This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces.
The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation.
Complex factors affect young children and their families in today's increasingly diverse world characterized by globalization, the transnational movement of people, and neo-liberal government policies in western and industrialized countries.
Through in-depth socio-historical analysis of discourses and processes of quantification around school performance and student failure rates in Brazil, this volume highlights the prevalence of Eurocentric colonized thought that results in the persistence of exclusion bottlenecks; different trajectories according to gender, race, and class; and significant regional variations in the rates of failure and dropout, among other problems.
This book sheds light on the important and mostly neglected role that gender plays in achieving the UN Sustainable Development Goals, doing so by investigating three key problem areas: empowerment, education, and infrastructure.
Centered on the narratives from ethnically and racially diverse scholars of color with experience studying and working in predominantly White institutions in the United States, this volume offers critical reflection on common assumptions, policies, and practices which limit or preclude racial diversity and inclusion in various types of educational contexts and settings.
This book champions care education in early childhood school contexts, addressing the critical need for an effective and meaningful ethics education grounded in Platonic and Aristotelian reflections on virtues, and ultimately positing a theory of ethics education that connects ancient philosophy to contemporary care thinking.
This book, first published in 1959, was written to primarily address teachers and students of education, as well as those with a general interest in the changing practices of schools.
Drawing on qualitative research conducted with young people in New York, this volume highlights the unique experiences of children of incarcerated parents (COIP) and counters deficit-based narratives to consider how young people's voices can inform and improve educational support services.
A memoir you read with the same breathlessness as you read the most gripping of novels - iNews Astonishing a story that brims with life and hard-won hope - Sunday Times Fantastic.
Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalisation that many educational institutions around the world may encounter.
Synthesizing conversations from across gender and sexuality education, race and settler-colonialism studies, and care work literature, Towards a Queer and Trans Ethic of Care in Education explores how queer and trans teachers of colour understand and practice care.
For Black women faculty members and student affairs personnel, this book delineates the needed skills and the range of possible pathways for attaining administrative positions in higher education.
While every constitution includes a provision over the right to equal protection of the laws, perhaps with different terminology, this book interprets this right in a new way.
This book explores the development of multilingual policy in education in Nepal in sociopolitical and historical contexts and examines the frameworks of language use in schools.
Why the paradigm of the world-class university is an implausible dream for most institutions of higher educationUniversities have become major actors on the global stage.
First published in 1956, The Education of Young Children is focused on presenting the psychological needs of children within education, following several talks given by the author at conferences for teachers of young children.
First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice.
Featuring leading voices in the field from across Canada and Europe, this edited collection offers empirical analyses of the historical, social, cultural, and legislative determinants of inclusive education in Canadian schools.
Addressing the issue of behaviour problems in the early years, this book offers early years practitioners a practical and well-researched resource covering subjects such as: the nature and extent of behaviour problems in the early years definitions of behaviour problems theoretical frameworks and factors screening and assessment a blueprint for early identification and intervention.
Sustained political and socioeconomic crises can potentially deprive generations of young people and adults of their economic and employment prospects, stability, mental health and freedom.
The fourth edition of Education, Equality and Human Rights has been fully updated to reflect the economic, political, social and cultural changes in educational and political policy and practice, as austerity continues and in the light of the EU referendum.
The UN's Sustainable Development Goal #4 focuses on inclusive, quality education, galvanizing efforts for substantial educational reform around the globe.
This book explores prisoners' experiences of prison education and investigates whether participation in prison education contributes to an offender's ability to desist from crime and increases social capital levels.
How do young people construct their identities in the complexity of their own country, belonging to the European Union, and being part of global society?
In the first decade of the twenty-first century, the People's Republic of China experienced dramatic growth and expansion that altered the educational environment of children.
Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners.
Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economic perspectives.
Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs.
From its origins in the University of Birmingham's then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research.
This much-anticipated fifth edition of Exploring Education offers an alternative to traditional foundations texts by combining a point-of-view analysis with primary source readings.
