Highlighting the voices and experiences of Black graduate students at Historically Black Colleges and Universities (HBCUs), this book features the perspectives of students from a variety of academic backgrounds and institutional settings.
This book shares the LEAD (Leadership Enrichment and Development) method, a framework for supporting and facilitating leadership identity development for women in higher education.
Critical Thinking presents, defines and explains the intellectual skills and habits of mind that comprise critical thinking and its relationship to social justice.
Titles in the Class, Race and Social Structure set of the International Library of Sociology consider every problem of socio-political importance that affected society in the years following the Second World War.
In the World Library of Educationalists, international experts compile career long collections of what they judge to be their finest pieces of work - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume.
Highlighting the voices less commonly showcased to the public - voices of young people, parents, and social and health practitioners - this book comments on gender and sexuality in the contexts of formal and informal education, peer cultures and non-conformity, social sustainability and equal rights.
In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.
First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school.
Drawing on primary qualitative research, this book explores the experiences and identities of a group of British-born women of Bangladeshi background attending university in London through a Bourdieusian theoretical framework.
Investigating the experiences of a group of female students as they journey into and through higher education, and into work with and for children, Journeys through Childhood Studies offers a critical analysis of the intersectional influences and effects of social division on experiences of higher education and career trajectories.
This is the first book-length study in English to investigate Freire's landmark educational theory and practice through the lens of his lifelong Catholicism.
In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it.
Theorizing Equity in the Museum integrates the perspectives of learning researchers and museum practitioners to shed light on the deep-seated structures that must be accounted for if the field is to move past aspirations and rhetoric and towards more inclusive practices.
Centered on the narratives from ethnically and racially diverse scholars of color with experience studying and working in predominantly White institutions in the United States, this volume offers critical reflection on common assumptions, policies, and practices which limit or preclude racial diversity and inclusion in various types of educational contexts and settings.
Originally published in 1979, the aim of this work was to analyse the occupational role of the university teacher, with the help of data collected within a specific university institution.
Critical Race Theory (CRT) explains and challenges the persistence of racial discrimination throughout the world today, addressing issues such as racism, post-colonialism and systems of apartheid.
This book focuses on the significant role that professional education programs play at historically Black colleges and universities (HBCUs) and these programs' impact on society.
Despite efforts to widen participation, first-in-family students, as an equity group, remain severely under-represented in higher education internationally.
Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates U.
Social Goals in the Classroom is the first volume to comprehensively examine the variety of students' non-academic goals and motivations within the classroom.
Every day, children living in low-income communities have no choice but to grow up in a climate where they experience multiple unending assaults to their sense of dignity.
Taking a rights-based approach to the interdependence of play and health in childhood, this text argues that the child's right to health and development cannot be satisfied without also the fulfillment of their right to play.
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.
This challenging and provocative book reimagines the justification, substance, process, and study of education in open, pluralistic, liberal democratic societies.
The 21st century is steeped in claims to interconnection, technological innovation, and new affective intensities amid challenges to the primacy and centrality of "e;the human"e;.
Marketing Fear in America's Public Schools: The Real War on Literacy is an eye-opening examination of the real world consequences of the political pressures and influences on teachers today.
Through qualitative research methods, this book engages in a holistic understanding of cultural, economic, and institutional forces that interact to produce the underrepresentation of women as school teachers in four sub-Saharan African countries.
The transition from primary to secondary school is extremely important in the lives of children and young people but it is also a time of significant stress for many.
Inevitably a product of the time in which it was published this book discusses important questions of neuro-psychology as well as setting out the early 'nature versus nurture' debate.
This volume establishes critical interpersonal and family communication pedagogy (CIFCP) as a distinct academic area of inquiry, highlighting the intersections of identity, power, culture, pedagogy, and interpersonal and family communication concepts, theories, and methods.
This critical examination of STEM discourses highlights the imperative to think about educational reforms within the diverse cultural contexts of ongoing environmental and technologically driven changes.
Presenting readers with definitions and examples of arts-based educational research, this text identifies tensions, questions, and models in the field and provides guidance for both beginning and more experienced practice.
Madness and Distress in Music Education offers an in-depth exploration of mental health and emotional distress in the context of music education, offering new ways of thinking about these experiences and constructing ways to support distress through affirming pedagogy, practices, and policies in music education.
Reclaiming Radical Ideas in Schools provides support for every primary school in the provision of Spiritual, Moral, Social and Cultural Development (SMSC), the teaching of British values and preparation for life in modern Britain.
First published in 1985, the Handbook for Achieving Gender Equity Through Education quickly established itself as the essential reference work concerning gender equity in education.
This incredibly timely volume offers insight into how educational leadership is managed, demonstrated, and enacted in zones of conflict, underlining the pivotal role educational leadership plays in peacebuilding and conflict-resolution efforts internationally.
Drawing on scholarship from the field of internationalisation in higher education and other theoretical influences in education policy, comparative education and sociology of education, this edited collection offers a much-needed extension of discussion and research into the compulsory schooling context.
