Moral and social purpose of education Books

Book SynopsisWith the social, economic and political challenges alongside implications of the digital era and environmental sustainability in the 21st century, understanding how children feel about themselves, particularly within the complex web of their relationships with family members, peers, friends, practitioners, and professionals is of ultimate importance.Young Childrenâs Identities: A Multi-disciplinary Perspective explores and recognises the importance of identity as a key foundation for childrenâs holistic development and wellbeing. Readers are encouraged to consider diverse perspectives, including history, psychology, sociology, education, ethnography, and human ecology when understanding how children construct and co-construct their identities over time.Supported throughout by Froebelian and Freirean lenses, the authorsâ own personal, professional and research experiences, this essential volume seeks to develop a richer picture of this complex area of young childrenâs identities by addressing the following questions: Whose values are defining me? Who am I in a diverse society? What is the role of professionals in co-constructing childrenâs identities? There is a great need to understand childrenâs identities in early childhood due to the undeniable impact this can have upon their wellbeing and holistic development. This is an essential read for students, academics, practitioners and policy-makers working within early years education, childhood development, psychology and social work.

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Book SynopsisShortlisted for the Bread & Roses AwardAn Amazon Best Non-Fiction Book of The Year‘Essential reading‘ – The Guardian‘Sharp and witty with moments of startling candour‘ – The i‘Revealing and beautifully written‘ – David Harewood_____A thought-provoking and fearless exploration of how we can dismantle racism in the classroom and do better by all our students.???????Before Jeffrey Boakye was a black teacher, he was a black student. Which means he has spent a lifetime navigating places of learning that are white by default. Since training to teach, he has often been the only black teacher at school. At times seen as a role model, at others a source of curiosity, Boakye’s is a journey of exploration – from the outside looking in.In the groundbreaking I Heard What You Said, he recounts how it feels to be on the margins of the British education system. As a black, male teacher – an English teacher who has had to teach problematic texts – his very existence is a provocation to the status quo, giving him a unique perspective on the UK’s classrooms.Told through a series of eye-opening encounters based on the often challenging and sometimes outrageous things people have said to him or about him – from ‘Can you rap?‘ and ‘Have you been in prison?‘ to ‘Stephen who?‘ – Boakye reflects with passion and wit on what he has found out about the presumptions, silences and distortions that underpin the experience of black students and teachers._____‘Hugely important‘ – Baroness Lawrence‘Deeply compelling, intellectually rigorous and essential‘ – Nels Abbey‘Makes a powerful case‘ – Rt Hon Lady HaleTrade ReviewEssential reading . . . perhaps most of all for those Black children who may be currently going through school not realising why they are made to feel small, out of step and unworthy. For them in particular, it could be a ray of hope. * The Guardian *I Heard What You Said makes a powerful case: until we have rid our educational system of its dominant whiteness we cannot hope to give all our children the educational experience they need and deserve. -- Rt Hon Lady HaleRevealing and beautifully written. -- David HarewoodWritten with passion, fury, knowledge and, in spite of the painful subject, wit. Do you want to break down entrenched structural racism in schools? Then read this. -- Patrice Lawrence MBE, prize-winning author of OrangeboySharp and witty with moments of startling candour. * The i *Deeply compelling, intellectually rigorous and essential . . . The more people read this book, the better our education system will be understood. -- Nels Abbey, author of Think Like a White ManA riveting account . . . Rich with entertaining anecdotes. * The Bookseller *Personal and political, profound and playful, Boakye's sharp analysis of the classroom and the staffroom is essential reading. -- Darren Chetty, co-author of How to DisagreeThe book I’ve been waiting for and the book every teacher should read. Brave, brutally honest, funny and necessary. -- Ben Lindsay, author of We Need To Talk About RaceI couldn't put it down . . . a must read. -- Laura Henry-Allain MBEAn incredibly powerful, gripping book . . . It's simultaneously energising, uplifting and optimistic and eye-opening and challenging. -- Tom Sherrington (@teacherhead)I found myself being educated, delighted, saddened, informed, surprised, shocked, touched and enlightened in turn . . . A must-read book. -- Sue Cowley, author, presenter, teacherA signature blend of endearing wit and engaging prose. -- K. DeMi RyansTimely and thought provoking. -- Leninna Ofori (@healingoverhandbags)An impassioned, articulate, and irresistible call to arms. * SchoolsWeek *

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Book SynopsisWritten by Debra Kidd, A Curriculum of Hope: As rich in humanity as in knowledge explores how good curriculum design can empower schools to build bridges between their pupils' learning and the world around them. A great many schools are wondering how they can build a curriculum model that meets the demands of government policy as well as the needs of the children and communities they serve. In A Curriculum of Hope, Debra illustrates how teachers can deliver learning experiences that genuinely link knowledge to life. Working on the premise that a strong curriculum is supported by five key pillars of practice coherence, credibility, creativity, compassion and community she presents a plethora of examples that demonstrate how schools, parents, pupils and the wider local community can learn together to build from within. Debra enquires into the ways in which schools can create units of work that are both knowledge- and humanity-rich, and challenges the view that the role of children is simply to listen and learn instead advocating their active engagement with local and global issues. She does so by delving into the role of pedagogy as a means of empowering children, and by exploring some of the more overlooked pedagogical tools that can have a great impact on children's learning and well-being story, movement and play as well as some of the recent research into memory and retention. Towards the back of the book you will find case studies demonstrating how teachers can work with both their own and other subject departments across the school to plan in ways that allow for pupil choice, autonomy and responsibility. Furthermore, there are some accompanying planning documents for these examples provided in the appendix (The Seed Catalogue) which you may find useful, and these documents are also available for download. Suitable for teachers and leaders in all schools.

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Book SynopsisPresenting leadership of educational change in higher education as a dynamic, collaborative, and evolving area, Delivering Educational Change in Higher Education provides rich examples of how new ways of working are being adopted and adapted. It brings together leaders and practitioners, as authors and readers, to share their experiences of whole organisational change.Across the chapters, common threads highlight the importance of organisational context, of shared or distributed leadership, and the critical need for continuous learning in and on action by reflective readers. Linking case studies to a range of practical models and theories, this book: Explores established paradigms and models of change management and leadership. Offers examples from a diverse range of institutional contexts. Models critical reflective practice in the leadership of educational change. Addresses the future of educational developers working collaboratively with an increasingly diverse higher education workforce. Providing rare insights into âthe whatâ and âthe howâ of change management and leadership, this book will be of interest to senior managers, educators, programme leaders, and educational developers who are all working in collaborative ways to enact positive change for student learning and experience. Table of ContentsList of illustrations; Contributors; Acknowledgements; Introduction; Part I Current Context of Leading Educational Change in Higher Education; 1 A tailored undertaking: the challenge of context and culture for developing transformational leadership and change agency; 2 Leading change: what went right and what went wrong; 3 Overcoming ‘change without change’ – co-creation, creativity and sustainable change; 4 Fostering open educational practices: communities or networks?; Part II Developing People and Leaders for a Changing Educational Context; 5 Leading a step-change in scholarship in college higher education; 6 Wholescale transformational change at pace: Abertay University’s approach to developing academic leadership; 7 Leading global teacher development in higher education; 8 The distributed educational development team: a case study; 9 Leading educational transformation with sessional staff; 10 The practice and politics of programme leadership: between strategy and teaching; Part III Whole Institutional Change: Leaders in Action; 11 Myths and legends: changing assessment procedures and practices; 12 CIRCLE: a cyclical approach to stakeholder engagement for change management; 13 Architectural blueprint or work of art? Learning lessons from emergent change and the function of dialogic leadership; 14 Reframing educational enhancement at University College London; 15 The Global Perspectives Project: Building shared leadership through curriculum design; Conclusion; 16 The reflective educational change leader: concluding remarks on a journey into delivering educational change; Index

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Book Synopsis'Read this book' Alastair Campbell'A really wonderful book' Nigella Lawson via TwitterIn 1975 Richard Beard was sent away to boarding school. So were Boris Johnson and David Cameron.He didn't enjoy it. But the first and most important lesson was not to let that show.A public school education has long been accepted in Britain as a preparation for leadership, but being separated from your parents at a young age is traumatic. What sort of adult does it mould? Tackling debates about privilege head-on, Sad Little Men reveals what happens when you put a succession of men from boarding schools into positions of influence, including at 10 Downing Street, and asks the question: is this really who we want in charge?'The most important book I've read this year' Adam RutherfordTrade ReviewRead this book * Alastair Campbell *Definitive and brilliantly expressed * Viv Groskop *Dazzling in its anger and the force of its argument * Times Literary Supplement *A sensitive and incisive analysis of the British class system...insanely readable * Tom Holland, author of Dominion *One of the finest polemics I have ever come across... Sad Little Men has been an eye-opener * Spectator *

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Book SynopsisAcross the world, universities are more numerous than they have ever been, yet at the same time there is unprecedented confusion about their purpose and scepticism about their value. What Are Universities For? offers a spirited and compelling argument for completely rethinking the way we see our universities, and why we need them. Stefan Collini challenges the common claim that universities need to show that they help to make money in order to justify getting more money. Instead, he argues that we must reflect on the different types of institution and the distinctive roles they play. In particular we must recognize that attempting to extend human understanding, which is at the heart of disciplined intellectual enquiry, can never be wholly harnessed to immediate social purposes - particularly in the case of the humanities, which both attract and puzzle many people and are therefore the most difficult subjects to justify.At a time when the future of higher education lies in the balance, What Are Universities For? offers all of us a better, deeper and more enlightened understanding of why universities matter, to everyone.Trade ReviewAn eloquent and impassioned book * Economist *Collini is astute, analytical, and often killingly funny -- Bevis Hillier * Daily Telegraph *Collini is that rare bird, a don who can be read with pleasure -- Michael Barber * Tablet, Books of the Year *One of Britain's finest essayists and writers -- Ronan McDonald * The Times Higher Education Supplement *[A] timely lecture for the coalition of dunces ... this is a closely argued defence * Independent on Sunday *The book is a bit like some university courses. It is erudite, well argued, carefully researched, a fine addition to the debate about the purpose of university education * Scotsman *[Collini is] stern and splendid in his brief history of the hot debate on useful versus useless knowledge -- Fred Inglis * Times Higher Education *It is extremely well written: Collini's prose is lively, well-reasoned and persuasive. The book is a refreshing example of a faculty member engaging with the wider issues of higher education rather than perceiving them through the narrow prism of his own discipline ... a valuable, timely contribution to the discourse -- Gerry Wrixon * Irish Examiner *A critique both pointed and witty -- Howard Newby * Independent *Collini writes beautifully -- Chris Patten * Financial Times *Collini puts his finger on the nub of the problem facing universities. Collini's book is a must-read -- AC Grayling * Literary Review *

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Book SynopsisThe New York Times bestsellerFinancial Times, TLS, Evening Standard, New Statesman Books of the Year''Excellent, their advice is sound . . . liberal parents, in particular, should read it'' Financial TimesHave good intentions, over-parenting and the decline in unsupervised play led to the emergence of modern identity politics and hypersensitivity?In this book, free speech campaigner Greg Lukianoff and social psychologist Jonathan Haidt investigate a new cultural phenomenon of safetyism, beginning on American college campuses in 2014 and spreading throughout academic institutions in the English-speaking world.Looking at the consequences of paranoid parenting, the increase in anxiety and depression amongst students and the rise of new ideas about justice, Lukianoff and Haidt argue that well-intended but misguided attempts to protect young people are damaging their development and mental health, the functioning of educational systems and even democracy itself.Trade ReviewExcellent . . . their advice is sound . . . liberal parents, in particular, should read it -- Edward Luce * Financial Times *An important if disturbing book . . . Lukianoff and Haidt tell a plausible story -- Niall Ferguson * The Times *A compelling and timely argument against attitudes and practises that, however well-intended, are damaging our universities, harming our children and leaving an entire generation intellectually and emotionally ill-prepared for an ever-more fraught and complex world. A brave and necessary work. -- Rabbi Lord Jonathan SacksNo one is omniscient or infallible, so a willingness to evaluate new ideas is vital to understanding our world. Yet universities, which ought to be forums for open debate, are developing a reputation for dogmatism and intolerance. Haidt and Lukianoff, distinguished advocates of freedom of expression, offer a deep analysis of what's going wrong on campus, and how we can hold universities to their highest ideals. -- Steven PinkerOur behavior in society is not immune to the power of rational scientific analysis. Through that lens, prepare yourself for a candid look at the softening of America, and what we can do about it. -- Neil deGrasse TysonWe can talk ourselves into believing that some kinds of speech will shatter us, or we can talk ourselves out of that belief. The authors know the science. We are not as fragile as our self-appointed protectors suppose. Read this deeply informed book to become a more resilient soul in a more resilient democracy. -- Philip E. Tetlock

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Book SynopsisTalkabout Sex & Relationships 1 is a comprehensive toolkit for all therapists, educators and support staff who deliver relationship education to people with special needs. It is intended primarily to support groupwork but activities can be easily adapted to suit the needs of individuals with varying abilities.The resource emphasises the importance of happy, healthy and positive relationships. It looks at the life cycle of a relationship from finding a partner, coping with problems, staying safe and maintaining a relationship to dealing with the potential ending of a relationship.This toolkit is the first in a two volume set, the second of which will focus on sex. Created by Alex Kelly and Emily Dennis as part of the bestselling Talkabout series, this publication constitutes the most complete and trustworthy set of resources available for groupwork focussing on relationships for people with special needs.Table of ContentsIntroduction Assessment Topic 1: Getting to know us Topic 2: Staying safe Topic 3: Introduction to relationships Topic 4: Starting a relationship Topic 5: Developing relationships Topic 6: Coping with problems Topic 7: When a relationship ends Topic 8: Looking to the future Forms References Index

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Book SynopsisTalkabout Sex & Relationships 2 is a comprehensive toolkit for all therapists, educators and support staff who deliver sex education to people with special needs. It is intended primarily to support groupwork but activities can be easily adapted to suit the needs of individuals with varying abilities.The resource emphasises the importance of being well informed in regards to the physical, interpersonal and emotional aspects of sex; including body awareness, consent, sexual health and guidelines for a healthy sexual relationship. It is packed with practical activities which are designed to open up discussion around sensitive issues in a fun, informative and non-judgemental way. Each activity comes with guidance for practitioners on how to prepare for and delivery the sessions. Features include: guidelines to assess the suitability of students for the programme visually appealing and engaging activities with full colour illustrations photocopiable activities which can also be downloaded for free on the accompanying website template letters for parental permission in delivering the sessions This toolkit is the second in a two volume set, the first of which focuses on relationships. Created by Alex Kelly and Emily Dennis as part of the bestselling Talkabout series, this publication constitutes the most complete and trustworthy set of resources available for groupwork focussing on sex and relationships for people with special needs. Table of ContentsIntroduction Assessment Topic 1: Working together Topic 2: Body Awareness Topic 3: Let’s talk about sex Topic 4: Sex rules Topic 5: Sex aware Forms References Index

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Book Synopsis''Pithy and provoking, spiced with the personal'' Hilary MantelLynsey Hanley grew up part of the ''respectable working class''. At university, she discovered that social mobility is not all it seems. This book is about what it means to cross class divides, what we leave behind in order to get on, and how class affects all of us today.''There is fury contained within the pages and between the lines of Respectable ... intelligent and important'' Colin Grant, Guardian''Honest, brave and moving'' Kate Pickett, co-author of The Spirit Level''Lynsey Hanley is such a crucial voice. When she writes about class, she is writing about lived experience'' Owen Jones, New Statesman''Hanley vividly describes the risky, lonely journey she undertook from one class to another ... She is tremendous at detailing her personal transition'' Craig Brown, Mail on SundayTrade ReviewAmbitious, impressive... There is fury contained within the pages and between the lines of Respectable... an intelligent and important book that deserves to be widely read -- Colin Grant * Guardian *Hanley vividly describes the "risky, lonely journey" she undertook from one class to another... She is tremendous at detailing her personal transition -- Craig Brown * Mail on Sunday *Why is class still so central to the experience of living in Britain? It is an urgent question, evaded through a kind of collective shame, but Lynsey Hanley approaches it with wit and passion. Respectable is pithy and provoking, spiced with the personal but solidly grounded in a lifetime's experience of analysing the world around her. It is one of those valuable books that enables the reader to re-think her past and re-experience her own life. -- Hilary MantelHonest, brave and moving, Respectable opens up the emotional experience of navigating across class boundaries in an unequal world. -- Kate Pickett, co-author of The Spirit Level

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Book SynopsisKenneth J. Saltman is Professor of Educational Policy Studies at the University of Illinois Chicago, USA. He is the author of The Swindle of Innovative Educational Finance (2018) and The Politics of Education, 2nd edition (2018) and The Disaster of Resilience (Bloomsbury, 2023). He is a fellow of the National Educational Policy Center and a Fulbright Chair in Globalization and Culture.

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Book SynopsisThis textbook develops early childhood teachers' capacity to effectively instruct democratic principles to our youngest citizens. As our world experiences political polarization, pandemics, heightened racial tension, and the evolving awareness of gender and LGBTQ issues this textbook addresses those topics as they show up in the early childhood classroom, offering research informed practical guidance for pre- and in-service teachers. The book is organized around 12 themes, 10 of which are based on the National Council for Social Studies' (NCSS) themes, in addition to the anti-racist/anti-bias curriculum and gender expensive principals from the National Association for the Education of Young Children (NAEYC), closely following social studies content standards from across the United States. The themes covered are: culture and cultural diversity, history, geography, identity, gender roles and gender identity, institutions, power and authority, economics, science and technology, gl

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Book SynopsisUnderstanding Education and Economics explores the multiple ways in which the field of education and schooling has become closely aligned with economic imperatives and interests, and the impact of this on learning and teaching. In particular, the increasing influence of economic arguments, economic ideologies and government involvement in education have made apparent that there is a need to reflect and talk about economic influences and trends in education. Drawing on the expertise of educationalists around the world, the book articulates key debates and theoretical perspectives which can give both students and staff across several courses within the study of education a framework for discussing and analysing how economics defines and shapes the nature and purposes of education. The chapters offer discussions and reflections on key issues, including: the historical developments that led to the creation of a formal education system in England and Wales; the ways in which neoliberalism underpins education, including the coercion of education to serve economic needs; the economics of the university as an institution. Addressing philosophical, sociological, historical, psychological and social issues in education and encouraging readers to pose questions about the nature of education, this book is a valuable resource for students and staff alike and will allow them to broaden perspectives on what education could be for, and what it should be for.Table of Contents1. Introduction: How can we Make Sense of the Influence of Economics in Education? 2. Economics: Introducing key concepts and economics education 3. Elementary Education and Child Labour: From economic to ecological histories of modern childhood 4. Authority and Trust beyond Neoliberalism: A critical reflection on education as useful for the economy 5. Illusions of 'Choice' in Education: Shaping the neoliberal subject in the United Kingdom 6. An Exploration of Human Capital Theory and its Impact on the World of Education 7. Inequalities, Precariousness and Education: Schooling precarious workers 8. The Economics of the University: Knowledge, the market and the state 9. Education as a practice of freedom: negotiating knowledges at a Pakistani women's organisation 10. Concluding Remarks on the Importance of Criticality in Uncertain Times

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Book SynopsisDrawing on chapters from a selection of authors from the fields of education, philosophy, political science, and sociology this book presents provocations on how citizenship might be experienced, conceptualised, expressed, and practiced in a range of settings.Comprised of thirteen chapters by a group of international academics, the book engages with the concepts of âcitizenshipâ and âpolitical agencyâ, as well as forms and expressions of citizenship, to consider how the practice of citizenship can be extended to move beyond mainstream political discourses. Discussions of decolonisation, race, disability advocacy, sexual health, protest, and democracy examine how citizenship and belonging are enacted in a range of international contexts. In order to explore these issues, the book draws on a range of empirical, theoretical, political, and speculative discussions from a range of perspectives. Throughout, it provides a critique of dominant conceptions of citizenship and explores how citizenship might be re-conceptualised and re-fashioned. This volume is an essential read for academics, researchers, postgraduate students, policy makers, and teachers interested in reframing citizenship education to enhance a sense of belonging in our uncertain times.

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Book SynopsisJames Brittonâs work addresses central educational questions that are as relevant today as they were half a century ago. Britton was the architect of a theory of language and learning which has influenced the thinking and practice of generations of teachers across the anglophone world. This Reader helps teachers and students explore his theories of the relationships between language and thought, between thinking and feeling, the links between unconscious and conscious ways of knowing, and the symbolising nature of language.This carefully curated collection of Brittonâs key writings renders his work accessible to todayâs students, educators and researchers. Fully annotated chapters explore how his work fuses observation and theory in a remarkable synthesis, and demonstrates the continuities between the early use of language and later, more complex achievements in speaking, listening, reading and writing.All those involved in teacher education and training, including res

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Book SynopsisPat Thomson takes on England's muddled education system and exposes fraudulent and unethical practices, including the skewing of the curriculum and manipulation of results. She argues for an urgent review of current practices, leading to a revitalised education system that has the public good at its heart.Trade Review"A well-researched, closely argued and scholarly book, combining theory with vivid contemporary examples, this is a good read that deals with a topic that is extremely timely and relevant." Peter Moss, UCL Institute of Education, University College LondonTable of ContentsA Book About Corruption and Schools A Scandalous Schooling Muddle Reforming Public Infrastructure Costly Measures Market Mentalities and Malpractices The Effects of Effectiveness Secrecy, Lies and Gaming Rebuilding Organisational Infrastructure A Public Good Agenda for Change

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Book SynopsisBased on the Transforming Lives research project, this book explores the transformative power of further education. Outlining a critical approach to educational research and practice, the book draws on the testimonies of students and teachers to construct a model of transformative teaching and learning.Table of ContentsIntroduction 1. The Transforming Lives research project and the further education policy context 2. Researching further education and putting a critical embodied research methodology into practice 3. Using digital technologies in social justice research 4. Stories of transformative teaching and learning 5. Transformative teaching and learning and social justice 6. Transformative teaching and learning and education leadership 7. So what is transformative teaching and learning? Extending our theoretical and embodied understandings 8. What needs to be done

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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 SynopsisResearch impact is increasingly expected within academia, but does the pressure to ‘do impact’ risk an unhealthy focus on what can be counted rather than what counts? Creating Meaningful Impact: The Essential Guide to Developing an Impact-Literate Mindset looks at impact from inside the research sector, celebrating the opportunity to make a difference whilst recognising the challenges this brings. Taking you from basic concepts through to principles of practice, impact expert Julie Bayley demystifies impact and guides you on the path to understanding the why, what, who and how of research-led change. What do unicorns tell us about what matters? Or strip clubs tell us about failure? And what can Murder She Wrote teach us about assembling evidence? Whether you’re a researcher, research lead or research manager, Creating Meaningful Impact will help you realign your impact sat-nav and develop an authentic, critical and healthy approach within the wider pressures of academia.Trade ReviewJulie Bayley’s book, Creating Meaningful Impact, is an enlightening romp through the excitement, the pressures, the demands of doing impact well, both in terms of institutional success and in terms of a researcher’s personal and professional development. As book blurbs often suggest, the book is a rollercoaster, but one very much aimed at the fainthearted, who stand to learn a lot from Julie’s immense expertise, warmth, wit and superlative use of imagery. So, if you are tickled by the idea of becoming a more mindfully impactful researcher, swipe right on ‘Impact Tinder’ and read this book! -- Professor Ele Belfiore, Professor in Cultural Policy & Director of the Interdisciplinary Centre for Social Inclusion and Cultural Diversity, University of Aberdeen, UKJulie Bayley never fails to achieve impact on impact. If you are already on your journey to impact literacy this book will help you grow roots into impact healthy practices. And if you are just starting out, this book will help you sow the seeds that will grow into those roots to sustain your career of research with an impact on society. 'Creating meaningful impact' isn’t just the title, it is the goal that Julie achieves in this important book. -- Dr David Phipps, Assistant VP Research Strategy & Impact, York University, Canada, and Director of Research Impact CanadaThere are many books available to advise researchers how to ‘do’ impact but none as accessible as this. The sheer joy and enthusiasm that Julie brings to the field shines through every word which, along with insights from other researchers and partners in the field, ensures that every reader will emerge from this book enlightened, and excited about the prospect of pursuing their own ‘societal impact’. -- Dr Gemma Derrick, Associate Professor, Research Policy & Culture, University of Bristol, UKAbsolutely brilliant. Cuts through the impact BS incisively but with wit, focusing on the (social) purpose throughout. Should be a must read for all PhD students and frankly all academics. -- Jonathan Grant, Founding Director of Different Angles Ltd, a consultancy that focuses on the social impact of universities and researchI adored this book and will give it to every young academic on my Christmas present list [...] As the author intended, I found my 'impact mojo' in this book. -- Christopher Walker, Communications Strategist, Thought Leadership Columnist & WriterTable of ContentsChapter 1. What is research impact? Chapter 2. Impact literacy Chapter 3. Impact, values and power Principle 1. Chase meaning not unicorns Principle 2. Work out what your research powers up Principle 3. Think directionally not linearly Principle 4. Evidence? Think ‘What would Jessica Fletcher do?’ Principle 5. Create a healthy space Principle 6. Own your expertise but don’t be a jerk Principle 7. Be an impact lighthouse Principle 8. Be you Final words

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Book Synopsis''A must-read for anyone genuinely committed to racial equity and representation.'' Dr Muna Abdi, CEO, MA Consultancy Ltd.Representation Matters is the essential book for teachers looking to promote diversity and inclusion in their school and create positive, lasting change for staff and pupils. In this crucial book, former assistant principal, campaigner and TEDxBristol speaker Aisha Thomas demonstrates how race shapes the experiences of Black, Asian and racially minoritised teachers and pupils in the UK education system, and why representation is fundamental in every school. With a particular focus on the experiences of Black educators, parents and pupils, Aisha shares her own lived experience and features over 20 stories from those who have been affected by the racism that is endemic in the education system today. Through reflective questions, activities and discussion points, Representation Matters coaches educators to create an action plan for Trade ReviewAisha challenges our thinking and pushes us towards a more nuanced understanding of representation and why it matters. This book is a must-read for anyone genuinely committed to racial equity and representation. -- Dr Muna Abdi * CEO, MA Consultancy Ltd., @Muna_Abdi_PhD *Aisha is an impassioned educator and champion of representation. Her work has been challenging but necessary to encourage any and all individuals to create a nurturing environment of true inclusion and representation. This book will engage and provoke readers to reflect and shape their environments to support true representation and equity. -- Lana Crosbie * senior leader in education, SENCO and equality and diversity lead *Aisha draws on her own experiences as a teacher, parent and leading anti-racism advocate to ask us all to critically reflect upon what representation means in our own practice, and why representation really matters. A must-read for educators everywhere, through reflective activities and case studies, Aisha's experiences guide us throughout, offering us loving, practical and considered suggestions to help develop anti-racist and social-justice-led practice in our own educational spaces. -- Malcolm Richards * educator, scholar-activist, independent doctoral researcher and co-founder of Bookbag *This book should be required reading for all school staff and should feature on every staff library CPD bookshelf. -- Barbara Band, School Library Consultant, Trainer and Advisor * www.barbaraband.com *Aisha's ideal goal for the future is to be in a place where an anti-racist practise is not needed because it is so embedded in the culture and values of a school, that a child will step in and feel like they instantly belong and can be truly themselves. -- Ellie Kendall * Bristol Post *In the crucial book, former assistant principal, campaigner and TEDxBristol speaker Ms Thomas demonstrates how race shapes the experiences of Black, Asian and racially minoritised teachers and pupils in the UK education system, and why representation is fundamental in every school. -- Bethan Andrews * Bristol World *Representation Matters beautifully reflects the work that I and many others do in schools to champion diversity, equity and inclusion. Those looking for “a tick sheet of how to become inclusive” will be disappointed, but then – as we should all know after the death of George Floyd and the experience of the pandemic – anti-racism requires more heavy lifting than that. And with a consistent, clear and challenging voice that chimed deeply with me as a black, female educator, Aisha Thomas here provides the arguments and the tools to begin to do just that. -- Audrey Pantelis, director, Elevation Coaching and Consulting Ltd * Schools Week *The book is full of timely and necessary content, and is one of the most important books I have read for a long time. -- Adam Marycz, Early Years EducatorThis is a very important book, no matter where your school is. The content applies to school leaders, experienced and new teachers, and those working with school communities committed to equality and representation. -- Colin Hill * Founder, researcher and editor of UKEdChat *

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Book SynopsisIn Diverse Families, Desirable Schools, Mira Debs offers a richly detailed study of public Montessori schools, which make up the largest group of progressive schools in the public sector. As public Montessori schools expand rapidly as alternatives to traditional public schools, the story of these schools, Debs points out, is a microcosm of the broader conflicts around public school choice. Drawing on historical research, interviews with public Montessori educators, and ethnographic case studies, Debs explores the forces that pull intentionally diverse, progressive schools toward elitism. At the heart of Debs's book is a thoughtful analysis of the notion of ""fit"" between parents and schools—an idea that is central to school choice, which is often marketed as an opportunity for parents to find the perfect fit for their kids. By exploring parents' varied motivations in choosing these schools and observing how families experience—or fail to experience—a ""good fit"" after having chosen a particular school, Debs makes an original contribution to the literature on school choice and sheds light on the dilemmas entailed in maintaining diversity in progressive charter and magnet schools.

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Book SynopsisThe PERFECT GIFT for the ones who are yet to know the meaning of the words ''hard work'' . . . in other words the back-to-schoolers and the university goers. __________________________________This is a student.He is leaving home for the first time.By the time he graduates, he will be grown-up: exhausted, hideously in debt and unable to imagine going to bed sober.__________________________________Reynard has brought everything he needs for his first year.He unpacks his fancy-dress costumes, his four-way extension leads, his pair of pants and all his didgeridoos.By doing front, back, inside-out front, inside-out back, and using Febreze and Imodium, he plans to make his pants last until half term.__________________________________ This delightful book is part of a series of Ladybird books which have been specially planned to help grown-ups with the world about them. The large clear script, the careful choice of words, the frequent repetition and the thoughtful matching of text with pictures all enable grown-ups to think they have taught themselves to cope. Featuring original Ladybird artwork alongside brilliantly funny, brand new text. Other titles in the Ladybirds for Grown Ups series: How it Works: The Cat How it Works: The Dog How it Works: The Grandparent The Ladybird Book of the Meeting The Ladybird Book of Red Tape The Ladybird Book of the People Next Door The Ladybird Book of the Sickie The Ladybird Book of the Zombie ApocalypseHow it Works: The Husband How it Works: The Wife How it Works: The Mum How it Works: The Dad The Ladybird Book of the Mid-Life Crisis The Ladybird Book of the Hangover The Ladybird Book of Mindfulness The Ladybird Book of the Shed The Ladybird Book of Dating The Ladybird Book of the Hipster

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Book SynopsisNow in a thoroughly revised and updated second edition, this handbook provides a comprehensive resource for those who facilitate the complex transitions to adulthood for adolescents with disabilities. Building on the previous edition, the text includes recent advances in the field of adolescent transition education, with a focus on innovation in assessment, intervention, and supports for the effective transition from school to adult life. The second edition reflects the changing nature of the demands of transition education and adopts a life design approach. This critical resource is appropriate for researchers and graduate-level instructors in special and vocational education, in-service administrators and policy makers, and transition service providers.Table of Contents1. An Introduction to the Second Edition of the Handbook of Adolescent Transition Education for Youth with Disabilities 2. A History of Adolescent Transition Education 3. Policy and Adolescent Transition 4. Evidence- and Research-Based Transition Predictors and Practices: Identification and Implications 5. Career Design 6. Adolescent Transition Planning Strategies 7. IEP Development that Supports the Transition to Adult Life for Youth with Disabilities 8. Transition Assessment 9. Student Involvement in the Transition Process 10. Family Involvement in Adolescent Transition Planning 11. Academic Skill Instruction in Adolescent Transition Education 12. Life Skills and Community-Based Instruction 13. New Social Relationships: Social Skills, Supports, and Networks in Adolescent Transition Education 14. Self-Determination and Transition 15. Work-Based Learning for Students with Disabilities 16. School Completion and Adolescent Transition Education 17. Assistive Technology in the Transition Education Process 18. Middle School Transition Education Planning and Services 19. Integrating College and Career Readiness into Transition Education 20. Addressing Equity and Providing Transition Education to a Diverse Student Population 21. Effective Strategies for Interagency Collaboration 22. Supporting the Transition to Postsecondary Education for Students with Disabilities 23. Promoting Access to Supports and Accommodations in Postsecondary Education 24. Job Placement and Job Development for Young Adults with Disabilities 25. Enabling Community Participation During and After Transition 26. Trends in Transition Educator Personnel Preparation 27. Adolescent Transition Education for Students with Autism 28. Transition and Adolescents with Learning Disabilities 29. Adolescent Transition Education for Students with Intellectual Disability 30. Adolescent Transition Education for Deaf Students 31. Transition Education for Adolescents Who Are Blind or Have Low Vision 32. Transition Planning and Services for Youth with Emotional and Behavioral Disorders 33. Improving Transition Outcomes for Youth with Mental Health Conditions

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Book SynopsisA critical and accessible text, this book provides a foundation for translanguaging theory and practice with educating emergent bilingual students. The product of the internationally renowned and trailblazing City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), this book draws on a common vision of translanguaging to present different perspectives of its practice and outcomes in real schools. It tells the story of the collaborative project's positive impact on instruction and assessment in different contexts, and explores the potential for transformation in teacher education. Acknowledging oppressive traditions and obstacles facing language minoritized students, this book provides a pathway for combatting racism, monolingualism, classism and colonialism in the classroom and offers narratives, strategies and pedagogical practices to liberate and engage emergent bilingual students. This book is an essential text for all teacher educators, researcTable of ContentsForeword: Danling FuOverviewing with CUNY-NYSIEB Lentes y Emergent PasosOfelia García SECTION I: Foundations: Translanguaging Theory/Practice and a ProjectCHAPTER 1Conceptualizing Translanguaging Theory/Practice JuntosOfelia GarcíaRicardo OtheguyCHAPTER 2Constructing Translanguaging School Policies and PracticesKate MenkenOfelia GarcíaCHAPTER 3The Backdrop and Roadmap of a Translanguaging ProjectTatyana KleynMaite T. SánchezSECTION II: Evolving Juntos StructuresCHAPTER 4Different Leaderships: Different timesIvana EspinetNelson FloresMaite T. SánchezKate SeltzerCHAPTER 5Emergent Bilingual Leadership Teams: Distributed Leadership in CUNY-NYSIEB SchoolsMaite T. SánchezKate MenkenCHAPTER 6Working Juntos and Across: Bilingual Education, English as a Second Language, English Language Arts and Community Engagement Brian CollinsMeral KayaLiza PappasKaren Zaino[Teacher/Researcher Box #6.1: Lauren Ardizzone]SECTION III: Shifting Educational Spaces CHAPTER 7Developing Translanguaging Pedagogical MaterialSara VogelKate SeltzerKathryn CarpenterAnn E. EbeChristina CelicKahdeidra Martin[Teacher/Researcher Box #7.1: Elyn Ballatyne-Berry][Teacher/Researcher Box #7.2: Alexandra (Ali) Cabrera-Terry]CHAPTER 8Fostering Bilingual Reading Identities in Dual Language Bilingual ClassroomsGladys Y. AponteIvana EspinetKate Seltzer[Teacher/Researcher Box #8.1: Jason Horowitz and Tim Becker]CHAPTER 9Multilingual Ecologies in CUNY-NYSIEB schools Kate MenkenVanessa Pérez-RosarioLuis Guzmán Valerio[Teacher/Researcher Box #9.1]SECTION IV: Literacies Juntos: Instruction and AssessmentCHAPTER 10Translanguaging and Emergent Literacy in Early Childhood EducationZoila MorellDina López[Teacher/Researcher Box #10.1: Maeva López-Kaseem]CHAPTER 11Translanguaging Literacies: Children’s literature and literacy instructionCarla EspañaLuz Yadira Herrera[Teacher/Researcher Box #11.1: Hulda Yau]CHAPTER 12Building on Strengths: Translanguaging and WritingCecilia M. EspinosaLaura Ascenzi MorenoSara Vogel[Teacher/Researcher Box #12.1: Nicole Nichter]CHAPTER 13Leveraging the ‘Learning Edge’: Translanguaging, Teacher Agency, and Assessing Emergent Bilinguals’ ReadingLaura Ascenzi-Moreno[Teacher/Researcher Box #13.1: Andy Brown]SECTION V: Inquiry en ComunidadCHAPTER 14Interrogating Language Ideologies in the Primary Grades: A Community Language Inquiry UnitIvana EspinetGladys Y. AponteMaite T. SánchezDiane Cardenas FigueroaAshley Busone-Rodríguez[Teacher/Researcher Box #14.1: Annabelle Maroney and Rebeca Madrigal]CHAPTER 15Hand in Hand: Parent Collaboration in the Classroom ContextIvana EspinetKhánh Lê[Teacher/Researcher Box #15.1: Elizabeth (Liz) Menéndez and Sabrina Poms]SECTION VI: Transforming Teacher EducationCHAPTER 16Transforming Urban Teacher Education: The City University of New YorkCecilia M. EspinosaLaura Ascenzi-MorenoTatyana KleynMaite T. Sánchez[Teacher/Researcher Box #16.1: Olivia Mulcahy]CHAPTER 17Different Places, Different Issues: Teacher Education Reimagined through the CUNY-NYSIEB ExperienceHeather WoodleyMaría Cioè-PeñaSarah HessonCristian R. Solorza[Teacher/Researcher Box #17.1: Valentina Carbonara and Andrea Scibetta]CHAPTER 18Reimagining Teacher Education for Emergent Bilinguals: Going UpstateErin KearneyKate Mahoney[Teacher Box #18.1: János Imre Heltai and Bernadett Jani-Demetriou]

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Book SynopsisThis new edition of Unequal By Design: High-Stakes Testing and the Standardization of Inequality critically examines the deep and enduring problems within systems of education in the U.S., in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing.Updates to the new edition include new chapters that focus on: the role of schools and standardized testing in reproducing social, cultural, and economic inequalities; the way high-stakes testing is used to advance neoliberal, market-based educational schemes that ultimately concentrate wealth and power among elites; how standardized testing became the dominant tool within our educational systems; the numerous technical and ideological problems with using standardized tests to evaluate students, teachers, and schools; the role that high-stakes testing plays in the maintenance of white supremacy; and how school communities have resisted high-stakes testing and used better assessments of student learning.Parents, teachers, university students, and scholars will find Unequal By Design useful for gaining a broad, critical understanding of the issues surrounding our over-reliance on high-stakes, standardized testing in the U.S. through up-to-date research on testing, historical and contemporary examples of the struggles over such tests, and information about how testing has fostered the privatization of public education in the U.S.Trade Review"Wayne Au has really done it with this one. With the most up-to-date research on high-stakes testing in the U.S., historical analysis of the origins of standardized testing, theoretical insights into the role of testing in our school system, inspirational accounts of communities resisting these tests, and an exploration of alternatives to these punitive exams, Unequal By Design is both the sword and the shield we need with us in the battle for the education students deserve."Jesse Hagopian, teacher, author, and organizer for the Zinn Education Project's Teaching for Black Lives campaign."I am always left in awe of Au’s writing, andt he 2nd edition of Unequal By Design is no exception. This book is everything we need right now to understand that to end high-stakes testing is to chop off one of the tentacles of White supremacy. Packed with data and research and explained with the ease of a skilled storyteller, this new edition debunks the lies of the testing industry and illuminates the path forward for continued resistance to the model of ranking our children to uphold racism. Unequal By Design is now fresher and more necessary than ever."Bettina Love, Athletic Association Endowed Professor at the University of Georgia, USA.Table of ContentsSeries Editor Introduction by Michael W. Apple, Preface to the Second Edition, Chapter 1: Enduring Educational Inequality in the United States, Chapter 2: Testing and the Neoliberal Educational Enterprise, Chapter 3: Standardized Testing and the Production of Capitalist Schooling, Chapter 4: The Troubles With Testing, Chapter 5: High-Stakes Testing and White Supremacy, Chapter 6: Reclaiming Assessment for Justice, Index

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Book SynopsisThis book provides an opportunity to teach the exquisiteness of being human to our children. Teaching Values of Being Human is a curriculum filled with conversations, lessons and activities that link education, the mind and the heart. It is packed with ideas to empower student agency and voice.Paving the way for practitioners to develop an emotionally responsive environment where young human beings can grow, this practical book encourages children to look inside themselves, discover their identity, find happiness and equip them with skills they can use effectively in the future. The book covers topics such as: Emotional capacities, self-awareness and self-identity. Relationships and healthy communication. Emotional intelligence, resilience and perseverance. The importance of human connection and its benefits. Ideal for teachers in all education settings, along with suppTrade Review"Helps trainers not just to teach, but also to practice and ‘live’ the human skills they want to impart to their young people… This way, being emotionally intelligent becomes a way of life every day, not just a 45 minute lesson twice a week!" - Lindy Petersen, clinical psychologistTable of ContentsContentsPrefaceIntroductionChapter 1 A short guide to coach Social and Emotional Literacy (SEL)Chapter 2 Quick start connections – building trusting relationshipsChapter 3 Stimulating self-awareness and building identity: A guide to develop meaning and purpose into the lives of young peopleChapter 4 Ideas to set goals and champion perseveranceChapter 5 Nurturing emotional intelligence and resilienceChapter 6 Developing organisational habitsChapter 7 The ART of developing healthy communication patternsChapter 8 ‘Mis’behaviour and humane ideas to influence positive changeChapter 9 The human brain: Activities to celebrate its wiring for incredible growthChapter 10 Compassion towards others begins with our self-careEpilogueReferences

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Book SynopsisManaging Stress in Secondary Schools: A Whole-School Approach for Staff and Students, second edition, introduces a practical stress management programme for use in schools and colleges. Drawing from current theory and evidence-based practice on anxiety, stress and mental health, it offers student lesson plans, plus a staff self-training session, with concrete activities to develop crucial stress management skills in both staff and students.The programme provides direct training in stress reduction skills, supported by online resources, designed to fit into timetabled PSHE lessons. Key features of this manual include: Simple and flexible lesson plans that can be performed either at the start of timetabled PSHE lessons or as full stress management lessons on their own. A staff self-training session plan that serves both as preparation for leading lessons with students and facilitates the development of stress management skills amongTrade ReviewReal Group Ltd (https://www.realgroup.co.uk/) is a training provider across the education sector. We specialise in online training for all levels within school and college systems, such as teaching assistant training in understanding emotionally connected classrooms and master’s level courses aimed at SENCo, specialist teacher or assessor qualifications. We also train staff to become senior mental health leads as well as offering NPQs for senior staff and head teachers. This manual is an essential mental health resource for schools. It puts theory into practice and guides understanding of stress in staff and students in a straightforward manner. Exam stress is included, and the programme expands to deal with stress and anxiety in everyday situations. The lesson plan format is very clear and easy for staff to use with students. It is highly recommended. Dr Richard Lewis, Mental Health Programme Leader for Real Group Ltd Table of ContentsQUICK START GUIDE BACKGROUND Introduction Why Include Stress Management in Schools? Student Stress in School Staff Stress in School Stress Theory: How Stress Starts Stress Theory: How Stress Reduces The Exam Stress Lesson Explained TRAINING FOR STAFF AND PUPILS Staff Self Training Before Starting Lessons with Students: Basic Preparation Student Lesson Plans Some Agencies Offering Help to Children and Young People

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Book SynopsisLeveraging Socio-Emotional Assessment to Foster Children's Human Rights focuses on teaching and assessing students' social and emotional attributes within the broader context of children's rights. School teachers are charged with more than just academic development every day, they have opportunities to guide children toward humanistic, justice-orientated perspectives and to serve as role models and relationship-builders. Built from a growing body of research on the benefits of socio-emotional learning and assessment in classrooms, this book prepares pre-service and in-service teachers to take on the shifting mindset that is required for learning processes that promote dignity and respectful relations in the classroom. These concise, accessible chapters address the value and effects of positive student-teacher relationships, classroom implementation and assessment methods, student- and parent-inclusive feedback and more.Table of Contents1. Assessing for Wellness and Children's Rights 2. Trust and Its Effect on Children's Social and Emotional Wellness 3. Assessment Data from a Children's Rights Approach 4. Keeping Your Eye on the Prize to Support Children 5. The Assessment Elephant in the Room: When Societies Discount Children

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Book SynopsisSocial Theory and Education Research is an advanced and accessible text that illustrates the diverse ways in which social theories can be applied to educational research methodologies. It provides in-depth overviews of the various theories by well-known and much-debated thinkers Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida  and their applications in educational research. Updated throughout and with new extended introductions to each theorist and a new chapter on the application of socio-theoretical concepts in education research methodologies and the how-to of research practice, this second edition assists education practitioners and researchers in their acquisition and application of social theory. This book contextualizes the various theories within the broader context of social philosophy and the historical development of different forms of thought.Social Theory and Education Research will be incredibly useful toTable of ContentsPart I: Introduction Social theory and education research: An introduction (Mark Murphy) Social theory and methodology in education research: From conceptualisation to operationalisation (Mark Murphy and Cristina Costa) Part II: Foucault Foucault and his acolytes: Discourse, power and ethics (Julie Allan) Retooling school surveillance research: Foucault and (post)panopticism (Andrew Hope) Using Foucault to examine issues of girls’ education in a religiously driven postcolonial-security state (Ali Sameer) Part III: Habermas Jürgen Habermas: Education’s increasingly recognized hero (Terence Lovat) Between the state and the street: Habermas and education governance (Mark Murphy) Applying Habermas’ theory of communicative action in an analysis of recognition of prior learning (Fredrik Sandberg) Part IV: Bourdieu Bourdieu and educational research: Thinking tools, relational thinking, beyond epistemological innocence (Shaun Rawolle and Bob Lingard) Research in Christian Academies: Perspectives from Bourdieu (Elizabeth Green) Bourdieu applied: Exploring perceived parental influence on adolescent students’ educational choices for studies in higher education (Irene Kleanthous) Part V: Derrida Derrida and educational research: An introduction (Jones Irwin) ‘Derrida applied’: Derrida meets Dracula in the geography classroom (Christine Winter) Engaging with student teachers on reflective writing: Reclaiming writing (Duncan Mercieca)

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Book SynopsisThe history of sex education enables us to gain valuable insights into the cultural constructions of what different societies have defined as 'normal' sexuality and sexual health. Yet, the history of sex education has only recently attracted the full attention of historians of modern sexuality.Shaping Sexual Knowledge: A Cultural History of Sex Education in Twentieth Century Europe makes a considerable contribution not only to the cultural history of sexual enlightenment and identity in modern Europe, but also to the history of childhood and adolescence. The essays collected in this volume treat sex education in the broadest sense, incorporating all aspects of the formal and informal shaping of sexual knowledge and awareness of the young. The volume, therefore, not only addresses officially-sanctioned and regulated sex education delivered within the school system and regulated by the State and in some cases the Church, but also the content, iconography and eTable of ContentsList of Figures. Acknowledgments. 1. Introduction: Shaping Sexual Knowledge of the Young. Lutz D.H. Sauerteig and Roger Davidson. Sex Education, Sexual Rights, Society and the Child. 2. In Ignorance and in Knowledge: Reflections on the History of Sex Education in Britain. Lesley A. Hall. 3. Sex Education and the Law in England and Wales: The Importance of Legal Narratives. Ann Blair and Daniel Monk. Shaping Sex Education Policy: Religion, Medicine and the State. 4. Taking the Middle Way: Sex Education Debates in Sweden in the Early Twentieth Century. Lena Lennerhed. 5. The Growing Pains of Sex Education in the German Democratic Republic (GDR), 1945-1969. Mark Fenemore. 6. Purity and Pedagogy: The Alliance-Scottish Council and School Sex Education in Scotland, 1955-1967. Roger Davidson. 7. Carnal Knowledge: The Social Politics and Experience of Sex Education in Italy, 1940-1980. Bruno Wanrooij. Sex Education and the Representation of Gendered and Sexed Bodies. 8. Representations of Pregnancy and Childbirth in (West)German Sex Education Books, 1900s-1970s. Lutz D.H. Sauerteig. 9. Purity Redefined: Catholic Attitudes towards Children’s Sex Education in Austria, 1920-1936. Britta McEwen. 10. The Partial Picture: Framing the Discourse of Sex in British Educative Films of the Early 1930s. Barbara Crowther. 11. Helga (1967): West German Sex Education and the Cinema in the 1960s. By Uta Schwarz. Mapping the Sexual Knowledge and Ignorance of the Young. 12. The Social Politics and Experience of Sex Education in Early Twentieth Century Poland (1905-1939). By Magda Gawin. 13. The Experience of Sex Education in the Netherlands and Flanders in Childhood Memories from the First Half of the Twentieth Century. By Hugo Röling. Contributors. References. Index.

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Book SynopsisThere is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion.  What part does education have to play in helping alleviate rampant climate change and in mitigating its worst effects?  In this volume, contributors review and reflect upon social learning from and within their fields of educational expertise in response to the concerns over climate change. They address the contributions the field is currently making to help preempt and mitigate the environmental and social impacts of climate change, as well as how it will continue to respond to the ever changing climate situation. With a special foreword by Desmond Tutu, Archbishop Emeritus of Cape Town.Trade Review"The mosaic of inspiring and vanguard ideas graciously offered and shared by the authors in this collection has the power to truly transform global conversations about education for climate change….The book is an easy read, hard to put down, drawing you back over and over again….I highly recommend it for a wide range of audiences. It is well worth the price. You will not be disappointed, and, as with me, will likely be inspired."--Journal of Cleaner Production 18 (2010), 696-697"This is an important and provocative book that brings to view many issues that are too frequently lost in the hype and hubbub. A valuable contribution to the debate that should be read by all those concerned with education and the future of our planet."--Dr. John Blewitt, Director MSc Sustainable Development at the University of Exeter, UK"An extremely timely volume [that] includes an impressive range of authors, impressive not only in their intellectual standing in the field, but also being a genuinely global range of authors, many of whom are also active outside the classroom on civil society and political activities on climate change and sustainability issues....this book makes an important contribution to our understanding of the multidimensional problem of climate change as the dominant issue of the 21st century."--Policy & Practice: A Development Education Review"Although this book is academic in tone, the practical implications of its theories make it essential reading for curriculum designers and educators interested in improving climate change education."—Green Teacher Magazine"Education and Climate Change: Living and Learning in Interesting Times should be seen as an important contribution to climate change studies, especially for graduate students who want to glimpse the many sides of environmental education. Educators, practitioners, pedagogues and scientists would certainly benefit from this timely book." - Yves Laberge, Electronic Green Journal "The mosaic of inspiring and vanguard ideas graciously offered and shared by the authors in this collection has the power to truly transform global conversations about education for climate change….The book is an easy read, hard to put down, drawing you back over and over again….I highly recommend it for a wide range of audiences. It is well worth the price. You will not be disappointed, and, as with me, will likely be inspired."--Journal of Cleaner Production 18 (2010), 696-697"This is an important and provocative book that brings to view many issues that are too frequently lost in the hype and hubbub. A valuable contribution to the debate that should be read by all those concerned with education and the future of our planet."--Dr. John Blewitt, Director MSc Sustainable Development at the University of Exeter, UK"An extremely timely volume [that] includes an impressive range of authors, impressive not only in their intellectual standing in the field, but also being a genuinely global range of authors, many of whom are also active outside the classroom on civil society and political activities on climate change and sustainability issues....this book makes an important contribution to our understanding of the multidimensional problem of climate change as the dominant issue of the 21st century."--Policy & Practice: A Development Education Review"Although this book is academic in tone, the practical implications of its theories make it essential reading for curriculum designers and educators interested in improving climate change education."—Green Teacher Magazine"Education and Climate Change: Living and Learning in Interesting Times should be seen as an important contribution to climate change studies, especially for graduate students who want to glimpse the many sides of environmental education. Educators, practitioners, pedagogues and scientists would certainly benefit from this timely book." - Yves Laberge, Electronic Green JournalTable of ContentsForeword: The Fatal Complacency Desmond Tutu. Introduction Fumiyo Kagawa and David Selby 1. Climate Change Education and Communication: A Critical Perspective on Obstacles and Resistances Edgar González-Gaudiano and Pablo Meira-Cartea 2. ‘Go, Go, Go, Said the Bird’: Sustainability-related Education in Interesting Times David Selby 3. Peace Learning: Universalism in Interesting Times Magnus Haavelsrud 4. Climate Injustice: How Should Education Respond? Heila Lotz-Sisitka 5. The Environment, Climate Change, Ecological Sustainability and Anti-Racist Education George J. Sefa Dei 6. Learning in Emergencies: Defense of Humanity for a Livable World Fumiyo Kagawa 7. Sustainable Democracy: Issues, Challenges and Proposals for Citizenship Education in an Age of Climate Change Ian Davies and James Pitt 8. School Improvement in Transition: An Emerging Agenda for Interesting Times Jane Reed 9. Critique, Create and Act: Environmental Adult and Social Movement Learning in an Era of Climate Change Darlene E. Clover and Budd L. Hall 10. Transforming the Ecological Crisis: Challenges for Faiths and Interfaith Education in Interesting Times Toh Swee-Hin (S.H.Toh) and Virginia Cawagas 11. Public Health Threats in a Changing Climate: Meeting the Challenges through Sustainable Health Education Janet Richardson and Margaret Wade 12. Weaving Change: Improvising Global Wisdom in Interesting and Dangerous Times Wendy Agnew. Climate Change Education: A Critical Agenda for Interesting Times Fumiyo Kagawa and David Selby

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Book SynopsisOver the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be âimplementedâ by schools. In response to this, a great deal of attention has been given to evaluating âhow wellâ policies are realised in practice â implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources â how they are enacted! Based on a long-term qualitative study of four âordinaryâ secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on: contexts of âpolicy workâ Table of ContentsForeword or Introduction 1. Beyond implementation –Towards a Theory of Policy Enactment 2. Taking Context Seriously 3. Doing Enactment: People, Culture and Policy Work 4. Policy into Practice 5. Whatever happened to... 6. Policy Enactments – In Theory and Practice

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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 SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.This captivating, storybook helps young people identify and explore feelings of anxiety, fear and uncertainty. As the narrator anxiously pours out a plethora of What if?' thoughts ranging from realistic to fantastical, these seemingly never-ending worries eventually build into what some readers may recognise as a panic attack. They discover that beneath the head full of worries lies the feeling of fear, and rather than resolving all the anxious questions, they can acknowledge and be with the fear itself.Sensitively written and highly relatable to anyone who has experienced anxious thinking, What if All the Trees Blow Away?: has a gender neutral central character Trade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Unique and very honest.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsWhat if All the Trees Blow Away?: Exploring Anxiety, Fear and Uncertainty

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Book SynopsisIdeal for literacy methods and elementary instruction courses, this book brings together three strands of educational practiceâCulturally Sustaining Pedagogy (CSP), Disability Sustaining Pedagogy (DSP), and balanced literacyâto present a cohesive, comprehensive framework for literacy instruction that meets the needs of all learners. Situating balanced literacy instruction within the current debate on how to best teach elementary school literacy, this book prepares pre-service and in-service teachers to work with racially, ethnically, and linguistically diverse students of all abilities and disabilities and addresses effective curriculum design, lesson planning, and assessment. Chapters offer real-world classroom examples and lesson plans, charts, and discussion guides for CSP/DSP-infused instruction for each component of a balanced literacy instructional block.

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Book SynopsisProviding a cornerstone to the global debate on equity and inclusion within education, this handbook explores equity issues pertaining to poverty and social class, race, ethnicity, sociocultural, sociolinguistic exclusion in education and recognises intersectionality and gender across these dimensions.This carefully curated collection of essays written by international experts promotes inclusive systems in education that explicitly recognise the voices of learners who may be at risk of marginalisation, exclusion or underachievement. Developing a multilayered innovative conceptual framework involving spatial, emotional-relational and dialogical ''turns'' for education, it emphasises key system points for reform, including building strategic bridges between health and education for vulnerable groups and shifts in focus for initial teacher education and the wider curriculum.The handbook is organised into the following key parts: Theoretical Frameworks F

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Book SynopsisHow can you incorporate antiracist practices into specific subject areas? This practical guide answers that question and provides a road map for introducing antiracism into the English language arts (ELA) classroom with teacher-friendly tools and strategies. Drawing on foundational and cutting-edge knowledge of antiracism, expert Keisha Rembert responds to the following questions: What does antiracism look like in the English language arts classroom, given the unique responsibilities of the ELA educator; why is it vital to implement antiracist practices that are relevant to your classroom and school; and how can you enact antiracist pedagogies that foster critical engagement and stimulate a culture of antiracism? Aligned with National Council of Teachers of English standards, this accessible resource is replete with hands-on antiracist activities, teacher insights and interviews, questions to spark reflection and action and lesson plans and is esTable of ContentsContentsMeet the AuthorAcknowledgementsPrefaceSection One: Exposition Building Background: How did we get here? Introspection: Where should I start my anti-racist journey? Section Two: Rising Action Laying the Foundation: How can I create a standard and culture of antiracism in the classroom? Shifting Your Instruction: What does instruction in an antiracist ELA classroom look like? Section Three: Climax Student Impact: What are the effects of an antiracist ELA classroom on students? Section Four: Falling Action Beyond the Noise: How should I handle praise, criticism and build community? Section Five: Resolution Beyond Race: What are some additional benefits of an antiracist ELA classroom? Looking Back and Thinking Ahead: How do I evaluate the antiracist classroom and keep moving forward?

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Book SynopsisAs the first book in the Making Disciplinary Language Visible series, this practical toolkit helps teachers promote disciplinary literacy development for Multilingual learners and their peers in the 512 social studies classroom. Using systemic functional linguistics (SFL) and the SFL-informed genre pedagogy, the Teaching and Learning Cycle for Disciplinary Genres, the book shows teachers how to teach content using language as a meaning-making resource. Besser and Westerlund provide clear guidance on understanding how language is used in the discipline and provide practical tools to empower teachers to teach language in the service of social studies disciplinary genres.Chapters feature authentic vignettes to illustrate problems of practice, annotated social studies texts, practical curriculum design tools, exercises for readers to develop knowledge about language, and sample scripts for practical application.Trade Review"Sharon Besser and Ruslana Westerlund’s Making Language Visible in Social Studies is a must-read resource for anyone who is passionate about teaching for equity through social studies. Their practical, empowering, and language-based disciplinary literacy approach provides teachers with a unique and effective path to maximally improve their students’ disciplinary expertise in social studies."Dr. Andrés Ramírez, Associate Professor in the Department of Curriculum and Instruction at Florida Atlantic University"Making Language Visible in Social Studies offers teachers of social studies the essential ‘behind the scenes’ support to integrate attention to the language and content of social science. The authors address both the ‘what’ of key disciplinary texts for learning and the ‘how’ of pedagogic practice, including authentic texts and practical activities to engage and support literacy for learning in social science."Sally Humphrey, Senior Lecturer, School of Education, Australian Catholic University "This book is a much-needed collection for teachers and teacher educators in need of resources to develop their knowledge base about how language is used in social studies. With practical concepts, ideas, and tools, this book will empower teachers to teach language in the context of social studies disciplinary genres. Chapters illustrate problems of practice with annotated social studies texts showing language features and functions that can be used in curriculum design and practical applications for both content and language teachers."Luciana C. de Oliveira, Ph.D., Professor and Associate Dean for Academic Affairs and Graduate Studies, School of Education, Virginia Commonwealth University"Social Studies teachers are literacy teachers. This book clearly shows what these teachers need to know about language and how to teach it in the context of social studies classes for the benefit of students’ acquisition of knowledge and ability to function as literate individuals."María Estela Brisk, Boston College, Emeritus ProfessorTable of ContentsChapter 1What does it mean to make language visible in Social Studies and why do we need to do it?Chapter 2What is the nature of language in Social Studies explanations?What do we mean by explain? Chapter 3 What is the nature of language of arguments in Social Studies? What do we mean by argue? Chapter 4How to make Language visible using the Teaching and Learning Cycle for Disciplinary GenresChapter 5A language-based approach to disciplinary reading

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Book SynopsisThis book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities. It presents international studies of HRE in varied contexts (e.g. Uganda, Japan, Ireland) to explore the views and experiences of children who identify as human rights defenders, initial teachers' understandings of concepts such as teacher agency in conflict-affected settings, and the barriers to children's political agency. The book also highlights HRE in practice including participatory research with very young children as co-researchers and realising rights through play pedagogies, creative writing approaches and picturebooks. An HRE lens is also brought to bear on emerging subjects such as relationships and sexuality education and well-being. Aimed at educators, researchers and practitioners, and engaTable of Contents1. Human Rights Education: A Beacon of Hope in Times of Crisis?, Part I: Pushing Boundaries in Human Rights Education Theory and Practice, 2. Separating Rights and Responsibilities, 3. Children’s Right to Have Rights: Developing Theory to Enable Justice and Participation, 4. Young Children as Co-Researchers: Authentic Partnership in an Early Childhood Context, 5. The Right to Play: Reconceptualising Children’s Rights in the Early Years Classroom, Part II: Human Rights Education in Times of Crisis, 6. Child Human Rights Defenders and Schools: When HRE and Activism Can, but Should Not Collide, 7. Pedagogy of the Implicated (Subject): Slantwise Pedagogical Encounters with Difficult Ecological Knowledge, 8. Idealistic Hopes and Lived Realities: Ugandan Student Teachers’ Attitudes to Teaching About Peace, Justice and Human Rights, 9. Using Indigenous Knowledge Systems and Stories to Decolonise Human Rights Education, Part III: Human Rights Education in Context, 10. Exploring Child Well-being: An Integration of Children’s Rights and Psychological Perspectives, 11. Creative Engagement as an Approach for Human Rights Education, 12. The Translation and Transformation of Human Rights in Picturebooks, 13. A Critical Exploration of Initial Teacher Educators’ Insights on Relationships and Sexuality Education Through the Lens of Human Rights Education, 14. Human Rights Education in a Time of Crisis: A Pedagogy of Possibility

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Book SynopsisThis timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom. The chapters in this edited volume demonstrate the benefits of addressing climate change in the classroom through innovative media production and cover a range of different types of media, including video/digital storytelling, social media, art, music, and writing, with rich resources for instruction in every chapter.Through the engaging ideas and strategies, the contributors equip educators with the critical tools for supporting studentsâ media production. In so doing, they offer new perspectives on how students can employ media and production techniques to critique the status quo, call for change, and acquire new literacy skills. As the effects of the climate crisis become increasingly visible to the youth population, this book helps foster and support youth agency and activism. YoutTable of ContentsYouth Climate Contributors List Introduction: The Need for this Book Section I. Justifying the Pedagogical Value of Media Production to Address the Climate Crisis 1. "We Are Nature Defending Itself": Universal Climate Literacy DIY with Youth Media Productions and Engagement 2. Centering Utopia: Fostering Youth Climate Change Education by Exploring and Envisioning Hopeful Future 3. General Ecology and Speculative Pedagogies: Youth Digital Media Practices for Climate Justice 4. Integrating Community-Based Participatory Research Approaches with Climate Justice Digital Media Projects Section II. Engaging Students in Imaginative and Critical Thinking Through Media Production 5. "Our Story Will be the Future": A Learner-centered Approach to Support Digital Multimodal Composing about the Climate Crisis 6. "Listen, There, To the Way the Real World Thinks in Me"—Cultivating an Empathic Imagination to Support Students’ Visual Stories that Address the Climate Crisis 7. Addressing Climate Change and Sustainable Energy Futures Through Creative Music Engagement 8. Fostering Proactive Ecological Identity of Youth Through Social Media Section III: Providing Students With Media Production Methods To Achieve Audience Uptake To Exact Change 9. Climate Writing Across Media: Scribing New Stories to Live By 10. The Long Haul: Three Decades of Teaching Student Documentary Action Research for Environmental and Climate Justice 11. Resilient by Youth Engagement: The Alameda Creek Atlas 12. Building Youth Voices: Media Created by Youth, For Youth

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Book SynopsisArguing for an understanding of belonging in higher education as relational, complex and negotiated, particularly in reference to non-traditional students, Rethinking Student Belonging in Higher Education counters prevailing assumptions for what it means to belong and how institutional policy is shaped and implemented around traditional students. Bringing theoretical insights into institutional areas of policy and practice, this book: considers what it means to belong as a non-traditional student in a higher education environment designed for traditional students; presents the argument for belonging in line with theoretical insights of Bourdieu, Brah and Massey; illustrates belonging through case studies drawn from empirical research; and presents the argument for a borderland analysis of belonging in higher education, identifying key features and advantages of this theoretical framework. Table of ContentsAbbreviations; Prologue; Chapter 1: Who belongs in higher education?; Chapter 2: The part-time landscape; Chapter 3: A journey into border territory; Chapter 4: Borderlands and belonging; Chapter 5: Thinking spatially; Chapter 6: A simultaneity of stories-so-far; Epilogue

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