In this edited collection, authors from various academic, cultural, racial, linguistic, and personal backgrounds use critical discourse analysis as a conceptual framework and method to examine social inequities, identity issues, and linguistic discrimination faced by historically oppressed groups in schools and society.
Education and Elitism discusses polemical debates around privilege, private schools, elitist universities, equal access to education and underlying notions of fairness.
This book takes on current perspectives on children's relationships to literacy, media, childhood, markets and transtionalism in converging global worlds.
This textbook introduces students, researchers, and activists to the practice of qualitative inquiry that contributes to fairness, freedom, and flourishing in community life.
While there is considerable literature on social inequality and education, there is little recent work which explores notions of difference and diversity in relation to "e;race,"e; class and gender.
This unique collection of testimonials, critical essays, and first-hand accounts demonstrates the significant contribution of campus service workers in supporting the retention and success of first-generation college students.
First published in 1975, this book is the first to set out a blueprint for how schools can move from a 'traditional' to a 'community' base at local authority level.
Computers, Curriculum, and Cultural Change: An Introduction for Teachers, Second Edition is a comprehensive introduction to using computers in educational settings.
This book provides a comprehensive account of the patterns of university and academics' societal engagement in Sub-Saharan Africa (SSA), considering knowledge production and the resulting outputs, outcomes, and benefits that are yielded from such engagement for society.
In The Mythopoetics of Currere, Doll uses depth psychology, myth, and literature to offer a new approach to currere, the root of curriculum, through essays exploring significant literary images that open doorways into the fictions that layer the self.
Drawing on a rich variety of participatory action research methods including ethnographic observation, artefact collection, focus groups, and interviews, this volume explores the transformational potential of development programs which actively involve marginalized groups.
First published in 1973, Teacher Education and Cultural Change analyses significant issues in the reform of teacher education on the evidence of up-to-date official and academic source materials and direct investigation.
Documenting the outcomes from three decades of transnational research conducted under the leadership of Antonio Teodoro, this volume offers a robust scaffolding of the social and political context in which global education is being challenged by the contradictions of neoliberalism, globalization, deregulation, governance, and democracy.
When first published this book had a significant influence on the campaign for comprehensive schools and it spoke to generations of working-class students who were either deterred by the class barriers erected by selective schools and elite universities, or, having broken through them to gain university entry, found themselves at sea.
This volume offers a range of scholarly narratives from tenured faculty mothers across North America, sharing insights into their unique struggles, compromises, and successes from their journeys to tenure.
Teaching to Change the World is an up-to-the-moment, engaging, social justice-oriented introduction to education and teaching, and the challenges and opportunities they present.
This book explores the curriculum theorizing of Black women, as well as their historical and contemporary contributions to the always-evolving complicated conversation that is Curriculum Studies.
At a time of increasingly diverse and dynamic debates on the intersections of contemporary LGBTQ rights, trans* visibility, same-sex families, and sexualities education, there is surprisingly little writing on what it means to queer notions of family and kinship networks in global context.
Originally published in 1991, essays discuss and analyse rural schooling in its historical, social, and political contexts as well as its educational mission.
AChoiceOutstanding Academic Title of the YearA proactive, inclusive plan for the cross-disciplinary teaching of climate change from preschool to high school.
Originally published in 1970, Talk Reform describes the development of an exploratory language enrichment programme devised by the authors and carried out by teachers in a group of primary schools in a working-class area of London.
Bringing together feminist theory, girlhood studies, and curriculum theory, this book contributes an in-depth critical analysis of curriculum in single-gender schooling for girls in postfeminist landscapes of "e;unlimited choices"e; and resurgences of proper girlhood.
A Social History of Educational Studies and Research examines the development of the study of education in the UK in its broader educational, social and political context since its early beginnings in the first part of the twentieth century.
Written by a team of international contributors and featuring case studies from a range of educational settings in Australia, Denmark, Spain, Sweden, and the USA, this edited book is the first in the field of early childhood and youth studies to draw on Vygotsky's cultural-historical theory to give insights into transitions in childhood, what they are and how they are differently experienced.
Featuring a broad swathe of academic research and perspectives from international contributors, this book will capture and share important lessons from the pandemic experience for teaching practice and teacher learning more broadly.
This volume uses interviews and narratives data from self-identified Black women reflecting on their childhood in the Canadian public school system, to explore voice and agency, girlhood, and identity in Canada's elementary schools.
Gender inequalities in education - in terms of systematic variations in access to educational institutions, in competencies, school marks, and educational certificates along the axis of gender - have tremendously changed over the course of the 20th century.
This volume represents the first exploration of caste in the field of curriculum studies, challenging the ongoing silence around the issue of caste in education and curriculum theory.
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.
Originally published in 1974, The Social Analysis of Class Structure is an edited collection addressing class formation and class relations in industrial society.
Drawing on rich case studies of Baltimore City and Boston, this volume identifies policy factors and processes critical to the successful district-wide adoption of community schools.
Over ten years after the original edition of Teacher Identity Discourses, Janet Alsup revisits her work with a new research study examining the characteristics of the millennial teachers now beginning to populate K-12 classrooms.
