The Empirical Science of Religious Education draws together a collection of innovative articles in the field of religious education which passed the editorial scrutiny of Professor Robert Jackson over the course of his impactful fourteen year career as editor of the British Journal of Religious Education.
Social scientists are paying increasing attention to the business and financial elites: There's a great need to understand who these elites are, what they do, and what makes them tick, as individuals but also as a class.
This is the first book to explore the meaning of equality and freedom of education in a global context and their relationship to the universal right to education.
This edited collection challenges the common preoccupation with knowledge acquisition and academic achievement by comparing the aims and cultural beliefs which drive education in different countries throughout the world.
First published in 1988, Social Class, Status and Teacher Trade Unionism examines some of the causes underlying the growing resentment of public sector professionals, focusing on the teachers in the polytechnics and colleges of further and higher education and on their union, once the Association of Teachers in Technical Institutions.
Higher education has been presented as a solution to a host of local and global problems, despite the fact that learning and assessment can also be used as mechanisms for exclusion and social control.
Discourse, Dialogue and Technology Enhanced Learning is invaluable to all those wanting to explore how dialogic processes work and how we facilitate them.
Teacher education is experiencing a period of dramatic and arguably irrevocable change within a wider context of turbulence in the English education system.
The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations presents, for the first time, the work of leading researchers exploring the synergies and interrelationships between these fields, and provides a catalytic platform for advancing theory, practice, policy and research from an integrated perspective.
Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back in' (Young, 2007).
This book will explore the ways in which young children perceive themselves and are viewed by others in terms of their gendered identities as individuals and as members of society.
Examining the idea of intelligence in its diverse sociological and philosophical formations, Intelligence, Sapience and Learning explores the multiple and often complex meanings associated with the concept of intelligence, and its relationships with learning, curriculum and sapience.
This book investigates the interplay between disability and religion in Africa, and what this means in the context of the Sustainable Development Goals.
This book examines how different social forces, including state ideology and policies, religious culture and ethnic identities, and economic market forces, affect Muslim parents' perceptions and attitudes toward public and religious education.
As countries seek to develop their education systems, achieving sustainable improvements amongst students from disadvantaged backgrounds remains a major challenge.
The sixth volume in the Global Research on Teaching and Learning English series offers up-to-date research on the rapidly changing field of language assessment.
Considered the father of multicultural education in the US and known throughout the world as one of the field's most important founder, theorist and researcher, James A.
Unpacking Critical Race Theory (CRT) and exploring why it has become a focus in politics across the US and the UK, White Lies uses CRT to expose the systemic racism that shapes education.
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.
Too often in education there is a split between those concerned with children's personal and emotional wellbeing and those focusing on academic achievement.
This book introduces the student to the various phenomenological and humanistic Marxist perspectives as they are being applied to education and provides an account of the strengths and weaknesses of these perspectives, drawing on a variety of disciplines in order to explain the controversies described.
Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant or minoritized groups can be used as centerpoints for classroom learning in ways that help all students both to sustain and expand their cultural and linguistic repertoires while developing skills that are valued in formal schooling.
Drawing on a dynamic set of "e;graphic texts of girlhood,"e; Elizabeth Marshall identifies the locations, cultural practices, and representational strategies through which schoolgirls experience real and metaphorical violence.
This book illustrates the relationship between politics and the ways in which lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues are taught in schools.
Drawing on a wealth of theoretical and empirical work, Education in a Digital World tackles a number of pressing questions, such as, how are 'global' trends in educational technology refracted through national policies and processes?
Identity and Belonging among Chinese Canadian Youth unveils how Chinese immigrant youth struggle as racialized minorities at school, in their family, and through their formative interactions with Canadian mainstream media.
This straightforward and reader-friendly text provides strategies for P-12 educators who are interested in ensuring the cultural and academic excellence of African American students.
This monograph highlights the educational experiences of rural children who are 'left behind' by their migrant worker parents in China, analyzing how this situation impacts on their aspirations and self-identity.
Based on the acclaimed series 'The Issue' in the Times Educational Supplement, this book brings together Steven Hastings' vast experience and offers a comprehensive overview of the challenges and concerns facing modern schools.
First published in 1992, this book looks at the interaction between ideals and reality, with the focus upon social inequality and education in modern society, as well as the possibilities for education to lessen the related problems.
This book examines an important aspect of the relationship between higher education and the public - especially secondary - system of schooling in Britain.
Co-published with This book advocates an approach the authors call Identity Interconnections as a way of moving considerations of identity differences and commonalities from theory to socially just action in student affairs practice.
This volume explores numerous themes (including the influence of ethnography on religious education research and pedagogy, the interpretive approach to religious education, the relationship between research and classroom practice in religious education), providing a critique of contemporary religious education and exploring the implications of this critique for initial and continuing teacher education.
