This book provides an integrated treatment of the relationship between political economy and vocational education at the beginning of the twenty-first century.
To integrate the principles, values, and practices of sustainable development into all aspects of education and learning was the overarching goal of the UN Decade of Education for Sustainable Development (2005-2014).
Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection.
Critical Reflections on Teacher Education argues that educational philosophy can improve the quality of teacher education programs in Canada, the United States, and the United Kingdom.
In recent years, there has been a renewed focus on STEM education in the United States, fueled by evidence that young learners' competencies in science, technology, engineering, and mathematics are falling behind those of their global peers.
Educational institutions are undergoing complex and sensitive changes in the context of immigration, international mobility, globalisation, and shifting economic scenarios, making highly challenging demands on educational leaders.
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.
The second volume in this Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on teacher and family perspectives of early childhood education and care from 19 different countries around the world.
Parental involvement in children's education is a subject of growing interest and recent legislation in both the UK and USA has given formal recognition of parents' rights.
Rethinking Multicultural Education for the Next Generation builds on the legacy of social justice multicultural education, while recognizing the considerable challenges of reaching today's college students.
This book examines the evolving role played by the social studies classroom in shaping national identity and contributing to Orientalism, which depicts the peoples of the Middle East as "e;the Other"e; relative to those of the United States and Europe.
This book explores the discourse of traditional values and local practices within the formal educational system in Senegal, investigating how these cultural elements are present in the daily life of the community and integrated into formal schools and teaching.
In the spirit of Paulo Freire, this inspiring book deconstructs many of the 'gods' that define contemporary life, then offers hope through sources of traditional wisdom.
Actor Training in Anglophone Countries offers a firsthand account of the most significant acting programs in English-speaking countries throughout the world.
Learning spaces are an increasing area of debate in higher education studies, as universities attempt to develop holistic forms of education that connect epistemological areas.
A vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities.
Digital technologies have transformed cultural perceptions of learning and what it means to be literate, expanding the importance of experience alongside interpretation and reflection.
Paradoxes of Democracy, Leadership and Education engages both critically and creatively with important social, political and educational issues, and argues that the organisational forms of contemporary schooling are caught up in politically significant contradictions.
This edited volume is written in memoriam of Professor Emeritus Ubiratan D'Ambrosio (1932 - 2021), who was a well-known Brazilian mathematics educator and historian of mathematics.
This edited volume brings together a collection of chapters from leading scholars in rural education with the purpose of linking knowledge from the rural education field to the wider discipline of education studies.
Bringing together a range of contributions from diverse international scholars, this edited volume explores issues of inequality in student mobility to consider how schools, universities, and colleges can ensure equitable access to international study and exchange.
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.
WINNER 2016 Grawemeyer Award in EducationHelping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers.
Education, Ethics and Experience is a collection of original philosophical essays celebrating the work of one of the most influential philosophers of education of the last 40 years.
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.
This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond.
This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions.
This book examines how the shift to remote teaching in March 2020 due to the global pandemic created new opportunities for innovation and creativity and shaped how social work classes were taught, with many temporary changes now part of permanent, standard practice.
Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe.
This book examines the significance and meaning of undergraduate online learning using a hermeneutic phenomenological study, asking what is lost when there is no face-to-face contact and exploring the essence of technology itself.
Based on two years of ethnographic fieldwork in an urban elementary school, this volume is an examination of how school division politics, regional economic policies, parental concerns, urban development efforts, popular cultures, gender ideologies, racial politics, and university and corporate agendas come together to produce educational effects.
