Education / Educational sciences / Pedagogy Books

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Book SynopsisThe Jacob's Ladder Reading Comprehension Program targets reading comprehension skills in high-ability learners by moving students through an inquiry process from basic understanding to critical analyses of texts, using a field-tested method developed by the Center for Gifted Education at William & Mary. Students in grades 1-2 will learn to comprehend and analyze any reading passage after completing the activities in Jacob's Ladder, Grades 1-2 (2nd ed.). Each set of student workbooks includes 5 student booklets, divided by grade level and area of emphasis (picture books and short stories, poetry). Corresponding to the first section of picture book and short story activities in Jacob's Ladder, Grades 1-2 (2nd ed.), students read high-interest passages, then complete skill ladders connected to the picture book and short story readings to move them from concrete thinking skills to higher order, critical thinking skills. The ladders include multiple skills necessary for academic success, covering language arts standards, such as sequencing, determining cause and effect, classifying, inferencing, and recognizing main ideas. Grades 1-2Table of ContentsOwl Moon Duck for Turkey Day Last Stop on Market Street The Stinky Cheese Man and Other Fairly Stupid Tales Red Sings From Treetops: A Year in Colors Jumanji The Other Side The Princess and the Pea The Frog Prince The Woman and the Physician

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Book SynopsisA sequel to the classic Fires in the Bathroom that illuminates what adolescents most need from teachers in today's upsetting times The context in which adolescents are learning has shifted radically since students first offered blunt advice to high school teachers in the groundbreaking Fires in the Bathroom, a perennial bestseller. Now their world is changing at warp speed, and classrooms too are seething with anxiety. This sequel raises the voices of diverse youth around the nation as they live through the mind-bending quandaries of this era and ask their teachers to notice. In Fires in Our Lives, Kathleen Cushman and her co-authors Kristien Zenkov and Meagan Call-Cummings (both leaders in bringing student voices to teacher education) present new first-person testimony on how today's youth experience the risks and challenges of high school. The students who speak here need their teachers more than ever as they navigate cultural, social, and political borders in their communities. Reinforced by classroom examples and supplemented with helpful takeaways, Fires in Our Lives offers a compelling dialogue about students' emotions, ideas, and developing agency. In a world that sorely needs the thoughtful participation of its rising generation, this new staple belongs on every high school teacher's bookshelf.Trade ReviewPraise for Fires in Our Lives:“The authors provide many resources and activities to facilitate social-emotional development and inquiry.”—Booklist“A carefully crafted and concisely arranged assortment of diverse interviews of high school students in which they attempt to explain the challenges of circumnavigating a rapidly transforming world where unimaginable change, socioeconomic inequalities and cultural barriers are causing them extreme anxiety and how their teachers can better help.”—New York Journal of Books“An accurate and useful snapshot of what today’s teenagers are up to and up against.”—Publishers Weekly“For anyone interested in inspiring students and helping them develop their full potential as global citizens.”—Library Journal“Once again, Cushman and her colleagues turn to the experts we are least likely to hear from––kids––to inform us about what’s working in schools and what’s not. As you read about their experiences and perceptions I hope you will feel as compelled as I do, to take action to support them.”—Pedro A. Noguera, PhD, Emery Stoops and Joyce King Stoops Dean, Rossier School of Education, University of Southern California“We now know how desperately students and educators yearn to be with, to be incommunity, to learn and teach in intimate relations. This volume may be the lantern we need to carve new paths in the history of education, refusing to ‘go back to the normal’ that was deadening all of us––students and teachers, and democracy alike.”—Michelle Fine, Distinguished Professor of Critical Psychology and Urban Education, The Graduate Center, CUNY

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Book Synopsis2018 Zora Neale Hurston/Richard Wright Legacy Award (Nonfiction) FinalistA timely indictment of the corporate takeover of education and the privatizationand profitabilityof separate and unequal schools, published at a critical time in the dismantling of public education in AmericaAn astounding look at America''s segregated school system, weaving together historical dynamics of race, class, and growing inequality into one concise and commanding story. Cutting School puts our schools at the center of the fight for a new commons.Naomi Klein, author of No Is Not Enough and This Changes EverythingPublic schools are among America''s greatest achievements in modern history, yet from the earliest days of tax-supported educationtoday a sector with an estimated budget of over half a billion dollarsthere have been intractable tensions tied to race and poverty. Now, in an era characterized by levels of school

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Book SynopsisAn essential resource designed to help educators, trainers, workshop leaders, and anyone who assists groups to learn.

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Book SynopsisRecognize and support twice-exceptional (2e) learners to help them succeed in school and beyond. Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e learners has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This book answers that need, providing teachers with accessible information about twice-exceptional diagnoses and suggested accommodations, modifications, and collaboration with other educational professionals. Dedicated to the needs of all 2e learners, the first part of the book covers identifying and understanding 2e students, strength-based instruction, motivation and self-regulation, and executive functioning skills. The second part details how gifted students are affected by another diagnosis, including: Specific learning disabilities ADHD Autism Spectrum Disorder (ASD) Processing difficulties Anxiety-based diagnoses Depression and other mood disorders This book equips educators with information that will make it easier for them to advocate for their 2e students, including what they need to know about the individualized education plan (IEP) and Section 504 plan process. Special topics, such as gifted students with physical disabilities, students experiencing trauma, and gifted learners from diverse backgrounds, are also included. With Teaching Twice-Exceptional Learners in Today s Classroom, educators can better identify, support, and meet the needs of their 2e students.

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Book SynopsisHow can we build an organization or institution that treats people equitably? How do we develop conscientious communities where people’s voices are heard and not silenced? How can we go from half-truths and alternative facts to real truths? How can we reduce or eliminate societal ills such as racism, ethnocentrism, xenophobia, religious dogmatism, sexism, homophobia, tribalism, colonial mentality, slave mentality, Messiah Complex, and terrorism? How can we get into the mind’s eyes of others and “treat them as we would like to be treated?” How do we create environments that stimulate fearless or “hearty” conversations between peoples? How do we learn from history or other people’s experiences to make functional goal-directed decisions? And, how can we inspire people to value their differences and similarities as they think and talk in our global village? These are questions that deserve answers in our respective communities, states, nations, and world. This book, Valuing Other Voices: Discourses That Matter in Education, Social Justice, and Multiculturalism opens doors of communication for all people willing to create a community, state, nation, or world of harmony.

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Book SynopsisThis book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction— toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.

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Book SynopsisOver 50 practical, ready-to-use resources for fostering grit and resilience in the classroom.

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Book SynopsisAn easy-to-use classroom resource designed with busy teachers in mind.

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Book SynopsisLearn to take your classroom curriculum digital using Google Classroom's unique file sharing features.

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Book SynopsisThe Affective Jacob''s Ladder Reading Comprehension Program uses a models approach to scaffold student learning and promote inquiry-based discussions of texts. This series of Jacob''s Ladder: Focuses specifically on supporting advanced students'' social-emotional needs. Includes high-interest reading selections in the following genres: short stories and media, poetry, and biographies. Moves students from lower to higher level skills of self-awareness, metacognition, and goal setting. Integrates reading comprehension and analysis skills with affective and social-emotional needs. Asks students to apply themes, character or real-life experiences, and lessons from texts to their own lives. New ladders were specially designed for this series and derived from relevant theories about empathy, risk and resilience, achievement motivation, and mindsets and practices for cultivating talent. The Affective Jacob''s Ladder guides provide teachers with an explanation of the nature and substance of the theoretical constructs for each ladder. Also included are an overview of the goals and objectives of each ladder and suggestions for how to implement the ladders in the classroom in a way that supports students'' academic and social-emotional needs at the same time.Optional Student Workbook PacksIn addition to this teacher''s guide, companion student workbooks are available for Picture Books, Short Stories and Media, and Poetry and Biographies. The student workbooks feature ample room for student responses and notes, make reviewing and providing feedback on student work easier than ever, provide students with an easy-to-use reference to use during discussions, and save time, as there is no need to reproduce student handouts.

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Book SynopsisWritten by Hywel Roberts,Botheredness:Stories, stance and pedagogyis a funny, engaging and rapturous read that will inspire teachers to reclaim their professional imagination and reignite the excitement they felt when they entered the teaching profession. It's about botheredness - a made-up word that everyoneTrade ReviewLet's say ... as a teacher you only get out as much as you are prepared to put in. It is a truism: children work out what we are bothered about and how much we can be bothered about them. Hywel's book gets to the heart of good teaching as the right combination of method and warmth and the stories he tells will resonate. As you read the book, you will be reminded of the power of good teaching and will feel glad that Hywel has bothered to write it.Mick WatersRipping read, cracking book. Full of fun and bursting with brilliant ideas. Every page fizzes with the same energy and inspiration I got from Hywel as a pupil twenty-five years ago. It is personally nostalgic because it's so recognisable and yet it is so timeless, and so vital for breathing life into lessons today. Makes me want to go back to school in the hope that every class buzzes like this. Read it, absorb it, live it, teach it. Top stuff.Dan JohnsonBotheredness is a fantastic read not just for its content but Hywel's natural storytelling style which leads you through the book, keeping you fully engaged and unwilling to put it down. If you've worked in education or been educated to any level, you will enjoy this book.Dan SykesHywel takes being bothered about teaching to a whole new level in this wonderful book. It is brilliantly unique - it's neither a guide nor a 'normal' educational publication. Then what is it? In his own words it is a 'reverie' and he is right. Read it and you will be absorbed into a world where hilarious and often moving stories intertwine with educational research, where anecdotes and personal reflection will make you laugh out loud, where you will be inspired and motivated. You won't want to put this down, and you will find yourself being more bothered about teaching than you ever thought possible.David WhitakerBotheredness is a remarkable book and one that only Hywel Roberts could have written. It is a brilliant combination of academia and anecdote, of evidence and experience, and is studded with cultural references. It absolutely gets to the heart of what really matters if we want to enrich the lives of learners. It is warm, practical, entertaining, helpful and brave; all the things that mark Hywel out in all that he does. And I am not just saying this because I get some nice mentions in the book, but I am honoured that I do.David CameronBotheredness is a book about rethinking how we teach children but will appeal to anyone that has ever taught, trained an apprentice, led a cookery class, etc. - the content has far broader applications. In part a critique of the educational status quo, Botheredness is littered with engaging reminiscences of life on the educational coalface, simple tips to inspire young people and a healthy dose of pop culture. Hywel speaks with the authority of experience and the warmth of a veteran educator that never fell out of love with the romance of the profession. Like Hywel's lessons, Botheredness strikes the perfect balance between describing in detail a new path for teachers and keeping the reader (professional or otherwise) engaged and entertained at all times. This book feels like sitting in a warm and welcoming hostelry with friends and colleagues, setting the world to rights and landing upon an exciting new idea. Hywel has given a lot to the teaching world and Botheredness sings with hope and aspiration throughout. A must for anyone who works or dabbles in education.Arran JohnsonThis book places teaching where it should be: at the centre of a nexus of art and science and thoughtfulness and resourcefulness and practicality and dreaming and love. This is a book for all teachers and, let's face it, all human beings. Read it and grow.Ian McMillanBotheredness is an illuminative, practical and uplifting book. In it Hywel describes how - through high expectations - children and young people can be 'protected into learning' so that they can become invested in what they learn and succeed relative to their individual starting point. Leaders of learning can enable this to happen by being warm, principled, alert, optimistic, authentic and compassionate. Let's say you want to develop your art and craft and have some laughs along the way. Let's say you want to feed your soul and, maybe, feed Colin the lion too. Let's say you want to open a treasure chest that contains the experiences, stories and creative ideas of a travelling teacher. Then Botheredness is the book for you. Read it and you will be a better botheredness builder.Tim O'BrienI have just finished the book today and it has given me that energised feeling that brand-new teachers get when you first step into a classroom. Hywel was the reason I became a teacher. His enthusiasm shone through in everything he did. He told stories, he listened to our stories and most of all he was bothered by what we had to say. I wanted to be like that. I wanted to be bothered. After reading this book I realised that I'm already doing some of the things he mentions, and it has given me the reassurance that I might actually be doing a good job. There are lots of ideas that I knew of already and have used in the past but maybe I need to revisit them and pull them out of the dusty drawer. It's also given me the inspiration to try out new techniques with some classes and some students for whom I've maybe thought that nothing was working. This book is brilliant for any teacher. New, old, inexperienced or near retirement. It's also very useful for others in education, from teaching assistants to further up the management scale. If anything, it shows the reader that the most important element of working with young people is that to get the most out of them, you need to show that you are actually bothered. Bothered about what you are doing, bothered about why you are doing it, but most importantly you need to show that you are bothered about them.Vikki O'MalleyBotheredness could not be timelier in education! Weaving together pedagogy, philosophy, theory and creative curriculum, the book provides a critical space to reflect on teacher identity and the importance of the professional imagination. The book foregrounds authentic care, ethical and relational learning, articulating pedagogy in new ways which empower both teacher and learner. Grounded in years of professional expertise, Hywel provides powerful anecdotes of creative practice alongside versatile examples of curriculum design through story and drama. It is essential reading for any teacher in education who wishes to expand their pedagogical repertoire. Written with heart and wit - it is also an utter joy to read! Absolutely brilliant!Lisa StephensonI find it hard to write down the impact Hywel had on my life since being a very lost teenage soul in high school. This book says it all though; the stories he writes down resonate with me and how my time went with him as a teacher too. I was somewhat lost throughout my last few years at school, and Hywel and another few teachers were really the main ones who rooted for me, took their time to understand me and pushed me to do better and never give up. I have two children of my own now and still see what a profound effect having great teachers in your life can do and what course they can send you on. This book isn't just for teachers, it's definitely food for thought for a lot of people.Kate SargentTalk about somebody who is 'bothered' about how children learn - Hywel Roberts! This is not a book about individual 'whistles-and-bells' lessons; this is a book about a whole school strategy that gets children invested in their learning and the curriculum. Hywel has worked alongside Queens Church of England Academy for over twelve months, and this book epitomises the importance of using stories as an educational hook and stimulus. The pupils at Queens relish their learning and are able to make valuable links across the curriculum simply by embracing their imagination. What more could a head teacher ask for than for her teachers to be 'bothered' about their teaching, and the children to be 'bothered' about their learning? Thank you, Hywel.Hannah Carvell

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Book SynopsisA book for educators who find themselves torn between a government/Ofsted narrative around behaviour, attendance and attainment, and their own passion for supporting square pegs and their families.Trade ReviewNo child should miss out on a good education and the chance of opportunities in life just because their school doesn't give them the support they need to succeed. Most schools cherish and value the children who have special educational needs; there are also some who do not place inclusion high on their list of priorities, and exclude or marginalise children rather than provide the mental health and therapeutic support they need. Recently, a 13-year-old girl with autism gave me a list of what a good school for her would look like: well-organised, supportive, calm, focused on learning, there to help. These are all things we would want to see for every child in every school. After spending two years out of the classroom because a succession of schools was unable to meet her needs, she went on to find a school which understood her and provided the springboard she needed to do well. She went on to achieve great things in her GCSEs and is now in sixth form. Like Square Peg, I want all schools to see the potential in all children and provide the support they need. We should all be grateful to Square Peg for all they do to advocate for children who need most help, and for showing how schools and parents can work together with children to provide a positive environment to learn. Every child deserves the best start in life, and positive outcomes for all children must be at the heart of a successful education system.Anne LongfieldOur high-stakes, test- and exam-focused system is failing too many children. It literally fails those who struggle to attend school or are marked as failures in exams. It metaphorically fails those who attend and get their grades, but at a personal cost to themselves, their love of learning and their families. This will continue to be the case for as long as schools are judged in the main on test and exam results, placing the burden of whole-school success or failure on children's shoulders.For the good of every child and, indeed, of educators themselves (most of whom want to provide the best possible learning experiences and strive to do so in spite of our one-size-fits-all model for education), it's time to listen to the canaries in the cages - the children who simply cannot cope, let alone thrive, within our restrictive, reductive system. Change made for those who suffer most will benefit the whole school community.Alison Ali'It's not that she wouldn't, she couldn't.' These words, written in the introduction of the book, struck a chord with me. The educational system we work in has, in my opinion, been created for the round pegs who fit perfectly into the round holes and yet the young people in our schools are all unique and are not carbon copies of each other. This book is utterly refreshing in that it addresses the biggest of misconceptions - that we should treat all children the same. Not all young people are the same and the sooner we learn how to teach and support them in the way they each need, the better it will be for all. This book explains what the issues are and how as a profession we can begin to address this. I cannot recommend this book enough. Thank you, Fran, Ellie and all the contributors for helping us to better understand and support our square pegs.Toria BonoIn order for a society to become healthy, whole and progressive, it must be willing to listen to the square pegs that it has created within itself. It is when square pegs choose to be silent and when they choose to communicate that we must pay careful attention to, for the sake of all of us. Everyone who was gifted with a square peg in their life will tell you so. Square pegs are our compass and our orienteers: they are the first to notice when we lose our way, the first to see that we have crossed our own boundaries, and the first to feel when we single-mindedly keep digging one-shaped holes. This is why this book had to be written, and this is why it must be read by anyone who cares about the education system of this country.I have been following Fran, Ellie and their many supporters, diligently collecting piece by piece of evidence for several years, to assemble the overly complicated puzzle of square pegs, to improve our society. The result is brutally honest, yet optimistic. It is visionary yet chooses a pragmatic approach and offers many quick wins. It offers a sensitive choice of a diverse set of writers, through which one thread of pearls is coming out very clearly: it is about compassion, consent, community and relationships. It is about holding our societal compass close to our hearts and struggling to keep it safe. This is the struggle of all of us - or at least it should be.Carmel KentIn recent years, many schools in England have started to implement strict policies around behaviour, curriculum and attendance. As the screws tighten, more and more square pegs (read 'deeply distressed young people') have started voting with their feet. When you stop going to school, it creates all kinds of problems: home visits, financial penalties and, incredibly, the threat of custodial sentences for the parents and carers of persistent 'offenders'. The fact that so many young people should choose such strife over attending school should tell us something very important about their lived experience of our one-size-fits-all education system. It seems likely that increasing numbers of square pegs will continue voting with their feet until we reach crisis point. But this crisis can be averted if we listen to the voices of those affected now. This brilliantly curated book is an absolute must-read for anyone interested in creating a more diverse, empathic, responsive educational ecosystem that works for all young people.James MannionThis is one of the most riveting books on education I have read in a long while. Its aim - to provide practical solutions for schools and families struggling with the increasing number of children who don't thrive in our current system - could not be more timely. The array of richly qualified writers places compassion, purpose and student autonomy at the heart of best practice. Their approach would surely work not just for those who avoid school, but for those stuck within it. Square Pegs is a must-read for parents, governors, staff and students who're up for a quiet classroom revolution.Madeleine HoltThis book is steeped in the experience and expertise of families, teachers and leaders. It tells the story of a system that is fraught with unintended consequences, brings the lived experiences of young people alive and challenges the notion of one-size-fits-all strategies. The voice of school leaders and teachers, ambitious to see the young people in their care thrive, roar at us across the page. It's a book of confidence for professionals and parents alike to rise above the distracting noise about attendance, exclusion and 'what works' narratives. A much-needed book ensuring the voice and experience of young people is heard and helping to inform what happens next. It's a must-read for everyone with a vision of an education system that can be 'fixed' through collaboration and brave actions.Margaret MulhollandThis is a book that is firmly on the side of children as they try to come to terms with a school system that is designed to encourage conformity. It highlights the way some schools manage to set the child at the heart of what they do in every sense of the term. There are case studies that shine a light on the child's perspective and solutions offered for other schools to try. Reading it is both heart-wrenching and uplifting ... but uplifting wins.Mick WatersThere is an old African saying: 'Until the lions have their own historians, the tales of glory will always be written by the hunters.' Fran Morgan has assembled here some lions and while they don't write too many tales of glory - although there are some - they do make us all realise why so many square pegs unnecessarily gain so little from our schooling system. Twelve years ago, Michael Gove sent a King James bible to every school. The next secretary of state for education should send a copy of this book to every new head teacher and put it on the reading list for all initial teacher training courses.Tim BrighouseMaking schools more inclusive is essential to ensuring the well-being and ability to thrive of every young person. Creating a sense of belonging and using trauma-informed strategies to help the system welcome the square pegs, rather than continuing to force them into round holes, is clearly the way forward. The current government one-size-fits-all approach, particularly to SEND and behaviour, needs a rethink. This book offers a wealth of practical examples of how collaboration between schools and families, alongside the will to make a culture shift, can lead to successful inclusion practices. It is very readable and contains practical advice and solutions, framed within the current educational context, that leaders, teachers and support staff can use to create the right systems and support to ensure that every child and young person really is more than just 'fine in school'.Judy Ellerby

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Book SynopsisIdentity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions: - Under what conditions do language learners speak, listen, read and write? - How are relations of power implicated in the negotiation of identity? - How can teachers address the investments and imagined identities of learners? The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy.Trade ReviewThe publication of Bonny Norton's Identity and Language Learning in 2000 was a landmark moment in the field of additional/second language learning. The countless discussions in journal articles, research reports and PhD theses in the past decade testify to the power of her multi-faceted and generative ideas. I have no doubt that this revised edition will be on the 'must read' list of anyone concerned with additional/second language learning and language education more generally. -- Constant Leung, King's College, University of London, UKUniting impeccable scholarship and an enduring passion for social justice, Bonny Norton's 2000 book Identity and Language Learning is republished here with a magisterial new Introduction by the author and an inspirational Afterword by Claire Kramsch. The book demonstrates anew the intrinsic power of Norton's constructs of investment, imagined identities and imagined communities, and the paradigm-shifting impact of her theory of identity on an ever-expanding set of questions, contexts, and interdisciplinary approaches to research and teaching in second language education and applied linguistics. -- Nancy Hornberger, University of Pennsylvania, USASince the publication of the first, pathbreaking edition of this now-classic text, identity has become a central term through which applied linguists have been able to explore the changing, complex and contradictory struggles we encounter as we learn languages. This book has become one of the most significant of the last decade, and will continue to provoke thought, research and discussion for another decade. A key text for any applied linguist. -- Alastair Pennycook, University of Technology, Sydney, AustraliaStrengthened by the thorough updates in the new Introduction and the context provided by Kramsch in the Afterword, the book makes a persuasive case for language teachers to regard our learners and their investments in a more holistic light. It may also shed some illumination on our experiences as L2 learners ourselves. -- Anna Husson Isozaki, Gunma Prefectural Women’s University, Japan * JALT Journal, 37.1, May 2015 *The book is invaluable for both novice and experienced SLA researchers and scholars interested in inquiring about language learning and identity. Norton has successfully combined international literature on SLA, identity, and social justice with pedagogical suggestions to create a volume that effectively takes a step forward in bridging the gap between research and pedagogy on language learning and learner identity in ESL environments. Even though these chapters center on language learning in ESL context, practitioners working with other languages could benefit from the findings and pedagogical implications. -- Andrea Lypka, University of South Florida, USA * LINGUIST List 25.3857 *In sum, this book is of great value to readers who are familiar with Norton’s work as well as to those who are encountering it for the first time. For graduate students, this book is a must-read, because it provides initial knowledge about identity research and a good example of narrative inquiry. For researchers and educators, this second edition is also a helpful resource; the compelling introduction and the inspirational afterword spur readers to dwell on those “unsettling issues” (p. 19) in identity theory regarding the relationship between societal structure and human agency, identification and negotiation, multiplicity and strategic essentialism. -- Haiying Feng, University of International Business and Economics, China * TESOL Quarterly, 2015 *Table of ContentsPreface Introduction 1. Fact and Fiction in Language Learning 2. Researching Identity and Language Learning 3. The World of Adult Immigrant Language Learners 4. Eva and Mai: Old Heads on Young Shoulders 5. Mothers, Migration and Language Learning 6. Second Language Acquisition Theory Revisited 7. Claiming the Right to Speak in Classrooms and Communities Afterword by Claire Kramsch

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Book SynopsisVisible Maths supports maths teachers in the use of concrete and pictorial representations to illuminate key mathematical ideas and concepts. Viewing the maths lesson as an opportunity for pupils to develop a deep understanding of the concepts and relationships in maths, rather than to simply learn how to follow algorithms and processes that lead to `the answer’, is increasingly recognised as the pinnacle of best practice in maths education. In this book Peter Mattock explores this approach in detail: focusing on the representations and structures that illustrate and elucidate key mathematical ideas, demonstrating their strengths in developing conceptual understanding, and exposing the potential pitfalls of their use and how to avoid them. Covering number lines, proportion diagrams, ordered pair graphs, the bar model and many other means of representation, Visible Maths maps out for teachers the maths mastery journey that will take their pupils’ learning to the next level.

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Book SynopsisDavid Birch's Provocations: Philosophy for secondary school will help teachers to present ideas and stimulate discussions which both accommodate and engage adolescent appetites. Foreword by A. C. Grayling. Are human beings flawed? Is murder an act of insanity or just plain thoughtlessness? Do we need a soul? From the fall of Icarus to the rise of Caesar, this practical resource draws upon history, philosophy and literature to provoke students to think, question and wonder. Divided into chapters on the world, self, society and others, the book is designed to give secondary school teachers the means to listen rather than teach - and to allow the ideas and thoughts of students to form the centre of the lesson. It shares a set of mature and challenging philosophy sessions predicated on the pedagogical methods of The Philosophy Foundation, and which explore, among other things: Wagner and desire, Shakespeare and madness, Joan of Arc and gender, Faust and temptation, and Nostradamus and time. The sessions dare students to think philosophically, to generate and test ideas, and to gain deeper insights - and raise questions on slavery, consumerism, utopia, the nature of evil, the limits of freedom, belief in God, and a whole lot more. The book sets out a clear introductory outline on its use both in and out of the classroom, and contains helpful tips and advice to guide teachers to span the curriculum - covering areas applicable to history, geography, religious studies, science, art, English and citizenship. There is also an extensive bibliography for those who wish to explore the topics in greater depth. Designed for all teachers, whether they are Philosophy for Children (P4C) trained or just experimenting with philosophy, of learners aged 11-18. There is also a hardback edition available, ISBN 9781845908881.

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Book SynopsisIn A School Built on Ethos: Ideas, assemblies and hard-won wisdom, James Handscombe explores how schooling is more than gaining qualifications, how learning is more than exams, and how academic success comes more readily to those who have grasped this idea. Harris Westminster Sixth Form has had enormous success in providing an academic education for students of all socio-economic backgrounds. This success is grounded in the development of a scholarly ethos that guides students and staff into successful habits - driven by a clear vision for the community and communicated through everything that the school says and does. In this book, founding principal James Handscombe takes readers through the school's development and illustrates its journey by sharing a selection of the assemblies that have underpinned and elucidated its ethos. In doing so he offers guidance on how such a staple of school life can be used to shape a community, and shares transferable lessons on how assemblies can be planned and delivered effectively. Furthermore, James discusses the challenges the school faced during its creation and offers an improved understanding of how academic and scholarly learning can be delivered and developed in a school - whether it be newly formed or already established. He also asks the fundamental question of how schools can encourage and enable disadvantaged young people to aspire to and engage in academic enquiry. Suitable for both established and aspiring school leaders, especially those who are thinking about the kind of school they would like to run and how they can shape it.

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Book SynopsisPowerful Questioning: Strategies for improving learning and retention in the classroomby Michael Chiles is an evidence-based examination of the power of questioning in the classroom and how it can be improved.Trade ReviewQuestioning is possibly the most powerful lever teachers have in the classroom to drive learning. This book is an authoritative work not just on the research underpinning it but also on how to use it in practice. Highly recommended.Carl HendrickPowerful Questioning is going to prove a potent tool to every teacher who reads it. Chiles brilliantly marshals research and practical strategies to unpick the subtle but crucial art of questioning in the classroom. It can be too easy to take questioning for granted, so common is it to the classroom, but for even experienced teachers, it can prove a tricky aspect of teaching to improve. This book offers a wealth of useful reflection, along with activities and insights, to propel teachers' questioning skills towards expert levels.Alex QuigleySome salutary statistics here on the range of questions currently asked in our classrooms and the massive opportunities for deepening pupils' learning when we reconsider how to extract best value from them. Michael Chiles has written a terrific book to explain why and to show us how. An essential resource for CPD for every school.Mary MyattMichael Chiles states in Powerful Questioning, 'of all the pedagogy strategies at the teacher's disposal, questioning is one of the most dominant methods of instruction. It is the heartbeat of a classroom.' I found this to be true in my years of working with cognitive scientists researching how children learn in a classroom. In my experience, questioning is fundamental in pursuing the powerful tools of retrieval, spacing, interleaving and metacognition, all rooted in robust research. Understanding how we learn and using the proper questioning techniques that develop critical thinking assists the teacher in promoting successful learning. John Hattie states in the introduction, 'The hard part is asking the right question at the right time for the right purpose and with the right level of complexity.' Michael Chiles gives us the knowledge and techniques that will make our useof questioning most effective.Patrice M BainTeachers ask hundreds of questions a day in their classrooms. But do we make the most of them? In this superbly researched and referenced book, Michael Chiles explores the purpose and untapped potential of questioning within classroom pedagogy, giving the reader powerful insight into this crucial element of effective teaching. As well as examining why questioning matters for responsive teaching, he carefully dissects the types of questioning we can use but also how questions can be used in formative assessment to check for understanding, diagnose and support pupil reflection. His approach is carefully interwoven with cognitive science and how questioning can support both deeper thinking and the long-term acquisition of knowledge and skills. He doesn't duck the fact that both teachers and pupils can often find questioning hard; rather, he explores the reasons behind these challenges and offers practical and accessible strategies that can build classroom culture to allow powerful questioning to flourish and thrive. As with his previous books on assessment and feedback, this book is another gem - rooted in his own rich personal reflections and experience, his passion for teaching and his love of learning more about what makes the biggest difference in classrooms and to pupils' success. A must-read for teachers and leaders in all settings.Andy BuckOne can't help but marvel at how Michael has been able to weave important research with his classroom insight to make this book on questioning a valuable contribution to every teacher's professional learning. 'Questions are an integral part of our lives', Michael asserts, and I tend to think this book will be an integral part of developing our essential question-asking skills in the classroom.Steven BerrymanThe best teachers ask lots of questions. But what are the most effective questions to ask? When and how should we ask them? And how can we shape our classroom environment so that students feel comfortable answering questions?In this impressive book, Michael Chiles provides compelling answers to these key questions and more. Powerful Questioning expertly deconstructs the art of questioning, offering highly practical advice for every classroom practitioner.Mark RobertsAt the heart of every great lesson is questioning. Yet, for years, the CPD around questioning had been limited to simply 'closed questions are bad' and 'open questions are good'. If we were lucky, then someone might even waft Bloom's taxonomy to spice things up or the facilitator might get you to throw questions scrunched into paper balls or pass questions around on Post-it notes, because it was done once in an 'Outstanding' lesson. Michael Chiles' Powerful Questioning is a thoughtful and thorough exploration of how to effectively use questioning in the classroom. Rather than looking at fancy tricks, Chiles explores the creation, use, function and impact of questions in education. The narrow focus really helps you to refine and question your existing practice. As the title suggests, questioning can be powerful and we, as practitioners, need to explore and consider how we can make every interaction have an impact in the classroom. A book that proves that you can teach an old dog, like me, a few tricks and, of course, there's loads of stuff for new dogs, I mean teachers, too.Chris Curtis

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Details the insightful and transformational steps that a school can take towards designing and delivering a rich, rigorous and wide-ranging curriculum.

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Book SynopsisWritten by Stephen Baker,That Behaviour Book: The simple truth about teaching childrenis an essential book for every teacher, providing an engaging and unique mix of anecdotes, practical strategies and moral imperatives for successful and child-centred behaviour management.Trade Review'Allowing the teachers to take control of behaviour' is a wonderful summary as Steve looks back and advises on how to teach Wade Booley as his younger self (without taking him around the back of the Portakabin, Kes-style). This book helps establish routines and helps build relationships for ECTs and experienced teachers. It is easy to read with a plethora of simple ideas, told in a humerous manner with examples we can all relate to. The takeaways are a perfect ending to each chapter, but the cherry on the cake are the 'Now Try This' reflective opportunities which allow teachers to make those positive changes. An exceptional read.Chris DysonThrough visiting thousands of lessons, Steve has a special talent for spotting those moments of interaction between adult and youngsters that are catalysts for relationships breaking down and the inevitable onset of crisis. That Behaviour Book looks at those moments, identifies the issues and provides sensible solutions that have proven to work in many schools. This book is an essential read for all adults working with youngsters.Mark AyersThis book will challenge you to confront yourself. Do not read it unless you are ready to go on a journey to being a better teacher and a better human being. Whilst this book provides so many valuable tools and strategies, it is so much more than a 'how to ... what to do if' book. Steve is clear that our biggest asset in the classroom is our willingness to see children as fellow human beings. As Steve eloquently puts it, 'Your job as a teacher is to help young people build their futures, to assist them to thrive and achieve their potential.' I have long been suspicious of the so-called 'zero tolerance' approach to behaviour. How can we say we love and value our children and have developed sophisticated policies and protocols to safeguard our children from harm, yet say we have zero tolerance of behaviour, which may well be communicating distress, trauma, fear and distrust? Perhaps the most subversive thing about this book is that it challenges the notion that children and young people are to blame for disruptive classrooms. As adults in the classroom, we have the power to create learning environments of mutual respect; Steve provides both the tools and research to prove this to be true. Steve is himself a student of life, and in this book he is honest enough to laugh at himself. This book will make you laugh at yourself too. Steve's anecdotes are presented in a wonderful 'Gervase Phinn' style and readers will identify with so many of the stories relayed by Steve. Reading this book gave me hope. Hope to believe that there is a better way to teach and support our children, not least those from broken homes and dysfunctional families. Nelson Mandela suggested that education is the most powerful weapon we can use to change the world. Yet too many of our children are being excluded from lessons and even their own school community every day. If every teacher and every Ofsted inspector were to read this book, and apply the challenges and tools provided in their professional work, I believe we would see outcomes improve and the so-called disadvantage gap close significantly.Paul TinsleyIn this excellent book, Baker highlights the importance of understanding children, building strong relationships and loving pupils. Based on years of experience working in challenging schools - even the one I went to myself as a kid - he emphasises how vital adult behaviour needs to be in order to get the best out of the pupils. What we see in this book is the power of relationships and how we really must be sophisticated in how we communicate with children in our schools. If you are a new teacher then this book will help you take those first nervous steps into classroom management. If you are an experienced teacher then take a look - you may learn something new.Dave WhitakerInvaluable to early career teachers and experienced practitioners.Steve properly knows his stuff and communicates it brilliantly. His writing drips with authentic experience from a career in some truly wobbly places. Steve's advice is exactly what you need to upgrade behaviour in your classroom.I have worked with Steve for ten years and never fail to learn from him. This book is your chance to do the same.Paul Dix

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Book SynopsisWritten by Lesley Parkinson,Restorative Practice at Work: Six habits for improving relationships in healthcaresettingsdemonstrates how anyone working in healthcare can draw on restorative practice to develop six habits that improve relationships and help to foster compassionate and inclusive workplace culturesTrade ReviewThis book is a refreshing and important addition to the field of restorative practice because it has been written with a clear understanding that restorative practice does not exist on the page or in a training room but in the real-life context of professionals, practitioners, young people and families. Many books do not make that transition possible and the result is individuals, having been inspired by what they have read, cannot then put the theory into practice. The metaphor of habits (here, six restorative habits) offers a scaffolding to explore theory and, more importantly, apply it to the individual's context. Alongside the theoretical inputs, there are activities within each section of the book that will enable the reader to not only self-reflect, but also reflect about self within the organisation in which they might work. The use of supportive anecdotes, provided by a wide range of health staff, will also enable readers to get a feel for what developing and living with these habits is like.Parkinson says, 'I want this book to make a notable, positive difference to your daily workplace experience ... [regardless of your] role in healthcare.' I think this book can and will do that for those who read and apply its six restorative habits to their daily personal and professional lives.Chris StrakerThose who work in the broad fields of restorative practice know that its applicability is limited only by our imaginations and opportunities. Lesley Parkinson has written a compelling, practical, easily digestible book about the application of restorative practice in healthcare. This book reflects her deep understanding of issues like voice, psychological safety and trust in workplace relationships, and implementation and support of this philosophy across teams. She has done the careful research needed to support her arguments, and offers the gift of naming, describing and using the six restorative habits (with examples from the field) so they can be embedded into unconscious competence, used daily in both professional and personal settings - moving the explicit into the implicit - to become 'how we do things around here'. The themes in this book have much greater application and would be helpful for anyone in any workplace.Margaret ThorsborneI was delighted to read this book. I think it is particularly apt that this practice has been shared within our trust, and especially now, when we have all recently had the most isolation, mentally and physically, from family and colleagues that many of us have ever experienced, due to the pandemic. The six habits are set out succinctly and clearly, and compassionately assess situations that may occur - with a clear aim for supportive resolution and improved healthcare.The circle meetings are a very welcome initiative after the necessity of endless TEAM meetings - a very practical way to break down barriers and work towards a psychologically safe and good culture.Here is a reference guide that any team member, whatever their role, would be glad to have nearby, and one that they can dip into for reminders and guidance.I think this publication is particularly relevant to the work we do as Freedom to Speak Up Guardians, where we can be faced with difficult and highly emotionally charged conversations that will benefit from a measured structure of restorative enquiry to ensure the psychological safety that is needed to make speaking up everyday practice.Heather BruceI applaud Lesley Parkinson for wanting to help teams and individuals find a positive way to face the future. It can sometimes be a difficult task to inspire a jaded and overworked team to try something different. Working in a team, there is nothing more dispiriting or disheartening than when presenting an idea or concern, it is not then followed up or is treated with distain. The book provides great background research which proves that putting the work into providing the tools to restorative practice is worth the effort. Once a team has gelled together, sharing the same motivations and responsibilities, they will work better and look out for each other more. l like the moments set aside to think and add personal insights into the narrative. The mountain illustration gives a helpful insight, cleverly highlighting that if you are feeling good or bad, you act differently towards the people you are in contact with at any time - and them with you. This in turn defines how your interactions and relationships can be good or bad. The relational window makes each person think about the way they deal with everyday things with a better perspective, which helps managers work with the team better and makes the team members more amenable to assisting each other with any issues.In my opinion, the improvements that could be made by following these six habits - in a workplace setting and taken outside work into a personal setting - mean that this book is well worth your time.Janet YeadonAs always, and as I have found out over many years of local government work, building and nurturing meaningful and sound relationships is the key to success and productivity - breaking down those behavioural barriers that colleagues build up at all levels of the organisation, through knowledge and the skilful application of sound restorative approaches. Sounds easy, but it takes some time to understand your own barriers, impact upon self of the work you undertake and how that impacts on others. This book, written in simple plain language for what is a vast psychological and behavioural minefield at times, helps the reader understand what a restorative approach is and how it can be applied to everyday occurrences and events, including in the workplace. Lesley deals mainly with NHS scenarios in this book, but this approach can be used in all workplace settings, at all levels, including working with children. When used and applied, the restorative principles (or habits) do change mindsets, reduce stressful and potentially harmful situations, and make working in a team or organisation happier and healthier for all - as well as ensure the best outcomes for a child and their family. It's seeing the behaviour or response and not applying it to the person as being wrong or deceitful, and always looking for the solution, that really counts - and works, as time has shown us! In local authorities, most will have a practice model that is strengths-based and family focused, as well as using a trauma-informed approach when working with children and their families - a restorative practice approach fits well with these models and applying the restorative principles creatively only enhances what are already tried, tested and research-rich ways of working.Irene LivingstoneA much-needed insight into restorative practice in the world of healthcare, and how interactions in our teams every day make a tangible difference to the care and safety of patients. The tried-and-tested practical focus of this workbook will give readers the power to enact change themselves, and start to create real, lasting psychological safety with diverse teams, in every sense of the word. In a post-COVID-19 world where healthcare staff are experiencing high pressure and chronic burnout, Lesley's people-centred approach could revolutionise the way that we approach patient safety in the NHS. I thoroughly enjoyed reading this book and have no doubt that it will deliver huge impact to teams across the healthcare sector.Hannah ChandisinghRestorative Practice at Work is a thoughtful, reflective and highly practical guide to facilitating contentedness and effectiveness in the workplace. Drawing on insights from a range of theories and ideas, Lesley Parkinson provides an evidence-based set of six practices to be explored by individuals and teams. Complete with tools and real-life examples, the practices facilitate working through the nature of problems at work (for example, exploring thoughts, feelings and relationships), and finding solutions of benefit all round. The book will be of particular interest to those working in health and social care, but the foundations apply to all workplace settings.Anthony KesselThis is an excellent read. It documents really well the improvement journeys and real experiences of the colleagues who have taken part and benefitted from the restorative practice pathway.Sarah JonesOrganisational leaders seeking better performance outcomes are increasingly paying attention to the social and relational aspects of change. Put simply, relationships matter. Lesley Parkinson's Restorative Practice at Work offers a timely and accessible guide to the why and how of developing better work-based relationships via six habits of restorative practice that ultimately foster better performance outcomes. Essential reading for anyone interested in leadership, culture, innovation and improvement.Nicola Burgess

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Book SynopsisAn unputdownable true account of how a tenacious head teacher led one of the most challenging schools in the country to excellence. No Excuses charts an extraordinary principal's journey in diary form from the moment she took over at a failing secondary school in a deprived area of the country, where less than a quarter of children attained five or more A*-C GCSEs, and how she set about the gruelling task of transforming its reputation using her zero-tolerance, tough-love approach. Armed only with a wicked sense of humour, fearless energy and a powerful vision, Alison Colwell put in place a stringent set of rules, including a strict uniform policy and a complete ban on mobile phones, provoking resistance and hostility from some parents, the wider community and on social media. This is the darkly funny, moving story of how, together, teachers and their - often troubled - pupils rebuilt a school and community, with an inspirational head at the helm. Charming, touching and full of brilliant leadership advice, this is the diary of the woman the Daily Mail labelled Britain's strictest head teacher.

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Book SynopsisFriendships and community are very important for the healthy social, psychological, and emotional development of young children. In this fun and accessible activity book, Deborah Plummer deploys over thirty years of expertise for parents, teachers, and therapists to facilitate healthy friendships between children. This activity book explores concepts around child friendships, community, and being part of a group whilst also including sections on cooperation, negotiation, and conflict resolution.This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children's perceptions of themselves and the world.Trade ReviewA fantastic resource that will help young children to grow morally, socially and spiritually through simple and enjoyable group games. The 'Talk About' sections and Activity Sheets are a powerful and adaptable learning tool, helping youngsters to reflect on themselves and their impact on others after each game. I'd recommend this for schools, community groups and clubs. -- Debby Elley, co-founder of AuKids parenting magazine, author of 15 Things They Forgot to Tell You About Autism and co-author of The Ice-Cream Sundae Guide to Autism and Championing Your Autistic Teen at Secondary SchoolTable of ContentsAcknowledgementsIntroductionI. Exploring concepts of friendship and community: a mindful play perspectiveII. IMPACT essentials for managing friendshipsIII. Being part of a groupIV. Understanding friendshipsV. Cooperation and negotiation; conflict management skillsVI. Celebrating togetherVII. Activity sheets

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Book SynopsisLearning how to communicate effectively and healthily is an important skill for every child to learn. This practical and fun activity booklet facilitates parents, teachers, and therapists to build children's communication skills. It explores how and why we communicate, effective listening, non-verbal communication, and how to stay on topic. Using over thirty years of experience, Deborah Plummer helps children understand that their interactions reflect their beliefs about themselves and others, and shows how to recognise and celebrate the unique and diverse ways in which we express who we are.This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children's perceptions of themselves and the world.Trade ReviewThis book is essential in working with children due to their kinaesthetic learning style. Deborah Plummer has organised fun and creative activities that children will easily build communication skills from. This book is a must have for any child care professional's library! -- Shawn Amador, LCSW Founder of Social Theatre TM and Author of "Teaching Social Skills Through Sketch Comedy and Improv Games."Table of ContentsAcknowledgementsIntroductionI. Exploring communication skillsII. IMPACT essentials for building communication skillsIII. How and why we communicateIV. Effective listening and effective observationV. Understanding and using non-verbal communicationVI. Conversation skillsVII. Sequencing ideas, telling stories and staying on the topicVIII. Activity sheets

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Book SynopsisBuilding self-confidence in children is crucial for healthy psychological, social, and emotional development and wellbeing. This resourceful and fun activity booklet is an invaluable resource for parents, teachers, and therapists in helping to build children's self-confidence. It explores ideas around self-confidence and what that might mean as well as the essentials required to build it. This activity booklet also encourages self-knowledge and self-acceptance through the identification of each child's unique strengths and skills.This book is one of a series based on the use of imagination (I), mindful play (MP) and creative thinking (CT) to enhance social, psychological and emotional wellbeing and resilience in children. The accompanying ebook Using Imagination, Mindful Play and Creative Thinking to Support Wellbeing and Resilience in Children describes the theory and approach behind how these activities can significantly influence children's perceptions of themselves and the world.Trade ReviewThis book provides informative and practical advice for professionals and parents.The concepts behind the IMPACT approach to supporting self-confidence in children are linked to carefully crafted and creative activities that require minimal resources.Helping Children To Build Self-Confidence is a lifeline to those who are helping children find their place in the world. -- Julia Hamper MA(Oxon), Educational ConsultantTable of ContentsAcknowledgements; Introduction; I. Exploring Self-Confidence: a mindful play perspective; II. Phase One: IMPACT essentials for building self-confidence; III. Phase Two: Self-knowledge and self-acceptance; IV. Phase Three: What is confidence?; V. Phase Four: Making changes, facing challenges; VI. Activity sheets

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Book SynopsisDue to the enduring legacy of the colonial, capitalist project, we have arguably entered an era of social, cultural, economic, and environmental collapse. There is a heightened awareness of a range of global issues including racism and xenophobia, economic and cultural protectionism, environmental degradation, and climate change – yet there appears to be a resistance to taking action that challenges the status quo, maintaining a way of life that continues to divide the world in unequal and inequitable ways, including in education. The complicity of westernized education in contributing to these issues has led calls to decolonize educational ideologies, structures, and practices. In response, the authors present a novel way of thinking and a robust foundation for de/colonizing educational relationships in Higher and Teacher Education, illustrated by examples of applications to practice. A hybrid style of writing weaves their own narratives into the text, drawing on their experiences in a range of educational settings.Trade ReviewThis insightful book delves into the critical importance of transforming educational relationships as a means to challenge coloniality within education. Rather than shying away from the intricate complexities and inevitable dissonances that arise in collective change efforts, this book treats them as catalysts for deepened learning and expanded accountability. It refrains from offering simplistic solutions or universal remedies, and instead equips educators with valuable frameworks, tools, and thought-provoking questions to identify and interrupt ongoing colonial dynamics within mainstream educational institutions. By doing so, it offers an important gesture toward how we might learn to live together differently. -- Sharon Stein, Ph.D, Professor Department of Educational Studies, University of British Columbia, xʷməθkʷəy̓əm (Musqueam) TerritoryRelationships go to the heart of education. As the authors point out, however, our relationships are deeply entangled in coloniality. Drawing on a wealth of evidence and personal lived experience, this book asks the crucial question as to how we as educators can go about de/colonizing our relationships. It is vital reading for all those interested in decolonizing education in the interests of more socially, economically and epistemically just futures. -- Professor Leon Tikly FAcSS, University of BristolThis book is not only a courageous text, but one of the premium texts that approach decoloniality from a global perspective, considering the perspectives of once-colonized nations. It is critical that when we discuss decoloniality that we do not erase the discourses and materialities of multiple nations in the world when engaging in pluriversal, democratic knowledge construction, and dissemination. This text does that work while engaging in theory, relationalities, spirituality, and expanded possibilities. This is a must-read book for our generation and will be a foundational text for current and future scholars of anti-oppressive and anti-colonial work. -- Kakali Bhattacharya, Professor, Research Evaluation and Methodologies, School of Human Development and Organizational Studies in Education, University of Florida, USADecolonizing Educational Relationships is essential reading for everyone working in educational environments. The authors use beautifully crafted prose, imagery, and lyricism to illuminate how we are both affected by and complicit in coloniality. fatima, Fran, and Shauneen then model self-reflexive dialogue to help the reader imagine how their own de/colonizing journeys might look. They offer practical activities that move beyond supplementing the writing, which enables readers to engage in de/colonial action while simultaneously doing the cognitive labour to interrogate colonial systems and practices. Although the authors explore the seemingly impenetrable colonial reality within educational systems, their book is characterized by an invitation to hope. They enable the reader to believe in the potential for educational practices that are fundamentally relational, pluriversal, emergent, and just; that is, educational practices that serve everyone well. The book is both a work of art and call to action—every reader will emerge the better for having experienced it. -- Robin Alison Mueller, Associate Professor, School of Education and Technology, Royal Roads University, CanadaThe decolonization of knowledge is now a key concern for many social scientists across the world. In this book, the authors eloquently spell out what decolonization of knowledge might look like, and how decolonization might take on specific meanings in terms of methodological, disciplinary, and geopolitical context. It is a welcome addition to the rapidly growing scholarship on decolonization. -- Ali Meghji, Associate Professor in Social Inequalities, Department of Sociology, University of CambridgeThis book is a must read for anyone wanting to better understand and practice de/colonizing education. Through a new focus on relationships, fatima, Fran and Shauneen offer caring, accessible and critically-honed insights into process, grounded in extensive experience and practical exercises. In showing how to decentre from dominant Euro-centric models through their actionable de/colonial imaginary, they offer powerful means to contribute to working for a more socially-just world. -- Kerry Chappell , MA Oxon, PhD, SFHEA Associate Professor of Education, University of Exeter, MA Creative Arts in Education, Programme Co-ordinator and Dance Lecturer, Leader for Creativity and Emergent Educational-futures NetworkTable of ContentsForeword; Jerome Cranston Section 1. Introduction Chapter 1. Introduction Chapter 2. Theoretical foundations Section 2. Identifying the issues Chapter 3. Whiteness, decentering whiteness and teacher ontologies Chapter 4. Race and racism in education Section 3. Working towards de/colonizing educational relationships Chapter 5. Spirituality and relationality Chapter 6. Invitation and hospitality Chapter 7. Spaces, places and boundaries Section 4. An imaginary for de/colonizing educational relationships Chapter 8. De/colonizing research and scholarship Chapter 9. Bringing it all together

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Book SynopsisA vital addition to Seagull’s growing Italian List that focuses on leftist Italian thought, bringing famous as well as little-known yet crucial voices into the English language. As speaking animals, we continuously make use of an unassuming grammatical particle, without suspecting that what is at work in its inconspicuousness is a powerful apparatus, which orchestrates language, signification, and the world at large. What particle might this be? The word not. In Essay on Negation, Paolo Virno argues that the importance of the not is perhaps comparable only to that of money—that is, the universality of exchange. Negation is what separates verbal thought from silent cognitive operations, such as feelings and mental images. Speaking about what is not happening here and now, or about properties that are not referable to a given object, the human animal deactivates its original neuronal empathy, which is prelinguistic; it distances itself from the prescriptions of its own instinctual endowment and accesses a higher sociality, negotiated and unstable, which establishes the public sphere. In fact, the speaking animal soon learns that the negative statement does not amount to the linguistic double of unpleasant realities or destructive emotions: while it rejects them, negation also names them and thus includes them in social life. Virno sees negation as a crucial effect of civilization, one that is, however, also always exposed to further regressions. Taking his cue from a humble word, the author is capable of unfolding the unexpected phenomenology of the negating consciousness.Trade Review"In spite of the wide spectrum of applications in which the term ‘not’ is being situated, the book of Virno maintains its unity of object,while the originality of its concept lies in its combinatory power of perspectives and abundance of details; fundamental as it may be in human conversation and thought, the‘negative’ definitely got the affirmative attention that it deserves!" * Philosophia *Table of Contents1. Prologue Mirror Neurons and the Faculty of Negation 1.1 Logic and Anthropology 1.2 In the Beginning Was the ‘We’: An Intersubjectivity without Subjects 1.3 This is Not a Man 1.4 The Public Sphere as Negation of a Negation 2. The Money of Language 2.1 Of a Peculiar Omission, and the Possibility of Remedying It 2.2 Ferdinand de Saussure’s ‘Intimate Though’ 2.3 Negative Facts 2.4 The Deduction of the ‘Not’ 2.5 A Janus-Faced Sign 2.6 Negation as Linguistic Currency 3. The Meaning of ‘Meaning’ 3.1 Beyond Saussure 3.2 Negation and Mental Pictures 3.3 Fractures Internal to the Statement 3.4 The Neutrality of Sense 3.5 Of the Question Mark 3.6 The ‘Not’ and the Possible 3.7 The Misery of Psychologism 4. On Plato’s Sophist 4.1 The Discovery of Negation in Infancy 4.2 Drifting and Landing 4.3 Complementary Classes 4.4 Being What Is Different, Saying What Is Different 4.5 Metamorphosis of the Héteron 4.6 Non-Being According to Heidegger: The Centrality of Moods 5. Negation and Affects 5.1 Natural History 5.2 A Twofold Interface 5.3 A New Experience of Pain 5.4 Freud as a Theorist of Negation 5.5 Containing Destruction 5.6 Destroying Empathy Appendices A. Negative Actions B. Double Negation: A Resource for Praxis

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Book SynopsisNeuroscientific evidence reveals that childcare centres are high stress environments which can disrupt the brain s emotional developmental circuitry during critical phases, impacting a child s later ability to flourish. At the same time evidence also reveals that some parenting practices are sub-optimal. Exploring what it is infants really need to grow emotionally well, represents a largely unexplored issue. If the state wants to be populated by flourishing individuals, then this topic must be addressed. Using an ethical framework to tease out the wide ranging, complex, and sometimes controversial issues that this dilemma presents, The Foundations of Flourishing and Our Responsibility to Infants follows a cross-disciplinary journey. The author pieces together pertinent issues in a synthesised critique of political, feminist, and moral philosophy, as well as psychological and neuroscientific findings, and offers some possible solutions. It will be of interest to researchers and teachers in areas including philosophy, psychology, education, social care, as well as educators and policy-makers in early childhood development.

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Book SynopsisThere are all sorts of students learning all sorts of different things. Find out what it means to be a student.

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Book SynopsisEducation has an essential role to play in transforming society In Other Woods emerges from over two decades of experience in developing an independent school that actively held at the forefront the essential question what constitutes right education?.Shedding conventional and institutional approaches, this endeavour embraced the urgent challenge of seeking a new paradigm for nurturing sane young minds and responsible, caring adults - a task that is increasingly relevant today with the growing malaise of the new generations. Distilled here are some of the author's observations, reflections, challenges and insights gained from her pivotal role in this educational journey; no indulgence in theory, no attempt to provide final answers, but rather a refreshing selection of raw material to invite a deeper inquiry into an issue vital for all of us.

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