Educational Leadership for Transformation and Social Justice examines the relationship between the lived experiences of educational leaders at the University of the Free State in South Africa and how they think about and practice leadership for transformation and social justice.
In the first decade of the twenty-first century, the People's Republic of China experienced dramatic growth and expansion that altered the educational environment of children.
A groundswell of interest has led to significant advances in understanding and using Culturally Responsive Arts Education to promote social justice and education.
The knowledge and decisions of professionals influence all facets of modern life, a fact reflected by the increasing and distinct emphasis on public accountability for what professionals know and do.
Theorising Identity and Subjectivity in Educational Leadership Research brings together a range of international scholars to examine identity and subjectivities in educational leadership in new and original ways.
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.
Narrating the realities of teacher burnout, the reception of a Black intelligentsia, and HIV awareness in local communities, Black Americans in Higher Education, the eighth volume of Africana Studies, explores higher education across the United States as inextricably related to contemporary issues facing African Americans.
This text explores the phenomenon of religious bullying as it manifests in two North American contexts and theorizes religious literacy as a viable school-based intervention to promote understanding of religious and non-religious difference.
Education Networks is a critical analysis of the emerging intersection among the global power elite, information and communication technology, and schools.
This book provides philosophical, political and practical insights that open ways for the university in going beyond its tightly controlled state and into more playful and imaginative futures.
The editors have compiled this critical and comparative study of changes which took place in the New Zealand education system in the second half of the twentieth century.
Written for administrators, faculty, and staff in Higher Education who are working with low income and first-generation college students, Recognizing and Serving Low-Income Students in Higher Education uncovers organizational biases that prevent post-secondary institutions from adequately serving these students.
Through stories of youth using their many voices in and out of school to explore and express their ideas about the world, this book brings to the forefront the reality of lived literacy experiences of adolescents in today's culture in which literacy practices reflect important cultural messages about the interplay of local and global civic engagement.
Educational Leadership for Transformation and Social Justice examines the relationship between the lived experiences of educational leaders at the University of the Free State in South Africa and how they think about and practice leadership for transformation and social justice.
Education and the Public Sphere conceptually and empirically investigates and unfolds several complexities embedded in the educational system in India by exploring it as a site of transforming the public sphere.
This new Reader brings together classic pieces of gender theory, as well as examples of the sophistication of contemporary gender theory and research methodologies in the field of education.
In their appearance, schools often seem to be physically separated from their surroundings, cut off from the neighbouring houses and streets by high walls, by playgrounds or playing fields.
Effective Relationships and Sex Education (RSE) provision is a right for all learners, yet it often proves challenging for educators and caregivers, particularly those teaching learners with additional needs.
This volume offers a timely collection of research-based studies that engage with contemporary conditions of precarity across an array of locations, exploring how it is understood, experienced, and acted upon by educators in schools, universities, and nonformal educational spaces.
A Place To Be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School.
First published in 1983, Gender, Class and Education is a collection of papers that formed presentations at the Westhill Sociology of Education Conference in January 1982, and is the fifth such collection to emerge from the annual conference.
What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time?
This book introduces readers to the rich and diverse experiences of women across the African continent, covering their socio-cultural, political, and economic realities from the precolonial era right up to the modern day.
In The Mythopoetics of Currere, Doll uses depth psychology, myth, and literature to offer a new approach to currere, the root of curriculum, through essays exploring significant literary images that open doorways into the fictions that layer the self.
ELT, a vast and growing field of research, has now moved beyond primary concerns related to developing learners' proficiency in the language and designing curricula, syllabi, materials and assessment tools.
This edited collection aims to provoke discussion around the most important question for contemporary higher education - what kind of education (in terms of purpose, pedagogy and policy) is needed to restore the health and wellbeing of the planet and ourselves now and for generations to come?
Speaking to an increasingly fluid world involving the migration of peoples and cultures, the global resilience of religion, and the role of schooling in fostering liberal democratic values, this book investigates the degree to which secular public schools might facilitate religious migrants' societal integration.
This book examines the historical FeesMustFall (FMF) university student protests that took place in South Africa and shows how the enduring historical construction, representation and conceptualisation of South African youth (as typically radical and political) contributed to the (mis)interpretation of FMF protests, and led to a discourse on an African National Congress-toppling revolution.
Making use of theory, reflection, narrativity and auto/biographical writing, Jane Thompson provides a comprehensive understanding of what learning really means, and what education can contribute to the struggles of working class women intent on changing the circumstances of their lives.
This comprehensive handbook is the ultimate reference work, providing authoritative and international overviews of all aspects of schools and schooling in Asia.
