Women's careers have been a topic of research and discussion in many disciplines including sociology, business, industrial, organisational and vocational psychology, and career guidance.
For more than 40 years, researchers have explored the utility of Bourdieu's sociology for settings beyond the French and Algerian contexts of its origin.
This book looks at Musharraf's Education Reforms in Pakistan and analyses the relationship between education policy, curriculum, Pakistani identity and citizenship.
Bridging the world of reading instruction and applied cognitive neuroscience, this book presents research-backed reading instructional methods and explains how they can be understood through the lens of brain processes.
This book explores the conceptual framework, opportunities for learning, as a transaction between literacy learners, mediating agents, and the literacy content to be learned within social, cultural, and historical contexts.
This innovative volume makes a key contribution to debates around the role of the university as a space of resistance by highlighting the liberatory practices undertaken to oppose dual pressures of state repression and neoliberal reform at the Universidad Centroamericana (UCA) in Nicaragua.
This volume investigates the dissonance between the supposed advantage held by educated women and their continued lack of economic and political power.
In contrast to research that focuses on the underperformance of young Black males in the British education system, the dominant notion of this volume is educational success.
This fascinating book comprises a poetic ethnography, featuring poems that capture the experiences of students, professors, administrators, custodians, a chancellor, and other people who work in institutions of US higher education.
In a global context of growing inequality and socio-environmental crises, Equity in Higher Education considers the issues and challenges for progressing an equity agenda.
This book explores a value-based research methodology, Living Educational Theory Research (LETR), which aligns a values-based approach with key tenets of professional development to inform and inspire future educators' practice.
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.
The authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually engage ALL learners.
This book describes the attempts that have been made to achieve an educational policy relevant to those most disadvantaged in our society; examines the different ways in which sociologists have conceptualized the related problems; and evaluates the success of the policy.
Using Data for Monitoring and Target Setting is a clear and practical guide for teachers and school administrative staff that shows how to use spreadsheets to create orderly records of assessment.
This book explores political cynicism as a driving force at the heart of the current crisis of democracy in the United States, focusing on the crisis and the role of education, popular culture and news media in fostering and fighting cynicism.
The research in this volume draws on aspects of complexity theory and its integral link to systems performance to propose a new method for combatting the longstanding opportunity gap and related underperformance of so many underserved students in the American educational system.
This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day.
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.
In this thought-provoking book, a diverse range of educators, activists, academics, and community advocates provide theoretical and practical ways of activating our knowledge and understanding of how to build a human rights culture.
This volume documents the experiences of international students and recent international initiatives at US community colleges to better understand how to support and nurture students' potential.
This Handbook provides a comprehensive look at the educational scope of life and values that characterize 21st-century Asia, as well as those values shared across cultures.
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.
This book explores policy and practice in a range of areas where education and other agencies (health, social and employment services and housing) interact.
This edited book gives voice to previously unheard narratives on wellbeing in higher education and provides novel implications for higher education policy and practice.
This book fills important gaps in understanding the experiences and outcomes of college and the professional lives of successful Black women and the role of institutional context.
This international and interdisciplinary collection gathers stories from researchers and research students about their methodological encounters with critical realism.
Many people who work in education start out with enthusiastic ideals about education as a positive force that can spur change in the life of the learner and in society at large, yet find themselves frustrated with a bureaucratic system that often alienates and excludes many of its students.
Originally published in 1991, First Episodes: Pupil Careers in the Early Years of School is based on a four-year longitudinal study of pupils from two different catchment areas from the first days of their entry to primary school.
