This book explores the decline of the teaching of epistemic, conceptual knowledge in schools, its replacement with everyday social knowledge, and its relation to changes in the division of labor within the global economy.
Starting with the 1972 publication of his seminal work, Education and the Rise of the Corporate State, Joel Spring has been documenting and analyzing the politics of knowledge and education.
Starting with the 1972 publication of his seminal work, Education and the Rise of the Corporate State, Joel Spring has been documenting and analyzing the politics of knowledge and education.
Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity.
Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity.
Building on earlier publications by Harry Daniels, Vygotsky and Sociology provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.
Building on earlier publications by Harry Daniels, Vygotsky and Sociology provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.
The essays in this book examine various forms of popular culture and the ways in which they represent, shape, and are constrained by notions about and issues within higher education.
The essays in this book examine various forms of popular culture and the ways in which they represent, shape, and are constrained by notions about and issues within higher education.
In this study of the school system of an Indiana town, Ellen Brantlinger studies educational expectations within segments of the middle class that have fairly high levels of attainment.
In this study of the school system of an Indiana town, Ellen Brantlinger studies educational expectations within segments of the middle class that have fairly high levels of attainment.
Educating College Students with Autism Spectrum Disorders is one of the first books to specifically address the accommodation of students with significant learning differences in postsecondary education.
Educating College Students with Autism Spectrum Disorders is one of the first books to specifically address the accommodation of students with significant learning differences in postsecondary education.
The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers' continuing development and learning in contemporary western contexts.
The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers' continuing development and learning in contemporary western contexts.
One of the most influential educational philosophers of our times, Paulo Freire contributed to a revolutionary understanding of education as an empowering and democratizing force in the lives of the disenfranchised.
One of the most influential educational philosophers of our times, Paulo Freire contributed to a revolutionary understanding of education as an empowering and democratizing force in the lives of the disenfranchised.
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?
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?
While stories of working-class and minority students overcoming obstacles to attend and graduate from college tend to emphasize the individualistic and meritocratic aspect, this book - based in extensive empirical study of American high school classrooms, and in theories of social and cultural capital - examines the social relations that often underpin such successes, highlighting the significant formal and informal academic interventions by educators and other education professionals.
While stories of working-class and minority students overcoming obstacles to attend and graduate from college tend to emphasize the individualistic and meritocratic aspect, this book - based in extensive empirical study of American high school classrooms, and in theories of social and cultural capital - examines the social relations that often underpin such successes, highlighting the significant formal and informal academic interventions by educators and other education professionals.
This book challenges a contemporary postfeminist sensibility grounded not only in assumptions that gender and sexual equality has been achieved in many Western contexts, but that feminism has gone 'too far' with women and girls now overtaking men and boys - positioned as the new victims of gender transformations.
This book challenges a contemporary postfeminist sensibility grounded not only in assumptions that gender and sexual equality has been achieved in many Western contexts, but that feminism has gone 'too far' with women and girls now overtaking men and boys - positioned as the new victims of gender transformations.
The book's focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies.
The book's focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies.
First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice.
First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice.
The core argument of Jean Anyon's classic Radical Possibilities is deceptively simple: if we do not direct our attention to the ways in which federal and metropolitan policies maintain the poverty that plagues communities in American cities, urban school reform as currently conceived is doomed to fail.
The core argument of Jean Anyon's classic Radical Possibilities is deceptively simple: if we do not direct our attention to the ways in which federal and metropolitan policies maintain the poverty that plagues communities in American cities, urban school reform as currently conceived is doomed to fail.
