knowledge hierarchies that privilege metrics as measures of success and narrow views of science and research.
Higher education has come under increasing public scrutiny in recent years, assailed with demands for greater efficiency, accountability, cost reduction, and, above all, job training.
