History of education Books

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Book SynopsisCharlotte Mason (1842-1923), orphaned and poor at the age of sixteen, nonetheless developed into an inspiring and original educational reformer of the late-nineteenth and early-twentieth century, a period of great intellectual vitality and cultural change. Enabled through the help of friends and colleagues she founded the Parents'' National Educational Union (PNEU) in 1887 and established the ''The House of Education'', the Teacher Training College for women in Ambleside in 1892. The clarity and coherence of her applied philosophy of education established the foundation for a simple, stimulating and deeply satisfying enjoyment of learning for children of all ages in countless homes and schools in Britain and the world.In her biography, Essex Cholmondeley draws on her own experiences of Mason''s teaching, as well as her extensive literary output, to unfold her life and work. Whilst she and Elsie Kitching lacked full details of Mason''s family history, a warm and lively personality emergTrade ReviewThis is an important book about an increasingly recognised Victorian educator whose rich precepts remain full of vitality and relevance, even within the changed conditions of the present century. Jason Fletcher, Headmaster, Heritage School, Cambridge Essex Cholmondeley's work offers just the sort of introduction to Charlotte Mason's life that the discerning, relational reader welcomes as they seek to uncover the source and influences behind her enduring philosophy of education. Based extensively on primary sources and decades of insight by Mason's close colleagues, this biography continues to be a mainstay resource of information and inspiration for those seeking to more deeply understand Mason's design for education. Dr Deani Van Pelt, Charlotte Mason Institute There are six volumes and numerous pamphlets and articles describing Charlotte Mason's philosophy and model, yet few accounts of her personal life and work. Filled with anecdotes and stories, this volume helps complete the picture begun by the painter Fred Yates - offering the reader a better understanding of the person behind the philosophy and thus connecting them personally to Mason's lifework. Dr Jack Beckman, Professor of Education, Covenant College, Georgia The Story of Charlotte Mason is an introduction and a tribute to the life and work of a once almost forgotten educator. Yet, in an interesting way she has remained alive, vibrant, and relevant into the twenty-first century. Mason's principles are so basic to the human being that many will be relevant for centuries to come. She saw education through a relational lens, and The Story of Charlotte Mason gives the reader that relational story by providing much context from the people who knew her best through their work with her. The Story of Charlotte Mason is a must read for anyone who wants a thorough understanding of Mason in her times. J. Carroll Smith, EdD, Retired Assistant Professor of Education and Founder of the Charlotte Mason Institute

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Book SynopsisExam board: Pearson EdexcelLevel: GCSESubject: History First teaching: September 2016First exams: Summer 2018Endorsed for EdexcelTarget success in Edexcel GCSE (9-1) History with this proven formula for effective, structured revision.Key content coverage is combined with exam-style questions, revision tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge.With My Revision Notes every student can:> Plan and manage a successful revision programme using the topic-by-topic planner> Enjoy an interactive approach to revision, with clear topic summaries that consolidate knowledge and related activities that put the content into context> Build, practise and enhance exam skills by progressing through activities set at different levels> Improve exam technique through exam-style questions and model answers with commentary from expert authors and teachers> Get exam ready with extra quick quizzes and answers to the activities available online

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Book SynopsisClassical civilisation, Martin Bernal argues, has deep roots in Afro-Asiatic cultures. But these Afro-Asiatic influences have been systematically ignored, denied, or suppressed since the eighteenth century - chiefly for racist reasons. The popular view is that Greek civilisation was the result of the conquest of a sophisticated but weak native population by vigorous Indo-European speakers--or Aryans--from the North. But the Classical Greeks, Bernal argues, knew nothing of this Aryan model. They did not see their political institutions, science, philosophy, or religion as original, but rather as derived from the East in general, and Egypt in particular. Black Athena is a three-volume work. Volume 1 concentrates on the crucial period between 1785 and 1850, which saw the Romantic and racist reaction to the Enlightenment and the French Revolution, and the consolidation of Northern expansion into other continents.In an unprecedented tour de force, Bernal maTrade ReviewHis account is as gripping a tale of scholarly detection and discovery as one could hope to find -- Margaret Drabble * Observer *Bernal makes an exotic interloper in Classical studies. He comes to them with two outstanding gifts: a remarkable flair for the sociology – perhaps one should say politics – of knowledge, and a formidable linguistic proficiency… The ‘fabrication’ of Ancient Greece…will never pass as a natural identity again * Guardian *The value of the book lies in his massive and meticulous demonstration of how scholarly views of the past are moulded (and repeatedly modified) by the changing political environment in which scholars pass their lives... Black Athena is certainly a stimulus to thought * London Review of Books *Has the virtues of force, clarity, wealth of ideas and a voracious intellectual curiosity * Times Higher Educational Supplement *A swashbuckling foray into the very heart of racist, Eurocentric historiography... Already one can hear the knives being sharpened against Bernal * City Limits *

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Book SynopsisHow public history can be a catalyst for stronger relationships between universities and their communitiesTrade Review“Through a collection of compelling scholarship, Bachin and Howard have shown the importance of universities for correcting discrimination and its legacies. Consider this book more than a compendium of inventive campus-community partnerships; it’s an indispensable guide for the future of urban justice.”—N.D.B. Connolly, Herbert Baxter Adams Associate Professor of History at Johns Hopkins University, and author of A World More Concrete: Real Estate and the Remaking of Jim Crow South Florida“Robin Bachin and Amy Howard have compiled a powerful case for publicly engaged scholarship not only as a vitally important modus operandi for urban historians but also for universities writ large. The composite picture they have pieced together from public history case studies drawn from cities across the nation compellingly illustrates how the ‘lens of the past’ provides a foundation for reciprocal engagement between universities and their communities. Engaging Place, Engaging Practices vividly demonstrates the value of urban universities collaborating with local partners to heal historical wounds, co-create knowledge of who we are today, and put our universities and communities jointly on a path to racial equity and justice.”—Nancy Cantor, Chancellor and Distinguished Professor at Rutgers University–Newark, and coeditor of Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society"A real strength of this collection is the range of university–community partnerships highlighted.... Engaging Place, Engaging Practices is an excellent addition to the literature on public history, public humanities, and university–community partnerships. The range of projects included in the book make it an appealing read for anyone already doing university–community partnership work and for those who want to join in it.... [T]he volume is convincing in its call for historians and the broader university to truly partner with surrounding communities in order to collectively analyze and engage in pressing social, economic, and environmental problems." —Teachers College Record"In nearly all the chapters, the authors demonstrate that sustained collaboration and committed university leadership are essential to ensure that the potential and power of urban universities can be leveraged to promote positive change.... [C]hapters demonstrate how instructors and individual courses can make a difference in the lives of students and residents. As such, the collection provides examples at a variety of scales—from the block, neighborhood, city, and regional school-of '...colleges and universities [striving] to matter'. In doing so, the editors make the case that the engaged university can and should do more to shape 'inclusive, equitable, and sustainable' communities—and that universities need to assume a heightened leadership role in a post-COVID-19 world."—Economic Development Quarterly

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Book SynopsisFor more than twenty years, Charlotte Thomson Iserbyt has been warning the American people of the New World Order stratagem to overthrow democratically elected school boards with public-private partnerships between the federal government and globalist corporations. In this volume, John Klyczek expounds on Iserbyt’s theories by tracing her work to the present moment as a last ditch effort to stop the corporatization of education. Klyczek explores how the infamous Yale Secret Society, Skull and Bones, utilized Robber Baron philanthropy and stimulus-response psychological conditioning to institute a corporatist system of workforce training for a fascistically planned economy. He then explains how this system is being upgraded to a technocratic education system of corporatist “school choice” through virtual education technologies that program students for a globally planned economy. School World Order will teach you the ulterior agenda behind the ed-tech movement: data-mining students for research and development into artificial intelligence and transhumanist biotechnologies for the establishment of an authoritarian, post-human society.

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Book SynopsisA searing indictment of the American public health, media, and political establishments? decision-making process behind pandemic school closures.An Abundance of Caution is a devastating account of the decision-making process behind one of the worst American policy failures in a century?the extended closures of public schools during the pandemic. In fascinating and meticulously reported detail, David Zweig shows how some of the most trusted members of society?from Pulitzer Prize?winning journalists to eminent health officials?repeatedly made fundamental errors in their assessment and presentation of evidence. As a result, for the first time in modern American history, healthy children were barred from school. Millions of them did not set foot in a classroom for more than a year.Since the spring of 2020, some students in Europe had been learning in person. Even many peers at home?in private schools, and public schools in mostly ?red? states and districts?were in class full time from fall 2020 onward. Whatever inequities that existed among American children before the pandemic, the selective school closures exacerbated them, disproportionately affecting the underprivileged. Deep mental, physical, and academic harms?among them, depression, anxiety, abuse, obesity, plummeting test scores, and rising drop-out rates?were endured for no discernible benefit. As the Europeans had shown very early, after they had sent kids back to class, there was never any evidence that long-term school closures, nor a host of interventions imposed on students when they were in classrooms, would reduce overall cases or deaths in any meaningful way.The story of American schools during the pandemic serves as a prism through which to approach fundamental questions about why and how individuals, bureaucracies, governments, and societies act as they do in times of crisis and uncertainty. Ultimately, this book is not about Covid; it?s about a country ill-equipped to act sensibly under duress.

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Book Synopsis?A fascinating and eye-opening look at how American schools have helped build and reinforce an infrastructure of racial inequality . . . a must-read for every American parent and educator.??Esquire (Most Anticipated Books of 2025)?Though the argument of this book is bleak, it illuminates a path for a more just future that is nothing short of dazzling.??Oprah Daily (Most Anticipated Books of 2025)?This book will transform the way you see this country.??Michelle Alexander, author of The New Jim CrowIf all children could just get an education, the logic goes, they would have the same opportunities later in life. But this historical tour de force makes it clear that the opposite is true: The U.S. school system has played an instrumental role in creating and upholding racial hierarchies, preparing children to expect unequal treatment throughout their lives.In Original Sins, Ewing demonstrates that our schools were designed to propagate the idea of white intellectual superiority, to ?civilize? Native students and to prepare Black students for menial labor. Education was not an afterthought for the Founding Fathers; it was envisioned by Thomas Jefferson as an institution that would fortify the country?s racial hierarchy. Ewing argues that these dynamics persist in a curriculum that continues to minimize the horrors of American history. The most insidious aspects of this system fall below the radar in the forms of standardized testing, academic tracking, disciplinary policies, and uneven access to resources.By demonstrating that it?s in the DNA of American schools to serve as an effective and underacknowledged mechanism maintaining inequality in this country today, Ewing makes the case that we need a profound reevaluation of what schools are supposed to do, and for whom. This book will change the way people understand the place we send our children for eight hours a day.

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Book SynopsisEnlightened Oxford aims to discern, establish, and clarify the multiplicity of connections between the University of Oxford, its members, and the world outside; to offer readers a fresh, contextualised sense of the University''s role in the state, in society, and in relation to other institutions between the Williamite Revolution and the first decade of the nineteenth century, the era loosely describable (though not without much qualification) as England''s ancien regime.Nigel Aston asks where Oxford fitted in to the broader social and cultural picture of the time, locating the University''s importance in Church and state, and pondering its place as an institution that upheld religious entitlement in an ever-shifting intellectual world where national and confessional boundaries were under scrutiny. Enlightened Oxford is less an inside history than a consideration of an institutional presence and its place in the life of the country and further afield. While admitting the degree of corpTable of ContentsIntroduction 1: Fame, Form, and Function: the University's place and purpose in the long eighteenth century Intellectual Presence 2: Oxford and British academic contexts after the Glorious Revolution 3: The defence of the Church of England and Christian belief 4: Oxford and the Arts and Humanities 5: Oxford and contemporary science: anxiety, adaptation, and advance Institutional Presence and Interactions 6: University personnel: offices, influence, and the polity 7: Oxford and the Crown 8: Oxford, the world of Westminster, and the defence of the University's interests 9: Beyond the University: Outreach and connections in England, Wales, Scotland, and Ireland Cultural Constructions, Connections, and Tensions 10: The University as seen from outside 11: Oxford and the wider world: the European connections and imperial involvements of the University 12: Insider trading: family, friendship, connection, and culture beyond the University Conclusion: Oxford variations on an Enlightenment theme

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Book SynopsisTrade Review"Winner of the ASHE Outstanding Book Award, Association for the Study of Higher Education""Winner of the AESA Critics’ Choice Book Award, American Educational Studies Association""Winner of the Frederic W. Ness Book Award, Association of American Colleges & Universities""Winner of the HES Outstanding Book Award, History of Education Society""Winner of the Outstanding Publication Award, American Educational Research Association""This extensively researched, well-written examination of racism, integration, and violence in the postsecondary environment is a major contribution to the field of higher education."---Jacqueline Snider, Library Journal"In this intensely researched narrative, Cole focuses on one institutional president—as a member of the wider community of presidents—per chapter and examines how he or she worked within the circumstances of their colleges. Perhaps most importantly, the author explores the silent networks of Black college presidents whose efforts slipped under the radar." * Kirkus Reviews *"The Campus Color Line is enlightening for advanced students and scholars interested in the study of higher education history." * Choice Reviews *"Cole artfully makes the case that higher education played a central role in shaping one of the most significant social movements in American history. . . . The Campus Color Line is essential not just for filling this gap in the historical literature or because it shows another way that universities influence society. It is essential because it challenges those of us in higher education, both educators and administrators, to be mindful of our actions and, above all else, to do more."---Lucian Bessmer, Harvard Educational Review"A brilliant and richly detailed study. . . . Cole’s ambitious collection of intimate and masterfully researched institutional histories make The Campus Color Line a must-read for upper-level undergraduate courses or graduate students examining the legacy of student activism and social movements, or the history of education."---Jelani M. Favors, History of Education Quarterly"Cole’s ability to connect college presidential challenges, racial turmoil, and political climate make this work groundbreaking. This is especially insightful since Cole takes the approach of focusing his work on the dominant white community which had their own way of working against the desegregation within the confines of American society."---Jesse R. Ford & Kaleb L. Briscoe, Teachers College Record"The Campus Color Line should be required reading for academics or anyone interested in how issues of racial justice became enmeshed in higher education."---E. Masghati, Ph.D., International Social Science Review"Eddie R. Cole brilliantly narrates the untold stories of America's college leaders and their many contributions toward the decolonization of higher education. . . . Cole’s book is a testament to the difficulty of these challenges faced by leaders, and it offers a guide for how to overcome them—if a leader knows how to pay close attention to our past and aims not to repeat the mistakes in the future."---Mary F. Howard-Hamilton & Kelsey Bogard, Journal of College Student Development ​​​​​​​"Cole’s lucid and pragmatic description of networks of power in the 1950s and 60s provides current scholars, administrators, and students a useful road map for effecting social change today."---Abigail Fagan, Amerikastudien/American Studies

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Book SynopsisTrade Review"Richard M. Freeland tells a compelling story about one of the most truly remarkable transformations of an American university at the turn of the twenty-first century. Given Northeastern's amazing surge in reputation-reflected especially in its U.S. News ranking but also in applications, among other things-this is a story that is of interest to practically every higher educational professional in the country." * Richardson Dilworth, Drexel University *"An excellent institutional history written by an acute inside analyst, Transforming the Urban University evaluates the experiences of Northeastern over almost a half century of dramatic change in the context of developments in Boston, in Massachusetts, and in the United States during an important period in American higher education." * Philip Altbach, Boston College *

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Book SynopsisThis book is the essential guide to understanding the historical influences that have shaped our ideas about infancy and infant care today. It introduces the key theories, themes, and concepts that have shaped the history of infant care and invites readers to explore how events, approaches, traditions, studies and stories have shaped modern day practice. From foundlings to wetnurses, community care and edu-carers, it introduces topics about family life, professional roles, and educational settings. The book includes short vignettes, imagery, and case studies as well as extended reflective questions. Each chapter introduces a different topic including pregnancy, parental relationships, developmental studies, the role of the professional and community services available to infants.Trade ReviewThis is a very important book for students of early childhood education: it offers a holistic and comprehensive overview of infant care in the past and demands the reader to reflect on their own practice as they read. It is both academically rigorous and heartwarming – a winning combination! * Abigail Gosling, Course Coordinator for BA (Hons) Early Childhood Education and Senior Lecturer Education Studies (Early Years), University of Bedfordshire, UK *This book presents a historical context for contemporary studies and views about infant care and family life. Authentic narratives emphasize women’s roles and experiences of pregnancy, childbirth, and motherhood over time. The author’s deep passion for the book’s focus is evident throughout, as is the depth of her knowledge of European/Western sources. * Dana Gross, Professor of Psychology, St Olaf College, USA *Dr. Norman’s book centres the relationship among infant(s), parents, and professional(s) within a richly woven tapestry of historical and contemporary ideas. Her thoughtful use of questions, narratives, and cases makes the text accessible, particularly to those who are new to considerations of infanthood within the landscape of early childhood education. * Wendy A. Crocker, PhD. Associate Teaching Professor, Northeastern University, USA *This rich text draws together research, historical account and individual stories to powerfully illuminate the complex landscape of infant care and development. It effectively provokes the reader to consider connections between historical and contemporary practices and experiences. It is an invaluable resource for all interested in infant care and development. * Anne Chappell, Head of Department and Reader in Education, Brunel University London, UK *Table of ContentsList of Figures Acknowledgements Introduction Part I: The Infant at Home 1. Historical Reflections and Contemporary Practice 2. Transitions to Parenthood 3. Parenting and Family Life 4. Infant Development and Holistic Care 5. The Professionalisation of Infant Care Part II: The Infant Beyond the Home 6. A Caring Community 7. Communication, Love and Care 8. Edu-care and Play 9. A Cross Disciplinary Approach to Studying Infants Conclusion: Looking Back, Moving Forward References Index

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Book SynopsisLearning is the soul of our species. From our first steps to our last words, we are what we learn. But for all its obvious importance, learning has lost touch with human progress. We live in an information age, work in a knowledge economy, yet our schools are relics of an industrial era. Education insider Alex Beard takes us on a dazzling tour of the future of learning to show how we can - and why we must - do better. Tackling everything from artificial intelligence to our growing understanding of the infant brain, Natural Born Learners is a user''s guide to transforming learning in the twenty-first century and roadmap to accessing our better future selves.Trade ReviewReaders should accompany Beard on his travels - not only because the subject of his inquiry is so important, but because after myriad engaging anecdotes and encounters, he arrives at some conclusions with universal relevance -- Miranda Green * FINANCIAL TIMES *Invigorating...one of the most optimistic, thought-provoking and ambitious educational books of recent years. Natural Born Learners is audacious, sassy, unafraid of big questions about what our children deserve and what our culture needs from education...bold and exuberant -- Geoff Barton, general secretary of the Association of School and College Leaders * TES *In this vital and vitalising exploration of the future of education, Alex Beard has written a compelling work of non-fiction. A meditation, a rallying cry and an inspirational call to cut a new educational path, this is an incredibly important book. As Beard powerfully illustrates, if we get education right for everyone then we'll be well on the way to solving so many of our other problems -- Owen Sheers * METRO *A timely and passionate book on the need for a global educational renaissance -- Jane Shilling * MAIL ON SUNDAY *Lively and provocative ... Beard is inspirational on the capabilities of the brain. Fizzing through the neuroscience he encourages readers to admire the potential for learning in even a lowly slug, and makes a powerful case against the old ideas of fixed or hereditary intelligence -- Helen Brown * DAILY TELEGRAPH *Fascinating -- Fiona Millar * GUARDIAN *A grand tour, looking for what works in an era in which traditional educational models bump up against acute societal change * TLS *A dazzlingly fast-paced journey through the classrooms and laboratories of the globe in an attempt to tackle the Big Questions of our age . . . This is a book that sets out to explore our deepest dreams and most profound possibilities -- Melissa Benn * NEW STATESMAN *Wide-ranging, often humorous and consistently fascinating, this is a book for all those interested in learning - a process that, as the author stresses, should be lifelong -- Stephanie Cross * THE LADY *By learning from educators on the vanguard all over the world, Alex Beard helps us understand what we need to do to ensure that today's children can shape a better future for themselves and all of us. We must prioritise and approach education in a totally different way to achieve this end, and Natural Born Learners helps us see the path forward * WENDY KOPP, CEO & Co-founder Teach For All *

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Book SynopsisYou're in at 7am, there until 7pm and marking into the late hours. You've got one student who's a full time carer, another who's pregnant, and a third who's just joined a gang. You haven't got enough textbooks to go around, and one of the parents just called you an 'extremist'. You've just gone through a devastating heartbreak and you have to teach Romeo and Juliet to 30 hormonal 14 year olds. Welcome to life as a teacher.This is a world that all of us know, but most of us have completely forgotten. It's a world where you're working 50 hour weeks, but you're still just a part-time teacher because the rest of the time you're a security guard, a nurse, a counsellor, or a friend. It's also a world where you spend all day with some of the most interesting people you know. And even when the lesson plan has been abandoned, you're still learning. Mehreen started teaching at 21, and by the time she left 10 years later she'd learnt a bit about teenagers and a lot about life. This is her story.Trade ReviewA really lovely book -- Adam Kay

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Book SynopsisThis book examines American societal structures and institutions, beginning and ending with public education, and exposes how dysfunction and the investment in this dysfunction is an actual political agenda. The Investments focuses on the capitalization, privatization and dismantling of public education, and how other social systems such as for-profit prisons, healthcare (or the lack thereof), racism and current immigration issues, the investment in criminalizing people called “the other”, and the military/industrial complex are all co-dependent and symbiotic. At the Nexus of it all is American public education. An educated population threatens the status quo, so the pipeline between public education and other social institutions is real. Each has a toxic connection and reliance to each other. Each chapter will delve into the rigging that takes place to purposefully attempt to cripple public education and consciously create a permanent underclass, usually without the knowledge of the general public; and the egos, identities and sinister political forces behind such manipulation. Education is the hub of this book: because public education is the best vehicle for democracy America has ever known, and therefore, unbeknownst to many Americans, in the crosshairs. There is a vast conspiracy for power and control going on in our country; and many Americans are ignorant of the conspiracy. This book pulls back the curtain on the investment some in power have made in their efforts to create a permanent underclass in American society.

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Book SynopsisThis book examines American societal structures and institutions, beginning and ending with public education, and exposes how dysfunction and the investment in this dysfunction is an actual political agenda. The Investments focuses on the capitalization, privatization and dismantling of public education, and how other social systems such as for-profit prisons, healthcare (or the lack thereof), racism and current immigration issues, the investment in criminalizing people called “the other”, and the military/industrial complex are all co-dependent and symbiotic. At the Nexus of it all is American public education. An educated population threatens the status quo, so the pipeline between public education and other social institutions is real. Each has a toxic connection and reliance to each other. Each chapter will delve into the rigging that takes place to purposefully attempt to cripple public education and consciously create a permanent underclass, usually without the knowledge of the general public; and the egos, identities and sinister political forces behind such manipulation. Education is the hub of this book: because public education is the best vehicle for democracy America has ever known, and therefore, unbeknownst to many Americans, in the crosshairs. There is a vast conspiracy for power and control going on in our country; and many Americans are ignorant of the conspiracy. This book pulls back the curtain on the investment some in power have made in their efforts to create a permanent underclass in American society.

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Book SynopsisTeacher policy and practice in Australia has evolved substantially from the development of the first colony in 1788 to the present. This book traces the history of teacher preparation through five inter-related phases; the unregulated phase, the apprenticeship phase, the ascendancy of the Teachers Colleges, the ascendancy of the Colleges of Advanced Education, and the university dominated phase from 1989 to the present day. While the focus is primarily on preparation to teach in primary and secondary schools, this important text also sheds light on teacher preparation for vocational education and at kindergarten level. The rich historical overview explores both the state and private sector together with that of the Christian Churches. Furthermore, research is not merely restricted just to initial teacher preparation; continuing professional development is also considered.With its comparative outlook, this book will prove an invaluable resource for not only Australian educational leaders, historians and policy makers, but also their counterparts internationally. The authors provide an exposition which will be used by teacher educators in many parts of the world to sharpen their perceptions of their own situations through comparison and contrast, to provoke ideas for critical discussion, and to stimulate them to come to an understanding of the importance of considering contemporary developments within their wider historical contexts.Table of ContentsChapter 1. Introduction Chapter 2. The Unregulated Phase in Teacher Preparation in Australia: 1788-1850 Chapter 3. The Apprenticeship Phase: 1850-1900 Chapter 4. 1900 to 1945 Chapter 5. The Hegemony of the Teachers' Colleges: 1945-1972 Chapter 6. Teacher Preparation in Papua New Guinea until National Independence in 1975 Chapter 7. The Dominance of the Colleges of Advanced Education: 1973-1989 Chapter 8. The Period of Academization: 1989 - The Present Chapter 9. Conclusion

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Book SynopsisIn 2009, the first edition of Transformative Innovation set out a blueprint for educational reform in Scotland. This second edition incorporates the results and practical experience of introducing and managing that reform. The book's message has resonated with readers around the world: given the right kind of guidance and support, our institutions of education are perfectly capable of instigating the kinds of radical changes they need to make in order to prepare our young people for an uncertain future. The authors can say this with some confidence because the insights, tools, suggestions and recommendations in the pages of Transformative Innovation in Education are rooted firmly in practical experience. In partnership with the Scottish inspectorate of schools, IFF worked with a wide variety of educationalists, practitioners, policy makers and others to explore how transformational change might be achieved. As a result, IFF developed significant new resources to support transformative innovation in a highly decentralised, bottom-up, system-wide approach. Powerful frameworks for moving from insight to action developed by Jim Ewing are described in a substantial new addition to the original text on 'practical approaches to transformation'. The permissive policy framework set in Scotland by Curriculum for Excellence, which invites transformational change in the education system, has now attracted positive attention in different parts of the world - particularly the US, Asia and Australia. The 'three horizons' framework on which the book and the reform programme is based allows everyone free rein to share their concerns about the present system, to admit deeper aspirations that might be frustrated or under-realised today, and to design a 'second horizon' transition strategy to shift the system in that direction. This is not 'blue skies visioning' but hard-headed engagement with often uncomfortable facts about changes in the real world. But it also allows space for inspiration. For some readers, the question may remain: How can government and other agencies best support a permissive programme of radical innovation in education? How can schools themselves take the lead? This book explains how. It tells a story in six sections: a widespread international story of disappointment in educational reform the three horizons framework for thinking about longer-term transformational change the limitations of international models of 'standards-based reform' developing a transformative framework in Scotland an outline of the tools and processes that are shifting the Scottish system into the future recommendations for a policy framework to encourage transformative innovation in education: 'making shift happen'.

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Book SynopsisThis book presents a sweeping overview of the historical and philosophical foundations of schooling in the United States. Beginning with education among the indigenous peoples of the Americas and going on to explore European models of schooling brought into the United States by European colonists, the author carefully traces the arc of educational reform through major episodes of the nation’s history. In doing so, Janak establishes links between schools, politics, and society to help readers understand the forces impacting educational policy from its earliest conception to the modern day. Chapters focus on the philosophical, political, and social concepts that shaped schooling of dominant and subcultures in the United States in each period. Far from being merely concerned with theoretical foundations, each chapter also presents a snapshot of the “nuts and bolts” of schooling during each period, examining issues such as pedagogical devices, physical plants, curricular decisions, and funding patterns.Trade Review“The text is punchy, engaging and manages to cover events and issues concisely, providing clarity through minimalism, making it perfect for undergraduate students and scholars focusing on American schooling for the first time.” (Jack Hodgson, History of Education, January 24, 2020)Table of Contents1. Education in Precolonial/Colonial North America (pre 1776)2. Education on the Revolutionary/Early National Period (1776 –1820s)3. Education in the Common School Period (ca. 1830s -1860s)4. Education in the Progressive Period (ca. 1890s – 1920s)5. Education in the Five E’s Period (1954-1983)6. Education in the Neoliberal Period (1983 – present)

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Book Synopsis'Thoroughly researched and written with such calm authority, yet makes you want to scream with righteous indignation' John O'Farrell ‘We can expect the manifesto-writers at the next general election to pass magpie-like over these chapters ... The appeal to act is heartfelt’ Financial Times ___________________ Includes a new chapter, 'Moving Ahead?' Britain’s private, fee-paying schools are institutions where children from affluent families have their privileges further entrenched through a high-quality, richly-resourced education. Engines of Privilege contends that, in a society that mouths the virtues of equality of opportunity, of fairness and of social cohesion, the educational apartheid separating private schools from our state schools deploys our national educational resources unfairly; blocks social mobility; reproduces privilege down the generations; and underpins a damaging democratic deficit in our society. Francis Green and David Kynaston carefully examine options for change, while drawing on the valuable lessons of history. Clear, vigorous prose is combined with forensic analysis to powerful effect, illuminating the painful contrast between the importance of private schools in British society and the near-absence of serious, policy-shaping debate. ___________________ 'An excoriating account of the inequalities perpetuated by Britain’s love affair with private schools' The TimesTrade ReviewThoroughly researched and written with such calm authority, yet makes you want to scream with righteous indignation -- John O'FarrellTheir tone is calm and evidence-based, not agitprop … They have made up my mind. I now feel clear not just that change is urgently needed, but that options for change are more varied, imaginative and realistic than I’d dared imagine -- Maggie Fergusson * Tablet *Fascinating -- Alex Renton * Spectator *‘[A] powerful attack on private schools as engines of privilege … a forensic examination of what the authors call “Britain’s private school problem” … They start strong … leaving you in no doubt about the path from private schooling to the elite … This book does a fine job of explaining and damning Britain’s private school problem -- Hugo Rifkind * The Times *An excoriating account of the inequalities perpetuated by Britain’s love affair with private schools * The Times *A passionate attack on private schools … Kynaston’s flair for anecdotes shines through ... Fascinating -- Dominic Sandbrook * Sunday Times *Timely * Guardian *The historical background to our arguments over state and private education today is the most intriguing part of Engines of Privilege ... imbued with Kynaston’s fascination with the arguments and mores of post-war Britain -- Anne McElvoy * Evening Standard *Francis Green and David Kynaston say loud and clear that Britain’s private schools are a social problem … This book provides warnings and lessons of what doesn’t work and ideas of what policies could work to dismantle these 'engines of privilege' * Socialist Worker *A fresh dissection of what [Kynaston and Green] deem "Britain's private school problem" ... We can expect the manifesto-writers at the next general election to pass magpie-like over these chapters * Financial Times *[A] forensic and damning examination of ... "Britain's private school problem" * The Week *David Kynaston is one of the great chroniclers of our modern story ... Every paragraph contains some glittering nugget -- Praise for David Kynaston's 'Modernity Britain' * Sunday Times *An exemplary narrative history, with the archives plundered judiciously and plenty of focus on people and their quirks … Fascinating -- Praise for 'Till Time's Last Sand' * The Times *This is the work of a scholar with a gift for illuminating every square inch of each enormous canvas he chooses to paint … Kynaston brings characters large and small to life -- Praise for 'Till Time's Last Sand' * Literary Review *A historian of peerless sensitivity and curiosity about the lives of individuals -- Praise for 'Modernity Britain' * Financial Times *

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Book SynopsisInformaticathe updated edition of Alex Wright''s previously published Glutcontinues the journey through the history of the information age to show how information systems emerge. Today''s information explosion may seem like a modern phenomenon, but we are not the first generationor even the first speciesto wrestle with the problem of information overload. Long before the advent of computers, human beings were collecting, storing, and organizing information: from Ice Age taxonomies to Sumerian archives, Greek libraries to Christian monasteries.Wright weaves a narrative that connects such seemingly far-flung topics as insect colonies, Stone Age jewelry, medieval monasteries, Renaissance encyclopedias, early computer networks, and the World Wide Web. He suggests that the future of the information age may lie deep in our cultural past.We stand at a precipice struggling to cope with a tsunami of data. Wright provides some much-needed historical perspect

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Book SynopsisThe University of Oxford is the third oldest university in Europe and remains one of the greatest universities in the world. How did such an ancient institution flourish through the ages? This book offers a succinct illustrated account of its colourful and controversial 800-year history, from medieval times through the Reformation and on to the nineteenth century, in which the foundations of the modern tutorial system were laid. It describes the extraordinary and influential people who shaped the development of the institution and helped to create today’s world-class research university. Institutions have waxed and waned over the centuries but Oxford has always succeeded in reinventing itself to meet the demands of a new age. Richly illustrated with archival material, prints and portraits, this book explores how a university in a small provincial town rose to become one of the top universities in the world at the beginning of the twenty-first century.

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Book SynopsisPrimary History: Victorians encourages the study of written sources, images and key figures to understand the influence of Victorian society on today’s world. Stimulating activities cover the growth of railways, industrial and social reform, levels of society within towns and the countryside, and the life of children at home, school and in work.

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Book SynopsisThis edition offers the first English translation of Amalia Holst''s daring book, On the Vocation of Woman to Higher Intellectual Education (1802). In one of the first works of German philosophy published under a woman''s name, Holst presents a manifesto for women''s education that centres on a basic provocation: as far as the mind is concerned, women are equal partakers in the project of Enlightenment and should thus have unfettered access to the sciences in general and to philosophy in particular. Holst''s manifesto resonates with the work of several women writers across Europe, including Olympe de Gouges, Mary Wollstonecraft, and Germaine de Staël. Yet in contrast to the early works of feminism we celebrate today, her book had little success. Its reception confronts us with a darker side of the German Enlightenment that, until recently, has been neglected. Holst sought to unearth the gendered nature of the fundamental concepts of the Enlightenment--including vocation, education, and culture--which enabled men to establish the subordinate status of women by philosophical means. However, her argument was scorned by male reviewers, who denied the very possibility of a woman philosopher.With an introduction by Andrew Cooper, and translations of biographical material and early reviews, this edition provides students and scholars of German philosophy with a timely resource for developing a richer understanding of their field, and general readers with a powerful early feminist text that reveals the opportunities and difficulties facing women philosophers at the turn of the nineteenth century.Trade ReviewThis excellent translation makes Amalia Holst's important and powerful book available to English-speaking readers for the first time, greatly advancing the recovery of German women philosophers. Andrew Cooper's superb introduction situates Holst in the context of German Enlightenment debates about the purpose of education and the vocation of woman, and carefully compares Holst's position to those of her male and female contemporaries. The book will be invaluable reading for all those seeking to recognise women's contributions to nineteenth-century philosophy. * Alison Stone, Lancaster University *Andrew Cooper's seamless translation of Amalia Holst's On the Vocation of Woman to Higher Intellectual Education is cause for celebration. In this work, Holst makes crucial contributions to the "vocation debates" of the eighteenth century, and offers insightful and penetrating critiques of her male contemporaries, who, in contrast to Holst, repeatedly argued that women were not fit for philosophical education. Her insightful and penetrating critiques reveal the extent to which these apparently enlightened thinkers were not able to fulfill the goals of the Enlightenment. And Holst seeks to do just that. This work is bound to transform the ways we teach and research this crucial moment in the history of philosophy, challenging us not only to expand the philosophical canon but also to rethink trusted philosophical premises and arguments. * Dalia Nassar, University of Sydney *Could there be a more relevant and much-needed book in eighteenth-century philosophy than Andrew Cooper's translation of Amalia Holst's On the Vocation of Woman to Higher Education (1802)? Holst argues for women's right to education and, in effect, takes to task the aspirations of a whole generation of Enlightenment thinkers. If the right to education is reserved for a segment of the population (male individuals), can we then say that the Enlightenment is committed to the uplift of the human being as such? Cooper's introduction to Holst's work is thorough, clear, and engaging; it provides a superb induction to Holst's important contribution and its relevance today. This text is a "must" for anyone interested in the philosophy of education, the critical potential of Enlightenment thought, and the politics of gender in recent history. * Kristin Gjesdal, Temple University *Table of ContentsAcknowledgements Introduction Note on Translation On The Vocation of Woman to Higher Intellectual Education Preface 1: Does Higher Education of the Mind Contradict the Proximate Calling of Woman as Wife, Mother, and Housewife? 2: Woman Considered as Wife 3: The Educated Woman as Mother 4: The Educated Woman as Housewife 5: On the Education of Woman in the Unmarried State Appendix 1: Biographical References Appendix 2: Reviews of Holst's Work Bibliography

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Book SynopsisThis is the very first book-length biography of John Wesley Gilbert, a man famous as "the first black archaeologist." The book uses previously unstudied sources to reveal the triumphs and challenges of an overlooked pioneer in American archaeology.Trade ReviewLee (history, Univ. of California, Santa Barbara) has written a comprehensive, impeccably researched biography of John Wesley Gilbert, the first Black American archaeologist. Lee explains that Gilbert was much more than just an archaeologist: he was also an educator, a Methodist minister and missionary to the Congo, and the first Black professor of Paine College, founded by both Black and white Methodists in 1882. * L. D. Baker, CHOICE *A comprehensive, impeccably researched biography of John Wesley Gilbert, the first Black American archaeologist.... Gilbert's life demonstrates the diversity of thought in the years just preceding the New Negro Movement. * CHOICE *Rescues a pioneering Black scholar from obscurity in this intriguing biography.... Lee meticulously pieces together the fragmentary records of Gilbert's life to highlight his extraordinary commitment to 'interracial cooperation' at a time of worsening racism in the South. The result is an informative addition to the history of Black education in America * Publishers Weekly *The First Black Archaeologist is a riveting narrative, weaving threads of post-Reconstruction racism, conflicts, and religious commitment into a revealing tapestry of personal success and interracial cooperation. * Bishop Othal Hawthorne Lakey, Retired, Christian Methodist Episcopal Church *In the 1885 inaugural issue of The American Journal of Archaeology, John Izard Middleton was hailed by Charles Eliot Norton as 'the first American classical archaeologist.' Now thanks to John W. I. Lee's deeply researched and beautifully written biography, we can learn about the first African American to work in the same field and publish in the same journal. This was John Wesley Gilbert whose life is an index to his era. * Michele Valerie Ronnick, Wayne State University *A revelatory read. John Lee's well-written, meticulously researched biography of the largely forgotten Black archaeologist, John Wesley Gilbert, shows that Gilbert, usually known for his trip as a missionary to the Congo under Belgian rule, was one of the most important figures of Greek archaeology in early-twentieth-century America. Lee shows us a more nuanced, transgressive Gilbert, whose mastery of the Greek language, archaeology, and classical education made him an American anomaly. Lee's biography excels most in its almost daily tracking of this fascinating New Negro, as he trips through Greece, the Congo, and the minefields of Jim Crow higher education in America. In the process, Lee creates a template for studying Black scholars in terms of the disciplines they mastered, not simply the disciplines that have come to dominate Black Studies. * Jeffrey C. Stewart, author of the Pulitzer Prize- and National Book Award-winning biography The New Negro: The Life of Alain Locke *Lee masterfully reconnects Gilbert with his era…and cohesively argues for 'the centrality of both Classics and Christianity in the black intellectual tradition'... A significantly interesting study, The First Black Archaeologist goes far beyond...earlier work by connecting Gilbert to a religious and an intellectual lineage, as well as to a community heritage in Augusta and at Paine College. * Ricardo O.Howell, Journal of Southern History *Table of ContentsForeword: Dr. Mallory Millender, Paine College Acknowledgements Abbreviations List of Figures List of Maps Introduction: Out of the Ashes 1. Nursed in the Arms of Poverty 2. This Young Man Deserves Special Mention 3. Nothing Less Than Glorious 4. The American School 5. No Stone Unturned 6. The Demes of Athens 7. Excavating Eretria 8. A Humble Worker in the Colored Ranks 9. Mutombo Katshi 10. The Old Veteran Conclusion: Enduring Spirit Appendix 1: The Birthdates of Gilbert and his Family Appendix 2: John Wesley Gilbert and John Hope Bibliography

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Book SynopsisSince the early Egyptians human beings have formalised the business of learning, setting up a designated environment of some form to pass knowledge and learning on to groups of students. In this second edition of his Very Short Introduction, Gary Thomas explores how and why education has evolved as it has, examining the ways in which it has responded over the centuries to various influences in politics, philosophy, and the social sciences. Focussing on education today, he considers especially the controversies over progressive versus formal teaching, and also examines education worldwide, assessing the accelerating trend on both sides of the Atlantic of the move to charter, academy, and ''free'' schools.The COVID-19 pandemic has dramatically accelerated moves to online learning in schools and universities, and in this new edition Thomas looks again at curriculums and what shape they should take in a rapidly changing world. He asks why action on race, gender and social inequality has borne so little fruit thus far, questioning the oft-made claim of education to be a force for social mobility, and offering an analysis on how education may develop over the coming century.Very Short Introductions: Brilliant, Sharp, Inspiring ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.Trade ReviewIts stimulating, readable approach...make[s] sense of the principles, themes and connections in the continuing complex story of how contested ideas around education are put into policy and realised in practice. * William Scott, Professor Emeritus, University of Bath *Table of ContentsPreface 1: Beginnings 2: Oil and water: the formal and the progressive 3: The traditions unfold: ideas into practice 4: Big ideas from the 20th century 5: Analysts and theorists: what did they ever do for us? 6: The curriculum 7: School's out! References and further reading Index

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Book SynopsisIn this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences. Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself. The book is split into three parts: part one presents a set of essays each on a set of identities within higher education (academic, student, administrative/managerial and educational developers). part two includes responses to Part one from authors speaking from their own professional and scholarly identity perspective part three illustrates perspectives on the identities of students, provided by students themselves. With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about thTrade ReviewThis is a timely book of exploration that seeks illumination from experiences as well as theories. It moves forward studies of academic identities in a number of critically important ways. Taking as its point of departure the supercomplexity confronting and pervading contemporary higher education, it locates studies of identities firmly in the diversity of actors that shape and are shaped by it. A central feature is the exploration of voice in the "historical process of construction, deconstruction and reconstruction" that epitomises identity development for the editors. It succeeds in incorporating not only a variety of voices but also a dialogue between them characterised by an openness to the other as well as by individual integrity. Crucially, too, it gives due place to knowledge identities in giving first voice to a discipline-rooted critical exploration of the potential for interdisciplinarity to contribute alongside the disciplines in the construction of identities in higher education. Mary Henkel, Professor Associate, Brunel University, UKI was captivated by this book's vibrant expression of fragmented identities. It's wide variety of voices speak of the complexity of higher education with authenticity and candour and without easy simplifications. A good read that left me much to ponder over.Stephen Rowland, Professor of Higher Education, University College London, UKTable of ContentsIntroduction. Higher Education: Why Identities and Voices? Preamble: Knowledge Identities Part 1: Identities and Voices in Higher Education 1. Being an Academic Today 2. Have Students got a Voice? 3. Identities of Academic Developers: Critical Friends in the Academy? 4. The Changing Voices and Identities of Professional Administrators and Managers 5. Managers: Academics and/or Business People? Part 2: Perspectives 6. The Managers’ Perspectives 7. The Academics’ Perspectives 8. The Staff Developers’ Perspectives 9. The Students’ Perspectives. Conclusions. Changing voices and Identities in Higher Education?

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Book SynopsisOften the school is left as an institution seemingly ethically neutral, leaving untouched questions about whether the school itself is a site of injustice toward both educators and children. Springing from his well-known Building an Ethical School, Robert J. Starratt now looks more closely at the educational leader's responsibility to ensure that the whole fabric of the educational process reflects an ethical philosophy of education. Starratt argues that the work of educating young people is by its very nature an ethical work as well as an intellectual work, and that this work inescapably engages educators and their pupils with an academic curriculum, a social curriculum, and a civic curriculum. Cultivating an Ethical School lays a foundation for educators seeking to cultivate a comprehensive ethical educating environment. The second half of the book then takes up the more specific perspectives on teaching and learning that constitute the heart of cultivatinTrade Review"....in this recent volume, Starratt (Boston College) examines the philosophical and psychological foundations underlying his recommendations in the more practice-oriented sections of the earlier work. The author's long experience in the educational trenches is apparent in his treatment of the complex intellectual and social issues involved with ethical teaching in schools." ― K. Ryan, emeritus, Boston University, CHOICETable of ContentsPrefacePart I Foundations for Cultivating an Ethical SchoolChapter 1 Cultivating an Ethical School in a Changing ContextChapter 2 Foundational Qualities of an Ethical PersonChapter 3 A Multidimensional Ethical FrameworkChapter 4 The Mapping of Moral DevelopmentChapter 5 The Geography of Human Development as Ethical DevelopmentPart II Essentials for Cultivating an Ethical SchoolChapter 6 The Moral Character of LearningChapter 7 The Ethics of TeachingChapter 8 Elements of an Ethical SchoolChapter 9 Cultivating an Ethical School (co-authored with M. Bezzina)Chapter 10 The Complexity of Ethical Living and Learning

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Book SynopsisThis book takes a close look at places of learning located outside of schools, yet deeply concerned with the experience of the learning self. It explores what it might mean to think of pedagogy not in relation to knowledge as a thing made, but to knowledge in the making.Trade Review"In her role as a pedagogical curator, Elizabeth Ellsworth astutely takes an array of sources, which she fashions as convincing evidence in an argument that challenges our very conceptions of learning and knowledge. And like a thoughtful curator she does more than describe ensembles, or represent and interpret emergent themes. Rather, she offers a site for remaking our ideas of what we see and feel in the presence of learning." -- Graeme Sullivan, Art Education, Teachers College Columbia University"At this moment when educators and designers are rediscovering the importance of direct experience and knowledge-making, Elizabeth Ellsworth presents very important information and insights. This book is a must read for leaders in design, education, and beyond." -- Dorothy Dunn, Head of Education, Cooper-Hewitt National Design MuseumTable of ContentsIntroduction1. The Materiality of Pedagogy: Sensations Crucial to Understandings2. Pedagogy’s Hinge: Putting Inside and Outside into Relation3. Pedagogy’s Time and Space4. Oblique Pedagogies, Conflict, and Democracy5. The U.S. Holocaust Memorial Museum as a Scene of Pedagogical Address6. Media, Architecture, and the Moving Subject of PedagogyConclusion: Pedagogy in the Making

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Book SynopsisThe remarkable history of how college presidents shaped the struggle for racial equalitySome of America's most pressing civil rights issues-desegregation, equal educational and employment opportunities, housing discrimination, and free speech-have been closely intertwined with higher education institutions. Although it is commonly known that coTrade Review"Winner of the ASHE Outstanding Book Award, Association for the Study of Higher Education""Winner of the AESA Critics’ Choice Book Award, American Educational Studies Association""Winner of the Frederic W. Ness Book Award, Association of American Colleges & Universities""Winner of the HES Outstanding Book Award, History of Education Society""Winner of the Outstanding Publication Award, American Educational Research Association""This extensively researched, well-written examination of racism, integration, and violence in the postsecondary environment is a major contribution to the field of higher education."---Jacqueline Snider, Library Journal"In this intensely researched narrative, Cole focuses on one institutional president—as a member of the wider community of presidents—per chapter and examines how he or she worked within the circumstances of their colleges. Perhaps most importantly, the author explores the silent networks of Black college presidents whose efforts slipped under the radar." * Kirkus Reviews *"The Campus Color Line is enlightening for advanced students and scholars interested in the study of higher education history." * Choice Reviews *"Cole artfully makes the case that higher education played a central role in shaping one of the most significant social movements in American history. . . . The Campus Color Line is essential not just for filling this gap in the historical literature or because it shows another way that universities influence society. It is essential because it challenges those of us in higher education, both educators and administrators, to be mindful of our actions and, above all else, to do more."---Lucian Bessmer, Harvard Educational Review"A brilliant and richly detailed study. . . . Cole’s ambitious collection of intimate and masterfully researched institutional histories make The Campus Color Line a must-read for upper-level undergraduate courses or graduate students examining the legacy of student activism and social movements, or the history of education."---Jelani M. Favors, History of Education Quarterly"Cole’s ability to connect college presidential challenges, racial turmoil, and political climate make this work groundbreaking. This is especially insightful since Cole takes the approach of focusing his work on the dominant white community which had their own way of working against the desegregation within the confines of American society."---Jesse R. Ford & Kaleb L. Briscoe, Teachers College Record"The Campus Color Line should be required reading for academics or anyone interested in how issues of racial justice became enmeshed in higher education."---E. Masghati, Ph.D., International Social Science Review"Eddie R. Cole brilliantly narrates the untold stories of America's college leaders and their many contributions toward the decolonization of higher education. . . . Cole’s book is a testament to the difficulty of these challenges faced by leaders, and it offers a guide for how to overcome them—if a leader knows how to pay close attention to our past and aims not to repeat the mistakes in the future."---Mary F. Howard-Hamilton & Kelsey Bogard, Journal of College Student Development ​​​​​​​"Cole’s lucid and pragmatic description of networks of power in the 1950s and 60s provides current scholars, administrators, and students a useful road map for effecting social change today."---Abigail Fagan, Amerikastudien/American Studies

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Book SynopsisThis Element argues that the Imperial Examination System (Keju) contributed to political stability in China with consequences initially unanticipated by its contemporaries. It documents the emergence of Keju using evidence from early Chinese empires to the end of the Tang Dynasty. This title is also available as Open Access on Cambridge Core.

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Book SynopsisLiteracy is important foundational knowledge for all teaching areas and classroom settings. Language and Literacy covers the essential building blocks of literacy, as well as the developmental skills all pre-service and in-service teachers need to teach effectively and meaningfully across the Australian curriculum.

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Book SynopsisPedagogy of the Heart represents some of the last writings by Paulo Freire. In this work, perhaps more so than any other, Freire presents a coherent set of principles for education and politics. For those who have read Freire's other works the book includes new discussions of familiar subjects including community, neoliberalism, faith, hope, the oppressed, and exile. For those coming to Freire for the first time, the book will open up new ways of looking at the interrelations of education and political struggle. Freire reveals himself as a radical reformer whose lifelong commitment to the vulnerable, the illiterate and the marginalised has had a profound impact on society and education today. The text includes substantive notes by Ana Maria Araújo Freire, a foreword by Martin Carnoy, a preface by Ladislau Dowbor, as well as a substantive new introduction by Antonia Darder, who holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education aTrade ReviewThis book gives evidence that when Freire died he was, at 75, at the height of his intellectual maturity. * Australian Journal of Teacher Education *Table of ContentsIntroduction by Antonia Darder (Loyola Marymount University, USA) Foreword by Martin Carnoy (Stanford University, USA) 1. Under the Shade of the Mango Tree 2. Solitude-Communion 3. Life Support and the World 4. My First World 5. Hope 6. The Limit of the Right 7. Neoliberals and Progressives 8. Democratic Administration 9. Lessons from Exile 10. The "Lefts" and the Right 11. Seriousness and Happiness 12. Dialogism 13. My Faith and Hope Notes by Ana Maria Araujo Freire

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Book SynopsisA daring and magnificent historical narrative nonfiction account of Iceland's most famous female sea captain who constantly fought for women's rights and equality-and who also solved one of the country's most notorious robberies.Every day was a fight for survival, equality, and justice for Iceland's most renowned female fishing captain of the 19th century.History would have us believe the sea has always been a male realm, the idea of female captains almost unthinkable. But there is one exception, so notable she defies any expectation.This is her remarkable story.Captain Thurídur, born in Iceland in 1777, lived a life that was both controversial and unconventional. Her first time fishing, on the open unprotected rowboats of her time, was at age 11. Soon after, she audaciously began wearing trousers. She later became an acclaimed fishing captain brilliant at weather-reading and seacraft and consistently brought in the largest catches. In the Arctic seas where drownings occurred with terrifying regularity, she never lost a single crewmember. Renowned for her acute powers of observation, she also solved a notorious crime. In this extremely unequal society, she used the courts to fight for justice for the abused, and in her sixties, embarked on perilous journeys over trackless mountains.Weaving together fastidious research and captivating prose, Margaret Willson reveals Captain Thurídur's fascinating story, her extraordinary courage, intelligence, and personal integrity.Through adventure, oppression, joy, betrayal, and grief, Captain Thurídur speaks a universal voice. Here is a woman so ahead of her times she remains modern and inspirational today. Her story can now finally be told.

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Book SynopsisCaroline Louise Ransom Williams (1872-1952) is remembered as the first American university-trained female Egyptologist, but she is not widely-known in the history of science. Her mentor was James Henry Breasted, well-known as the first American Egyptologist and founder of the Oriental Institute at the University of Chicago. As long as they worked together and as much as they depended on each other professionally, Ransom Williams is little more than a footnote in the published history of archaeology. She was a successful scholar, instructor, author, and museum curator. She also had personal struggles with her mother and her husband that affected the choices she could make about her career. This book presents the correspondence between Ransom Williams and Breasted because the letters are crucial in piecing together and allowing an in-depth analysis of her life and career. The written conversation, comprised of 240 letters between the two, shows that Ransom Williams had a full life and productive career as the first American female Egyptologist. Through these letters, we see part of a life that is unique while at the same time analogous to other professional women in the period. This edition is the first book-length discussion of Ransom Williams’ life and career.Table of ContentsEditorial Principles; Preface, by Anne S. Flannery; Biographical Introduction; The Correspondence, 1898-1935; Epilogue: 1935-1952; Appendix; Character Index; Bibliography

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Book SynopsisOn 23 May 1988, Paul Baker sat down with his family to eat cake on his sixteenth birthday while The Six O’Clock News played in the background. But something was not quite right. There was muffled shouting — ‘Stop Section 28!’ — and a scuffle. The morning papers would announce: ‘Beeb Man Sits on Lesbian’.The next day Section 28 passed into law, forbidding local authorities from teaching ‘the acceptability of homosexuality as a pretended family relationship’. It would send shockwaves through British society, silencing gay pupils and teachers while galvanizing mass protests and the formation of the LGBTQ+ rights groups OutRage! and Stonewall.Now available in paperback, Outrageous! tells the full story: the background to the Act, how the press fanned the flames and what politicians said during debates, how protestors fought back to bring about the repeal of the law in the 2000s, and its eventual legacy. Based on detailed research, interviews with key figures — including Ian McKellen, Michael Cashman and Angela Mason — and personal recollection, it is an impassioned, warm, often moving account of unthinkable prejudice enshrined within law, and of the power of community to overcome it.‘Baker’s chatty, tart tone and personal asides serve to throw the heady extremes of a not-so-distant era into even sharper relief.’ — BBC History Magazine‘Peppered with wry asides and anecdotes.’ — History Revealed magazine‘An important and fascinating deep dive into one of the most damaging pieces of legislation in modern history.’ — Matthew Todd, author of Straight Jacket and Pride‘A lovely conversational social history.’ — Paul Flynn, author of Good As YouTrade ReviewPraise for Fabulosa! The Story of Polari, Britain's Secret Gay Language: 'A Book of the Year 2019' - Times Literary Supplement 'Richly evocative and entertaining.' - The Guardian 'An essential book for anyone who wants to Polari bona!' - Attitude 'Paul Baker's exuberant, richly detailed history of Polari, a "secret" language used chiefly by gay men in the 1940s and 1950s, is a delightful read.' - Tatler 'Engrossing.' - Financial Times 'Baker tells the story of Polari with pride, passion and humour, making clear that camp be "deliciously political".' - London Magazine 'Intriguing and often amusing . . . Baker's interviews radiate warmth and good humour.' - Spectator 'A compelling history of the linguistic lengths to which gay men had to go to hide in plain sight.' - Observer 'A riveting, funny and joyous insight into the story of Polari.' - Gay's the Word Bookseller Picks 2019 'It's the tragic torment and harassment that gave rise to Polari in the first place that must not be forgotten, and which is why this book is important.' - Daily Mail 'This is a lovely story, told with charm and a perfect eye for the anecdote.' - Gscene 'Glorious! This fascinating and elegiac account of Polari, the Lost Language of Queens, is utterly absorbing. It's history at its best: alive, vivid, fluid, warm, human and humane, and it gets as close as any book I've read to penetrating the mystery-wrapped-in-an-enigma that is camp.' - Neil McKenna 'By turns deeply edifying and hugely entertaining and unusual for succeeding at being both - a future classic!' - Damian Barr 'A fascinating and complex story, beautifully told with clarity, passion, and humour.' - David Crystal 'Shot through with his nicely dry wit, this is a fascinating and important study.' - Patrick Gale

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Book Synopsis In the 1960s and 1970s, the educational systems in Spain and Latin America underwent comprehensive and ambitious reforms that took place amid a "revolution of expectations" arising from decolonization, global student protests, and the antagonism between capitalist and communist models of development. Deploying new archival research and innovative perspectives, the contributions to this volume examine the influence of transnational forces during the cultural Cold War. They shed new light on the roles played by the United States, non-state actors, international organizations and theories of modernization and human capital in educational reform efforts in the developing Hispanic world.Trade Review “Teaching Modernization fills a gap in Cold War scholarship by examining the impact of US modernization theory and developmentalist thinking on educational reform in Hispanic countries. The coherent contributions to this volume, based on thorough research and new archival material, give original accounts of the intricacies of US intellectual, political and financial support for educational reform.” • Tobias Rupprecht, University of Exeter “This interesting study provides an in-depth analysis of educational reform in Spain and Latin America by interpreting educational reform within the wider context of modernization during the 1950s and 1960s. In particular, it traces the efforts of the United States to promote global policies that would lead to economic growth, social stability, and a rejection of communist alternatives.” • Giles Scott-Smith, Leiden UniversityTable of Contents Chapter 1: Educational Reform, Modernization and Development: A Cold War Transnational Process Óscar J. Martín García and Lorenzo Delgado Gómez-Escalonilla Chapter 2. U.S. Assistance to Educational Reform in Spain: Soft Power in Exchange for Military Bases Lorenzo Delgado Gómez-Escalonilla and Patricia de la Hoz Pascua Chapter 3. Forerunners of Change? The Ford Foundation’s Activities in Francoist Spain Francisco Rodríguez-Jiménez Chapter 4. Educational Transfer and Local Actors: International Intervention in Spain during the late Franco Period Mariano González-Delgado and Tamar Groves Chapter 5. Much Ado about Nothing? Lights and Shadows of the World Bank’s Support of Spanish Aspirations to Educational Modernization (1968–1972) David Corrales Morales Chapter 6. US Foreign Policy toward Spanish Students. Youth Diplomacy, Modernization and Educational Reform Óscar J. Martín García Chapter 7. How a Cold War Education Project Backfired: Modernization Theory, the Alliance for Progress and the 1968 Education Reform in El Salvador Héctor Lindo-Fuentes Chapter 8. “Passing Through a Critical Moment”: The United States and Brazilian University Reform in the 1960s Colin M. Snider Chapter 9. Between the Eagle and the Condor: The Ford Foundation and the Modernization of the University of Chile, 1965–1975 Fernando Quesada Chapter 10. Between Modernization and University Reform (1957–1973): Technical Assistance from UNESCO to the University of Concepción Anabella Abarzúa Cutroni

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