While visiting New Mexico, the author was struck with the opportunity the state presents to explore the school-community relationship in rural, religious, and multiethnic sociocultural settings.
This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.
This edited volume explores the idea that educational success in Scandinavian countries can be attributed to the inherent connectedness of teacher ethics and teaching quality, providing inspiration to teachers and school systems outside Scandinavia.
Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.
Combining language research with digital, multimodal, and critical literacy, this book uniquely positions issues of transcultural spaces and cosmopolitan identities across an array of contexts.
This book takes a theoretically informed look at British education policy over the last sixty years when secondary schooling for all children became an established fact for the first time.
This collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities.
While much is known about the critical importance of educative experiences outside of school, little is known about the social systems, community programs, and everyday practices that can facilitate learning outside of the classroom.
First published in 1983, Gender, Class and Education is a collection of papers that formed presentations at the Westhill Sociology of Education Conference in January 1982, and is the fifth such collection to emerge from the annual conference.
A response to Argentina's shifting political climate, Global Liberalism and Elite Schooling in Argentina reveals how elite schooling encourages the hoarding of educational advantage and reinforces social inequalities.
Exploring and Expanding Literacy Histories of the United States brings together new scholarship and critical perspectives hitherto missing from dominant narratives to offer a racially, ethnically, and linguistically diverse record of the history of American reading instruction.
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.
Wie gehen wir um mit der Auflösung traditioneller Wertorientierungen und den entsprechenden Verunsicherungen und Oberflächlichkeiten, wie mit der verbreiteten Suche nach neuen Sinngebungen?
Recognizing the strategic role that national identities play in post-colonial struggles for justice, this book conceptualizes a new approach to teaching national identity that, following Hannah Arendt, emphasizes children's ability to renew culture.
Climate Change, The Fourth Industrial Revolution and Public Pedagogies: The Case for Ecosocialism uses public pedagogy as a theoretical lens to examine climate change emergency and presents a solution to the issue in ecosocialism.
The cultural, social and political existence of the working class were critical factors leading to the nineteenth century provision of a class-based education system.
Originally published in 1994, this book enables primary school teachers to take steps to make Personal, Social and Moral Education (PSME) central to the work of their schools.
Europe is a multi-ethnic society experiencing a rise of anti-immigration, racist, xenophobic discourses, and right-wing political rhetoric and movements proposing legislation to further solidify structural inequality and institutionalized systems of oppression that fuel educational inequities.
Nonformal Education and Civil Society in Japan critically examines an aspect of education that has received little attention to date: intentional teaching and learning activities that occur outside formal schooling.
Nonformal Education and Civil Society in Japan critically examines an aspect of education that has received little attention to date: intentional teaching and learning activities that occur outside formal schooling.
Emerging from Inside Film, a project that helps prisoners and people on probation make their own films, this book discusses the need for working class people to represent themselves and challenge mainstream stereotypes and assumptions about them.
Emerging from a Marxist perspective, this book focuses on the importance of social class and the role of education broadly in relation to the possibility of revolutionary change in Sweden and beyond.
Highlighting the changing landscape of Chinese urban state schools under the pressure of recruiting a tremendous number of migrant children, this book examines the quality of state educational provisions from demographic, institutional, familial and cultural angles.
Disability and International Development provides a comprehensive overview of the key themes in the field of disability and development, including issues around identity, poverty, disability rights, education, health, livelihoods, disaster recovery and approaches to researching disability.
This handbook provides an overview of research concepts, methodologies, approaches, and methods used regularly in the field of comparative and international education.
Worldwide, there has been considerable progress in the quality of research evidence generated for use in education, but not the equivalent growth in knowledge of how best to get this evidence into actual use.
This volume provides new perspectives into the challenges of citizenship education in the age of globalization and in the context of multicultural and conflict-ridden societies.
Critical Pedagogy and the Trouble with Consciousness Raising incisively critiques the consciousness-raising project that has been so central to contemporary critical pedagogy.
