Over the past decade, Critical Race Theory (CRT) scholars in education have produced a significant body of work theorizing the impact of race and racism in education.
Positing the washroom as an onto-epistemological site which exemplifies the way in which school spaces govern how gender is experienced, normalized, and understood by youth, this text illustrates how current school policies and practices around bathrooms fail to dismantle cisnormativity and recognize trans lives.
Psychologists, philosophers, theologians and educationalists have all lately explored various conceptual, moral, psychological and pedagogical dimensions of gratitude in a rapidly expanding academic and popular literature.
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.
This book helps meet an urgent need for theorized, accessible and discipline-sensitive publications to assist science, technology, engineering and mathematics educators.
This important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services.
Over the last 40 years the Coombes School in Berkshire, UK, has developed an international reputation for its innovative approach to Nursery and Infant teaching.
This book considers the philosophical, sociological and legal implications of the distinction between universal human rights accorded to all because of their membership of the human species, and the more particularistic 'citizenship' rights, accorded to those who are members of a political community.
This book explores the intersectional aspects of caste and gender in India that contribute to the multiple marginalities and oppressions of lower castes, with particular reference to Dalits, Muslims and women.
This book, first published in 1965, discusses the nature of the grammar school, its curriculum and teaching methods, comparisons with sixth form education, and the change in its organisation and attitudes during a time of rapid social change in 1960s Britain.
This textbook introduces students, researchers, and activists to the practice of qualitative inquiry that contributes to fairness, freedom, and flourishing in community life.
This timely book advances a new vision for educational justice centered on the leadership activities, organizing efforts, and counternarratives of youth, parents, families, and communities of color and other groups who are seeking to transform local schools and communities across the United States.
This text, first published in 1988, examines the underlying rationale of educational aims as applied to individual pupils, social policies and supposedly intrinsic values.
Schools and National Identities in French-speaking Africa showcases cutting-edge research to provide a renewed understanding of the role of schools in producing and reproducing national identities.
What is the most significant factor for explaining why some individuals are more successful than others - genetic inheritance, privileged background or luck?
This book addresses one of the most urgent questions in American society today, one that is currently in the spotlight and hotly debated on all sides: Who shall rule the schools--parents or educators?
With a focus on lifelong learning, this book examines the shifts that UNESCO's educational concepts have undergone in reaction to historical pressures and dilemmas since the founding of the organization in 1945.
Dramatic, profound and far-reaching changes are being visited on schools worldwide that have their genesis a long way from the classroom but which impact heavily on teachers and their work.
Developed in response to the growing interest in examining individual schools as they undergo change, this book features eight case studies of urban elementary and high schools as they face problems and attempt to find solutions in their quest to reform themselves.
This accessible book introduces a new theory of critical disciplinary literacy (CDL) that merges criticality and disciplinary literacy approaches in a cohesive and inclusive framework.
The Bloomsbury Handbook of Religious Education in the Global South presents new comparative perspectives on Religious Education (RE) across the Global South.
In this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences.
Offering diverse and wide-ranging perspectives on gender, sexualities, and literacies, this volume examines the intersection of these topics from preschool to adulthood.
Over the last 40 years the Coombes School in Berkshire, UK, has developed an international reputation for its innovative approach to Nursery and Infant teaching.
This book, the first comprehensive, critical examination of the theory and pedagogy of the field of social foundations of education and its relevance and role within teacher education:*Articulates central questions in the field--such as "e;What is social foundations?
This book exemplifies the nurturing spirit of inter-discursive debate with a view to opening up new theoretical and empirical insights, understanding, and engagement, with debates on issues relating to pedagogy, policy, equity and embodiment.
This book presents a unique comparative case study that details the narrative around campus design at the first institutions of public higher education in the United States.
This book documents the political and economic ramifications of the policy impetus for a "e;science of education"e; and what this means for classroom teachers, their teaching practices and for the field of education.
In this book, top scholars in the field of mobile communication discuss the major issues related to the use of mobile phones in today's society, such as the tension between private and public, youth mobile culture, creative appropriations of mobile devices, and mobile methods.
As one of the first scholarly books to focus on colorism in education, this volume considers how connections between race and color may influence school-based experiences.
In The State, The Family and Education, first published in 1980, Miriam David provides an entirely new analysis of the relationship of the State to the family and education.
Originally published in 1984, the articles presented here explore such matters as how teachers maintain order, how they treat their pupils and how they cope with pressure; they examine the ways in which teachers relate to their colleagues, what goes on in staffrooms, how they engage in educational debate, and what their ambitions are.
In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and practical contributions - so the world can read them in a single manageable volume.
