This book is the first international reference work to showcase the diversity of ways of using Bourdieu's sociological toolkit in educational research.
This edited collection challenges the common preoccupation with knowledge acquisition and academic achievement by comparing the aims and cultural beliefs which drive education in different countries throughout the world.
When the behaviour of young children causes concern, practitioners often find it difficult to identify exactly what the child's needs are or how to focus their support most effectively.
Much of the existing research on parental involvement and higher education choice examines the difference between the working class and the middle class, but little literature looks at different factions within the social classes.
This book is a collection of six case studies of teacher agency in action, centering on voices of educators who engaged in activist work throughout the history of education in the US.
Research into teacher education is dominated by Anglophone literature, with the inevitable result that teacher education in non-English speaking regions of the world largely remains unexamined.
As much a social history as a volume charting the history of education this book examines the major forces influencing education in England during the 19th and early 20th centuries, such as class differences, economic success and poverty, the legacy of the industrial revolution and factors such as migration.
In this volume, Julinna Oxley and Ramona Ilea bring together essays that examine and defend the use of experiential learning activities to teach philosophical terms, concepts, arguments, and practices.
This book generates a fresh, complex view of the process of globalization by examining how work, scholarship, and life inform each other among intercultural scholars as they navigate their interpersonal relationships and cross boundaries physically and metaphorically.
Narrative Inquiry of Displacement: Stories of Challenges, Change and Resilience describes a variety of displacement experiences in different cultures and contexts.
Foundational and accessible, this book equips pre-service and practicing teachers with the knowledge, understanding, tools, and resources they need to help students in grades 4-12 develop reading proficiencies in four core academic subjects-literature, history, science, and mathematics.
Drawing on in-depth interviews, this text examines how Asian American teachers in the US have adapted, persisted, and resisted racial stereotyping and systematic marginalization throughout their educational and professional pathways.
The Handbook of Mental Wellness Strategies for Educators offers health-giving ways to reframe teaching work and the stresses that come with it, examining specific evidence-based strategies for dealing with teaching anxieties and trauma-related stressors.
Bringing together the history of educational philosophy, political philosophy, and rhetoric, this book examines the influence of the philosopher Isocrates on educational thought and the history of education.
Payne's translation of Compayre's The History of Pedagogy was initially published in 1886 due to a general lack of historical texts on education in the late nineteenth century.
The edited volume provides multiple lens to view school governance practices, exploring its modernization, ethical review, future trend, as well as the reciprocal influence of educational policy.
This book looks at madrasas and educational institutions run by Muslim communities in India focusing on the history, social relevance and importance of these institutions.
Under the influence of the evangelical movement in the 18th and early 19th centuries education, in one form or another, was brought to a vast number of people in England and Wales.
Gender in Learning and Teaching brings together leading gender and feminist scholars to provide a unique collection of international research into learning and teaching.
This book introduces narrative justice, a new theory of aesthetic education - the thesis that the cultivation of aesthetic or artistic sensibility can both improve moral character and achieve political justice.
Disaffected pupils respond well in circumstances where they feel secure, where they have a sense of being valued and respected, and where they perceive there to be opportunities for them to succeed.
This book draws on extensive research to provide a ground-breaking new account of the relationship between dialogue and children's learning development.
The persistent challenge of achieving excellence and equity within education systems has renewed interest in generating context-specific solutions through localised school networks.
Feminism and 'The Schooling Scandal' brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education.
WINNER 2023 Society of Professors of Education Outstanding Book AwardCritical Geographies of Education: Space, Place, and Curriculum Inquiry is an attempt to take space seriously in thinking about school, schooling, and the place of education in larger society.
This book challenges educational discourse in relation to teaching about Africa at all levels of the education system in the Global North, with a specific case study focusing on the Republic of Ireland.
This book introduces Bourdieu in the context of higher education for unfamiliar readers or those who would like to see his theories applied in the higher education setting.
Bildung in the Digital Age explores the challenges and potentials of digitalization for educational theory and practice and identifies how the pedagogical concept of Bildung can be used to meet these demands.
Consulting Pupils considers the potential benefits and implications of talking to students about teaching and learning in school, exploring its impact at different levels.
Hope and Healing in Urban Education proposes a new movement of healing justice to repair the damage done by the erosion of hope resulting from structural violence in urban communities.
The Plowden Report, Children and their Primary Schools (1967), had a huge impact on education in the latter 20th century, but at the time was labelled as left-wing, and of no practical use to the problems of education in the 1960s.
