The ninth edition of The Sociology of Education examines the field in rare breadth by incorporating a diverse range of theoretical approaches and a distinct sociological lens in its overview of education and schooling.
Historically, children were often understood in relation to their development towards adulthood, but the 'new paradigm' of childhood studies has since shown how they should be taken more seriously as active participants in their own lives.
In industrialized societies the needs of people living in remote and sparsely populated areas are easily overlooked, whilst in developing countries the needs of the rural population are at once so obvious and so enormous that our practical concern is blunted.
Decolonising Knowledge and Knowers contributes to the current struggles for decolonising education in the global South, focusing on the highly illuminating case of South African higher education.
The importance of creating safe spaces for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students in the school environment cannot be overstated.
This text brings together two significant domains of educational practice: foreign language education and critical pedagogy--linking them in a way that can help foreign language educators develop a critical awareness of the nature, purposes, and challenges facing foreign language pedagogy.
Theresa May, The Hostile Environment and Public Pedagogies of Hate and Threat analyses Theresa May's involvement in the creation and promotion of public pedagogies of hate and threat around the issue of immigration, which are used to instil fear, stress and anxiety among large sections of the population.
Continuing Joel Spring's reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic.
Due to the rise of internet use and a move toward globalization, it may be assumed that white millennial college students are more accepting of cultural diversity and are more likely to be advocates for social justice than generations that have come before them.
The United Kingdom's Conservative/Liberal Democrat coalition government 2010-15 was responsible for some of the most radical changes to education policy for decades.
The work of Judith Butler has been at the forefront of both theorising the subject as a product of power and explicating possibilities for political alliances and action that are available to such subjects.
This book foregrounds the voices of women in educational leadership to draw on the power of diverse perspectives and to create an environment that better embraces a broad range of leadership styles.
This edited collection focuses on digital empowerment for displaced people from migrant and refugee backgrounds, exploring the intersections of digital technologies, settlement, education, and global migration.
First published in 1988, Social Class, Status and Teacher Trade Unionism examines some of the causes underlying the growing resentment of public sector professionals, focusing on the teachers in the polytechnics and colleges of further and higher education and on their union, once the Association of Teachers in Technical Institutions.
Exploring Education Policy Through Newspapers and Social Media offers an original, theorised, and empirically based account of contemporary (re)presentations, (re)articulations, and (re)imaginings of education policy through news and new media.
This book foregrounds the voices of women in educational leadership to draw on the power of diverse perspectives and to create an environment that better embraces a broad range of leadership styles.
The Complex Web of Inequality in North American Schools analyzes and challenges the critical gaps and inequalities that persist in the American school system.
This book turns to political theory as a framework for understanding the rise of political and religious extremism, and in particular the Christian Nationalist position, identifying solutions to civic challenges, and arguing for the vital role that public schools play in providing the civic education that prepares young people for participation in democratic self-government.
This edited collection combines quantitative content and critical discourse analysis to reveal a shift in the rhetoric used as part of the neoliberal agenda in education.
Gender equality has been a major educational theme for the past two decades and has become interwoven with other policy themes, including those of marketisation and managerialism.
This book begins with an analysis of the gradual extension of educational opportunities for women since the nineteenth century, with special attention given to the period since 1944.
Diversity has been a focus of higher education policy, law, and scholarship for decades, continually expanding to include not only race, ethnicity and gender, but also socioeconomic status, sexual and political orientation, and more.
Originally published in 1965, this title looks at programmed learning, language laboratories, curricular reform, educational television, team teaching - these are just some of the fashions that were going to change education in the following decade quite as much as the introduction of comprehensive schools.
This landmark collection of essays by Third World activists highlights two major world changes which, they argue, have been neglected by Freire and his many followers: the Third World grass-roots cultural resistance to economic globalization, and the ecological crisis.
Taking a close look at the issue of the arts and school reform, this book explores in detail how the incorporation of the arts into the identity of a school can be key to its resilience.
Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum.
In this cutting-edge book on L2 teacher education, experts Johnson, Verity, and Childs demonstrate how praxis-oriented pedagogy grounded in the principles of Vygotskian Sociocultural Theory (VSCT) can have a meaningful impact on L2 teachers' development.
This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools.
This volume explores unschooling as a growing phenomenon within the broader field of home education and considers the unique position of parents who engage in this self-directed form of education with their children.
This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence.
Originally published in 1974, Selection and Control: Teachers' Ratings of Children in the Infant School consists of an analysis of teachers' ratings of children in a middle-class and in a working-class area at the end of their first year and the end of second year of life in the infant school.
This book offers an alternative approach to developing media literacy pedagogies for marginalized communities and people in postcolonial countries, especially in the Global South, tackling unexplored issues such as media literacy of war, terrorism, pandemics, infodemics, populism, colonialism, genocide, and intersectional feminism.
Drawing on neo-institutionalist and social movement approaches, this book analyses the impact that recent student mobilizations have brought about within Italian and English universities in terms of student services, curriculum organization, and governance structures.
This volume explores numerous themes (including the influence of ethnography on religious education research and pedagogy, the interpretive approach to religious education, the relationship between research and classroom practice in religious education), providing a critique of contemporary religious education and exploring the implications of this critique for initial and continuing teacher education.
