Disrupting the individualism of much conventional psychological research into learning, this book presents a situated, practice-based understanding of learning, based on the theories of situated learning and practice architectures, conceptualising learning as ontological transformation.
The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers' continuing development and learning in contemporary western contexts.
The similarities between the United States and South Africa with respect to race, power, oppression and economic inequities are striking, and a better understanding of these parallels can provide educational gains for students and educators in both countries.
Drawing from philosophy, religion, biology, behavioral and social sciences, and the arts, The Routledge International Handbooks of Multidisciplinary Perspectives on Character Development, Volumes I and II, present cutting-edge scholarship about the concept of character across the life span, the developmental and contextual bases of character, and the key organizations of societal sectors, within and across nations, that promote character development in individuals, families, and communities.
Providing a comprehensive overview of holistic education's history, conceptions, practices, and research, this Handbook presents an up-to-date, global picture of the field.
Multiliteracies and Early Years Innovation: Perspectives from Finland and Beyond brings together internationally renowned scholars to investigate and reflect upon the significance of introducing multiliteracies in the education of children (0-8 years old) and the challenge of enhancing professional development opportunities of early years practitioners.
Young people are increasingly being exposed to the huge and complex ethical dilemmas involved in issues such as genetic modification, animal rights and cloning, and they are bringing their views into the classroom.
The subject matter of this book - what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not - explains just why the sociology of education is one of the most important areas to achieve political importance.
Alex Kelly's internationally renowned TALKABOUT books are a series of practical workbooks designed to develop the self-awareness, self-esteem, and social skills of people with special needs.
Finalist: PROSE Awards 2025 - Education Theory and PracticeWritten by activists and scholars based in Australia, Kenya, Pakistan, New Zealand, South Africa, Uganda and the USA, The Bloomsbury Handbook of Prison Education offers the first global state-of-the-field overview of research into educational practices and programs in prisons.
This book traces the evolution of the welfare interests of the child principle over the centuries in England & Wales to provide a record of the key milestones in its development.
Developing Social Equity in Australian Adult Education: Lessons from the Past presents a case study of the trajectory of an Australian adult basic education program in New South Wales from its humanist, social justice beginnings, through forty years of destabilising change.
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.
This unique and timely book focuses on research conducted into the experiences of students from rural backgrounds in South Africa: foregrounding decolonial perspectives on their negotiation of access and transitions to higher education.
This volume brings together established and new scholarly voices to explore how participatory and situated approaches to learning can contribute to educational innovation.
The chapters in this book offer a range of impressive new studies on the history of education in Ireland, based on detailed research and drawing on important sources.
Bringing together feminist theory, girlhood studies, and curriculum theory, this book contributes an in-depth critical analysis of curriculum in single-gender schooling for girls in postfeminist landscapes of "e;unlimited choices"e; and resurgences of proper girlhood.
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.
The State and the Politics of Knowledge extends the insightful arguments Michael Apple provided in Educatingthe "e;Right"e; Way in new and truly international directions.
The book builds an understanding on the issue of girls' education and empowerment in the backdrop of a broad geographic canvas of countries in South Asia.
Recognizing the need for increased social justice in the fields of TESOL and English language teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula.
A European Politics of Education proposes a sociology of education establishing connections between empirical data coming from European-scale comparative surveys, normative assumptions structuring actors' representations and interpretative judgements, and a specific focus on Lifelong Learning policy areas.
This practical and accessible book, first published in 1987, provides examples of ways in which schools can ease children through the stress caused by changes in family structure.
Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of global citizenship education (GCE).
Challenging conventional ways of thinking about school reforms and teacher education, this book analyses how the "e;knowledge systems"e; which organize how teachers' observe, supervise, and evaluate children produces norms that have the effect of excluding children who are poor and of color.
First published in 1973, this book is based on research carried about by Ronald King on integral parts of school organisation, including the assembly, uniform, rewards and punishments, games and out-of-school activities, curriculum, prefectorial system and school councils, in a sample of seventy-two schools.
Xi Wu examines how national and transnational forces and discursive logic mediate international secondary school students' educational routes and life trajectories.
Providing one of the first accounts in English of the work of the founding scholars of comparative education in Latin America from the 19th and 20th centuries, this book presents a detailed analysis of their influence on the field and highlights the pivotal role played by each scholar in the development of comparative education in the Global South.
In her compelling journey with a government-aided, Muslim-majority school of (old) Delhi, a manager discovers structures of power, politicking, conflict and harmony.
Social Ecology and Education addresses "e;ecological understanding"e; as a transformative educational issue: a learning response to emerging insights into social-ecological relationships and the future of life on our planet.
Teaching Adolescents and Young Adults with Autism Spectrum Disorder supports teachers in preparing secondary students with autism spectrum disorder (ASD) to succeed in school, work and beyond.
This timely and rigorous edited collection discusses complex processes related to student experience and belonging in contemporary higher education worldwide.
Neoliberalism and Education: Rearticulating Social Justice and Inclusion offers a critical reflection on the establishment of neoliberalism as the new global orthodoxy in the field of education, and considers what this means for social justice and inclusion.
