This unique and timely book focuses on research conducted into the experiences of students from rural backgrounds in South Africa: foregrounding decolonial perspectives on their negotiation of access and transitions to higher education.
This volume explores conceptualizations of indigeneity and the ways that indigenous philosophies can and should inform educational policy and practice.
Directly inspired by Indian British activist Satish Kumar's 2013 seminal work 'Soil, Soul and Society', this book rethinks education in line with thoughts around the current climate crisis, the purpose of education in a post-pandemic world, and the mental health of children, teachers and youth across societies.
Two of our greatest educational theorists, John Dewey and Nel Noddings, have been reluctant to admit that some students are simply more talented than others.
Universities across the globe are attempting to change assessment practices to address challenges in student engagement and achievement and to respond to a global employability agenda demanding evidence of a broader range of skills and competencies.
In Search of Wholeness: African American Teachers and their Culturally Specific Classroom Practices is a theoretical and practice-oriented treatment of how culture and race influence African American teachers.
The Routledge Handbook of Chicana/o Studies is a unique interdisciplinary resource for students, libraries, and researchers interested in the largest and most rapidly growing racial-ethnic community in the United States and elsewhere which can either be identified as Chicano, Latino, Hispanic, or Mexican-American.
This book represents an exposition of 'judicial pedagogies' as a new concept, and discusses juridical-educational issues in detail, through an analysis of the educational claims and assumptions of judges' decisions in the European Court of Human Rights (ECtHR).
This volume brings together eight case studies which describe a variety of initiatives to create more effective schools for children of poverty, especially in the Third World.
This collection is focused on the possibilities for unbinding people from gendered expectations in and around educational spaces, and accounts for the ways gender is reconstituted in and through education.
This book presents authentic educational experience as the actualization of a potential within a phenomenological field whose axes consist of the somatic, the psychic, and the symbolic, thereby rejecting the one-dimensionality of contemporary education that is primarily mind-oriented.
Transformative market reforms in China since the late 1970s have improved living standards dramatically, but have also led to unprecedented economic inequality.
When Albert Hunt joined the staff of the Regional College of Art, Bradford, in 1965, he found himself working mostly with 'non-academic' students on a fascinating range of games, projects and theatre events outside the main stream of exam-oriented education.
This book brings together leading scholars in Global Studies in Education to reflect on how various developments of historic significance have unsettled the neoliberal imaginary of globalization.
When Emilio Lopez made his way to Atlanta, Georgia from Mexico's third most populated city, where he had grown up, worked, married and had two daughters, he was in pain.
As one of the first scholarly books to focus on colorism in education, this volume considers how connections between race and color may influence school-based experiences.
Black Men in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities.
The relationship between educational practice and the social principles of democracy forms an important strand in the history of educational thought, and is central to the debate on many contemporary issues in the educational field.
Hope Deferred, initially published in 1965 traces the history of girls' education from Anglo-Saxon England to modern times, telling the story largely through the leading personalities whose opinions and prejudices shaped this history.
Disabled by chasing curricular criteria (required for accreditation and professional registration), architecture schools are mostly compliance and reproduction machines serving the building industry.
It is becoming increasingly clear that members of a host nation as well as newcomers have to learn what it means to live democratically in a multi-ethnic world and to accept diversity without fear or rancor.
This book takes as its focus the key interactionist concept of 'strategy', a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching.
This book brings together contributions from scientists and educators at the forefront of interdisciplinary research efforts involving neuroscience and education.
