This book considers new developments in Critical Race Theory (CRT) in times of austerity and assesses both the impact of British CRT or 'BritCrit', and CRT's continuing growth in the US.
Che Guevara, Paulo Freire, and the Pedagogy of Revolution examines what is currently at stake_culturally, politically, and educationally_in contemporary global capitalist society.
Teaching Climate Change: Science, Stories, Justice shows educators how climate change can be taught from any disciplinary perspective and in a transdisciplinary way, drawing on examples from the author's own classroom.
Improving the Odds: Raising the Class is a book aimed at legislators, school administrators, home school advocates, and college and university professors which examines the education system and provides a paradigm for improvement.
During and after his term as interim Central Falls superintendent in 2006-2007, Bill Holland sought answers to why some Central Falls High School students had school success while over half of their classmates failed to graduate.
Change the World with Service Learning is clear, direct and easy to use, and was designed for busy teachers integrating Service Learning into their existing curriculum.
Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals.
This book presents a comprehensive account of the educational experiences of community college students in Hong Kong, analyzed through a theoretical lens that intersects sociological theories of inequality, including Bourdieu's concept of cultural capital.
Zu den wichtigen sozialen Einflussgrößen, die nicht nur die Konstruktion, sondern auch die Realität und Praxis institutionalisierter Kindheit(en) mitbestimmen, gehören, so der Ausgangspunkt und der Gegenstand dieses Bandes, technologische Entwicklungen und die Anwendung und Nutzung von Techniken in der Kindheit für und durch Kinder.
In diesem »Erziehungs-Manifest« sollen einige Argumentationslinien Erich Fromms nachvollzogen und für die Pädagogik als Wissenschaft und Praxis erschlossen werden.
This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now.
Teachers are vital for the integration of immigrant, refugee and asylum-seeking students; however, they are not often prepared or supported to meet the needs of these students.
Der Band versammelt historische und systematische Studien von Wilfried Lippitz der letzten Jahre zur Theorie, Geschichte und internationalen Verbreitung der Phänomenologischen Erziehungswissenschaft.
This book presents an overview of the ways in which women have been able to conduct mathematical research since the 18th century, despite their general exclusion from the sciences.
This book demonstrates how the pedagogical decision making of university academics can be shaped by engagement with an educational philosophy known as "e;relationship-centred education"e;.
This book is the first to articulate and challenge the consensus on the right and left that knowledge is the key to any problem, demonstrating how the left's embrace of knowledge productivity keeps it trapped within capital's circuits.
Based on the intertwined complex conversations among Heidegger, Dewey, and Lao Tzu, this book explores the possibilities of the Taoist Pedagogy of Pathmarks as a clearing between truth and untruth, responding to the spiritual call of Tao as inaction and teaching as releasement.
Der Band fasst erziehungswissenschaftliche Erkenntnisse und Positionierungen zur aktuellen historischen Phase, die mit guten Gründen als der endgültige Bruch mit soziopolitischen, -kulturellen und -moralischen Ordnungsvorstellungen des 20.
Der Band vereint ausgewählte interdisziplinäre Zugänge zu Entwicklungen und Problemstellungen rund um das Verhältnis von Subjektivität und Kollektivität.
Es geht es um die Frage, wie sich die gegenwärtige Moderne, die soziologisch gern auch als Post-, Spät-, Zweite oder reflexive Moderne apostrophiert wird, in ihren unterschiedlichen Facetten darstellt.
This volume weaves together a variety of perspectives aimed at confronting a spectrum of ethico-political global challenges arising in the Anthropocene which affect the future of life on planet earth.
Witnessing Whiteness invites readers to consider what it means to be white, describes and critiques strategies used to avoid race issues, and identifies the detrimental effect of avoiding race on cross-race collaborations.
In dem Band werden „Körper“ und „Leib“ als Analyse- und Erkenntniskonzepte sowohl auf das Handlungsfeld als auch das Theorie- und Forschungsfeld Soziale Arbeit bezogen.
This book opens by providing the historical context of Plato's engagement with education, including an overview of Plato's life as student and educator.
This book brings together various studies that assume phenomenology to analyze how mathematics education is affected by the experience of being in the cyberspace.
Despite Alasdair MacIntyre being known as an academic who has made many notable contributions to a range of areas in philosophy, his thinking on education is not as well-known and/or properly understood by most audiences and readerships that predominantly reside in educational contexts.
This book theorizes aesthetic classroom management through a hermeneutical approach with three fields of literature: history and philosophical foundations of chivalry, chivalry's promulgation through the Victorian Age, and parallel issues of identity in twenty-first century teacher education.
This book empirically examines academic conferences in the social sciences, and explores the purpose and value of people interested in the social sciences attending and presenting at national and international academic conferences.
This book provides a thorough application of theoretical ideas from Deleuze and Guattari to a series of examples drawn from contemporary film and new media arts.
In this book, authors working with Deleuzean theories in educational research in Australia and the United Kingdom grapple with how the academic-writing machine might become less contained and bounded, and instead be used to free impulses to generate different creations and connections.
