This volume considers how current transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state.
While research evidence shows the negative impact of ability grouping on children, this book suggests that the reason the practice is still embraced is the unspoken allegiance to the values of empire that governments, schools, and many parents still uphold, promoting competition and hierarchies over and above ethical principles on the education of society's most vulnerable, our children.
When twelve-year-old Iqbal Masih, former child laborer in a Pakistani carpet factory came to Boston in 1994 to receive Reebok's Youth in Action Award, he asked to meet youth his own age.
Inviting readers on a journey of self-reflection, Educaring from the Heart offers an approach to education which places care, empathy, and compassion at the core of the educator's role.
In 1972, Matthew Lipman founded the Institute of Advancement for Philosophy for Children (IAPC), producing a series of novels and teaching manuals promoting philosophical inquiry at all levels of schooling.
This book connects the dilemmas educators experience in daily practice with key theories, research and policy about democracy, ethics and equity in education.
Although many schools and educational systems, from elementary to tertiary level, state that they endorse anti-homophobic policies, pedagogies and programs, there appears to be an absence of education about, and affirmation of, bisexuality and minimal specific attention paid to bi-phobia.
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.
Remaining and Becoming: Cultural Crosscurrents in an Hispano School deals with the politics of identity and the concept of boundaries during a time of rapid change.
At a time of increasingly diverse and dynamic debates on the intersections of contemporary LGBTQ rights, trans* visibility, same-sex families, and sexualities education, there is surprisingly little writing on what it means to queer notions of family and kinship networks in global context.
Future Directions of Educational Change brings together timely discussions on social justice, professional capital, and systems change from some of the leading scholars in the field of education.
This practical guidebook presents trends, research-grounded strategies, and field-based solutions to challenges of working in community-based literacy initiatives.
Public Universities and the Public Sphere argues that two crises facing America - a crisis of public discourse and a crisis of public higher education - are closely connected.
Youth in Education explores the multiple, interrelated social contexts that young people inhabit and navigate, and how educational institutions cope with increasing ethnic, cultural and ideological diversity.
This second edition of the Handbook of Urban Education offers a fresh, fluid, and diverse range of perspectives from which the authors describe, analyze, and offer recommendations for urban education in the US.
This book is a compelling collection of essays on the intersection of race, gender and class in education written by leading black and postcolonial feminists of colour from Asia, Africa and the Caribbean living in Britain, America, Canada, and Australia.
Over the course of the late-twentieth century Basil Bernstein pioneered an original approach to educational phenomena, taking seriously questions regarding the transmission, distribution and transformation of knowledge as no other before had done.
This insightful book explores the life and ideas of Italian Marxist theoretician Antonio Gramsci, and argues his work has considerable contemporary relevance when re-considering educational leadership in today's age of crises.
Leveraging Socio-Emotional Assessment to Foster Children's Human Rights focuses on teaching and assessing students' social and emotional attributes within the broader context of children's rights.
The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds.
Researchers who conduct ethnography in science education tend to have a deep commitment for transforming science to improve the lives of people in underserved communities.
Creativity and Learning in Later Life examines how processes such as 'creativity' and 'inspiration' are experienced by writers who engage with the visual arts, and questions how age is perceived in relation to these processes.
Drawing on the works of ten scholars and public intellectuals ranging over 200 years, this book foregrounds ways of knowing that include but go beyond the cognitive.
In this study - the outcome of three years' participant observation in local authority primary and secondary schools - the classroom teacher is shown to have a far greater impact upon and responsibility for his pupils than is generally admitted.
Dominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors.
This book explores the discrepancies among what protections Title IX provides to pregnant and parenting students, what colleges communicate, and what pregnant and parenting students actually experience.
In First-Generation Student Experiences in Higher Education: Counterstories, we meet eight students who attended university through an access program, and hear their stories of deciding to enter university, navigating and negotiating the institution, and bringing their university experiences with them into adult life.
This comprehensive resource equips emerging and experienced sexuality educators with contemporary frameworks for trauma-informed, equitable, and anti-oppressive education.
This book examines jurisdictional differences in the role of the principle of the welfare interests of the child in common and civil law and focuses on differences within these two legal traditions.
This book theorizes and describes the concept of transformative critical whiteness pedagogies that are rooted in theories and practices of improvisation.
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.
This volume by philosophers, sociologists, and historians on issues of race and racism examines central educational questions, contributing to ongoing discussions amongst educational theorists, philosophers, and practitioners.
