Moral and social purpose of education Books, bestsellers and new releases

Book SynopsisThis edited book shows how critical race theory (CRT) can shape teacher practices in ways that improve educational outcomes for all children, especially those most marginalized in PreK-20 classrooms.The volume bridges the gap between the theoretical foundations of critical race theory and its application in formal and informal learning environments. To promote an active and interdisciplinary engagement of critical race praxis, it illuminates the pedagogical possibilities of using CRT while explicitly addressing grade span-specific content area standards and skills. Each chapter explores how educators use a critical race theory lens to deepen student learning, teach honestly about racism and white supremacy, and actively prepare learners to equitably participate in a multiracial democracy.Written for pre- and in-service teachers, teacher educators, and anti-racist community stakeholders, the text addresses the applicability of CRT as a pedagogical practice for PreK-20 e

Read more less

15 in stock

£38.99

Taylor & Francis Ltd Unintended Consequences of Internationalization

15 in stock

Book SynopsisBy presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries. With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for indivTrade Review"It is hard to imagine a more needed or timely contribution than the one presented by the book, Unintended Consequences of Internationalization in Higher Education. Kamyab and Raby go beyond critical analysis of important cases, and lay out a framework for exploring internationalization beyond intent. This book will surely become required reading in the field." Gerardo L. Blanco, Ph.D, Academic Director, Center for International Higher Education, Boston College, USA."This book, Unintended Consequences of Internationalization in Higher Education: Comparative International Perspectives on the Impacts of Policy and Practice is a diagnosis of the current situation of the process of internationalization worldwide. It is also drawing guidelines for countries seeking the internationalization. Reading this book means learning from best practices and getting knowledgeable to prepare plans for higher education reform and development."Noureddine Kaabi, Former Secretary of State of Tunisia for Development and International Cooperation"We are going through a period of profound reflection on the roles and rationales of internationalisation of higher education. This book is both timely and necessary to explore unintended consequences and how they are affecting national and institutional policies and practices. The framework presented here offers us a new way to think about internationalisation in order to make it more meaningful both within our institutions and beyond, to the communities we serve."Fiona Hunter, Ph.D., Associate Director, Centre for Higher Education Internationalisation (CHEI) Università Cattolica del Sacro Cuore, Milan, Italy"This book by a truly global team of authors and scholars asks the bold yet timely question: Is internationalization always a good thing? Most importantly, what are its implications for the Global South and how can we best harness the intended and unintended impacts of internationalization? A much-needed and candid addition that can inform practice and scholarship in our field."Rajika Bhandari, Ph.D., scholar-practitioner in international higher education, author, and founder of Rajika Bhandari Advisors."As an age-old practice in learning, internationalization policy carries forth unintended outcomes. In the 21st century, the policy has been dominated by the Global North, and in this book, authors craft a novel framework to analyze and evaluate the unintended outcomes of such dominance on the Global South, offering a long-awaited perspective to enrich the field of comparative international higher education!"Yovana Parmeswaree Soobrayen Veerasamy, Ph.D., Assistant Professor, Stony Brook University, New York, USA. Executive Researcher for the World Council on Intercultural & Global Competence, Founder of MENA group & the Africa group "As the world becomes more complex, so does the work of internationalizing higher education. The unintended consequences that inevitably follow are seldom part of the scholarly discourse. Fortunately, in this pioneering study, Kamyab and Raby provide us with language and tools to embrace this phenomenon. Unintended Consequences of Internationalization in Higher Education offers a useful framework for identifying and analyzing instances where intent and outcome diverge. The impressive lineup of authors the editors have assembled to explore unintended consequences around the world is further testament to the global relevance of this new area of study."Kyle A. Long, Ph.D., Senior Director, Office of Organizational Strategy and Change Northwestern University, USA"Today, globalization is a strategic mainstream factor that affects all sectors of all countries. This book talks about the internationalization in Higher Education focusing on unintended outcomes of internationalization by reporting a very relevant expertise in a comparative study of a range of countries. A very exciting and pleasant investigation!"Khalid Berrada, Ph.D., Professor, Mohammed V University in Rabat, Expert-consultant in Higher Education, Unesco Chairholder "Teaching physics by doing", Morocco"A wide-ranging invitation to think internationally about the layers, facets, and challenges of higher education internationalization. The book unfolds a variety of cases with new perspectives." Adnan El-Amine, Ph.D., Professor of Education, Lebanese University"We would like to think it is safe to assume that practitioners who work to advance higher education internationalization objectives are driven by clear goals that are mostly tied to measurable outcomes. We would also hope that scholars who study internationalization take pains to empirically document and accurately assess the wide range of possible factors. But what about the things the practitioners did not expect, or the outcomes the scholars did not anticipate, the ‘unintended consequences’? This deliberate wording of ‘consequences, both positive and negative, is of critical importance in this new book, for what plays out in one country undoubtedly is never the same in another. This book’s wide geographic scope, particularly on as yet under-explored countries, makes a critical addition to the evolving study of internationalization today and adds depth to the puzzle of evolving internationalization."Bernhard Streitwieser, Ph.D., Associate Professor of International Education & International Affairs, Director, International Education Program, Co-Chair, UNESCO Chair in International Education for Development, Director, Refugee Educational Advancement Laboratory (REAL), Graduate School of Education and Human Development, The George Washington University, Washington, DC "Though the often-referenced iceberg analogy reminds us that much of what is important to a given context remains unseen, hidden below the surface, research on the internationalization of higher education has still largely focused on the direct, intended aspects of our efforts. This timely and insightful book introduces us to the importance of drawing clearer connections with the indirect, unintended outcomes of internationalization. By looking below the surface, we can better avoid missteps in evaluation, underestimation of outcomes and inaccurate projections of goals and outcomes."Anthony C. Ogden, PhD., Founder & Managing Director, Gateway International Group, LLC"This book highlights an important, but often overlooked, concept in the internationalization of higher education – its unintended consequences. In calling individuals working in the field to take a closer look at the purported intents of internationalization, this book calls for a reconsideration of the policies, products, and processes of internationalization as they relate to consequence – particularly those counter to intent. A strength of this book is that it conceptualizes unintended consequences not only as binary – positive or negative – but also as a composite, wherein positive and negative consequences occur simultaneously. Conceptually, the framework presented in this book is useful to practitioners in helping to think more deeply about the impacts of their programs, even if those impacts are not as intended."Melissa Whatley, Ph.D. (she/her/hers), Assistant Professor of International and Global Education, SIT Graduate Institute"The road to hell is paved with good intentions, says the old proverb. For scholars of internationalisation in higher education, this volume provides an excellent collection of cases to explain how misguided aspirations, uncritical thinking and educational malpractices cause unintended consequences which make international teachers and students equally unhappy in the long run. This book should serve as a moral and intellectual guide for all planners and practitioners of higher education internationalisation." Anatoly Oleksiyenko, Ph.D. (Toronto), Associate Professor, Higher Education, Director, Comparative Education Research Centre (CERC), Editor-in-Chief, Universities & Intellectuals HKU Faculty of Education"It is hard to imagine a more needed or timely contribution than the one presented by the book, Unintended Consequences of Internationalization in Higher Education. Kamyab and Raby go beyond critical analysis of important cases, and lay out a framework for exploring internationalization beyond intent. This book will surely become required reading in the field." Gerardo L. Blanco, Ph.D, Academic Director, Center for International Higher Education, Boston College, USA."This book, Unintended Consequences of Internationalization in Higher Education: Comparative International Perspectives on the Impacts of Policy and Practice is a diagnosis of the current situation of the process of internationalization worldwide. It is also drawing guidelines for countries seeking the internationalization. Reading this book means learning from best practices and getting knowledgeable to prepare plans for higher education reform and development."Noureddine Kaabi, Former Secretary of State of Tunisia for Development and International Cooperation"We are going through a period of profound reflection on the roles and rationales of internationalisation of higher education. This book is both timely and necessary to explore unintended consequences and how they are affecting national and institutional policies and practices. The framework presented here offers us a new way to think about internationalisation in order to make it more meaningful both within our institutions and beyond, to the communities we serve."Fiona Hunter, Ph.D., Associate Director, Centre for Higher Education Internationalisation (CHEI) Università Cattolica del Sacro Cuore, Milan, Italy"This book by a truly global team of authors and scholars asks the bold yet timely question: Is internationalization always a good thing? Most importantly, what are its implications for the Global South and how can we best harness the intended and unintended impacts of internationalization? A much-needed and candid addition that can inform practice and scholarship in our field."Rajika Bhandari, Ph.D., scholar-practitioner in international higher education, author, and founder of Rajika Bhandari Advisors."As an age-old practice in learning, internationalization policy carries forth unintended outcomes. In the 21st century, the policy has been dominated by the Global North, and in this book, authors craft a novel framework to analyze and evaluate the unintended outcomes of such dominance on the Global South, offering a long-awaited perspective to enrich the field of comparative international higher education!"Yovana Parmeswaree Soobrayen Veerasamy, Ph.D., Assistant Professor, Stony Brook University, New York, USA. Executive Researcher for the World Council on Intercultural & Global Competence, Founder of MENA group & the Africa group "As the world becomes more complex, so does the work of internationalizing higher education. The unintended consequences that inevitably follow are seldom part of the scholarly discourse. Fortunately, in this pioneering study, Kamyab and Raby provide us with language and tools to embrace this phenomenon. Unintended Consequences of Internationalization in Higher Education offers a useful framework for identifying and analyzing instances where intent and outcome diverge. The impressive lineup of authors the editors have assembled to explore unintended consequences around the world is further testament to the global relevance of this new area of study."Kyle A. Long, Ph.D., Senior Director, Office of Organizational Strategy and Change Northwestern University, USA"Today, globalization is a strategic mainstream factor that affects all sectors of all countries. This book talks about the internationalization in Higher Education focusing on unintended outcomes of internationalization by reporting a very relevant expertise in a comparative study of a range of countries. A very exciting and pleasant investigation!"Khalid Berrada, Ph.D., Professor, Mohammed V University in Rabat, Expert-consultant in Higher Education, Unesco Chairholder "Teaching physics by doing", Morocco"A wide-ranging invitation to think internationally about the layers, facets, and challenges of higher education internationalization. The book unfolds a variety of cases with new perspectives." Adnan El-Amine, Ph.D., Professor of Education, Lebanese University"We would like to think it is safe to assume that practitioners who work to advance higher education internationalization objectives are driven by clear goals that are mostly tied to measurable outcomes. We would also hope that scholars who study internationalization take pains to empirically document and accurately assess the wide range of possible factors. But what about the things the practitioners did not expect, or the outcomes the scholars did not anticipate, the ‘unintended consequences’? This deliberate wording of ‘consequences, both positive and negative, is of critical importance in this new book, for what plays out in one country undoubtedly is never the same in another. This book’s wide geographic scope, particularly on as yet under-explored countries, makes a critical addition to the evolving study of internationalization today and adds depth to the puzzle of evolving internationalization."Bernhard Streitwieser, Ph.D., Associate Professor of International Education & International Affairs, Director, International Education Program, Co-Chair, UNESCO Chair in International Education for Development, Director, Refugee Educational Advancement Laboratory (REAL), Graduate School of Education and Human Development, The George Washington University, Washington, DC "Though the often-referenced iceberg analogy reminds us that much of what is important to a given context remains unseen, hidden below the surface, research on the internationalization of higher education has still largely focused on the direct, intended aspects of our efforts. This timely and insightful book introduces us to the importance of drawing clearer connections with the indirect, unintended outcomes of internationalization. By looking below the surface, we can better avoid missteps in evaluation, underestimation of outcomes and inaccurate projections of goals and outcomes."Anthony C. Ogden, PhD., Founder & Managing Director, Gateway International Group, LLC"This book highlights an important, but often overlooked, concept in the internationalization of higher education – its unintended consequences. In calling individuals working in the field to take a closer look at the purported intents of internationalization, this book calls for a reconsideration of the policies, products, and processes of internationalization as they relate to consequence – particularly those counter to intent. A strength of this book is that it conceptualizes unintended consequences not only as binary – positive or negative – but also as a composite, wherein positive and negative consequences occur simultaneously. Conceptually, the framework presented in this book is useful to practitioners in helping to think more deeply about the impacts of their programs, even if those impacts are not as intended."Melissa Whatley, Ph.D. (she/her/hers), Assistant Professor of International and Global Education, SIT Graduate Institute"The road to hell is paved with good intentions, says the old proverb. For scholars of internationalisation in higher education, this volume provides an excellent collection of cases to explain how misguided aspirations, uncritical thinking and educational malpractices cause unintended consequences which make international teachers and students equally unhappy in the long run. This book should serve as a moral and intellectual guide for all planners and practitioners of higher education internationalisation." Anatoly Oleksiyenko, Ph.D. (Toronto), Associate Professor, Higher Education, Director, Comparative Education Research Centre (CERC), Editor-in-Chief, Universities & Intellectuals HKU Faculty of EducationTable of Contents1. Unintended Consequences of Internationalization Framework Part 1: Unintended Consequences of Internationalization as a response to New actions and processes that enable innovation 2. Internationalizing Higher Education in Costa Rica: Unintended Consequences of a Diversified Public and Private Implementation 3. Russia’s Successes and Unintended Consequences to Internationalizing Higher Education through International Student Recruitment Initiatives 4. Internationalization of Higher Education in India - A new strength in the Making? 5. Internationalization of Higher Education at the University of Latvia: Unintended Consequences in the Country-Specific Context 6. The Internationalization of Higher Education in the United Arab Emirates, Kuwait and Oman: Inspirations, aspirations, and unintended consequences Part 2: Unintended Consequences of Internationalization as an unanticipated action that rejects intended actions or processes and fundamentally changes that outcome. 7. Internationalization of Higher Education in Iran and its Unintended Consequences: A Historical Perspective 8. Higher Education Internationalization in Tunisia: A Non-Functioning Process 9. The Internationalization of Moroccan Higher Education: Achievements, Intended & Unintended Outcomes and Future Prospects 10. Internationalization of Higher Education in Nigeria: Unintended Positive and Negative Consequences 11. Impact of Internationalization: The Lebanese Context Part 3: Unintended Consequences of Internationalization as a calculated movement forward that moves intent into new directions. 12. Internationalization Constituting a Force against Northern Hegemony and Promoting Client Friendly Higher Education: The case of a Zimbabwean State University 13. The Internationalization of Higher Education in Mexico: Intended and Unintended Consequences 14. The Unintended Consequences of Relying on Economic Rationales in Canadian Internationalization 15. The United Nations and its partnerships with higher education revisited: 75 years of being inclusive or exclusive? 16. Internationalization of Higher Education in South Africa: Unintended consequences brought from contextual contours 17. The Unintended Consequences of Internationalizing Turkish Higher Education 18. Comparing Unintended Consequences of Internationalization Across Case Studies

Read more less

15 in stock

£34.99

Taylor & Francis Ltd Reimagining Globalization and Education

15 in stock

Book SynopsisThis book brings together leading scholars in Global Studies in Education to reflect on how various developments of historic significance have unsettled the neoliberal imaginary of globalization. The developments include greater recognition of inequalities and the changing nature of work and communication; the emergence of new technologies of governance; a greater awareness of geopolitical shifts; the revival of nationalism, populism and anti-globalization sentiments; and the recognition of risks surrounding pandemics and climate change. Drawing from a range of disciplinary perspectives, the chapters in this collection examine how these developments demand new ways of thinking about globalization and its implications for education policy and practice beyond the neoliberal imaginary. Trade Review"Reimagining Globalization and Education is exactly the kind of book that is required now. It provides crucial insights into the limits and possibilities of our understandings of the global transformations that are having such powerful effects on education."Michael W. Apple, John Bascom Professor Emeritus, University of Wisconsin, Madison"How have the imaginaries of globalization changed over time? How have they affected education? How are they challenged today? A well written and thought-provoking book written by great scholars that are internationally known for their work on theory, policy, and international comparison in educational research, which sets an agenda for post-neoliberal educational futures." Gita Steiner-Khamsi, Professor, Teachers College, Columbia University and Director NORRAG "Reimagining Globalization and Education offers a powerful and important analysis by leading scholars of education and globalization. Collectively they address the state of world dis-order arising from the exhaustion of modernity, the failed promise of neoliberalism, shifting geo-strategic developments in the East, calls for decolonization, and for a more sustainable future. Most importantly they ask: what is to be done, and make the case not just for diagnosis, but for acts of imagination regarding the future of education, and how it might be different."Susan L. Robertson, Professor of Sociology of Education, University of Cambridge, UK. "In a set of original articles by internationally leading education researchers, Reimagining Globalization and Education provides a sharp-sighted analysis of the changing character of globalization of education. It is a most welcome and seminal work, likely to become a stepping-stone for further research on globalization of education." Lisbeth Lundahl, senior professor, University of Umeå, Sweden.Table of Contents1: Reimagining Globalization and Education: An Introduction, 2: Globalization in Higher Education: The Good, The Bad and the Ugly, 3: The Crisis Deluge and the Beleaguered University, 4: Rethinking the Authority of Inter-Governmental Organizations in Education, 5: Emergent Developments in the Datafication and Digitalization of Education, 6: Artificial Intelligence and a New Global Policy Problem in Education, 7: Education and the Shifts in the Global Economy: Meritocracy and the Changing Nature of Work, 8: Expanding Spaces and New Global Regulatory Trends in Educational Privatization, 9: Rethinking Social Inequalities and the Marginalization of Education under Changing Global Conditions, 10: Rethinking Academic Mobility Through the Emerging Global Challenges, 11: Global Biopolitics of Climate Change: Affect, Digital Governance, and Education, 12: Rethinking Globalization and Reconfiguring Education Reform in Nordic Countries, 13: The Rise of China and the Next Wave of Globalization: The Chinese Dream, Belt and Road Initiative, and the ‘Asian Century’, 14: The Complexities and Paradoxes of Decolonization in Education, 15: Education and the Politics of Anti-Globalization

Read more less

15 in stock

£37.04

Taylor & Francis Ltd Elite Business Schools

15 in stock

Book SynopsisSocial scientists are paying increasing attention to the business and financial elites: There's a great need to understand who these elites are, what they do, and what makes them tick, as individuals but also as a class. By examining elite business schools, the institutions that train and prepare people to assume important leadership and decision-making positions in business, finance and related sectors, we may also learn how the economic elites are made. A key argument in this book is that elite schools are known to create powerful groups in society, offering them the intellectual and analytical means to act as leaders, but, most importantly, the social, moral and aesthetic skills that are deemed necessary to exercise power; in all essential respects elite schools consecrate people. By dominating much of higher education today, and by doing so in a way that creates and reproduces a market-based organization and control of society, elite business schools represent certain interests Trade Review"Mikael Holmqvist has followed up his fascinating ethnography of Djursholm, a residential community where many of Sweden’s economic elite live, with another in-depth study – this time focusing on the Stockholm School of Economics (SSE). Holmqvist examines the critical role of this higher education institution in moulding Sweden’s future business and financial leaders, illustrating in detail the various mechanisms at work in inculcating a particular set of aesthetic, moral and social norms. The book follows the students’ journey from admission, into the student union, the classroom, the curricula content they have access to, the expectations Faculty members have to work within, and finally the long-term associations formed through strong alumni networks. Holmqvist’s final analysis is persuasive and devastating at the same time: that SSE is a servant of power, legitimising business and capitalism through academic consecration."Claire Maxwell Professor of Sociology, University of Copenhagen.Table of Contents1. Education and Consecration of Neoliberal Elites: Introduction 2. Business, Economics, and the Nobel Prize: History and Legacy 3. Admission: Privilege, Values and Practices 4. Consecration, Business Skills and Leadership: The Student Union 5. Teaching Business: The Invisible Hand in Class 6. Affinity: Pedagogics for a Future Elite 7. Academic Freedom and the Business Community 8. Business School Faculty and Neoliberal Thinking 9. Lifelong Social Relationships and Networks: Business School Alumni 10. Elitism and Masculinity: Business Schools and Elite Employers 11. Business Schools and the Consecration of Elites: Conclusions

Read more less

15 in stock

£39.99

Taylor & Francis The Nordic Education Model in Context

15 in stock

Book SynopsisTracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling.The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching.This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum

Read more less

15 in stock

£37.04

Taylor & Francis Ltd Children the Law

15 in stock

Book SynopsisBalancing a child's welfare interests and rights so as to ensure recognition and respect for his or her autonomous identity, while facilitating family unity, has become a major challenge for modern family law. This book, following on from The Principle of the Welfare of the Child: A History, examines, contrasts, and compares the response of England and Wales and Ireland to that challenge. It does so by applying the same matrix of indicators to explore, in each country, the distinction between welfare interests and rights and to trace changes in the balance between them. By profiling the nations in accordance with the same indicators, it reveals important jurisdictional differences in the extent to which welfare interests or rights determine how the law is currently applied to children.Table of ContentsAcknowledgements Introduction PART IMoving away from a traditional interpretation of welfare 1 Children: Their welfare interests and the law 2 Advocates for change PART IIShaping the modern welfare principle 3 Domestic influences 4 International influences PART IIIProfiling contemporary jurisdictional experiences of welfare5 England and Wales 6 Ireland PART IVJurisdictional analysis of a child’s welfare/rights: A thematic approach 7 Themes and a comparative jurisdictional analysis Conclusion Selected Bibliography Index

Read more less

15 in stock

£37.99

Taylor & Francis Ltd Digital Learning in HighNeeds Schools

15 in stock

Book SynopsisDigital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realitiesfrom the digital divide and digital literacy to poverty and language barriersaffect our most vulnerable and underresourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge frTrade Review"This extraordinarily practical book is a must-have book for all stakeholders in high-needs schools. The cases and findings would also be beneficial for educators seeking to resolve digital inequity and enhance digital learning, especially in the post-pandemic era."—Jongpil Cheon, Associate Professor of Instructional Technology, College of Education, Texas Tech University, USA"In arguing that digital equity is school equity and analyzing the issue as one that involves both intersectional identities and an undergirding sociopolitical context, Heejung An and David Fuentes, professors and scholars of teacher education with expertise in preparing educators to serve diverse communities, provide a deep and nuanced exploration that broadens understanding. Chapters written by interdisciplinary scholars offer examples of equitable leadership of digital learning in high-needs schools that range from the use of social media in professional development to the role of school librarians to address the needs of all learners. There is something in this text for everyone who works in schools and cares about making needed change to provide children with more equitable learning environments."—Amy Ginsberg, Dean of the College of Education, William Paterson University, USA"Where will education go next? The authors tackle this colossal question to embrace this era of uncertainty. This book covers a diverse array of perspectives and will add great value in high-needs schools."—Keol Lim, Professor, Department of Educational Technology, Konkuk University, South Korea"The COVID-19 pandemic presented unprecedented challenges for K-12 schools, while heightening the effects of unequal access to educational resources, particularly online digital technologies. An and Fuentes have gathered a fine group of experts that consider the complexity of these issues from a variety of angles. Rather than envisioning digital technologies as a panacea, the grounded approach generally shared by the authors focus their concerns on funding and wrap-around resources, with new technologies as pieces of a much larger puzzle. Each chapter is framed with guiding questions and concluded with key takeaways and recommended resources, making it an eminently practical tool for both teachers and researchers."—Lance E. Mason, Associate Professor of Education, Indiana University Kokomo, USA"Grounded in research and real school experiences, this essential and thought-provoking book challenges the reader to rethink and transform PreK-12 classroom teaching, administration, and schools, especially in high-needs communities. An and Fuentes have gathered varied respected individuals with expertise in working in schools in challenging times and communities to share their research, knowings, encounters, and strategies for addressing digital equity and student learning. By defining and examining the intertwined layers that impact student learning in high-needs communities, this book begins by laying a foundation for exploring student, family, and school needs to inform and support educational systems with an equity and digital lens. While inspired by the disruption and impact of the COVID-19 pandemic on schools and learning, the authors provide practical supports and guidance for PreK-12 teachers, administrators, undergraduate and graduate students in teacher preparation and education programs to renovate and reinvigorate student learning and family supports. With a focus on digital learning, equity, and best pedagogical practices, the authors provide guiding questions in each chapter to frame discussion, inspire action, and effect change in the best interests of students and schools. A must-have book with new and engaging information for anyone interested in impacting high-needs communities."—Holly Seplocha, Professor Emeritus in the Department of Teacher Education: PreK-12, College of Education, William Paterson University, USA"This edited book provides a unique collection of critical perspectives, policy analyses, organizational innovations, tools and strategies, and valuable lessons on digital learning in high-needs P-12 schools. A wide range of readers, such as policymakers, educators, administrators, educational researchers, and anyone interested in addressing the digital divide will find extremely relevant insights in this book to achieve accessible and equitable learning in high-needs schools. The contributions from twenty-five authors also demonstrate the vision and commitment of the editors to diversity, inclusion, innovation, and collaboration in this timely and needed publication."—Ke Zhang, Professor of Learning Design and Technology, College of Education, Wayne State University, USATable of ContentsSection I: Understanding the Intersection of Students, Families, and Schooling in High-Needs Communities 1. Understanding the Sociocultural and Sociopolitical Contexts of U.S. High-Needs Public Schools Before, During, and After the COVID-19 Pandemic 2. Ramifications of the Digital Divide on Cognitive Development and School Preparedness 3. Strategies to Help Administrators, Teachers, and Parents to Achieve Equitable Digital Learning in U.S. High-Needs School Communities Section II: Vision and Leadership for Digital Learning in High-Needs Communities 4. Bridging the Digital Divide: An Analysis of Federal, State, and Local Policies in U.S. Schools 5. Twitter for Professional Development and Learning in High-Needs Schools: Considerations for School Leaders 6. Feedback, Evaluation, and Grading: The Unique Considerations Distance Learning Poses to the Evaluation Cycle and the Task of Ensuring Equitable Practices 7. Students’ Informational Needs: Applying the Principles of Universal Design to Address Inequity in High-Needs Schools During Virtual Learning Section III: Pedagogical Strategies and Digital Tools Across the Curriculum 8. Content-Neutral Technologies as a Pedagogical Response in High-Needs Schools and Communities: Design Thinking, Making, and Learning 9. Strategies to Facilitate Digital Learning in Urban High-Needs Social Studies Classrooms 10. Designing a Culturally Responsive Multilingual Arts-Integration Program: Read-Aloud and Book-Inspired Art-Making Videos 11. The Influence of an Online Mathematics Activity on Elementary School Students’ Engagement and Learning in a High-Needs Context 12. Digital Learning for Students With Disabilities 13. Using Bitmoji® and Google Classroom® to Support Remote Literacy Instruction in High-Needs Schools 14. A Whole New World: Virtual Excursions for Learners From Urban Settings 15. Rural Social Studies Teachers’ Postpandemic Use of Technology Tools

Read more less

15 in stock

£38.99

Taylor & Francis Ltd I Dont Want to be Me Amelies Walk Exploring

15 in stock

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.Meet Amelie, a girl who doesn't want to be who she is. As she ventures out on a walk one day, she comes across a tree, a flea, the sea, a pea and finally a bee - all simply being who they are. One by one, Amelie majestically attempts to become each character, but soon discovers how exhausting and painful it is trying to be anything other than yourself.Full of enchanting illustrations and relatable characters, I Don't Want to be Me: supports emotional wellbeing through a greater sense of self-worth and self acceptance helps children to discover alongside Amelie, that being yourself is enough ends with a mindful reflection to help children explore and be wiTrade 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 ContentsI Don’t Want to be Me - Amelie’s Walk: Exploring Self Worth

Read more less

15 in stock

£16.72

Taylor & Francis Ltd Gifted Black Women Navigating the Doctoral

15 in stock

Book SynopsisThis book explores the experiences of gifted Black women doctoral graduates, featuring narratives of their challenges related to race, gender, parenthood, class, and first-generation status offering discussion on the role of community and academic support in their success.Delivering concrete guidance on navigating the challenges of doctoral programs, this critical text draws on endarkened epistemology, recognizing the nuanced path gifted Black women walk in the academy.Accessible and evocative, this collection highlights the role of academic and social sisterhood, supplying a much-needed contribution to the ongoing discussion around race, academic achievement, gender, and mental health.Trade Review"I firmly believe that this text is destined to become a classic, of uniquely lasting value for generations to come."Joy Lawson Davis, Bridges Graduate School of Cognitive Diversity in Education, USTable of Contents Foreword Acknowledgments Introduction 1 Navigating the Doctoral Experience as First-Generation, Gifted Black Women: Our Path, Our Voice 2 MISUNRE: Navigating the Doctoral Journey as an Exceptionally Gifted Black Woman 3 It Takes a Village: Cultivating Belonging, Community, and Sisterhood 4 Face Your Studies: Exploring Education, Opportunity, and Community as a First-Generation Immigrant 5 The Evolution of My Biracial Identity through Attending Two Predominately White Institutions 6 All of Me: Centering Homeplace in Personal and Professional Reflections of Becoming a Blackgirl Motherscholar 7 Truth Be Told: Testimonies of a Black Stem Health Scholar-Wife-Mother 8 Navigating the Doctoral Process While Experiencing Tragedy 9 Imagining a New Thing through Active Disruption: Tools to Center Black Aliveness and Wholeness for Black Women in Doctoral Programs Afterword: Black Gifted Women Journeying-Together About the Editors About the Contributors Index

Read more less

15 in stock

£36.99

Taylor & Francis Ltd Making Schools Better for Disadvantaged Students

15 in stock

Book Synopsis*2023 BERA Educational Research Book of the Year*Around the world, governments, charities, and other bodies are concerned with improving education, especially for the lowest-attaining and most disadvantaged students. Making Schools Better for Disadvantaged Students presents detailed research into how poverty affects student segregation and underachievement in schools. It contains the first ever large-scale evaluation of how funding can best be used to lower the poverty attainment gap for disadvantaged students.Drawing on a wealth of empirical research from England, India, and Pakistan as well as worldwide reviews of relevant studies, the book presents high-quality evidence on the impact of funding policy initiatives, such as the Pupil Premium funding in England, and the many variations of similar schemes worldwide. It analyses education measures which have been put in place and discusses ways in which these can be used efficiently and fairly to Trade Review"Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."- Darren Hankey, Principal of Hartlepool College of Further Education, UK"This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."- Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK."For an association like ours, whose mission is for Quebec to have a fair education system by eliminating the school segregation caused by subsidized private schools and selective public schools, this book is vital. Many academics are reluctant to draw policy conclusions from their research, but this is certainly not the case with Making Schools Better for Disadvantaged Students. The authors’ recommendations are clear and set out in jargon-free language. For those of us whose job it is to convince the general public and elected representatives of the importance of fairness in education, the evidence contained in this book provides powerful arguments. Hopefully, it will help us to finally put our education system (and society as a whole) on the road to equity."- Stéphane Vigneault, coordinator, École ensemble | ecoleensemble.com"As Chair of Comprehensive Future I hear on a daily basis about the unfairness which riddles our school system through academic selection and poverty. The segregation created by the viciously competitive 11-plus test has little to do with ‘academic potential’ and everything to do with whether a child’s family is affluent and middle class or poor and working class. At Comprehensive Future we are passionate admirers of the work of Gorard, Siddiqui and See. They stand alone as researchers whose work consistently demonstrates that every child, and indeed the whole of society, benefits from an inclusive education. Their latest book is an exciting and ambitious work examining polices worldwide for reducing the poverty attainment gap for disadvantaged students. It offers persuasive arguments not just for an inclusive education system but for educational policies and appropriately targeted funding for students who are persistently at risk of educational disadvantage."- Nuala Burgess, Chair of education pressure group Comprehensive Future, and Research Associate, School of Education, Communication and Society King’s College London, UK"Education has the power to free our children from the chains of ignorance and poverty. This book by Gorard, Siddiqui, and See provides valuable insights on how we can make school education more meaningful for children, particularly those from socioeconomically disadvantaged families. It is encouraging to see that the evidence presented in this book includes studies conducted in Pakistan, India, and other developing countries. This book serves as an important resource for understanding that many educational challenges are widespread, and the most effective way to address them is through high-quality, evidence-based approaches. Additionally, the book presents compelling evidence that demonstrates the positive impact of funding schools in marginalized communities. As a school leader in northern Pakistan, I have personally witnessed the significant barrier posed by limited funds in adopting effective approaches, particularly for girls who face numerous challenges in accessing education. The main message of this book is relevant and applicable to all school systems worldwide: schools need to be financially resourceful and guided by evidence-based policies. There is no greater priority for our world than investing in the best educational opportunities for our children. The education of children is perhaps the only means to ensure the survival of the human race."- Ziauddin Yousafzai, Co-Founder and Board Member, Malala Fund, as well as education activist and author of Let Her Fly: A Father's Journey"Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."- Darren Hankey, Principal of Hartlepool College of Further Education, UK"This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."- Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK."For an association like ours, whose mission is for Quebec to have a fair education system by eliminating the school segregation caused by subsidized private schools and selective public schools, this book is vital. Many academics are reluctant to draw policy conclusions from their research, but this is certainly not the case with Making Schools Better for Disadvantaged Students. The authors’ recommendations are clear and set out in jargon-free language. For those of us whose job it is to convince the general public and elected representatives of the importance of fairness in education, the evidence contained in this book provides powerful arguments. Hopefully, it will help us to finally put our education system (and society as a whole) on the road to equity."- Stéphane Vigneault, coordinator, École ensemble | ecoleensemble.com"As Chair of Comprehensive Future I hear on a daily basis about the unfairness which riddles our school system through academic selection and poverty. The segregation created by the viciously competitive 11-plus test has little to do with ‘academic potential’ and everything to do with whether a child’s family is affluent and middle class or poor and working class. At Comprehensive Future we are passionate admirers of the work of Gorard, Siddiqui and See. They stand alone as researchers whose work consistently demonstrates that every child, and indeed the whole of society, benefits from an inclusive education. Their latest book is an exciting and ambitious work examining polices worldwide for reducing the poverty attainment gap for disadvantaged students. It offers persuasive arguments not just for an inclusive education system but for educational policies and appropriately targeted funding for students who are persistently at risk of educational disadvantage."- Nuala Burgess, Chair of education pressure group Comprehensive Future, and Research Associate, School of Education, Communication and Society King’s College London, UK"Education has the power to free our children from the chains of ignorance and poverty. This book by Gorard, Siddiqui, and See provides valuable insights on how we can make school education more meaningful for children, particularly those from socioeconomically disadvantaged families. It is encouraging to see that the evidence presented in this book includes studies conducted in Pakistan, India, and other developing countries. This book serves as an important resource for understanding that many educational challenges are widespread, and the most effective way to address them is through high-quality, evidence-based approaches. Additionally, the book presents compelling evidence that demonstrates the positive impact of funding schools in marginalized communities. As a school leader in northern Pakistan, I have personally witnessed the significant barrier posed by limited funds in adopting effective approaches, particularly for girls who face numerous challenges in accessing education. The main message of this book is relevant and applicable to all school systems worldwide: schools need to be financially resourceful and guided by evidence-based policies. There is no greater priority for our world than investing in the best educational opportunities for our children. The education of children is perhaps the only means to ensure the survival of the human race."- Ziauddin Yousafzai, Co-Founder and Board Member, Malala Fund, as well as education activist and author of Let Her Fly: A Father's JourneyTable of ContentsPrefaceList of contentsList of tablesList of figuresGlossary of acronyms and key terms used in the bookINTRODUCTIONChapter 1 – Global interest in narrowing the attainment gapChapter 2 – Why do we care about educational gaps?KEY FINDINGS ON SCHOOL ATTENDANCEChapter 3 – Review of evidence on targeted funding to improve attendance and participationChapter 4 – Improving school attendance in other waysChapter 5 – The importance of attendance at school in India and PakistanKEY FINDINGS ON SCHOOL ATTAINMENTChapter 6 – Using targeted funding to improve attainmentChapter 7 – Studies of improving attainment in other waysISSUES IN EVALUATING PUPIL PREMIUM POLICYChapter 8 – The Pupil Premium funding policy in EnglandChapter 9 – Problems in assessing the impact of Pupil Premium policyChapter 10 - Evaluating Pupil Premium Policy through consideration of long-term disadvantageKEY FINDINGS FOR PUPIL PREMIUM POLICYChapter 11 – Changes in socio-economic segregation between schoolsChapter 12 – Changes in the attainment gapChapter 13 – The character and geography of long-term disadvantageChapter 14 – Combining the results on Pupil Premium fundingCONCLUSIONChapter 15 – What have we learnt and what are the next tasks?References Index

Read more less

15 in stock

£35.14

Taylor & Francis Ltd Assessment for Inclusion in Higher Education

15 in stock

Book SynopsisBringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Table of ContentsIntroduction. Section 1: Macro contexts of assessment for inclusion: societal and cultural perspectives 1. Promoting equity and social justice through assessment for inclusion 2. Reflections on assessment for social justice and assessment for inclusion 3. Why crip assessment? Critical disability studies theories to advance assessment for inclusion 4. Indigenous perspectives on inclusive assessment: Knowledge, knowing and the relational 5. What can decolonisation of curriculum tell us about inclusive assessment? 6. Inclusive assessment, exclusive academy 7. Ontological assessment decisions in teaching and learning Section 2: Meso contexts of assessment for inclusion: institutional and community perspectives 8. Inclusive assessment: Recognising difference through communities of praxis 9. Inclusive assessment and Australian higher education policy 10. Inclusion, cheating and academic integrity: validity as a goal and a mediating concept 11. Student equity in the age of AI-enabled assessment: Towards a politics of inclusion 12. Opportunities and limitations of accommodations and accessibility in higher education assessment 13. More than assessment task design: promoting equity for students from low socio-economic status backgrounds 14. Assessing employability skills: How are current assessment practices ‘fair’ for international students? Section 3: Micro contexts of assessment for inclusion: educators, students and interpersonal perspectives 15. How do we assess for ‘success’? Challenging assumptions of success in the pursuit of inclusive assessment 16. Inclusive and exclusive assessment: Exploring the experiences of mature-aged students in regional and remote Australia 17. Normalising alternative assessment approaches for inclusion 18. Student choice of assessment methods: How can this approach become more mainstream and equitable? 19. "How to look at it differently": negotiating more inclusive assessment design with student partners 20. Addressing inequity: Students’ recommendations on how to make assessment more inclusive End Section Moving forward: mainstreaming assessment for inclusion in curricula

Read more less

15 in stock

£34.99

Taylor & Francis Ltd Working with Boys

1 in stock

Book SynopsisWhen peer-on-peer sexual abuse becomes commonplace in schools, society has a problem. The toxic attitudes and behaviour some boys display towards girls and women begin with the way those boys relate to each other, especially in school. This book offers an in-depth analysis of the problems facing boys and gives teachers the tools to help boys create relational cultures that are mutually respectful.Part One of the book looks at how boys relate to each other and how that affects the way they relate to girls and women. Part Two outlines a programme that can be delivered, lesson by lesson, to pupils aged 9 to 18. The programme covers specific lesson topics that can be adapted for different age groups, including: Anger Banter Fear of humiliation Boy hierarchies Jostling and consent Crying and emotional expression Lifestyle choices Working with Boys is a whole-school, iterative programme of study tTrade Review‘This book doesn’t pull any punches as it describes how our current strategies for nurturing, encouraging and attempting to motivate boys are failing. It explores why and suggests practical strategies for how we can address and improve the situation, encouraging boys to embrace ‘gentle’ masculinity in preference to ‘sour’ masculinity. This is a brave book. It’s also potentially life changing."Dr Jill Berry - Educationalist "This is a much-needed book and the timing is perfect. There is too much toxic masculinity in society and I am hopeful this book will make people rethink."Marylin Hawes - Founder of Freedom From Abuse"Hampton writes as if he is in my head; it’s incredible."Sam Browne - Year 13, Southend High School for BoysTable of ContentsAcknowledgmentsForeword by Dr Emily SettyAbout the AuthorAbout this BookPart OneChapter 1 - The problem…Chapter 2 - What boys fear mostChapter 3 - Who’s on top?Chapter 4 - Humour is no laughing matterChapter 5 - Masculinity and the age of loss of innocenceChapter 6 - Motivating boysChapter 7 - Competition and fear of failureChapter 8 - Listening to the Pupil VoiceChapter 9 - Guided ReflectionChapter X - PornographyChapter 11 - Football!Chapter 12 - PE TeachersChapter 13 - Parental attitudesPart Two Introduction StarterLesson One BanterHierarchiesHumourHumiliationAngerBehaviour typesSelf-regulationCrying and emotional expressionFootballJostling and consentCompetitionLifestyle ChoicesPart ThreeAudit toolsAfterword

Read more less

1 in stock

£25.20

Taylor & Francis Teaching Multicultural Childrenâs Literature in a

15 in stock

Book SynopsisThis textbook is a comprehensive resource for teaching multicultural childrenâs literature. Providing foundational information on how and why to integrate diverse childrenâs literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach childrenâs literature in a way that reflects and sustains studentsâ rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach childrenâs literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers.With autheTable of ContentsPart I: Multicultural Education within Classroom Teaching 1. Creating Spaces of Freedom: Multicultural Education and Children’s Literature 2. Classroom Bibliotherapy to Support Social Emotional Learning: Increasing Inclusion, Kindness, and Understanding of Diversity 3. Children’s Literature in Immersive Technologies: Stories as Magical Spaces for Diversity and Inclusion 4. Critical Equity Literacies for Moving Beyond State and National Standards 5. Censorship: Book Challenges in Classrooms and School Libraries Part II: Diverse and Marginalized Groups of People 6. Exploring Social Class and Poverty through Children’s Literature 7. Reading the African American Family: The Exploration of the Historical-Political and Sociocultural Representation of African American Families in Picture Books 8. Southeast Asian Refugee Children’s Literature: A Pedagogical Tool to Juxtapose War and Migration 9. Celebrating Latinx Children’s Literature 10. Resilience, Courage, Relocation: Deepening Understanding About Immigrants and Refugees with Children’s Literature 11. A Critical Multicultural Call to Action: Culturally Responsive Teaching for Indigenous Populations 12. Using LGBTQ+ Children’s Literature to Create a Sense of Belonging for All Within Elementary Classrooms 13. Children/ YA Literature that Represents Disabilities and the Special Child 14. Religious Diversity through Children’s Literature 15. Supporting Children and Families Impacted by Incarceration through Multicultural Children’s Literature

Read more less

15 in stock

£35.14

Taylor & Francis Ltd Reframing the Everyday in Early Childhood

15 in stock

Book SynopsisDespite vast possible differences across geographic locations, cultural practices, community values, and curricular priorities, there are everyday events that are intimately familiar in the context of early childhood care and education centres. By attending to the daily events that are often overlooked and considerably under-theorized, this insightful text highlights the complexity of the everyday in early childhood settings. Contributions to this edited collection are organized to follow the chronology of a school day; each chapter draws upon post-foundational theories and empirical qualitative data in order to (re)examine a familiar routine within an early years centre, such as walking down the hallway, eating a snack, napping, or changing one's clothing. The authors argue for a mundane early childhood praxis that attends to the pedagogical possibilities within the seemingly unremarkable and highlights its importance, especially during what are understood to be unprecedented timesTrade ReviewThis book provokes us to think more deeply about an important but neglected aspect of early childhood centres -- every/day moments in the lives of children attending these settings. Drawing on diverse theoretical perspectives, the book makes a valuable contribution to our understanding of these centres and the significance of these moments. Arguing for a ‘mundane early childhood praxis’, the contributors show that such praxis is anything but mundane, being impactful and complex, and involving thoughtful pedagogy and relational ethics.Emeritus Professor Peter Moss, Thomas Coram Research Unit, UCL Institute of EducationHaving done immersive ethnographic work in early childhood contexts, I appreciated how this book decenters the official curriculum and foregrounds the implicit or hidden curricula of daily life in early childhood classrooms, with chapters organized around the flow of typical daily routines and rituals. Authors make a compelling case for a deeper consideration of the taken for granted and "mundane" routines that occur alongside enactments of explicit or official curriculum. Nuanced analyses and well theorised reflections in each chapter evoke a sense of "making the familiar strange" to gain insights into the extraordinary meaning making of the ordinary by young children, their teachers, families, and their physical environment. Readers come to understand ways in which often invisible routines reflect power, politics, play, and possibilities through theories -- including posthuman, spatial, Black Feminist, post-foundational, and new materialisms. Emeritus Professor Beth Blue Swadener, School of Social Transformation, Arizona State University The heartbeat can create a co-regulation and profound body-dialogue between parent and newborn. Similarly, here, I found myself in close relationship, in rhythm, inside of this writing—as a testament to daily, lived experiences. Myers, Smith, Hostler and Tesar develop an air of expectancy for the reader to pick the words up while living with/in the ordinary moments of daily life. It is a marvelous and profound experience to crack open the kernels of time by living between them in moments of deep thought and in remembrances of my own relational perceptions in schools; all while reading and turning over these lovely and thought-provoking pages in my mind! Professor Will Parnell, Early Childhood Education and Curriculum & Instruction, Portland State University Table of Contents1. Unlocking/Lights On: Attending to the every/day 2. Welcoming: Acts of (be)coming together 3. Washing up: Handwashing as an embodied practice in preschool bathrooms 4. Snacktime: The “both/and” of an in-between praxis 5. (Un)dressing: An ethical consideration of children’s participation in dressing to be outside 6. Queueing and waiting: Reconceptualizing the still, silent line 7. Moving through the hallway: More-than-human relations in liminal spaces 8. Going outside - going inside: Negotiating cultural complexities and tensions 9. Eating lunch: Toddlers’ lunchtime entanglements 10. Toileting: Entanglements of curriculum and care in the toddler classroom 11. Sleeping and Rest: Encounters with sleep/time 12. Tidying up: Rethinking “ryddetid” as democratic practices in early childhood institutions 13. Saying good-bye: Theorising fleeting disconnections 14. Locking up/Lights Off: Envisioning a mundane early childhood praxis

Read more less

15 in stock

£35.99

Taylor & Francis Ltd A Critical Introduction to Mathematics Education

15 in stock

Book SynopsisThe second edition of Mark Wolfmeyer's award-winning primer offers future and current math teachers an introduction to the connections that exist between mathematics and a critical orientation to education, one that accounts for race, social class, gender, sexuality, language diversity, and ability.Expanded and updated from the first edition, this book demonstrates how elements of human diversity and intersectionality have real effects in the mathematics classroom, and prepares teachers with a more critical math education that increases accessibility and equity for all students. By refocusing math learning toward the goals of democracy and social and environmental crises, the book also introduces readers to broader contemporary school policy and reform debates and struggles, especially in light of Covid-19 and the ongoing struggle for racial equity.Featuring concrete strategies and examples in both formal and informal educational settings, as well as discussion questioTable of Contents1. What is mathematics? Answers from mathematicians, historians, philosophers, and anthropologists 2. Reform mathematics teaching: The student-centered approach 3. Why identity, human diversity, and intersectional identities matter to mathematics education 4. A white institutional space: Race and mathematics education 5. Social class hierarchies and mathematics education: To reproduce or interrupt? 6. Gender trouble: Rationalism vs. masculinity in mathematics education 7. LGBTQ+ work: Outing mathematics for heteronormativity and homophobia 8. Dissolving ability binaries in mathematics education: From special education law to disability studies 9. Language diversity as an asset: Emergent bilinguals in the mathematics classroom 10. Putting it all together: Intersectionality revisited, current mathematics education policy, and further avenues for exploration

Read more less

15 in stock

£35.14

Taylor & Francis Understanding Intellectual Disabilities

15 in stock

Book SynopsisThe third edition provides thorough coverage of the causes and characteristics of intellectual disabilities as well as detailed discussions of the validated instructional approaches in the field today. A revised Future Directions chapter explores the most recent philosophical, social, legal, medical, educational, and personal issues that professionals and people with intellectual disabilities face. All chapters have been updated with recent developments in research and the newest terminology being used in the field. This comprehensive and current introductory textbook is ideally suited for introductory or methods courses related to intellectual disabilities.

Read more less

15 in stock

£66.49

Taylor & Francis Ltd Economics of Engineering Education in India

1 in stock

Book SynopsisThis volume focuses on the key trends and major developments in engineering education in India and reflects on the effects and challenges of its expansion on economic growth and development.Analysing several dimensions relating to the status and growth of engineering education, this book: Highlights, in the overall policy environment, the rapid growth of engineering education, imbalances in the growth between different branches of engineering education, changing trends and patterns in their growth, quality of education, gender inequality, and inequality by caste, region and economic status and labour market conditions that influence the demand for engineering education Reflects on the rapid growth of private sector in engineering education and its effects on equitable access, quality and other dimensions of higher education, and on overall development of the economy Investigates the socio-economic characteristics of the students going to private colTrade Review“Engineering as a field of university study in India has grown by leaps and bounds in the past 25 years, most of it in private institutions and of highly varied quality, from the internationally renowned Indian Institute of Technology to low-quality unaided private institutions. It is this huge and varied engineering education system which India depends on to make it a major player in the global economy. Professor Tilak’s book—a detailed study of this complex subject based on extensive empirical data—is an essential reading for understanding whether the system as it now exists will be able to fill this role.” - Martin Carnoy, Vida Jacks Professor of Education and Economics & Lemann Foundation Professor Stanford University “Engineering education is one of the most important aspects of Indian higher education and central for India's future economy. It is also not well understood and significant parts of it are subpar. Dr. Tilak has provided a thoughtful data-driven and policy-relevant analysis.” - Philip G. Altbach, Research Professor and Distinguished Fellow, Center for International Higher Education, Boston College, USA “This is possibly the first study to provide a systematic economic analysis of engineering education in India. Its juxtaposition of the macro-level with the micro-level makes it most valuable for research scholars and policy practitioners in India, while its recognition of the wider international context will interest readers in the outside world.” - Deepak Nayyar, Emeritus Professor of Economics, Jawaharlal Nehru University, New Delhi, and former Vice Chancellor, University of Delhi “A must reading for higher education policy makers in India, focusing on engineering by a prominent scholar in the field.” - George Psacharopoulos, Formerly with London School of Economics and the World Bank “There are few in India who can match the expertise of Professor Jandhyala B G Tilak in the field of research in Higher Education especially the economics aspects of education at all levels. As Vice Chancellor, National University of Educational Planning and Administration (NUEPA), his contributions to the promotion of higher education research are of historic significance. In the emerging decades, India will compete effectively with higher education in U.K. and U.S.A, largely because of valuable services of Prof. Tilak and a few others. This book surveys the literature of world-renowned writers Robert Solow, Fritz Machlup, Theodoe W Schultz and others with his interpretations of their theories applicable to Indian highe.r engineering education. This book is a valuable addition to the study of higher education in India and aboard.” - Vedagiri Shanmugasundaram, Founder Vice Chancellor, Monomaniam Sundaranar University; Former Director, Reserve Bank of India and IDBI; Senior Visiting Member, Linacre College, University of Oxford “Two great sectors are at the heart of higher education’s many practical contributions to society through learning and research – engineering and health. In Economics of Engineering Education, Professor Tilak takes us inside engineering education and illuminates the role it plays in development. Get engineering education right, he shows us, and the nation is on track. The solid data and considered judgments in this book are making a crucial contribution to policy, the profession and the next generation that will build India.” - Simon Marginson, Professor of Higher Education, University of Oxford; Director ESRC/RE Centre for Global Higher Education “ I find this book very useful for evidence- based decisions and informed public policy regarding engineering education. The book illustrates emergence of private education and its impact on equitable access, equity, quality, affordability and related issues currently faced in India. The systematic approach and methodology adopted in the study and credible data may help in framing right policies. Prof. Tilak’s book will be useful to recalibrate the current approach to engineering education and offer policy pointers to regain the glory.” - Bhushan Patwardhan, Chairman, National Assessment and Accreditation Council; Former Vice Chairman, University Grants Commission; Distinguished Professor, Interdisciplinary School of Health Sciences, Savitribai Phule Pune University “Professor J.B.G. Tilak is one of India’s best-known social science scholars and an international authority on the Economics of Higher Education. His most recent book is a timely contribution to academic and policy knowledge of engineering education in India. Engineering, with its many variants, civil, mechanical, electrical, and production is a key profession in any economy. As Tilak shows, engineering education in India has undergone a sea change over the past three decades. The implications of this need to be understood by both private and public institutions and, of course, students. This is the purpose of this excellent study.” - W. John Morgan, Leverhulme Emeritus Fellow, Wales Institute of Social and Economic Research, Data, and Methods (WISERD), Cardiff University “This commendable book presents a critical analysis of some of the major challenges in engineering education using valuable primary and secondary data. These challenges include: overzealous expansion and the resultant supply-demand mismatches which are reflected in high rates of unemployment, inequities in education by gender, caste/religion, and region, poor quality of education as revealed in lower employability of graduates besides, limited public financing and issues relating to affordability. "This rigorous research study systematically analyses some of these critical issues in engineering education in India with a futuristic perspective. I have no doubt that it will attract the attention of academia as well as administrators and policy makers. Given the paucity of systematically conducted research studies in this field, this study undoubtedly makes an invaluable reading on the subject of a great contemporary relevance.” - Narendra Jadhav, Former Vice Chancellor, Savitribai Phule (Pune) University; Former Member, Planning Commission, Former Member of Indian Parliament, Rajya Sabha. “Economics of Engineering Education in India is an insightful new book by Jandhyala B G Tilak describing and analyzing in depth the remarkable growth, issues related to sources of funding, quality, employment of graduates, and policies for public and private engineering education in India. Professor Tilak is a well-known and respected scholar who recognizes the significance of highly skilled human capital in engineering fields to sustained per capita economic growth. This and more universal basic education are desperately needed for broader development in India. As this occurs, this book, which is likely to become the go-to source, can help make the provision of good quality engineering education’s vital role more economically efficient.” - Walter W. McMahon, Professor of Economics, and of Education, University of Illinois “This is an impressive single-authored book on a timely topic painstakingly researched by an eminent scholar, authoritatively articulating ideas in the discourses on the emergence and quest for future direction of higher education for development with deliberate expansion of the STEM fields in which Engineering plays an important role. By engaging theories and ideas about human capital development thorough empirical inquiry based on secondary and primary data, the author strengthens the merit of the book. Furthermore, by using a methodological approach beyond univariate account to engage in multivariate analysis that provides a rich and multidimensional analysis, the book informs the reader of the complexity of the interactions between the explanatory factors in the educational sector and entrenched socially significant determinants such as gender, caste, and region/state, as well as the dynamics of the public and private sectors of higher education and its financing. In addition to researchers and policymakers in the public and private sectors, this book will be an invaluable source to other education stakeholders including students, international agencies, and NGOs in their respective efforts to understand and effectively tackle the development of inclusive human resources.” - N’Dri Assié-Lumumba, Professor, Cornell University; President, World Council of Comparative Education Societies Table of Contents1. Introduction and Context 2. Engineering Education in India: Challenges of Growth and Inequalities 3. Emergent Challenges of Engineering Education in India: Quality, Finances and Employment 4. Who Goes to Private Engineering Colleges and Why? 5. Students’ Choice of ‘Modern’ versus ‘Traditional’ Streams of Engineering Education 6. Family Expenditure on Engineering Education and Its Determinants 7. Funding of Engineering Education: Scholarships, Other Financial Assistance and Education Loans 8. Students’ Perceptions on Quality of Engineering Education 9. Employability, Employment and Earnings of Engineering Graduates 10. Summary, Conclusions and Policy Challenges

Read more less

1 in stock

£128.25

Taylor & Francis Representing Black Girl Magic with Contemporary

15 in stock

Book SynopsisRepresenting Black Girl Magic with Contemporary Picture Books explores how contemporary, culturally relevant, and responsive picture books can provide educators with a chance to teach about race and racism in the classroom. A wave of recently published picture books by Black women authors have pushed back against negative beliefs, countered negative stereotypes, and celebrated the joy and magic of Black girls and their families. Featuring the voices and perspectives of over two dozen Black women writers, in this book, Raphael Rogers examines how and why these publications are changing the picture book and the educational landscape. With sections on classroom connections and discussion questions in every chapter, this book is ideal for courses on teaching childrenâs literature and diversity in childrenâs literature.

Read more less

15 in stock

£42.99

Taylor & Francis Ltd Teachers and Teaching PostCOVID

15 in stock

Book SynopsisFeaturing a broad swathe of academic research and perspectives from international contributors, this book will capture and share important lessons from the pandemic experience for teaching practice and teacher learning more broadly.Looking at core teaching values such as the facilitation of learning, the promotion of fairness and equality, and community building, the book centres the records of teachers' experiences from diverse educational phases and locations that illuminate how the complexity of teaching work is entangled in the emotional, relational, and embodied nature of teachers' everyday lives. Through rich, qualitative data and first-hand experience, the book informs the decisions of teachers and those who train, support, and manage them, promoting sustainable, positive transformation within education for the benefit of educators and learners alike.This book will be of use to scholars, practitioners, and researchers involved with teachers and teacher educationTrade Review"This truly is a book of our time, which I believe every educationalist should read. This book gives voice to worldwide perspectives on education post-COVID from Early Years teachers in the Caribbean to menopausal women in the UK. It gives a fascinating perspective on both the challenges and positive impacts of COVID-19. The ‘call for action’ is a passionate challenge to re-think what it is to be a teacher, to nurture the autonomy of teachers and work together to support and care for each other. It has to be one of the most powerful books I have read in a long while and is likely to remain next to my desk to share and revisit repeatedly."Jo Tregenza, Reader in Education at University of Sussex and Vice President of the United Kingdom Literacy Association"This is an important book. It explores the intersection between the professional and personal lives of teachers and academics and the focus on teachers' family life opens up big questions about the future of education globally, especially for the majority of the workforce who are women. Women educators and leaders work in an inequitable and inflexible system. Their voices are clearly expressed throughout the chapters and we need to hear them as it is clear the status quo is no longer adequate for women. This book will help to recalibrate the future of educational practice and it can't come soon enough for most of the education workforce."Vivienne Porritt OBE, co-founder and Strategic Leader of #WomenEd, author, and Vice President of the Chartered College of TeachingTable of ContentsIntroduction 1. Teachers and Teaching Post-COVID Priorities: Reassessing Roles and Responsibilities 2. Part-time women teachers- having it all? 3. Experiences of student teacher mothers before and during COVID-19: lessons in flexibility 4. Teaching through the menopause: A flexible work paradox 5. Teacher well-being in times of COVID 6. Stories found within higher education: shifting professional identities of academics 7. Claiming professionalisation: Supporting Caribbean early childhood teachers’ professional identities post-COVID-19 Alliances: Relationships, Connections and Community 8. “We're Still Trying To Figure Out Every Single Day”: Teaching Since COVID-19 9. New ways of working and new opportunities: Early childhood leaders’ professional practice post-COVID 10. Pandemic Parenting – Balancing Change, Capabilities, and Culture 11. Stacking Stories as Inquiry into Practice: Co-Teaching an Online Literacy Club for Youth Re-imaginings: New Ways of Teaching and Being a Teacher 12. What the COVID-19 Pandemic has taught us about becoming a teacher: Lessons for Post-pandemic realities 13. Opportunities for Modernising and Revolutionising Education Systems Post-COVID: Drawing on an international survey of teachers’ experiences during the COVID-19 pandemic 14. Sociomaterial perspectives on hybrid learning in primary classrooms during the COVID-19 pandemic 15. Learning to Read the (Digital) Room During the COVID-19 Pandemic: Teacher Perspectives 16. Post-COVID Pedagogy: Intersectional Identities and Technological Spaces Conclusion 17. COVID-19: A Catalyst for Change

Read more less

15 in stock

£38.99

Taylor & Francis Ltd Educational Mobilities and Internationalised

15 in stock

Book SynopsisHigher education increasingly entails a crossing of national, linguistic and cultural boundaries. Recent years have seen significant expansion in the sector around transnational education and online learning, with students, academic staff, educational programmes and even institutions all ever-more mobile. This expansion is usually seen in unproblematic terms, with economic growth the main priority in view. The challenge that is entailed in pursuing social justice in the face of such global expansion, however, should not be underestimated. This book subjects to critical scrutiny the uncertainties that are associated with internationalised higher education. It explores how the agency of teachers, other members of staff and students is mediated by experiences of inclusion and exclusion. Physical or virtual movement around the globe may have become more straightforward in recent years, but the same cannot be said of intercultural relations in classrooms. Challenges can be expected whereTable of Contents1. Introduction 2. Pedagogic democracy versus pedagogic supremacy: migrant academics’ perspectives 3. Ethically engaging international students: student generated material in an active blended learning model 4. Exploring the dynamics of cultures of learning in internationalised higher education 5. International students: language, culture and the ‘performance of identity’ 6. Giving account of our (mobile) selves: embodied and relational notions of academic privilege in the international classroom 7. A PhD in motion: advancing a critical academic mobilities approach (CAMA) to researching short- term mobility schemes for doctoral students 8. Letting the village be the teacher: a look at community- based learning in Northern Thailand 9. Enabling international student families: new empiricisms and posthumanist entanglements in higher education

Read more less

15 in stock

£118.75

Taylor & Francis Ltd Enacting Disability Critical Race Theory

15 in stock

Book SynopsisThis edited volume foregrounds Disability Critical Race Theory (DisCrit) as an intersectional framework that has informed scholarly analyses of racism and ableism from the personal to the global - offering important interventions into theory, practice, policy, and research. The authors offer deep personal explorations, innovative interventions aimed at transforming schools, communities, and research practices, and expansive engagements and global conversations around what it means for theory to travel beyond its original borders or concerns. The chapters in this book use DisCrit as a springboard for further thinking, illustrating its role in fostering transgressive, equity-based, and action-oriented scholarship. This book was originally published as a special issue of the journal, Race Ethnicity and Education.Table of ContentsIntroduction 1. Becoming, belonging, and the fear of everything Black: Autoethnography of a Black-mother-scholar-advocate and the movement toward justice 2. Sobreviviendo Sin Sacrificando (Surviving without Sacrificing)—An intersectional DisCrit Testimonio from a tired mother-scholar of color 3. Black families’ resistance to deficit positioning: Addressing the paradox of black parent involvement 4. DisCrit at the margins of teacher education: Informing curriculum, visibilization, and disciplinary integration 5. Extending DisCrit: A case of universal design for learning and equity in a rural teacher residency 6. Traerás tus Documentos (you will bring your documents): Navigating the intersections of disability and citizenship status in special education 7. Bringing DisCrit theory to practice in the development of an action for equity collaborative network: Passion projects 8. Global conversations: Recovery and detection of Global South multiply-marginalized bodies

Read more less

15 in stock

£128.25

Taylor & Francis Ltd Teaching Black Speculative Fiction

15 in stock

Book SynopsisTeaching Black Speculative Fiction: Equity, Justice, and Antiracism edited by KaaVonia Hinton and Karen Michele Chandler offers innovative approaches to teaching Black speculative fiction (e.g., science fiction, fantasy, horror) in ways that will inspire middle and high school students to think, talk, and write about issues of equity, justice, and antiracism. The book highlights texts by seminal authors such as Octavia E. Butler and influential and emerging authors, including Nnedi Okorafor, Kacen Callender, B. B. Alston, Tomi Adeyemi, and Bethany C. Morrow.Each chapter in Teaching Black Speculative Fiction: introduces a Black speculative text and its author, describes how the text engages with issues of equity, justice, and/or antiracism, explains and describes how one theory or approach helps elucidate the key text's concern with equity, justice, and/or antiracism, and offers engaging teaching activities that encourage studen

Read more less

15 in stock

£38.99

Taylor & Francis Ltd Gender Expression and Inclusivity in Early

15 in stock

Book SynopsisThis important and engaging guide details best practices for supporting the exploration and expression of gender in early years contexts. It explains how to use self-reflection, community collaboration, and action plans to create supportive environments and equitable opportunities for queer children and teachers in early years classrooms and schools. Featuring real-life examples from current classroom practice, the book includes diverse voices of children and adults alike, providing new ways for readers to connect to historically undervalued ideas of inclusion and expansiveness around emerging identities and personal power. Providing clear, practical recommendations in an accessible and engaging way, Gender Expression and Inclusivity in Early Childhood is an essential read for any teacher or school leader who wants to create kinder, more supportive, gender diverse environments for all children and educators.Table of ContentsPreface Our Agreements The Attack on Drag Queens: Children, Storytime, and Us 1. Foundations of Gender 2. Gender and Gender Roles: How Did They Come to Be? 3. How Adults View Gender 4. How Children View Gender 5. How Children Explore Gender 6. When Children are Gender-Expansive 7. Supporting Families 8. What About Teachers? 9. Supporting Folx in Less Accepting Areas 10. Reflections, Resources, and Going Forward Epilogue/Acknowledgments

Read more less

15 in stock

£27.10

Taylor & Francis Teacher Education and Its Discontents

15 in stock

Book SynopsisThis unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a âœstandard of dissensusâ for teacher education.This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volu

Read more less

15 in stock

£135.00

Taylor & Francis What Students Want from their PSHE in Secondary

15 in stock

Book SynopsisThis thought-provoking text stems from the voices of young people in secondary schools, and what they want from their PSHE education. The book focuses on personal development, an aspect of PSHE that is often side-lined in favour of a more topic-based approach, to consider how PSHE lessons can help young people build the knowledge, skills, and character necessary to navigate a fast-changing world.Informed by feedback collected from over 10,000 students on their experiences of PSHE and personal development education, chapters provide suggestions for moving towards solutions that will help teachers improve provision in what is often a tricky topic to teach. The book discusses how the fast-paced changes in todayâs world make PSHE particularly difficult to teach and offers advice and guidance on what best practice looks like in such an ever-moving field, along with signposts to further reading and supporting lesson plans.With activities in each chapter to build knowledge and develop skills which students will find useful throughout school and into future study and employment, this book is essential reading for any teacher looking for further guidance in the secondary PSHE classroom.

Read more less

15 in stock

£19.99

Taylor & Francis Inequality Education and Social Exclusion in the Welfare State

15 in stock

Book SynopsisFocusing specifically on educational contexts, this volume sheds light on how the increasing inequalities and issues of social exclusion found in the processes and systems of Nordic welfare states have a detrimental impact on the well-being and development opportunities of children and young people.Presenting a broad range of empirical and theoretical research conducted within a variety of institutional contexts â such as day care, school, and leisure pedagogy as well as in more domestic, disadvantaged settings â chapters analyse problems and issues which foster inequality within pedagogy and education in predominantly Danish, and more broadly Nordic, welfare state contexts. Using insights from various scientific disciplines such as psychology, sociology, and anthropology, the volume discusses how these processes are acted out not only within welfare education systems, but more broadly within social and educational policy legislation, directly affecting decisions taken for children and young people. Ultimately the volume looks to the wider international context to argue that inequality cannot be analysed solely in relation to income, and discusses different forms of inequality stemming from liberal, conservative, and social democratic welfare state regimes in order to recommend implications for future research.This book will be of interest to researchers, academics, and postgraduate students in the fields of sociology of education, childhood education and social inequalities within education more broadly. Policy makers in these fields will also find the book useful.

Read more less

15 in stock

£145.00

Taylor & Francis Educating for Humanity

15 in stock

Book SynopsisThis book explores the international landscape of educational scholarship, policy, and practice. Tucker argues there is a fundamental aim for world education. It is to educate complete human beings in all their dimensions, such that they become the best persons they can be, and participate fully in âthe human storyâ.Tucker asks: What is the world of education for? What is it that early childhood centres, schools and local communities are meant to do for children and their learning? Representing a decade of research, the text examines the most common concepts of the purposes of education, human nature and learning offered by scholars, international authorities and pedagogies, nations, education organizations, neuroscience, early childhood educators, and individual schools. To âeducate for humanityâ, Tucker provides a complete concept of holistic education â of whole child and holistic learning for a whole world.The book is an essential resource for those involved

Read more less

15 in stock

£35.99

1175 products

Taylor & Francis Youth Technology Governance Experience

Taylor & Francis Critical Articulations of Hope from the Margins of Arts Education

Taylor & Francis Teacher Education in Challenging Times

Taylor & Francis ReTheorizing Literacy Practices

Taylor & Francis Whiteucation

Taylor & Francis Whiteucation

Taylor & Francis Crosscultural Literacy Ethnographies of Communication in Multiethnic Classrooms Routledge Library Editions Literacy

Taylor & Francis Literacy Writing Reading and Social Organisation Routledge Library Editions Literacy

Taylor & Francis Protean Literacy Extending the Discourse on Empowerment Routledge Library Editions Literacy

Taylor & Francis Shaping Childrens Services

Taylor & Francis Urban Education in the 19th Century Proceedings of the 1976 Annual Conference of the History of Education Society of Great Britain 3 Routledge Library Editions Urban Education

Taylor & Francis Urban Education in the 19th Century Proceedings in the 1976 Annual Conference of the History of Education Society of Great Britain 3 Routledge Library Editions Urban Education

Taylor & Francis Diversity and Inclusion on Campus Supporting Students of Color in Higher Education Core Concepts in Higher Education

Taylor & Francis Supporting Children and Young People with Anxiety

Taylor & Francis Teaching Adolescents and Young Adults with Autism Spectrum Disorder

Taylor & Francis Parents and Schools 1993 Customers Managers or Partners Routledge Revivals

Taylor & Francis Dimensions and Emerging Themes in Teaching Practicum

Taylor & Francis Navigating Gender and Sexuality in the Classroom

Taylor & Francis A Womans Place in Education 1996 Historical and Sociological Perspectives on Gender and Education Routledge Revivals

Taylor & Francis Early Childhood Care and Education at the Margins

Taylor & Francis India Higher Education Report 2015

Taylor & Francis Ltd Critical Race Theory and Classroom Practice

Taylor & Francis Ltd Unintended Consequences of Internationalization

Taylor & Francis Ltd Reimagining Globalization and Education

Taylor & Francis Ltd Elite Business Schools

Taylor & Francis The Nordic Education Model in Context

Taylor & Francis Ltd Children the Law

Taylor & Francis Ltd Digital Learning in HighNeeds Schools

Taylor & Francis Ltd I Dont Want to be Me Amelies Walk Exploring

Taylor & Francis Ltd Gifted Black Women Navigating the Doctoral

Taylor & Francis Ltd Making Schools Better for Disadvantaged Students

Taylor & Francis Ltd Assessment for Inclusion in Higher Education

Taylor & Francis Ltd Working with Boys

Taylor & Francis Teaching Multicultural Childrenâs Literature in a

Taylor & Francis Ltd Reframing the Everyday in Early Childhood

Taylor & Francis Ltd A Critical Introduction to Mathematics Education

Taylor & Francis Understanding Intellectual Disabilities

Taylor & Francis Ltd Economics of Engineering Education in India

Taylor & Francis Representing Black Girl Magic with Contemporary

Taylor & Francis Ltd Teachers and Teaching PostCOVID

Taylor & Francis Ltd Educational Mobilities and Internationalised

Taylor & Francis Ltd Enacting Disability Critical Race Theory

Taylor & Francis Ltd Teaching Black Speculative Fiction

Taylor & Francis Ltd Gender Expression and Inclusivity in Early

Taylor & Francis Teacher Education and Its Discontents

Taylor & Francis What Students Want from their PSHE in Secondary

Taylor & Francis Inequality Education and Social Exclusion in the Welfare State

Taylor & Francis Educating for Humanity