Philosophy and theory of education

In Purposeful Education for Africa, originally published in 1964, K.

In Purposeful Education for Africa, originally published in 1964, K.

This book examines the connections between the psycho-social difficulties and challenges faced by children and younger people in their online lives; the structure, character, and motivations of the corporate system 'behind' the screen; and the possibility that the digital technostructure may come to form the backbone of a new post-democratic system of technocratic governance.

This book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010).

This book explores the contribution to education contained in the theoretical work and teaching practice of Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010).

First published in 1974, Advisory Councils and Committees in Education is an analytical account of the role of advisory councils and committees in creating and promulgating educational policies.

First published in 1974, Advisory Councils and Committees in Education is an analytical account of the role of advisory councils and committees in creating and promulgating educational policies.

Preventing the School-to-Prison Pipeline is the first book written to provide school psychologists and other K-12 mental health professionals with knowledge and strategies intended to help them disrupt the criminalization of historically oppressed learners in today's classrooms.

A Practical Guide to Teaching Research Methods in Education brings together more than 60 faculty experts.

Preventing the School-to-Prison Pipeline is the first book written to provide school psychologists and other K-12 mental health professionals with knowledge and strategies intended to help them disrupt the criminalization of historically oppressed learners in today's classrooms.

The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe.

Despite the multifaceted complexity of teaching, dominant perspectives conceptualize teacher development in linear, dualistic, transactional, human-centric ways.

The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe.

First published in 1982, Organizing Educational Broadcasting provides advice and guidance in organizational and managerial skills for those responsible for the operation of educational broadcasting systems.

First published in 1982, Organizing Educational Broadcasting provides advice and guidance in organizational and managerial skills for those responsible for the operation of educational broadcasting systems.

A Practical Guide to Teaching Research Methods in Education brings together more than 60 faculty experts.

This provocative book's starting point is a deep and profound concern about the commodification of knowledge within the contemporary university.

Paulo Freire's critical pedagogy has had a profound influence on contemporary progressive educators around the globe as they endeavor to rethink education for liberation and the creation of more humane global society.

In this concise and accessible text, Peter Mayo outlines some of the major concepts in Freire's praxis.

Drive students to confront life's challenges and move toward excellence.

With this volume a gap in the philosophical didactics is closed.

Making Sense of Mass Education provides contemporary analysis of the ideas and issues that have traditionally dominated education research.

By foregrounding successful transnational research projects conducted across Latin America and Europe, this edited collection contests epistemological hegemony and heterogeneity in the academy and highlights feasible models for research cooperation across diverse languages, cultures, and epistemologies.

By foregrounding successful transnational research projects conducted across Latin America and Europe, this edited collection contests epistemological hegemony and heterogeneity in the academy and highlights feasible models for research cooperation across diverse languages, cultures, and epistemologies.

This book studies the dialectic relationship between the image of the child and the toy in literary depictions of childhood in 19th- and 20th- century Anglo-American fiction.

This book studies the dialectic relationship between the image of the child and the toy in literary depictions of childhood in 19th- and 20th- century Anglo-American fiction.

This book focuses on how teachers can transmit and practice values through classroom circles that attend to and empower all students' voices.

This book offers a rich account of how quality improvement agendas, informed by neoliberalism, create contradictory and complex contexts in which teachers produce different types of practices for specific purposes.

COVID-19: Individual Rights and Community Responsibilities provides critical insights into the tensions between individual rights and community responsibilities during the COVID-19 pandemic.

Offering a vital, critical contribution to discussions on current perspectives, practices and assumptions on Islamic education, this book explores the topic through a wide range of diverse perspectives and experiences.

This book brings together a discussion of educational philosophy, nihilism and humanity to rethink education in times of crisis, with a particular focus on teaching and learning in universities.

This book brings together a discussion of educational philosophy, nihilism and humanity to rethink education in times of crisis, with a particular focus on teaching and learning in universities.

The strengths and failures of the American college, and why liberal education still mattersAs the commercialization of American higher education accelerates, more and more students are coming to college with the narrow aim of obtaining a preprofessional credential.

By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries.

Zhou applies network governance theories to Chinese education and focuses on Chinese education policy implementation, particularly with the Chinese Communist Party Schools (CCPS).

COVID-19: Individual Rights and Community Responsibilities provides critical insights into the tensions between individual rights and community responsibilities during the COVID-19 pandemic.

Offering a vital, critical contribution to discussions on current perspectives, practices and assumptions on Islamic education, this book explores the topic through a wide range of diverse perspectives and experiences.

Zhou applies network governance theories to Chinese education and focuses on Chinese education policy implementation, particularly with the Chinese Communist Party Schools (CCPS).

By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries.

Despite pervading all aspects of educational practice and theory, little scholarship focuses on time in education.

Despite pervading all aspects of educational practice and theory, little scholarship focuses on time in education.

The Handbook of Open Universities Around the World is the first collection to provide a comprehensive and critical overview of open universities internationally.

This book explores the phenomena of school tours and tourism.

An authentic Catholic education does more than prepare workers for the job market or turn out model citizens.

Entrepreneurship is defined in different fields with definitions ranging from a specific perspective such as starting a business to a broader perspective such as a process of establishing new social, economic, environmental, institutional, cultural and/or scientific environments.

This book represents the very first, so far unpublished, translation of Piotr Galperin's (1902-1988) dissertation, defended in 1938 during his employment in the All-Ukrainian Psycho-Neurological Academy (AUPA) in Kharkiv, Ukraine.

This book addresses issues related to ethics and integrity in teacher training.

This book aims to broaden the horizons of academic integrity by discussing novel practices and technologies, and the importance of student involvement in building a culture of academic integrity.

Waldorfkindergärten und Waldorfkrippen stellen trotz ihres jahrzehntelangen Bestehens noch immer eine Forschungslücke dar.