From an out-of-school perspective, the book studies private supplementary tutoring, also widely known as shadow education within the Chinese education landscape.
This edited collection highlights the diversity of perspectives within the broad field of intercultural education, focusing on education in modern multicultural societies, as well as exploring the role of migrant populations as modern citizens.
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.
Questioning Gender Politics: Contextualising Educational Disparities in Uncertain Times showcases contemporary thinking on pressing aspects of gender equalities, such as patriarchal culture, sexual harassment, trans rights, queer pedagogies, and sex education in various educational settings and international contexts.
Applying an asset-based approach, Multimodal Funds of Knowledge in Literacy prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy learning.
This seminal volume delves into some of the doctoral research and pedagogical experiences within an African higher education context, making a case for the transformative potential of education and the integration of African indigenous philosophies into global educational practices.
This handbook provides an overview of research concepts, methodologies, approaches, and methods used regularly in the field of comparative and international education.
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.
In the book Sex Education (first published in 1989), Philip Meredith focuses upon the British situation to investigate the political management of school sex education.
This important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services.
With the social, economic and political challenges alongside implications of the digital era and environmental sustainability in the 21st century, understanding how children feel about themselves, particularly within the complex web of their relationships with family members, peers, friends, practitioners, and professionals is of ultimate importance.
This book provides philosophical, political and practical insights that open ways for the university in going beyond its tightly controlled state and into more playful and imaginative futures.
Building on the pioneering 2009 volume, Race, Culture, and Identities in Second Language Education, this book reflects the significant expansion in the research since its publication and offers a wider breadth of perspectives on the complex theoretical terrain of race, racism, and antiracism in language education.
In Equitable Instruction for English Learners in the Content Areas, ESL expert Valentina Gonzalez shows you how to meet the needs of English learners in K-8 classrooms.
This book offers a defence of ethical reading in secondary school English classes at a time when reformers and policy makers are trying to reorganize English language arts around technical skills or politics.
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.
Ideal for literacy methods and elementary instruction courses, this book brings together three strands of educational practice-Culturally Sustaining Pedagogy (CSP), Disability Sustaining Pedagogy (DSP), and balanced literacy-to present a cohesive, comprehensive framework for literacy instruction that meets the needs of all learners.
Young Children and the Environment tackles one of the biggest contemporary issues of our times - the changing environment - and demonstrates how early education can contribute to sustainable living.
Power, Culture, and Family-School Relations: Towards Culturally Sustaining Practices explores the extent to which common practices in school-based family outreach advance equity or sustain the status quo in power and cultural relations.
Disrupting the individualism of much conventional psychological research into learning, this book presents a situated, practice-based understanding of learning, based on the theories of situated learning and practice architectures, conceptualising learning as ontological transformation.
This edited collection highlights the diversity of perspectives within the broad field of intercultural education, focusing on education in modern multicultural societies, as well as exploring the role of migrant populations as modern citizens.
First published in 1988, Teachers as Intellectuals encourages us to see schools as democratic spaces in which teachers and students work together to transform society.
This essential manual helps educators comfortably and knowledgeably deliver lessons in comprehensive sex education to young people with developmental disabilities in the context of special education.
Curriculum Implementation Leadership and Equity in Education: Curriculum Struggles and Hopes in Jamaica During the Post-Independence Era takes a critical historical perspective on how curriculum is understood, tracing major national curriculum implementation efforts within primary and secondary schools in Jamaica from the 1970s to 2000s.
This conceptually expansive volume provides a theoretical framework and practical guide for designing and implementing literacy instruction that promotes students' critical metalinguistic awareness in K-12 classroom contexts.
Advocacy and Policy Change for Undocumented Student Success is a compelling exploration of the undocumented student experience in America, offering a deep dive into the advocacy, education, and systemic challenges faced by undocumented communities.
Esta investigación tuvo como propósito reconocer las emociones (des)vinculantes que han impactado los escenarios educativos en el marco del conflicto armado y la construcción de paz en el país.
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.
This book provides philosophical, political and practical insights that open ways for the university in going beyond its tightly controlled state and into more playful and imaginative futures.
This book questions the validity and reliability of conventional measures of quality education, such as enrolment ratio, retention rates, pupil-teacher ratio, drop-out rates, learning outcomes of children in foundational literacy and arithmetic and availability of infrastructural facilities, henceforth demanding its re-calibration.
This book explores how minority-led skateboarding, punk rock, and unschooling communities engage in collective efforts to humanize education and construct kinder social frameworks.
