This book examines the struggles over technology's use in education, digging into what the purpose of education is, how we should achieve it, who the stakeholders are, and whose voices win out.
This edited volume offers empirical, evaluative, and philosophical perspectives on the question of higher education as a human right in the Asia Pacific.
Illustrating the effect of class relationships upon the institutionalizing of elaborate codes in the school, the papers in this volume each develop from the previous one and demonstrate the evolution of the concepts discussed.
New Perspectives in Philosophy of Education seeks to build a bridge between philosophical reflection and socio-political action by developing a range of critical discussions in the areas of ethics, politics and religion.
As one of the pioneers and leading advocates of neoliberalism, Britain, and in particular England, has radically transformed its higher education system over the last decades.
Challenging Formalization in Education and Beyond addresses the effects of today's attempts to organize knowledge, processes, and performance in education, particularly in its ever-growing digital environments.
Fundamentally concerning the relationship and dynamics between education, professionalism and ethical awareness, this interdisciplinary, edited volume showcases novel research perspectives on professional ethics in education, practice, and the work life of welfare professionals in the Nordic countries.
This book brings together a range of arts and development scholars and practitioners to explore the unique ways in which arts-based research methods can make a unique positive contribution to effective global development practice.
Drawing on three case studies of K-12 public schooling in London, Sydney and Vancouver, this book examines the geographies of neoliberal education policy in the inner city.
This book extends on the scholarship on decolonising higher education by focusing on classroom pedagogies that can transform students' embodied affects and habits as conditioned by coloniality.
Adriany explores gender discourses in early childhood education in Indonesia, as well as how teachers and children are engaged in the process of constructing, negotiating, and resisting dominant gender discourses in kindergartens.
This volume examines what and how the media teach, to and by whom, and for what purpose, in a rapidly shifting milieu of media content, platforms, and relations.
Global corporations and the senior executives who oversee them have been subject to great criticism in recent times: not only do such corporations hold extreme concentrations of wealth, but they continue to sanction staggering pay inequalities between the haves and the have-nots.
Informed by the experiences of 772 Black churches, this book relies on a multidisciplinary, mixed-methodological lens to examine how today's Black churches address the religious and non-religious educational and broader socialization needs of youth.
Pauline Albrecht untersucht in ihrer Studie den Übergang junger Geflüchteter in den Arbeitsmarkt und verknüpft hiermit die Berufsbildungs- mit der Migrationsforschung.
Promoting Academic Talk in Schools brings together a rich array of recent research to explore how academic talk helps transform student experience across a variety of learning environments.
Posthumanist Research and Writing as Agentic Acts of Inclusion: Knowledge Forced Open looks at the true value and possibilities of 'learning' and knowledge within the emerging field of New Public Governance by examining, through a posthumanist lens and other perspectives, the paradoxical knowledge situation we are in today.
In recent decades, globalization and regional integration have brought significant economic and demographic changes in East Asia, including rising economic inequality, growing population movements within and across borders, and the emergence or renewed geopolitical significance of cultural and linguistic minority populations.
In den erziehungswissenschaftlichen und Lehramtstudiengängen gehört die Entwicklung eines pädagogischen Grundverständnisses zum unverzichtbaren Baustein einer professionellen Handlungskompetenz.
Lived Experiences of Women in Academia shares meaningful stories of women working in the academy, from numerous disciplines, backgrounds and countries, to unveil the complex and distinct dimensionalities they experience in their life and work.
New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning.
Originally published in 1961, the book charts the dynamics of successive phases of the adult education movement and shows the social origin and development of the ideas and attitudes of those involved with it.
Published in 1998, this is Volume 18 of the Perspectives on the History of Higher Education annual which includes a collection of 7 articles on The Land-Grant Act and American Higher Education: Context and Consequences.
One of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on how to support children and young people on a voyage of self-discovery, as they learn to be their own best friend.
Philosophy is vital to the study of education, and a sound knowledge of different philosophical perspectives leads to a deeper engagement with the choices and commitments you make within your educational practice.
This collection of original essays on virtue ethics and moral education seeks to fill this gap in the recent literature of moral education, combining broader analyses with detailed coverage of:* the varieties of virtue* weakness and integrity* relativism and rival traditions* means and methods of educating the virtuesThe rare collaboration of professional ethical theorists and educational philosophers provides a ground-breaking work and an exciting new focus in a growing area of research.
There is a recent surge in the use of randomized controlled trials (RCTs) within education globally, with disproportionate claims being made about what they show, 'what works', and what constitutes the best 'evidence'.
The Hidden Dangers in our schools have grown and intensified over the last few years; so much so that I was compelled to write a second edition to Hidden Dangers: Subtle Signs of Failing Schools.
The Power In/Of Language features a collection of essays that analyse the ways in which language is utilized in contemporary education revealing its deeply entrenched power relationships.
