The Handbook of the Sociology of Medical Education provides a contemporary introduction to this classic area of sociology by examining the social origin and implications of the epistemological, organizational and demographic challenges facing medical education in the twenty-first century.
This book examines the concepts of equality, class, culture, work and leisure and explores their interrelationship through the discussion of some current problems, especially the problems posed for schools for the 'culturally deprived.
The aim of this book is to discuss the concepts, challenges, and successes related to developing character and moral decision making in students of a variety of ages.
For many White women teachers and teachers in training - who represent the majority of our teaching force today - the issue of race is fraught with discomfort.
Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student.
This book explores how White students understand the concept of privilege so that educators can more effectively teach students about social power and inequality.
Ethics and the Good Teacher brings together reviews of existing literature and analysis of empirical data from three research projects conducted by the Jubilee Centre for Character and Virtues - The Good Teacher, Schools of Virtue and Teacher Education - to explore the ethical dimensions of the teaching profession.
In this provocative study the author challenges many contemporary assumptions about the modern family, the circumstances of home life which lead to academic success and the proper relationship between home and school.
This book extends the current discourse on the role of cultural knowledge in qualitative research, especially research conducted by women of color within their own community.
Research impact is increasingly expected within academia, but does the pressure to 'do impact' risk an unhealthy focus on what can be counted rather than what counts?
Confronting Global Gender Justice contains a unique, interdisciplinary collection of essays that address some of the most complex and demanding challenges facing theorists, activists, analysts, and educators engaged in the tasks of defining and researching women's rights as human rights and fighting to make these rights realities in women's lives.
Scholars across fields of education have longstanding histories of critically considering the many ways that inequities in schooling are engendered and maintained, and, just as significantly, how these forms of oppression might be resisted and refused.
This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching.
Constructing Pragmatist Knowledge reintroduces an explicit and systematic philosophical approach to education through American Pragmatism, expanding and detailing the practice of pragmatism itself for practitioners across various fields of social action.
James Scott Johnston's incisive study draws on a holistic reading of Kant: one that views him as developing and testing a complete system (theoretical, practical, historical and anthropological) with education as a vital component.
Currently a great deal of public discourse around health is on the assumed relationship between childhood inactivity, young people's diets, and a putative steep rise in obesity.
Under the UK Labour Government (1997-2001) there have been clear signs of a willingness to revive the 'pastoral' curriculum in schools and to develop stronger links between the health and eductaion sectors.
A presence for decades in individuals' everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the "e;big"e; curriculum of public and private spaces outside of yet in proximity to formal educational institutions.
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.
This book presents research on disabled children and young people in sport, physical activity and physical education settings using empirical data gathered either with or from disabled children and young people, centring their experiences and amplifying their voices, while decentralising non-disabled voices in research about them.
Imagined at their best, how might professions contribute most effectively to their local and global communities, and how could higher education support graduates/future professionals in making this contribution?
This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy.
In a pamphlet published in 2005 Mary Warnock expressed concerns about some of the concepts that she had helped to introduce in the field of special education almost three decades earlier.
This volume explores the role of structure and agency in shaping post-school pathways for migrant-origin young people, providing new insights from countries with different migration histories and transition systems.
Dialectics of Knowing in Education strengthens the philosophical basis of formal education that has been weakened by neoliberalism over the past 30 years.
Following the epic, contentious 2016 presidential election, Joel Spring's ongoing documentation and analysis of political agendas for education reflect the major political issues since 2012.
This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years.
Capturing the voices of Americans living with student debt in the United States, this collection critiques the neoliberal interest-driven, debt-based system of U.
This book charts the firsthand experiences and challenges faced by Maltese early childhood educators in the implementation of a novel approach to the curriculum: the replacement of a prescriptive curricula with one co-constructed by the educator and the child.
