Moral and social purpose of education Books

Book SynopsisTable of ContentsIntroduction to the 50th Anniversary Edition Donald Macedo 1. The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process. 2. The "banking" concept of education as an instrument of oppression—its presuppositions—a critique; the problem-posing concept of education as an instrument for liberation—its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posting concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. 3. Dialogics—the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through investigation of "generative themes"; the various stages of the investigation. 4. Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis. Afterword Ira Shor Interviews with Contemporary Scholars Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey Foreword to the Original English Edition (1970), Richard Shaull Index

Read more less

Book SynopsisTrade ReviewIn their brave search for depth in American high schools, scholars Jal Mehta and Sarah Fine suffered many disappointments… Undeterred, they spent 750 hours observing classes, interviewed more than 300 people, and produced the best book on high school dynamics I have ever read. -- Jay Mathews * Washington Post *A hopeful, easy-to-read narrative on what the best teachers do and what deep, engaging learning looks like for students. Grab this text if you’re looking for a celebration of what’s possible in American schools. -- Marissa King * Edutopia *Lucid and engaging… The authors offer lively vignettes, a framework grounded in history and research, and a powerful, precise, and organized critical analysis. Mehta and Fine’s account of a holistic model for cultivating ‘learners ready to meet the challenges of the modern world’ will be as accessible to an intelligent parent as to a school board administrator. * Publishers Weekly *This vision of teaching offers some hope for the future…This work will challenge educators to rethink how adolescents should learn…For those who are ready to transform schools. * Library Journal *Not since The Good High School and Horace’s Compromise in the 1980s has there been a book which so comprehensively examines the American high school. In Search of Deeper Learning offers vivid examples of joyful and engaging classrooms along with keen insights about what it will take to make these kinds of classrooms the norm rather than the exception in our schools. A must-read for anyone interested in the fate of the American high school. -- Linda Darling-Hammond, President and CEO, Learning Policy InstituteIn Search of Deeper Learning is both theoretically sophisticated and deeply accessible. This is the first and only book to depict not just the constraints on good teaching, but also how good teachers transcend them. A superb book in every way: timely, lively, and entertaining. -- Jonathan Zimmerman, University of PennsylvaniaThis book is a remarkably fresh, balanced, research-based look at American high schools. It is a powerful provocation for discussing what a good high school is, and what good teaching looks like. Every high school faculty should use it as a common read: it will open minds and shatter stereotypes. -- Ron Berger, Chief Academic Officer, EL EducationIn Search of Deeper Learning is a dazzling book that takes us on a fantastic journey into what the depths of learning look like, and why they are so tantalizingly beyond our current collective grasp. Read every page of this stunning portrayal of what would be required to save society through deep learning, while recognizing the sandbags of inertia that laden the status quo. -- Michael Fullan, Global Leadership Director, New Pedagogies for Deep LearningHaving discovered how the best environments promote deeper learning, Mehta and Fine suggest ways teachers and schools can apply some of these principles to their classrooms and hallways. -- Linda Flanagan * MindShift *Compellingly argued, thoroughly researched, and accessibly written…Offers a clear set of ideas for moving forward if we make the goal of deeper learning a priority in American education. -- Lisa M. Nunn * Contemporary Sociology *

Read more less

Book SynopsisFareed Zakaria argues for a renewed commitment to the world's most valuable educational tradition.Trade Review"In Defense of a Liberal Education brilliantly and provocatively argues that the university is much more than a vocational school. The flight from the liberal arts is leaving us impoverished. Zakaria’s book couldn’t have come at a more valuable ti" -- Malcolm Gladwell

Read more less

Book Synopsis"Robert DiYanni's You Are What You Read is a guide for readers that seeks to restore the pleasures of reading lost in the digital age (and accounted for most eloquently by Sven Birkerts in The Gutenberg Elegies)"--Trade Review"A Choice Outstanding Academic Title of the Year"

Read more less

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

Read more less

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

Read more less

Book SynopsisTime for Reflection is a comprehensive handbook for school chaplains and all with responsibility for ensuring the spiritual development of children and young people.

Read more less

Book SynopsisJoel Spring's history of school policies imposed on dominated groups in the United States examines the concept of deculturalizationthe use of schools to strip away family languages and cultures and replace them with those of the dominant group. The focus is on the education of dominated groups forced to become citizens in territories conquered by the United States, including Native Americans, African Americans, Asian Americans, Latino Americans, and Hawaiians. In seven concise, thought-provoking chapters, this analysis and documentation of how education is used to change or eliminate linguistic and cultural traditions in the United States looks at the educational, legal, and social construction of race and racism in the United States, emphasizing the various meanings of equality that have existed from colonial America to the present. Providing a broader perspective for understanding the denial of cultural and linguistic rights in the United States, issues of languagTable of ContentsPrefaceChapter 1 Deculturalization, Native Americans and American History: 1619 and 1776 ProjectsChapter 2 Native Americans: Institutional Racism and DeculturalizationChapter 3 African Americans: Globalization and the African DiasporaChapter 4 Asian Americans: Exclusion and SegregationChapter 5 Hispanic/Latino/Latina/Latinx Americans: Exclusion and SegregationChapter 6 The Great Civil Rights Movement and the New Culture Wars Globalization: The Great Civil Rights Movement and Wars of LiberationChapter 7 Twenty-First Century: Resegregation, White Supremacy and Teaching Corporate Culture

Read more less

Book Synopsis"Robert DiYanni's You Are What You Read is a guide for readers that seeks to restore the pleasures of reading lost in the digital age (and accounted for most eloquently by Sven Birkerts in The Gutenberg Elegies)"--Trade Review"A Choice Outstanding Academic Title of the Year"

Read more less

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

Read more less

Book SynopsisEngaging Practices for Integrating Restorative Justice Principles in Group Settings As restorative practices spread around the world, scholars and practitioners have begun to ask very important questions: How should restorative practices be taught? What educational structures and methods are in alignment with restorative values and principles? Thi

Read more less

Book SynopsisInstructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies for pre-service social studies teachers. This fully updated text includes new topics and assessment examples, expanded discussions of the teaching methods, and guidance on differentiating lessons for multiple learning levels. Part 1 offers the foundations for teaching and learning in a social studies classroom and explores contextual, theoretical, and policy factors that all teachers need to consider before entering the learning environment. Part 2 delivers a range of comprehensive strategies for providing instruction that is appropriate for meeting learning targets, helping all students learn, and fostering a classroom learning environment.Features of the third edition include: A list of goals before each ch

Read more less

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

Read more less

Book SynopsisA call to action that pulls together all of Sir Ken Robinson’s key messages and philosophies, and that challenges and empowers readers to re-imagine our world, and our systems, for the better.Sir Ken Robinson changed the lives of millions of people. The embodiment of the prestigious TED conference, his TED Talks are watched an average of 17,000 times a day--a figure that Chris Anderson, Head of TED, says is the equivalent of selling out the Millennium Dome every night for fifteen consecutive years. A New York Times bestselling author, Sir Ken’s books have been translated into twenty four languages. In his final years, Sir Ken was working on a book that would serve as his manifesto. This book was being written for both new and dedicated audiences alike as a coherent overview of the arguments that he dedicated his life to, and as a pivotal piece of literature for the education revolution he began. When Sir Ken received his cancer prognosis i

Read more less

Book SynopsisIncludes contributors that explores how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisSince 1979, Ideology and Curriculum has been a path breaking statement on the relationship between cultural and economic power in education. The new edition of this now classic text has been updated by celebrated author and activist Michael W. Apple to include a full new chapter on the bookâs lasting critical agenda in the context of the contemporary conservative climate. A new substantive preface introduces the fourth edition, reflecting on earlier arguments and developments from the intervening years while a concluding interview details the authorâs background and continuing efforts toward building a more equitable society. In celebration of the 40th anniversary of its publication, this highly-anticipated new edition firmly situates Ideology and Curriculum as one of the most important education titles of our time.Table of ContentsPreface to the 40th Anniversary Fourth Edition Acknowledgements to the Fourth Edition Preface to the 25th Anniversary Third Edition Acknowledgements to the Third Edition Preface to the Second Edition Acknowledgements to the Second Edition 1.On Analyzing Hegemony 2. Ideology and Cultural and Economic Reproduction 3.Economics and Control in Everyday School Life 4.Curricular History and Social Control 5.The Hidden Curriculum and the Nature of Conflict 6.Systems Management and the Ideology of Control 7.Commonsense Categories and the Politics of Labeling 8.Beyond Ideological Reproduction 9.Pedagogy, Patriotism, and Democracy: Ideology and Education after September 11 10.On Analyzing New Hegemonic Relations: An Interview 11. The Biography of a Public Intellectual: An Interview 12.The Challenge of Critical Education

Read more less

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

Read more less

Book SynopsisTeaching Diversity Relationally: Engaging Emotions and Embracing Possibilities offers process-oriented guidance for negotiating the psychological and relational challenges inherent in teaching about race, privilege, and oppression. Grounded in the philosophy of Transformative Education and incorporating psychological theories, the authors present concrete strategies for effectively teaching diversity and social justice courses. The authors develop an intersectional social justice framework for Transformative Education that emphasizes five emotional-relational pillars of successful teaching for diversity: cultivating reflexivity and exploration of positionality; engaging emotions; fostering perspective taking and empathy; promoting community and relational learning; and encouraging agency and responsibility. They provide guidance on how to prepare for social justice education that fosters the growth of learners and educators by addressing intersecting leTrade ReviewBy centering emotional and relational dynamics in the classroom from a social justice perspective, Kim, Donovan, and Suyemoto engage the reader in a conversation about teaching diversity and transformational learning. More specifically, the authors personally invite those who have been hesitant to participate in this work, as well as those who have been doing this work for years, to join the conversation. The ongoing dialogue between the authors and their readers makes these discussions especially approachable, interactive, and humanizing. All faculty who read this book are certain to find new ways of thinking about their teaching and learning, their students, and themselves. Tara L. Parker, Chair, Leadership in Education and Professor, Higher Education, University of Massachusetts BostonAn excellent thought-provoking publication that challenges educators to transform themselves to transform their pedagogy! This work is timely and essential given the shift in the sociopolitical climate, as state legislators approve bills that prohibit the study of critical race theory in education settings. With a social justice lens, this book inspires pedagogical strategies to be informed by relational, developmental, and emotion-focus processes and are critical in education reform.Tiffany R. Williams, Assistant Professor, Department of Psychology, Tennessee State University Teaching Diversity Relationally intersects the fields of clinical psychology and critical studies to advance an anti-racist education with a focus on social justice and grounded in the pedagogy of being human, in relationship and vulnerable. The text is an invitation to a collegial conversation of care and connection framed around the developmental arc of the academic semester and the educator learning "how" to do this work well and with heart. It is a text that partners with the reader, educators and leaders, to lean into their vulnerability toward their liberation in justice-centered teaching and learning practices to cultivate a parallel liberatory process for our students and ultimately our society. Wendi S. Williams, Dean, School of Education, Mills CollegeTable of Contents1: Purpose, Postulations, and PositionalitiesSection One: Foundations2: Transformative Education: Purpose, Process, and Psychology3: Psychological Pillars of Transformative Education: Emotional and Relational ProcessesSection Two: Transformative Education Across the Arc of a Semester4. Before You Begin: Proactive Planning for Effective Transformative Education5. The First Week(s): Establishing a Relational Learning Community6. The Beginning Arc: Establishing Foundations7. The Middle Arc I: Holding Emotional Intensity and Struggle8. The Middle Arc II: Facilitating Brave Conversations (aka Difficult Dialogues)9. The Middle Arc III: Promoting Empathy and Hope10. Endings and New Beginnings: Encouraging Agency and Sustaining the JourneySection Three: Considering Contexts and Conclusion11. Considering Contexts: Geography, Institutional Nature, Student Diversity, Faculty Rank12: Final Thoughts: Our Hopes for Your Future

Read more less

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

Read more less

Book SynopsisSpecially selected by Stephen Ball, this is a collection of the best and most interesting recently published papers that âuseâ Foucault to analyse, destablise and re-claim educational âproblemsâ. Arguably the best known social theorist in the western world, Foucaultâs work is now widely used by researchers and writers in many fields of social science. These papers not only demonstrate the practical applicability of Foucault to things âcrackedâ and things âintolerableâ in making them ânot as necessary as all thatâ; they are also transposable, in that they offer forms and methods of analysis which can be taken up and applied and used in other settings, sectors, and policy fields. Table of ContentsIntroduction: The use and abuse of Michel Foucault in Educational Studies 1. The problem trap: Implications of policy archaeology methodology and drawing implications for anti-bullying policies 2. Analysing policy in the context(s) of practice: a theoretical puzzle 3. Governmentality and ‘fearless speech’: framing the education of asylum seeker and refugee children in Australia 4. Care of the self, resistance and subjectivity under neoliberal governmentalities 5. Regimes of performance: practices of the normalised self in the neoliberal university 6. Writing Genealogies: an exploration of Foucault's strategies for doing research 7. Foucault and Special Educational Needs: A 'Box of Tools' for Analysing Children's Experiences of Mainstreaming 8. "Bodies are Dangerous": Using Feminist Genealogy as Policy Studies Methodology 9. Social anxiety, sex, surveillance, and the 'safe' teacher 10. Humanism, Administration and Education: The Demand of Documentation and the Production of a New Pedagogical Desire 11. Foucault, Docile Bodies and Post-Compulsory Education in Australia 12. Monumentalizing Disaster and Wreak-construction: A Case Study of Haiti to Rethink the Privatization

Read more less

Book SynopsisThis volume combines insights from secular sexuality education, trauma studies, and embodiment to explore effective strategies for teaching sexuality and religion in colleges, universities, and seminaries. Contributors to this volume address a variety of sexuality-related issues including reproductive rights, military prostitution, gender, fidelity, queerness, sexual trauma, and veiling from the perspective of multiple religious faiths. Christian, Jewish, and Muslim scholars present pedagogy and classroom strategies appropriate for secular and religious institutional contexts. By foregrounding a combination of perspective transformation and embodied learning as a means of increasing students' appreciation for the varied social, psychological, theological and cultural contexts in which attitudes to sexuality develop, the volume posits sexuality as a critical element of teaching about religion in higher education.This book will be of great interest to graduate and postgrTable of ContentsList of ImagesList of Abbreviations List of ContributorsSeries Editor IntroductionAcknowledgmentsIntroduction Part I: Pedagogical LensesChapter OneEmbodied Learning through Pedagogical Promiscuity by Michelle Mary LelwicaChapter TwoTrauma Sensitive Pedagogy by Stephanie M. CrumptonChapter ThreePerspective Transformation for Professional Formation and Responsible Citizenship by Kate OttPart II: Instruction about Religion (Religious Studies)Chapter FourGlobal Ethics and Sexuality by Keun-Joo Christine PaeChapter FiveCountering Colonial Assumptions about Veils, Sexuality, and Islam by Amy L. Defibaugh and Brett A. KrutzschChapter SixToward a Critical Teaching Method of Islamic Genders and Sexualities by Amanullah De SondyChapter Seven"Uses of the Erotic" for Teaching Queer Studies by Thelathia "Nikki" YoungChapter EightCross-Cultural Teaching about Abortion and Religion by Michelle McGowan and Michal RaucherPart III: Religious Instruction (Theological Education)Chapter NineA Spiritually Integrative Digital Pedagogy by Carrie Doehring and Rubén ArjonaChapter TenRole Play in Jewish Pastoral Education by Mychal SpringerChapter ElevenEquipping Teachers of Sexual Ethics in Faith Communities by Boyung LeeChapter TwelveTesting the Spirits through Critical Fidelity in the Classroom by Patricia Beattie JungPart IV: Institutional Support for Teaching and LearningChapter ThirteenThe Integrative Challenge of Professional Sexual Ethics in Theological Education by Darryl W. Stephens and Patricia Beattie JungChapter FourteenFaculty Workshop on Teaching Sexuality and Religion by Darryl W. StephensIndex

Read more less

Book SynopsisThis teacher education textbook invites preservice and beginning teachers to think critically about the impact of rurality on their work and provides an overview of what it means to live, teach, learn, and thrive in rural communities. This book underscores the importance of teaching in rural schools as an act of social justiceâwork that dismantles spatial barriers to economic, social, and political justice.Teaching in Rural Places begins with a foundational section that addresses the importance of thinking about rural education in the U.S. as an educational environment with particular challenges and opportunities. The subsequent chapters address rural teaching within concentric circles of focusâfrom communities to schools to classrooms. Chapters provide concrete strategies for understanding rural communities, valuing rural ways of being, and teaching in diverse rural schools by addressing topics such as working with families, building professional networks, addressing trauma, teaching in multi-grade classrooms, and planning place-conscious instruction.The first of its kind, this comprehensive textbook for rural teacher education is targeted toward preservice and beginning teachers in traditional and alternative teacher education programs as well as new rural teachers participating in induction and mentoring programs. Teaching in Rural Places will help ensure that rural students have the well-prepared teachers they deserve.Trade ReviewIn my work as a teacher educator, I have observed that rural education is underrepresented in practice-focused work designed for new teachers. [This book] fills that important gap. It is that rare text that serves as a primer, as a philosophical framework and practical guide all in one.—Jesse Longhurst, Assistant Professor, Southern Oregon University, excerpt from Theory & Practice in Rural Education, 2021, Vol. 11, No. 1, Pp. 142-144.Those first days in a classroom as a teacher are always full of both difficulty and dreams, but teachers beginning their practice in a rural community often have the addition of complex social and economic issues that are rarely discussed in their preservice texts…In Teaching in Rural Places: Thriving in Classrooms, Schools, and Communities, Amy Price Azano, Devon Brenner, Jayne Downey, Karen Eppley, and Ann K. Schulte position teaching in rural schools as an act of social justice and write the textbook that preservice and beginning teachers serving in rural schools need to take on this work.—Sky Marietta, Assistant Professor, University of the Cumberlands, excerpt from Teachers College Record, Date Published: September 27, 2021Table of ContentsIntroduction; Section One: Rural Contexts; 1: Becoming a Rural Teacher; 2: Social Justice and Rural Communities; 3: Understanding Rural Places; 4: Why Place Matters; Section Two: Thriving in Rural Communities; 5: Rural Literacies; 6: Understanding Strengths and Assets in Rural Communities; 7: Families as Partners in Rural Communities; 8: From Here or Away: Relating to Students; Section Three: Thriving in Rural Schools; 9: Building Professional Networks in Rural Schools; 10: Policy and the Rural Teacher; 11: Responding to Trauma; 12: Multi-grade Teaching; Section Four: Thriving in Rural Classrooms; 13: Place-Conscious Instruction; 14: Technology for Learning in the Rural Classroom; 15: Diversity in the Rural Classroom; 16: Teaching Exceptional Learners in Rural Classrooms; 17: Evidence in the Rural Classroom; 18: Teaching as Inquiry: What Works in Rural Classrooms; 19: Thriving as a Rural Teacher

Read more less

Social Problems in the UK: An Introduction contextualises the most pressing social problems of our times drawing upon the disciplines of sociology, social policy, education studies and health studies. This much-needed textbook brings together a comprehensive range of expertise in the applied social sciences to discuss the social myths and moral panics that surround many popular debates. This is an accessible text that carefully guides students through the methodology of social construction and related theories to introduce key topics in the areas of: âRaceâ and ethnicity The future of work Poverty and homelessness Inequalities in education Health, public health and mental health Ageing and the âthird ageâ This completely revised and up-to-date second edition covers the most urgent social issues facing the UK today, including an analysis of the Black Lives Matter movement, the Covid-19 health crisis and th

Read more less

Book SynopsisThis book shows how to create a mentally healthy school by empowering young people to champion emotional wellbeing and positive mental health. It provides a practical toolkit to recruit and train Wellbeing Champions so that they can help to create an ethos and culture of positive mental health that ensures early access to the support and help needed. It explains how by focusing on emotions, selfcare, resilience, communication and support systems schools can identify what's working well and address areas for development. The detailed and user-friendly resources support every stage and include lessons and activities, supervision and training sessions, risk assessments, application forms, feedback forms and certificates.Wellbeing Champions is for primary and secondary schools who want to take a whole-school approach to improve the wellbeing of both students and staff at KS2, KS3 and KS4.  Table of ContentsIntroduction 1: Thinking and finding out 2: Selection and Training: Creating Something Special Together 3: Supervision: Reflective Practice 4: Learn, Talk and Share: Developing the Role of the Wellbeing Champions

Read more less

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]

Read more less

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

Read more less

Book SynopsisThis text presents a new critical theory addressing religious diversity, Christian religious privilege, and Christian hegemony in the United States. It meets a growing and urgent need in our societythe need to bring together religiously diverse ways of thinking and being in the world, and eventually to transform our society through intentional pluralism. The primary goal of Critical Religious Pluralism Theory (CRPT) is to acknowledge the central roles of religious privilege, oppression, hegemony, and marginalization in maintaining inequality between Christians and non-Christians (including the nonreligious) in the United States. Following analysis of current literature on religious, secular, and spiritual identities within higher education, and in-depth discussion of critical theories on other identity elements, the text presents seven tenets of CRPT alongside seven practical guidelines for utilizing the theory to combat the very inequalities it exposes. For the first Trade ReviewRecognizing that there are substantial inconsistencies in research and practice for a comprehensive critical analysis of how Christian privilege can colonize and oppress those who do not identify as Christian, Small adeptly shows how critical theory can provide the depth and breadth needed to transcend religious pluralism’s limitations in addressing the issues of power within the social and cultural order. More than just a synthesis of critical theory and religious pluralism, Critical Religious Pluralism Theory (CRPT) challenges moral relativism, the myth of secularism as neutral, and the intolerant religious views of others, while arguing that the "strongest believers in a particular religious faith" can be advocates of pluralism. Although Small concedes that this work, which is directed toward those in the higher education setting is only a starting point for CRPT, the implications of its powerful message can be used to change the broader "society along this axis of inequality" so that its application can "build a more just, moral, and inclusive society…."-Pamela C. Crosby is a National Milken Family Foundation Award Educator; Florida State University Profiles of Service Award recipient; Colorado Teacher of the Year finalist; Poudre School District Distinguished Teacher of the Year Award recipient; former vice president on the board of directors of the Institute of American Religious and Philosophical Thought."Jenny Small’s introduction of Critical Religious Pluralism Theory (CRPT) arrives at a time when dialogue across differences is volatile and especially polarizing. Along with others who are marginalized--those with minoritized religious, secular, and spiritual identities are under attack. CRPT creates a space to refocus the discussion in a way that both illuminates and pulls at the threads of religious privilege. Bringing together critical theory with the ideals of religious pluralism creates an important pathway to developing plans of actions for leaders. It also provides a framework to question approaches to studying related phenomenon for researchers and practitioners in higher education. This approach situates Christianity in a broader societal context and questions its pervasive influence over the culture. Applying CRPT clears a space for dialogue within a community whereby everyone can consider what it means to have equal representation for all belief systems. Simultaneously, the theory provides a lens of analysis that does not prioritize only subjugating or dismissing Christianity but names its influence. Small’s CRPT can also be used to analyze policies and practices by raising awareness -- in the way that only critical theories can do – by demanding an examination of the fundamental assumptions that drive Christian privilege which reinforces its dominion and perpetuates the inequity. This approach pushes back on the academic leanings that there is only ‘single-truth’ and rests within the complexity that multiple-truths can exist simultaneously! CRPT invites complexity and provides a strategy that a reader can use to resist religious oppression perpetuated by a religion’s hegemony. CRPT reveals a different way to deconstruct the power of religious privilege that reaches beyond tolerance of and toward liberation for all religious, secular, and spiritual belief systems."Sherry K. Watt, Professor, University of Iowa, US and author and editor of Designing Transformative Multicultural Initiatives: Theoretical Foundations, Practical Applications, and Facilitator Considerations."This book addresses a commonly overlooked element of diversity within higher education, and indeed US society at large: religion. While there is a hesitancy among the public, and educators in particular, to discuss religious issues, Dr. Small makes the case that we can and should engage with religion, religious practice, and religious diversity in higher education using a pluralistic approach. Through a systematic review of existing literature in this area, she traces the development of research and theory on religion in US higher education to demonstrate the need for further, and more critical, theorizing on this matter. She then outlines her response to this glaring gap in scholarship with her proposed Critical Religious Pluralism Theory (CRPT). Practitioners, administrators, and scholars of higher education will find clear and concrete guidelines for applying CRPT to their work in higher education: from programmatic logistics to systemic reform. This book takes on one of the most foundational and enduring forms of power and oppression in the US, Christian hegemony, and asks readers to actively engage in pluralism so that we may create campuses and communities that value and embrace religious diversity."Sachi Edwards, author of Critical Conversations about Religion: Promises and Pitfalls of a Social Justice Approach to Interfaith Dialogue."Recognizing that there are substantial inconsistencies in research and practice for a comprehensive critical analysis of how Christian privilege can colonize and oppress those who do not identify as Christian, Small adeptly shows how critical theory can provide the depth and breadth needed to transcend religious pluralism’s limitations in addressing the issues of power within the social and cultural order. More than just a synthesis of critical theory and religious pluralism, Critical Religious Pluralism Theory (CRPT) challenges moral relativism, the myth of secularism as neutral, and the intolerant religious views of others, while arguing that the "strongest believers in a particular religious faith" can be advocates of pluralism. Although Small concedes that this work, which is directed toward those in the higher education setting is only a starting point for CRPT, the implications of its powerful message can be used to change the broader "society along this axis of inequality" so that its application can "build a more just, moral, and inclusive society…."Pamela C. Crosby, Co-Editor of Journal of College & Character."Dr. Small has written a volume that has such tremendous depth, breadth, and potential to change higher education it can hardly be underestimated. Her ability to interweave historic threads of Critical Race Theory, Lat. Critical Theory, and others shows her astuteness to the intersection of this vital issue of identity. Critical Religious Pluralism Theory (CRPT) has the potential to become the next important theoretical development within the academy and has significant impact potential for higher education, businesses, non-profits, and all institutions in which religious, secular, and spiritual identities are a part of."J. Cody Nielsen, Founder and Executive Director, Convergence on Campus, US.Table of ContentsDedication Acknowledgments Author Biography Chapter 1: Introduction Chapter 2: Religious, Secular, and Spiritual Diversity in Higher Education Chapter 3: The Gap in Existing Critical Theories Chapter 4: A Proposed Theory of Critical Religious Pluralism Chapter 5: Moving Forward with Critical Religious Pluralism Theory

Read more less

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

Read more less

Book SynopsisThe further education (and skills) sector in England has been viewed as a backwater of educational research compared to the other sectors. This comparative lack of research and related publications may be due in part to the huge diversity of the sector. Further Education, Professional and Occupational Pedagogy addresses some of the gaps by bringing together empirical research and theoretical frameworks to give a coherent understanding of the sector, emphasising the occupational experiences of deliverers, alongside their pedagogic and life experiences. This book also includes investigations on the education of professionals in the higher education sector.The overall theme of this book relates to the teaching and learning of work-related provisions in further and higher education. The book covers topics such as FE teachers'' emotional ecology, their professional identities, a systematic literature review of FE teachers'' professional identities, a reconceptualisation of Trade Review"In this collection, Sai Loo explores professional knowledge and identity, the wider professional curriculum and the relationship between occupational expertise and pedagogy, widening participation, and the construction of knowledge and competence. These themes, and more, are discussed and brought together through robust theoretical as well as empirical inquiry. Sai Loo relates these themes to curriculum, to knowledge, to policy, and to teaching, drawing on the work of key theorists including Basil Bernstein, Michael Eraut, and Christopher Winch. This admirable volume has much to offer for researchers across both the further and higher education sectors."Dr Jonathan Tummons, Durham University, UK.Table of ContentsChapter 1: Researching further education, professional and occupational landscapesChapter 2: Teachers’ emotional ecology: pedagogic, life and occupational experiencesChapter 3: Teaching knowledge, professional identities and symbolic representations of qualified teachers with occupational experiencesChapter 4: Professional identities in the further education sector: a systematic literature reviewChapter 5: Reconceptualising teacher education as part of a strategic approach to broadening and advancing research in the field of Widening ParticipationChapter 6: The pedagogic implications of occupation-related teaching professionals in higher educationChapter 7: Working and learning of creative workers: implications for a knowledge-driven curriculumChapter 8: Reflections on the further education, professional and occupational landscapes

Read more less

Book SynopsisThe concepts of knowledge and practice are frequently discussed in education but what is meant by these ideas, and how do they relate to each other? Drawing on recent research, this book breaks new ground to provide novel approaches to conceptualising educational practice, educational judgement and professional knowledge.This text focuses on the relationship between knowledge and practice in the study of education, developing the notion of knowledgeable practice' with the aim of rethinking how we understand the knowledge-practice relation in fields such as professional and vocational education, teaching and curriculum studies. It builds on studies in the sociology of educational knowledge and on theories of expertise and practice which emerge from more philosophical traditions.By developing a nuanced notion of the relation between knowledge and practice that can serve in the further exploration of policy and practice contexts in education, this book encourages critica

Read more less

Book SynopsisEducation and Elitism discusses polemical debates around privilege, private schools, elitist universities, equal access to education and underlying notions of fairness. The overarching question that runs through the book is about the future of education worldwide: how can schools and universities tread the tightrope between access and quality?This book investigates the philosophical positions that characterize elitism and anti-elitism to establish three types: meritocratic, plutocratic and cultural. These types of elitism (and their counter-positions) are used as reference points throughout the book's analysis of successive educational themes. The conclusion leads to suggestions that bridge the worlds of elitism and egalitarianism worldwide. The book covers critical questions related to the sociology and philosophy of education with particular focus on contemporary disruptors to education such as the COVID-19 pandemic and protest movements for social justice. With an attempt to offer readers an objective overview, this book will be an excellent compendium for students, academics, and researchers of the sociology of education, education policy and comparative education. It will also be of interest toschool leaders, university provosts and professionals working in curriculum design.Trade Review"A thoughtful exploration of the ethics of contemporary education, that provides, on the way, a great deal of fascinating information about the state of education in a range of English-speaking countries around the world today."Kwame Anthony Appiah, Professor of Philosophy and Law at New York UniversityTable of ContentsChapter 1: Introduction to education & elitism Chapter 2: philosophies of elitism and anti-elitism Chapter 3: A short history of access to schooling Chapter 4: A short history of selective schools Chapter 5: Massification Chapter 6: International schools and elitism Chapter 7: Universities and elitism Chapter 8: 2020 as a turning point for education and elitism Chapter 9: Reconciling egalitarianism and elitism

Read more less

Book SynopsisEmancipatory and Participatory Research for Emerging Educational Researchers is a concise fundamental guide on two related models of education researchemancipatory and participatory.In addition to providing an introduction to these research models, this book also studies them through the lens of critical practice as well as pure research and provides case studies as examples. It highlights a variety of data collection techniques that are used in education research, from visual methods to interviews, and the strategies researchers apply to ensure the research process involves and benefits the participants.Emancipatory and Participatory Research for Emerging Educational Researchers functions as a useful how-to guide for first-time and less experienced researchers. Furthermore, it highlights not only how participatory research is by its nature emancipatory but also the overlaps between the two models' approach to data collection.Table of ContentsChapter 1: IntroductionThe Context of Emancipatory Paradigm and Participatory Methodology?A Run-Down of the ChaptersChapter 2: Emancipatory and Participatory ResearchIntroductionEthical Considerations Prior to Designing Emancipatory Participatory ResearchDesigning an Emancipatory Participatory StudyChapter 3: Case Study of a Small Scale University-Based Postgraduate ProjectIntroductionSummary of the Methodologies and MethodsFindings that Arose from the StudyThe Issues that this Study IdentifiedConclusionChapter 4: Case Study of a Large Scale Museums-Based ProjectIntroductionThe Approach to Using Emancipatory Participatory MethodologyThe Findings from the Participatory PracticeProblems that Arose Through Participation, and the Development of Further ValiditiesConcluding Discussion - Addressing the Tensions Within the GroupChapter 5: ConclusionReferencesAppendix

Read more less

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

Read more less

Book SynopsisThis practical resource is designed to support children and young people as they develop an understanding of the basic rights that we are all entitled to as humans. Diverse and inclusive, Blob figures have proven themselves to be a valuable way of sparking discussion of difficult topics through the universal means of body language and feelings. Based upon the UN Convention on the Rights of the Child, this book introduces ''Blob Trees'', lines and images with prompt questions and activities to help children to consider concepts such as freedom of movement and speech, safety and equality. It encourages children to think about the ways in which they can apply human rights articles to their own lives, by treating others with kindness, fairness and respect.Key features include: How to use' guides and prompt questions for each topic Simplified and child-friendly versions of all 42 human rights articles Photocopiable and downlTable of ContentsBlob Trees Drawing the Line Children’s Human Rights Articles General Sheets Blob World Sheets Blob Priority Sheets Reflective Images for Human Rights

Read more less

Book SynopsisThis book explores the theoretical and practical implications of a global resurgence of populism on educational leadership. Drawing together a wide range of international authors, it examines how socio-cultural and political populist developments affect educational policies, organisations, and administration around the world. The collection addresses the forms and meanings of populism and examines their influence on education systems and institutions. It includes theoretical perspectives and rich examples from Australia, Brazil, Canada, Finland, France, Hungary, Nicaragua, the UK, and the US, exploring the complex influences and effects of populism on education policy, politics, and institutions in these countries. These include attacks on initiatives promoting equity and inclusion, the repression of academic freedom, the erosion of institutional autonomy from partisan political direction, and the suppression of evidence and expertise in policy and curriculum developmentTable of ContentsList of tables. Contributors. Acknowledgements. Introduction: studying the relationship between populism and educational policy and administration internationally. PART I: Theoretical foundations in application. 1. Educational populism as a policy configuration: the struggle against school absenteeism in France. 2. Authoritarian populism, body politics, and the assault on gender studies: toward a new progressivism in education and society. 3. Challenges facing educational leaders in an ethos of anti-intellectualism: populist leadership and the personalisation of power in Hungary. 4. Neoliberal crisis, the populist moment, and the challenge of educational leadership. 5. Populism on young people’s non-conforming behaviour as othering. PART II: Teaching issues. 6. Getting political: exploring how political savviness can help school district administrators counter-frame problematic populist policies. 7. Social foundations as preparation for school and community leadership: the urgency for deep learning in anti-intellectual times. PART III: Contemporary cases and issues. 8. Populist governance, caudillismo, and the crisis of education in Nicaragua: from the ideal of national purpose to political expediency. 9. Policymaking in higher education under neo-populism: a Brazilian experience. 10. Populism in Australian education: implications for educational leadership. 11. To surveil or not to surveil: educational surveillance in populist and nationalist times. 12. Conclusion: populism and educational leadership, policy and administration: influences, responses, and directions for scholarship and research. Index.

Read more less

Book SynopsisThis book explores the theoretical and practical implications of a global resurgence of populism on educational leadership. Drawing together a wide range of international authors, it examines how socio-cultural and political populist developments affect educational policies, organisations, and administration around the world. The collection addresses the forms and meanings of populism and examines their influence on education systems and institutions. It includes theoretical perspectives and rich examples from Australia, Brazil, Canada, Finland, France, Hungary, Nicaragua, the UK, and the US, exploring the complex influences and effects of populism on education policy, politics, and institutions in these countries. These include attacks on initiatives promoting equity and inclusion, the repression of academic freedom, the erosion of institutional autonomy from partisan political direction, and the suppression of evidence and expertise in policy and curriculum development.

Read more less

Book SynopsisPlug-and-Play Education: Knowledge and Learning in the Age of Platforms and Artificial Intelligence documents and critiques how the education sector is changing with the advancement of ubiquitous edtech platforms and automation. As programmability and computation reengineer institutions towards efficiency and prediction, the perpetual collection of and access to digital data is creating complex opportunities and concerns. Drawing from research into secondary and higher education settings, this book examines the influence of digital infrastructuring, the automation of teaching and learning, and the very purpose of education in a context of growing platformisation and artificial intelligence integration. These theoretical, practical, and policy-oriented insights will offer educational technologists, designers, researchers, and policymakers a more inclusive, diverse, and open-ended perspective on the design and implementation of learning technologies.

Read more less

In a collection of her most influential work spanning nearly four decades, Patricia Broadfoot applies her trademark sociological and comparative perspective to empirical studies at every level of the educational system.

Read more less

Book SynopsisCritical Race Theory (CRT) is at the forefront of contemporary discussions about racism and race inequity in education and politics internationally. The emergence of CRT marked a pivotal moment in the history of racial politics within the academy and powerfully influenced the broader conversation about race and racism in the United States and beyond. Comprised of articles by some of the most prominent scholars in the field, this groundbreaking anthology is the first to pull together both the foundational writings and more recent scholarship on the cultural and racial politics of schooling. The collection offers a variety of critical perspectives on race, analysing the causes, consequences and manifestations of race, racism and inequity in schooling. Unique to this updated edition is a variety of contributions by key CRT scholars published within the last five years, including an all-new section addressing the war on CRT that followed the murder of George Floyd and international protests in support of #BlackLivesMatter. Each section concludes with a set of questions and discussion points to further engage with the issues discussed in the readings. This revised edition of a landmark publication documents the progress of the CRT movement and acts to further spur developments in education policy, critical pedagogy and social justice, making it a crucial resource for students and educators alike.Trade ReviewPraise for the previous edition: "This collection details well all of the ways that an intellectual movement has moved beyond its adolescence while still remaining true to its core principles and values. In covering ground from Affirmative Action to DisCrit to the intersections between white supremacy and white allies, the second edition of this reader demonstrates how CRT’s most substantive insights and exciting research are taking place in education policy and law."--Tom I. Romero, II J.D., Ph.D., Assistant Provost for Inclusive Excellence Research and Curricular Initiatives, University of Denver " Foundations of Critical Race Theory in Education is a comprehensive text that smartly includes both the germinal legal literature in CRT and education. The selection of articles covers a range of topics and themes that shows not only the breadth of scholarly productivity, but also the depth of the literature as it relates to racialized educational inequity. This important book will be a staple for many courses and a valuable resource for any scholar who takes the study of race and CRT seriously."--Adrienne D. Dixson, Associate Professor, Critical Race Theory and Education, University of Illinois at Urbana-ChampaignTable of ContentsPreface to the Third Edition; The Foundations of Critical Race Theory in Education: An Introduction; Part One: Critical Race Theory in Education; 1. Just What is Critical Race Theory and What’s it Doing in a Nice Field Like Education?; 2. Who’s Afraid of Critical Race Theory?; 3. Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform; Part Two: Racism and the Everyday World of Education; 4. Why is the School Basketball Team Predominantly Black?; 5. An Apartheid of Knowledge in Academia: The Struggle over the ‘Legitimate’ Knowledge of Faculty of Color; 6. You Can't Erase Race! Using CRT to Explain the Presence of Race and Racism in Majority White Suburban Schools; Part Three: CRT and Policy Analysis: Affirmative Action; 7. The "We’ve Done Enough" Theory of School Desegregation; 8. Critical Race Theory and Interest Convergence in the Backlash against Affirmative Action: Washington State and Initiative 200; 9. Growing C-D-R (Cedar): Working the Intersections of Interest Convergence and Whiteness as Property in the Affirmative Action Legal Debate; Part Four: Critical Race Research Methodology in Education; 10. Critical Race Methodology: Counter- Storytelling as an Analytical Framework for Educational Research; 11. QuantCrit: Education, Policy, ‘Big Data’ and Principles for a Critical Race Theory of Statistics; 12. Critical Race Theory Meets Social Science; Part Five: Off-Shoot Movements; 13. Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism To Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students; 14. Toward a Tribal Critical Race Theory in Education; 15. Dis/ability Critical Race Studies (DisCrit): Theorizing at the Intersections of Race and Dis/ability; Part Six: Intersections: Gender, Class, and Culture; 16. Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color; 17. Ain’t I a Woman? Revisiting Intersectionality; Part Seven: Intersections: White Supremacy and White Allies; 18. The Color of Supremacy: Beyond the Discourse of ‘White Privilege’; 19. Teaching White Students about Racism: The Search for Whites Allies and the Restoration of Hope; Part Eight: Responding to Critiques of Critical Race Theory; 20. On Telling Stories in School: A Reply to Farber and Sherry; 21. The War on Critical Race Theory; 22. The Panic Over Critical Race Theory Is an Attempt to Whitewash U.S. History: Banning Discussion of Race Makes It Impossible to Discuss the Past Accurately; Afterword; 23. Critical Race Theory – What It Is Not!; Permissions; Index

Read more less

Book SynopsisOriginally published as a special issue of Christian Higher Education, this volume showcases diverse forms of community engagement work carried out by faith-based colleges and universities throughout the US.Acknowledging the rise of community engagement as a contemporary expression of a longstanding civic impulse, Community Engagement in Christian Higher Education explores how religious mission and identity animate institutional practice across various forms of Catholic and Protestant Higher Education. Offering perspectives from faculty members, administrators, and community partners at nine different US institutions, chapters highlight effective initiatives that have been actively implemented in rural, urban, and suburban contexts to meet local needs and serve the public good. With a focus on practical community work, the text demonstrates the very concrete ways in which Christian values can inform and foster community engagement.This volumTrade ReviewThis is a book that the field of community engagement has needed for a long time. The diverse collection of chapters brings to light the rich and often neglected contribution that Christian colleges and universities make to the public good. Through synthesis of theological thought, informative case studies, and evaluations of community engagement programs and practices, the authors articulate how resources from inside the Christian intellectual tradition promote the democratic aims of higher education. Readers outside the tradition are given a glimpse into the transcendent purposes of community engagement uniquely found within Christian higher education. As such, the book offers important insights related to the scholarship of organizational identity—how organizations draw on their unique "sagas" or deeply held understandings of themselves in carrying out their mission. Engagement leaders from all kinds of colleges and universities will find the chapters valuable as they consider how their own institutional commitments and stories drive their approach to community engagement. This book is a "go to" resource for leaders and scholars who are interested in seeing examples of how community-engaged work is deeply woven into core institutional beliefs and practices.David J. Weerts, University of Minnesota, Twin Cities, USAFrom their Protestant and Catholic roots, Christian colleges and universities are committed to providing a transformative student experience, one characterized by care and concern for each other and the broader common good of our communities, and cultivated in accordance with the Jesuit expression ad majorem dei gloriam: "for the greater glory of God." Rine and Quiñones’ volume on community engagement in Christian higher education makes important scholarly contributions in theory, research, and practice to an historical intellectual tradition, but just as critically, it offers a sense of hope, reminding the audience that the work of community engagement moves beyond endeavors of the mind to capture the heart and spirit as well. Practitioners and scholars who read its contents will recall what inspired them to do the complex work of community engagement in the first place—a deeper vocation, a sense of faith, and community transformation—all for the greater glory. Daniel J. Bergen, Marquette University, USAReligions and religious belief can often seem lofty and out of touch. This book brings together the best of religious views and practices as they relate to race, gender, political ideology, and socio-economic status. The chapters in this volume demonstrate that religion, instead of being an obstacle to community engagement, can serve as its fuel. The reader will come away with the inspiration to courageously engage with all of those around us—people like and unlike ourselves. Shirley V. Hoogstra, Council for Christian Colleges & Universities, USATable of ContentsIntroductionDoing Justice, Loving Kindness, Walking Humbly: Christian Approaches to Community EngagementP. Jesse Rine and Sandra Quiñones1. Mission Animation: Christian Higher Education, the Common Good, and Community EngagementJessica Mann 2. Re-membering the Mission: Institutional Impacts of an Interdisciplinary Community Outreach ProjectDavid R. Tillman and Brian K. Foreman 3. Reconciling Structural and Personal Expressions of Justice in Jesuit EducationBryan W. Sokol, Leah Sweetman, Bobby Wassel, Christopher Franco, and Tim Huffman4. Pursuing Social Justice through Place-Based Community Engagement: Cultivating Applied Creativity, Transdisciplinarity, and Reciprocity in Catholic Higher EducationBrian LaDuca, Charlie Carroll, Adrienne Ausdenmoore, and Justin Keen5. Community Engagement for Student Faith Development: Service-Learning in the Pentecostal TraditionCarolyn Dirksen6. Becoming People for and with Others: Advancing Social Justice through Interdisciplinary Study and Service in the Jesuit Tradition Andrew F. Miller, Ana M. Martínez Alemán, and Meghan T. Sweeney7. Faith in Action and Community Engagement: Realizing Mission through Immersion ExperiencesChristopher D. Tirres and Melanie C. Schikore8. What Does it Mean to be an Engaged Institutional Neighbor?: A Self-Study of an Undergraduate Program in Ministry and Community EngagementCassie J. E. H. Trentaz9. Equipping Students for a "Specific Uprising" Toward Justice: Lessons Learned from a University Prison InitiativeTodd Cioffi, Andrew F. Haggerty, and Jeffrey P. BoumanConclusionCommunity Engagement in Christian Higher Education: Purposes and PossibilitiesP. Jesse Rine and Sandra Quiñones

Read more less

Plays of Our Own is the first anthology of its kind containing an eclectic range of plays by Deaf and hard-of-hearing writers. These writers have made major, positive contributions to world drama or Deaf theatre arts. Their topics range from those completely unrelated to deafness to those with strong Deaf-related themes such as a dreamy, headstrong girl surviving a male-dominated world in Depression-era Ireland; a famous Spanish artist losing his hearing while creating his most controversial art; a Deaf African-American woman dealing with AIDS in her family; and a Deaf peddler ridiculed and rejected by his own kind for selling ABC fingerspelling cards. The plays are varied in style a Kabuki western, an ensemble-created variety show, a visual-gestural play with no spoken nor signed language, a cartoon tragicomedy, historical and domestic dramas, and a situation comedy. This volume contains the well-known Deaf theatre classics, My Third Eye and A Play of

Read more less

Book SynopsisThis book is an up-to-date critical examination of schooling in Japan by an expert in this field. It focuses on developments in the last two decades, with a particular interest in social justice. Japan has experienced slow economic growth, changed employment practices, population decline, an aging society, and an increasingly multi-ethnic population resulting from migration. It has faced a call to respond to the rhetoric of globalization and to concerns in childhood poverty in the perceived affluence. In education we have seen developments responding to these challenges in national and local educational policies, as well as in school-level practices.What are the most significant developments in schooling of the last two decades? Why have these developments emerged, and how will they affect youth and society as a whole? How can we best interpret social justice implications of these developments in terms of both distributive justice and the politics of difference? To what extenTrade Review"Her analytical lens, which intersects micro and macro levels, provides a broad, yet nuanced picture of how Japanese education has responded to the increasing diversity and inequality in society". Dr. Misako Nukaga, The University of Tokyo. Review in International Studies in Sociology of Education. DOI: 10.1080/09620214.2021.2006747"Education and Social Justice in Japan offers fresh insights into an education system that has undergone some significant shifts over the past two decades. In engaging and accessible language, Kaori Okano illustrates how the system has responded to growing pressure to promote social justice in schools. [...] This book should satisfy readers who focus on Japanese education as well as those interested in topics such as globalisation, social justice, inequality and multicultural education."Dr. Christopher Bjork, Vassar College. Review in Asian Studies Review. DOI: 10.1080/10357823.2021.1958708"The author convincingly demonstrates that while recent attempts to reform education may have extended school choice and school autonomy, created alternative ways and opportunities to access higher levels of education, and reduced the achievement gap predetermined by socioeconomic status, they are at the same time failing to significantly reduce inequality in educational opportunities."Dr. Steve R. Entrich, University of Potsdam. Review in International Review of Education. DOI: 10.1007/s11159-021-09926-6"Okano suggests that difference and diversity have become more valued and accommodated over the last decades, allowing "more students to participate longer in schooling" (175). However, relatively little has changed in terms of diversifying the content of schooling. Nor have affirmative action programmes found favour. The approach to social justice in Japanese education is still overwhelmingly about seeking to ensure that all children get the same amounts of the same educational content, regardless of their social group. [...] Inevitably, specialists on this inherently controversial field may disagree with some of [Okano's] analyses or conclusions. However, none will fail to be impressed by the combination of scope, detail, and judiciousness that make [this book] an essential reference on its subject."Dr. Peter Cave, University of Manchester. Review in Contemporary Japan. DOI: 10.1080/18692729.2021.1999885"It provides an overview of Japanese education from the early pre-modern era to the current reform initiative in 2019. More importantly, the book adds new perspectives of social justice in education to the current scholarship on Japanese education.[...] The book is very informative, easy to read, and can be assigned to undergraduate courses. This is a welcome addition to Japanese studies scholarship."Akihiro Ogawa, The University of Melbourne, Parkville, Pacific Affairs: Volume 95, No. 3Table of Contents1. Introduction 2. History of schooling: Always learning 3. Directions and drivers of change: Reforms in transition 4. Culturally and linguistically diverse minoritized social groups 5. Childhood poverty, gender gap and regional variations 6. The politics of shokuiku, and compulsory school lunch 7. Nonformal education for school-aged children: Supplementary and alternative 8. Conclusions

Read more less