This thoroughly updated third edition provides students with an accessible overview of Vygotsky's work, combining reprints of key journal and text articles with rich editorial commentary.
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.
Reclaiming Education in the Age of PISA provides a critical analysis of the OECD's educational agenda and its main tool, namely, PISA (Programme for International Student Assessment).
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.
Exceptionally clear and well-written chapters provide engaging discussions of the methods of accessing, generating, and analyzing social science data, using methods ranging from reflexive historical analysis to critical ethnography.
Historical and Conceptual Foundations of Measurement in the Human Sciences explores the assessment and measurement of nonphysical attributes that define human beings: abilities, personalities, attitudes, dispositions, and values.
This volume presents innovative research on the multimodal dimension of discourse specific to academic settings, with a particular focus on the interaction between the verbal and non-verbal in constructing meaning.
This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory.
Given the current educational climate of high stakes testing, standardized curriculum, and 'approved' reading lists, incorporating unauthorized, popular literature into the classroom becomes a political choice.
The term Inclusive Online Education has generated great interest within and across educational levels and contexts, yet practical applications of it remain elusive in many institutional settings.
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.
This book was developed as part of the celebrations for the 50th anniversary of the founding of the journal Education 3-13, which has always had primary education as its main focus.
This book explores the phenomenology of learning with particular focus on the 'closeness' or 'proximity' of the knowledge that impacts on learners, young and old.
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally.
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 Critical Performance Theory offers teaching strategies for professors and artist-scholars across performance, design and technology, and theatre studies disciplines.
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.
This book examines the challenge of accelerating automation, and argues that countering and adapting to this challenge requires new methodological, philosophical, scientific, sociological, economic, ethical, and political perspectives that fundamentally rethink the categories of work and education.
Mathematics is a subject held in high esteem around the world, yet the teaching and learning of mathematics is rarely viewed as good enough and many find the subject difficult to comprehend, or engage with.
The Meeting of Aesthetics and Ethics in the Academy provides a deep understanding of the nuances of ethics in the creative environment and contributes to the critical exploration of the nature of research ethics in higher education.
In this new book, author Russell McCutcheon offers a powerful critique of traditional scholarship on religion, focusing on multiple interrelated targets.
The Cognitive Classroom describes how cutting-edge and classic research findings from the fields of brain science and cognitive psychology may be applied to classroom teaching.
Within an increasingly multimedia focused society, the use of external representations in learning, teaching and communication has increased dramatically.
