Personal Ethics and Ordinary Heroes: The Social Context of Morality examines what it means to be an authentic hero and provides real-life narratives that underscore the ethical principles guiding decision-making in the justice system and beyond.
In the early 1970s, the problem of arousing and maintaining the curiosity of children had been a recurrent theme in reports concerned with the development of new school curricula.
This book is a user-friendly resource designed to help teachers meet the needs of linguistically, culturally, geographically, and educationally diverse students in the contemporary college composition classroom.
Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative.
This book aims to show how a meta-theory of critical realism can be applied to research about pedagogy in the changing landscape of higher education in England.
Through the lens of education, this book attempts to situate young people within a number of theoretical and political considerations that offer up a new 'analytic of youth', one that posits not only the emergence of a new way to talk about youth but also a new language for understanding the politics that increasing frame their lives.
This book presents Combinations as a set of high-yield instructional strategies for advancing academic literacy for multilingual learners and all students.
Bringing together the sociology of knowledge, cultural studies, and post-foundational and historical approaches, this book asks what schooling does, and what are its limits and dangers.
This key text offers a detailed exploration of the wide range of theoretical approaches to theory, practice and research in Europe and how these can illuminate our understanding of contemporary education systems.
Alternative Approaches to Education provides parents and teachers with information and guidance on different education options in the UK and further afield.
This book presents and argues for a moral theory which draws on most of the major theoretical positions to some degree, but it also spells out the limits and boundaries of a moral theory.
Based on a carefully contextualized and critical study, this book tells how France's dominant social and political ideology and prevailing cultural conventions abate the effects of race and anxiety within school choice, here focused on public-school middle-class parents living among immigrants in the diverse Paris suburbs.
This timely and compelling volume furthers understandings of contemporary art education in international contexts and the position of alternative art colleges in relation to the neoliberal academy and arts economy.
This exploration of effective practices to support lesbian, gay, bisexual, transgender, queer (LGBTQ) and gender-diverse students in elementary, middle, and high school contexts focuses on curriculum, pedagogy, and school environment.
This book features theorized narratives from academics who inhabit marginalized identity positions, including, among others, academics with non-normative genders, sexualities, and relationships; nontenured faculty; racial and ethnic minorities; scholars with HIV, depression and anxiety, and other disabilities; immigrants and international students; and poor and working-class faculty and students.
Critical Race Theory and Qualitative Methods provides insights and examples of why and how Critical Race Theory (CRT) serves and makes a powerful connection to qualitative study in education.
Asking fundamental and often uncomfortable questions about the nature and purposes of formal education, this book explores the three main ways of looking at the relationship between formal education, individuals and society:* that education improves society* that education reproduces society exactly as it is* that education makes society worse and harms individuals.
The introduction of legislative structures for same-sex relationships provides a new lens for grappling with the politics of sexuality in schools and society.
As a follow-up to Towards a Just Curriculum Theory and Curriculum Epistemicide , thisvolume illuminates the challenges and contradictions which have preventedcritical curriculum theory from establishing itself as an alternative to dominantWestern Eurocentric epistemologies.
The educational experiences of youth refugees and asylum seekers during migration, cross-border movements, protracted displacements, and pre-resettlement phases have largely remained as a black box.
Crossing Cultures provides a bold and refreshing new resource for teachers and trainers with proven methods for developing coping strategies and problem-solving skills in the cross-cultural arena.
This collection is focused on the possibilities for unbinding people from gendered expectations in and around educational spaces, and accounts for the ways gender is reconstituted in and through education.
Originally published in 1996 The Social Role of Higher Education is an anthology of nine papers, it presents cases studies showing how culture influences the social role of higher education in various nations.
Originally published in 1984 The Student Experience of Higher Education provides a detailed analysis of the student experience, based on first hand discussion and observation.
First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development (1974) in order to provide a more focused volume on moral education for students.
This book showcases and compares grassroots environmental education initiatives and actions in Millburn, New Jersey in the USA, and Bhopal, Madhya Pradesh in India.
Drawing on ethical and sociological theories of food, this book presents a new approach to food education that moves beyond nutrition-centred education.
