This volume illustrates how theatre arts can be used to enact peace education by showcasing the use of theatrical techniques including storytelling, testimonial and forum theatre, political humor, and arts-based pedagogy in diverse formal and non-formal educational contexts across age groups.
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.
Everyday Ethics: Reflections on Practice looks at the moments that demand moral consideration and ethical choice that arise as part of a researcher's daily practice.
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.
This book engages contemporary debates about the notion of secularism outside of the field of education in order to consider how secularism shapes the formation of progressive sexuality education.
In Engaging Schooling, the authors use case studies to engagingly demonstrate how schools can use pedagogical change to enable students from low SES backgrounds to benefit academically and socially from their schooling.
Educational Outcomes for Students With Disabilities provides readers with the most current perspectives on outcomes that are certain to have an influence on the services they provide.
This title, first published in 1988, provides a comprehensive compilation of resources to help teachers and policy makers locate the materials they need to create equitable curriculum and classroom environments.
Academic Misfits: Questioned Belongings in Higher Education presents powerful narratives, exploring the experiences of academics who want their voices to be heard.
By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science.
The volumes in this set, originally published between 1978 and 1992, draw together research by leading academics in the area of urban education, and provide a rigorous examination of related key issues.
The academic fields of religion and values have become the focus of renewed interest in contemporary thinking about human activity and its motivations.
Educators will find in this book an opportunity to examine the multiple, dynamic identities of the students they instruct and to consider the ways in which all teachers and students are shaped by their social and cultural settings.
The Theory and Practice of Virtue Education offers the reader a comprehensive and authoritative account of both the theoretical and practical complexities of cultivating virtue in education and beyond.
This volume presents the first-known investigation of the so-called diversity paradox, positing that diversity has become a tool for distinguishing and legitimating the concept of educated Western elites, and arguing for a major reconceptualisation of diversity in different social and cultural contexts within international education.
What does it mean to be young, to be economically disadvantaged, and to be subject to constant surveillance both from the formal agencies of the state and from the informal challenge of competing youth groups?
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 seminal handbook provides a comprehensive overview of the research on world language education and how that research can transform into effective and daily instructional practices for K-16 language teachers.
International interest focuses on why pupils from East-Asia tend to outperform pupils from the West and scholars have proposed a number of possible explanations to account for these international trends.
This edited volume offers fresh insights into the experiences of international faculty in East Asia, highlighting how they adapt to, influence, and are influenced by local environments.
This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching.
First published in 1986, this book proposes and illustrates a new approach to the comparative analysis of educational policy, based on anthropological and historical inquiry.
Arguing for an understanding of belonging in higher education as relational, complex and negotiated, particularly in reference to non-traditional students, Rethinking Student Belonging in Higher Education counters prevailing assumptions for what it means to belong and how institutional policy is shaped and implemented around traditional students.
First published in 1977, Urban Education in the 19th Century is a collection based on the conference papers of the annual 1976 conference for the History of Education Society.
In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap-with specific attention to reading.
This book describes the attempts that have been made to achieve an educational policy relevant to those most disadvantaged in our society; examines the different ways in which sociologists have conceptualized the related problems; and evaluates the success of the policy.
First published in 1967, this book suggests that educational problems should not, and indeed cannot, be solved in isolation, but that we need to bring all our disciplines and resources to bear upon them.
