Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts.
This book documents the political and economic ramifications of the policy impetus for a "e;science of education"e; and what this means for classroom teachers, their teaching practices and for the field of education.
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.
In Identity-Affirming Literacies in Schools, Chantal Francois and Jen McLaughlin Cahill combine their teaching, leadership, and research at Pearl Street Collaborative School in New York City to provide an intimate portrayal of what it means to strive toward a humanizing literacy pedagogy.
This book offers counternarratives from People of Color (POC) engaged in varied departments, faculties, and institutions in higher education to interrogate and challenge the construct of whiteness as an ideological form reproduced across campuses throughout the United States.
Europe is a multi-ethnic society experiencing a rise of anti-immigration, racist, xenophobic discourses, and right-wing political rhetoric and movements proposing legislation to further solidify structural inequality and institutionalized systems of oppression that fuel educational inequities.
This original book offers a meaningful window into the lived experiences of children from immigrant families, providing a holistic, profound portrait of their literacy practices as situated within social, cultural, and political frames.
In this book, first published in 1988, the author integrates relevant ideas from philosophy, psychology, sociology, economics and political science to provide a comprehensive analysis of the problem of education for thinking.
Reading Students' Lives documents literacy practices across time as children move through school, with a focus on issues of schooling, identity construction, and how students and their parents make sense of students' lives across time.
This book sets out new theoretical foundations for Jewish social justice education by surveying and discussing Freirean critical pedagogy, Catholic models of social justice education, Jewish social justice literature and interviews with educators and activists.
Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups.
First published in 1967, this book looks at what the role of a headteacher should be, challenging the traditional views of the head and the authoritarian structure of schools.
This book helps meet an urgent need for theorized, accessible and discipline-sensitive publications to assist science, technology, engineering and mathematics educators.
Este libro tiene por objeto ofrecer vías de reflexión y propuestas concretas que generen cambios en diferentes escenarios del problema educativo: desde la implicación familiar, hasta las relaciones familia-escuela y, especialmente, las políticas educativas de nuestro país.
An indispensable book for parents, teenagers and anyone concerned with issues in adolescence, from former headteacher Tony Little and child psychiatrist Herb Etkin.
From pressures to become economically efficient to calls to act as an agent of progressive social change, higher education is facing a series of challenges.
Education has been widely criticised as being too narrowly focused on skills, capacities and the transference of knowledge that can be used in the workplace.
Teaching Adolescents and Young Adults with Autism Spectrum Disorder supports teachers in preparing secondary students with autism spectrum disorder (ASD) to succeed in school, work and beyond.
School Food, Equity and Social Justice provides contemporary, critical examinations of policies and practices relating to food in schools across 25 countries from an equity and social justice perspective.
Many scholars have turned to the groundbreaking critical research methodology, Youth-Led Participatory Action Research (YPAR), as a way to address both the political challenges and inherent power imbalances of conducting research with young people.
In the spirit of Ivan Illich's 1968 speech 'To hell with good intentions', the book takes aim at a ubiquitous form of contemporary ideology, namely the concept of global citizenship.
Informed by the experiences of 772 Black churches, this book relies on a multidisciplinary, mixed-methodological lens to examine how today's Black churches address the religious and non-religious educational and broader socialization needs of youth.
Computers, Curriculum, and Cultural Change: An Introduction for Teachers, Second Edition is a comprehensive introduction to using computers in educational settings.
As a follow-up to Towards a Just Curriculum Theory and Curriculum Epistemicide , thisvolume illuminates the challenges and contradictions which have preventedcritical curriculum theory from establishing itself as an alternative to dominantWestern Eurocentric epistemologies.
In 2008 the first in a series of symposia established a 'social realist' case for 'knowledge' as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education.
This book makes the case for a critical turn in development thinking around universities and their contributions in making a more equal post-2015 world.
While many educators acknowledge the challenges of a curriculum shaped by test preparation, implementing meaningful new teaching strategies can be difficult.
In the new arena for anti-racist work in which we find ourselves, the neo-liberal, 'post-race' university, this interdisciplinary collection demonstrates common global political concerns about racism in Higher Education.
This book presents insights into the current state of higher education, emerging pedagogies and innovative technology-driven learning techniques in research and teaching.
Originally published in 1980 this book examines why adult education historically failed to attract working class students and whether experiences in Northern Ireland, the USA and Italy have any lessons to teach.
The book builds an understanding on the issue of girls' education and empowerment in the backdrop of a broad geographic canvas of countries in South Asia.
