Moral and social purpose of education Books

Book SynopsisMost rights theories hold that the same act of a person or group cannot be driven by both a right and a duty. This book introduces the theory of initial rights and derived rights, demonstrating that an act is often the result of both. The key idea is that individuals and collectives have the right to fulfill their duty. However, general rights, those people are born with, do not originate from any duty, meaning their choices are not dictated by duties. As a result, access to education is a right, not a duty.The theory of initial and derived rights can extend beyond education to explain broader social dynamics, such as the relationship between government and citizens. This book applies the theory to various contexts, including childrenâs education, civic and moral education, school-student relationships and teacher-student interactions. It explores how absolute rights relate to general rights, how the right to education connects to the right to establish private schools, and how opportunities for choice are linked to rights. While this is an abstract theoretical study, it offers practical insights for schools and teachers.The book will be of interest to researchers and students of rights theories and philosophy of education.

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Book SynopsisUnlike much material available at the time, The Social Subjects Within the Curriculum (originally published in 1995) stands back from the issues of implementing the National Curriculum. Instead, it poses key questions about the ability of such a centralised system to provide an integrated social and economic education for future citizens.Taking the cross-curricular themes as identified in the NCC curriculum guidance as starting points, the various contributors analyse and criticise the approaches suggested, and in some cases, suggest alternatives or additions. Some of the questions posed are: What is this new curriculum attempting to achieve in the social education of 5â13-year-olds? How does it compare with previous programmes? How does it relate to the economic and social developments in which young people live? This book will be a valuable resource for students and researchers of education.

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Book SynopsisFirst published in 1983, Contemporary Education Policy examines the British education system during a period of contraction due to severe financial pressure and a falling school population. It analyses how unemployment, demographic changes, and political upheaval transformed this already complex educational landscape and discusses the political, economic, and social effects of these changes. The study gains additional perspective through valuable comparison with youth programmes in West Germany.Overall, this book looks both forward and backwards: forward to a more policy-oriented and politically aware sociology of education, and backwards to the brief period when sociological approaches actively informed educational priorities. It remains a valuable resource for students and researchers of educational policy, the sociology of education and comparative studies.

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Book SynopsisOriginally published in 1976. This book helps beginning and practising teachers to operate effectively in multiracial schools; its emphasis is on practical guidance for the classroom. It presents a review of the salient features of teaching in multiracial schools, comprising a brief description of the three largest ethnic minority groups; a selected list of studies related to the assessment of ability and achievement; language difficulties, specifically for West Indian, Asian and Chinese pupils, and for second-stage immigrant learners.Table of Contents1. Introduction 2. A Brief Description of the Three Largest Minority Ethnic Groups in Britain 3. Assessment of Ability and Attainment 4. Language Difficulties 5. Other Aspects of the Teacher’s Task 6. The Teacher’s Contribution Towards Education for a Multicultural Society

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Book SynopsisDrawing together example studies from international contexts, this edited collection provides a new and cross-disciplinary perspective on the concept of the possible self, exploring its theoretical, methodological and empirical uses with regards to Higher Education. Building on research which examines the ways in which possible selves are constructed through inequalities of class, race and gender, the book interrogates the role of imagined futures in student, professional and academic lives, augmenting the concept of possible selves, with its origins in psychology, with sociological approaches to educational inequalities and exclusionary practices.Possible Selves and Higher Education considers both the theoretical and methodological frameworks behind the concept of possible selves; the first section includes chapters that consider different theoretical insights, while the second section offers empirical examples, exploring how the possible selves concept has been used in many diverse higher education research contexts. With each chapter considering a different aspect of the structural barriers to or within education, the examples provided range from the experiences of students and teachers in the language learning classroom, to graduates entering employment for the first time, and refugees seeking to rebuild lives through engagement with education.Offering a broad and diverse examination of how concepts of our future selves can affect and limit educational outcomes, this book furthers the sociological dialogue concerning the relationship between individual agency and structural constraints in higher education research. It is an essential and influential text for both students and academics, as well as anyone responsible for student services such as outreach and widening participation.Trade Review"Offering a broad and diverse examination of how concepts of our future selves can affect and limit educational outcomes, this book furthers the sociological dialogue concerning the relationship between individual agency and structural constraints in higher education research. It is an essential and influential text for both students and academics, as well as anyone responsible for student services such as outreach and widening participation." - EuropeNow: a journal of research & artTable of ContentsIntroduction: Why Possible Selves and Higher Education? Section 1: Theorising Possible Selves Chapter 2: Potentials and Challenges when Using possible Selves in Studies of Student Motivation Chapter 3: Borrowed Time: A Sociological Theorisation of Possible Selves and Educational Subjectivities Chapter 4: Extending the Analytical Scope of Theories of ‘Possible Selves’ Section 2: Using the Possible Selves Concept Empirically Chapter 5: A Discursive Approach to Understanding the Role of Educators’ Possible Selves in Widening Students’ Participation in Classroom Interaction: Language Teachers’ Sense Making as ‘Acts of Imagination’ Chapter 6: Shaping Possible Selves: The Role of Family in Constructing Higher Education Futures for Students with Dyslexia Chapter 7: Unintended Imaginings: The Difficult Dimensions of Possible Selves Chapter 8: Transitions from Higher Education to Employment among Recent graduates in England: Unequal Changes of Achieving Desired Possible Selves Chapter 9: Imagining a Future: Refugee Women, Possible Selves and Higher Education

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Book SynopsisIn the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces extracts from books, key articles, salient research findings, major theoretical and practical contributions so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Spanning Mel Ainscow's accomplished 30 year international career in education, the texts in this book trace his efforts to find ways of fostering more equitable forms of education. This has involved a series of struggles as he has experimented with different approaches - in a variety of contexts - to find new possibilities for responding to learner diversity. Over the years this has related to a variety of headline themes, starting from special education, through to integration, on to inclusive education, and then, more recently, educational equitTable of Contents1. Introduction: making sense of my struggles2. Rethinking the agendaAinscow, M. (1999) Understanding the development of inclusive schools. London: Routledge (Chapter 2: Learning from experience)3. An objectives approach Ainscow, M. and Tweddle, D.A. (1979) Preventing Classroom Failure: An Objectives Approach. London: Wiley/Fulton (Chapter 1: Peter; and Chapter 2: Teaching slow learners)4. Towards inclusive educationAinscow, M. and Tweddle, D.A. (1988) Encouraging Classroom Success. London: Fulton (Chapter 1: Success in the classroom)5. Improving the quality of education for allAinscow, M. and Hopkins, D. (1992) Aboard the 'moving school'. Educational Leadership 50(3), 79-816. Learning from differences Ainscow, M. (2000) Reaching out to all learners: some lessons from international experience. School Effectiveness and School Improvement, 11, (1), 1-9. 7. The Index for InclusionAinscow, M. (2002) Using research to encourage the development of inclusive practices. In: P. Farrell and M. Ainscow (Eds.) Making Special Education Inclusive. London: Fulton.8. Using action researchAinscow, M., Booth, T. and Dyson, A. (2006) Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education. 10 (4–5), 295–308.9. Future directions for special schoolsAinscow, M. (2006) Towards a more inclusive education system: where next for special schools? In R. Cigman (ed.), Included or Excluded? The challenge of the mainstream for some SEN children. Routledge 10. Levers for changeAinscow, M. (2005) Developing inclusive education systems: what are the levers for change? Journal of Educational Change 6(2), 109-12411. Leadership and collaborationAinscow, M. and West, M. (eds.) (2006) Improving Urban Schools: Leadership and Collaboration. Open University Press (Chapter 12: Drawing the lessons) 12. Education for allAinscow, M. and Miles, S. (2008) Making Education for All inclusive: where next? Prospects, 37 (1), 15-3413. The power of networkingAinscow, M. (2010) Achieving excellence and equity: reflections on the development of practices in one local district over 10 years. School Effectiveness and School Improvement, 21 (1), 75-9114. Using evidence to promote equity in schoolsAinscow, M., Dyson, A., Goldrick, S. and West, M. (2012) Making schools effective for all: rethinking the task. School Leadership and Management, 32(3), 1-1715. Towards self-improving school systemsAinscow, M. (2012) Moving knowledge around: strategies for fostering equity within educational systems. Journal of Educational Change 13(3), 289-31016. Some final thoughts: where next?

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Book SynopsisEducation and Racism is a concise and easily accessible primer for introducing undergraduate and graduate students to the field of race and education. Designed for introductory courses, each chapter provides an overview of a main issue or dilemma in the research on racial inequality and education and the particular approaches that have been offered to explain or address them. Theme-oriented chapters include curriculum, school (re)segregation, and high stakes testing as well as discussions on how racism intersects with other forms of marginality, like socio-economic status. The focus on particular educational themes is the strength of this book as it paints a portrait of the systematic nature of racism. It surveys multiple approaches to racism and education and places them in conversation with one another, incorporating both classical as well as contemporary theories. Although conceptually rich and dense with critical perspectives and empirical study, this expanded edition contains sTable of ContentsTable of ContentsPreface Introduction: Education and Racism 1 Curriculum and Racism 2 Culturally Relevant Education and Racism 3 School–Community Relations and Racism 4 Tracking, Segregation, and Racism 5 Funding, Resources, and Racism: When Money Matters 6 High-Stakes Testing, Accountability, and Racism 7 Education and Racism: Future Directions

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Book SynopsisToward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities. Their chapters, written boldly and pressing directly into the difficult and even strained questions of justice, reflect on the contingencies and incongruences at work when considering what justice wants and requires. At its heart, Toward What Justice? is a book about justice projects, and the incommensurable investments that social justice projects can make. It is a must-have volume for scholars and students working at the intersection of education and Indigenous studies, critical disability studies, climate change research, queer studies, and more.Trade Review'What if justice were a collective improvisational practice and not a thing that we could seize and hold? What if justice were not simple nor simplistic, what if it were not an empty set nor an empty void? How would we then approach the possibility for doing, practicing, inhabiting the rubric and sign of social justice? In this volume, edited by Eve Tuck and K. Wayne Wang, justice as social is put to question. Theirs is a project that grounds contingency and incommensurability not as foreclosures but as openings to the very possibilities for collaborative work and practice. In this way, justice-social would not be a private property to be grasped and held and owned, settler logic, but would instead be a pursuit in the direction of a mode for relating, a practice of behavior, a way of life. Not a utopia but a restiveness and desire and drive that imagines the constant flow and force of unfolding otherwise possibility.'—Ashon Crawley is Assistant Professor of Religious Studies and African American and African Studies at the University of Virginia, USA'What if justice were a collective improvisational practice and not a thing that we could seize and hold? What if justice were not simple nor simplistic, what if it were not an empty set nor an empty void? How would we then approach the possibility for doing, practicing, inhabiting the rubric and sign of social justice? In this volume, edited by Eve Tuck and K. Wayne Yang, justice as social is put to question. Theirs is a project that grounds contingency and incommensurability not as foreclosures but as openings to the very possibilities for collaborative work and practice. In this way, justice-social would not be a private property to be grasped and held and owned, settler logic, but would instead be a pursuit in the direction of a mode for relating, a practice of behavior, a way of life. Not a utopia but a restiveness and desire and drive that imagines the constant flow and force of unfolding otherwise possibility.'—Ashon Crawley is Assistant Professor of Religious Studies and African American and African Studies at the University of Virginia, USATable of ContentsIntroduction: Born Under the Rising Sign of Social Justice Chapter One: Against Prisons and the Pipeline to Them Chapter Two: Beginning and Ending with Black Suffering: A Meditation on and against Racial Justice in Education Chapter Three: Refusing the University Chapter Four: Towards Justice as Ontology: Disability and the Question of (In)Difference Chapter Five: Against Social Justice and The Limits of Diversity: or Black People and Freedom Chapter Six: When Justice is a Lackey Chapter Seven: The Revolution Has Begun Chapter Eight: Pedagogical Applications of Toward What Justice?

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Book SynopsisAs a result of the Liverpool City Council''s reorganization of its Further Education Service, the South Mersey College was established on September 1, 1986 through the amalgamation of the Riverside College of Technology and the Childwall Hall College of Further Education; two of the city''s eight colleges of further education. This book provides aTable of ContentsAbstract; Preface; List of Figures; 1. Introduction 2. A College and its Environment 3. The Context of Further Education Provision 4.The Formation of South Mersey College 5. The 1986/87 Session 6. The 1987/88 Session 7. The 1988/89 Session 8. The 1989/90 Session 9. 1986-1990: Review and Comment; Appendices; Bibliography; Index

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Book SynopsisDespite the growing urgency for Critical Race Theory (CRT) in the field of education, the how of this theoretical framework can often be overlooked. This exciting edited collection presents different methods and methodologies, which are used by education researchers to investigate critical issues of racial justice in education from a CRT perspective. Featuring scholars from a range of disciplines, the chapters showcase how various researchers synthesize different methodsincluding qualitative, quantitative and mixed methods, and historical and archival researchwith CRT to explore issues of equity and access in the field of education. Scholars discuss their current research approaches using CRT and present new models of conducting research within a CRT framework, offering a valuable contribution to ongoing methodological debates. Researchers across different levels of expertise will find the articulations of CRT and methods insightful and compelling.Table of ContentsPart I: Introduction Critical Race Theory, Racial Justice, And Education: Understanding Critical Race Research Methods and Methodologies. Part II: Critical Race Archival and Historical Analysis 2. Understanding the Why of Whiteness: Negrophobia, Segregation and, the Legacy of White Resistance to Black Education in Mississippi 3. CRT in Education: Historical/Archival Analyses 4. Can You Hear (and See) Me Now?: Race-ing American Language Variationist/Change and Sociolinguistic Research Methodologies Part III. Critical Race Qualitative Methods 5. A Match Made in Heaven: Tribal Critical Race Theory and Critical Indigenous Research Methodologies 6. Taking it to the streets: Critical Race Theory, Participatory Research and Social Justice 7. The Commitment to Break Rules: Critical Race Theory, Jazz Methodology and the Struggle for Justice in Education 8. Critical Race Perspectives on Narrative Research in Education: Centering Intersectionality 9. Not One, but Many: A CRT Research Team Approach to Investigate Student Experiences in Racially Diverse Settings 10. Bridging Theories to Name and Claim a Critical Race Feminista Methodology Part IV: Critical Race Quantitative and Mixed Methodologies 11. Quants & Crits: Using Numbers for Social Justice (Or, How Not to be Lied to With Statistics) 12. Expanding Educational Pipelines: Critical Race Quantitative Intersectionality as a Transactional Methodology 13. Critical Race Cartographies: Exploring Map-Making as Anti-Racist Praxis 14. Critical Race Mixed Methodology: Designing a Research Study Combining Critical Race Theory and Mixed Methods Research Part V: Future Directions in Critical Race Methods and Methodologies 15. "Where Do We Go From Here?A Future Agenda for Understanding Critical Race Research Methods and Methodologies.

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Book SynopsisThis volume offers a deep interpretation of Edward Said's literary thought towards the development of educational criticism. Insofar as Said's academic career was built around the contours of literary analysis, Leonardo demonstrates how Said's work propels scholarship on schooling in ways that enrich our ability to generate insights about the educational enterprise.The book draws from four main themes of Said's work knowledge construction as part of empire, representations and reconstruction of the intellectual, the exile condition, and contrapuntal analysis. These themes cohere in providing the elements of educational criticism and placing them in the wider context of a rapidly changing sociality and educational system. The author reviews key arguments in the field whilst contributing new analyses designed to elicit wide-ranging discussions. Edward Said and Education is a valuable teaching resource for undergraduate and postgraduate students of education studies, pTrade ReviewIn these powerful pages, Zeus Leonardo reminds us why he is one of the leading critical theorists of education of our time. He lucidly grapples with and articulates Edward Said’s field defining post-colonial project for education broadly and curriculum studies specifically. He also develops his articulation toward an educational criticism, one that asserts "our human powers with the ultimate goal of humanization." We would be wise to follow Zeus Leonardo’s contrapuntal lead. Ezekiel J. Dixon-Román, Associate Professor, University of Pennsylvania On a journey with Edward Said, Leonardo reinvigorates the field of education with the urgency of anti-coloniality and anti-imperialism, and with the hope of freedom-seeking study and praxis. This book brings Said in conversation with de/postcolonial, critical race, feminist and educational theorists to engage questions of curriculum and the canon, the intellectual and the educator/expert, and co-existence in difference. Reading Leonardo with educational anthropology and Latina/x Studies, I am inspired by his call for an educational criticism that emerges from the optics of the marginalized – a reading that does not take anything for granted yet fosters a reading of the complimentary in our diverse forms of experience and resistance.Sofia A. Villenas, Associate Professor, Department of Anthropology at Cornell UniversityEdward Said and Education is a brilliant addition to our understanding of how to engage critically the field of education by drawing upon the work of Edward Said. Not only does Leonardo rethink the work of Said in relation to other theorists, and how his work contributes to advancing the field of educational criticism, it also rewrites how a critical understanding and engagement with knowledge, the role of the intellectual, and the politics of exile can help us understand both the crisis of education and its articulation within the larger crisis of a democratic ideal forged under the sign of colonization. This is a book that should be read by everyone interested in education, the work of Edward Said, and the place of theory in rethinking what might be called the politics of education.Henry Giroux holds the Chair for Scholarship in the Public Interest at McMaster University, CanadaTable of Contents1 Dis-orienting Western Knowledge: Coloniality, Curriculum and Crisis; 2 Teachers as Anti-intellectuals: Toward the Reconstruction of Expert(ise); 3 Pedagogies of Exile: Learning in and out of Place; 4 Educational Criticism and Contrapuntal Analysis

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Book SynopsisWith the increased focus on providing for children's mental health, there is ever more demand for resources that will support educational settings to help children develop the skills needed to cope in today's world. This book presents nursery and school staff with a simple, jargon-free guide which offers a creative approach to supporting young children to develop their social and emotional skills throughout the academic year. Developing Children's Resilience and Mental Health is a comprehensive programme made up of fun, practical activities in a 32-session format. Each session contains a warm-up, main learning activity, and relaxation exercise, focusing on four REAL core themes of development: Relationships Emotions Awareness Learning Each session can be carried out on a weekly basis to build a firm foundation for children''s development and to help reduce issues rTable of ContentsSection 1. Introduction Section 2. Top tips for teachers Section 3. Relationships Section 4. Emotions Section 5. Awareness Section 6. Learning Section 7. Appendices

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Book SynopsisHow much thinking have you done about gender? What does it feel like to be gay, trans or non-binary at school?How unbiased, safe and inclusive are our teachers, our schools and our systems, and what can we do about it?The time is ripe for a re-think, and the issues are pressing. Our pupils are grappling with challenges around gender and sexuality, and they need our well-informed support. Providing evidence, prompts and the space to explore the implications, restrictions and constructs of gender, this book is here to help every teacher reflect on issues around gender roles and expectations in their class.In this challenging and potent book, experts, academics and campaigners join forces to contribute important perspectives to complement Rycroft-Smith's own accessible and often provocative explanations of many facets of gender and sexuality, including media, literature, toys, clothing, sexism, expectations, sexuality, gender roles, harassment Trade Review"The Equal Classroom shines a timely light on current behaviour and attitudes about gender – gender identities, gender roles, gender expectations. It is a thought-provoking text on the role of schools in exposing the limitations imposed by existing gender stereotypes, offering an intriguing and accessible mix of personal narrative, of statistics for the curious, of exercises for the diligent and of expert opinion for the help-seekers. With musings from teachers working on the front line, from academic researchers and education specialists, there are clear and practical recommendations on how to shine a challenging light on gendered practices and, importantly, how to change them." - Gina Rippon, Professor Emeritus of Cognitive NeuroImaging, Aston Brain Centre, Aston University, Birmingham, and author of The Gendered Brain"The subtitle, ‘Life-changing thinking about gender’, undersells the scope of the book. This is not just about gender but about so much more... Rycroft-Smith strengthens her points with quantitative and qualitative research throughout to great effect, without ever presenting dry academic text." - Claire Nicholls, Schools Week"This is a challenging book which, while geared to a school audience, covers many relevant aspects of the issue such as identities, expectations, media and toys. Humour and anecdotes are mixed with insights into biological and cultural perspectives and societal norms." – Nursery WorldTable of ContentsAcknowledgementsList of ContributorsIntroductionChapter 1 Gender identities: social and culturalChapter 2 Expert view: teaching genderKath TaylerChapter 3 Gender identities: brains and biologyChapter 4 Expert view: gender from an early ageJayne OsgoodChapter 5 Gendered expectationsChapter 6 ToysChapter 7 Expert view: let toys be toysJess DayChapter 8 Sexism and sexual harassmentChapter 9 Clothing and uniformChapter 10 Expert view: gendered clothingFrancesca Cambridge MallenChapter 11 Language and the mediaChapter 12 Trans people, trans issuesChapter 13 Expert view: trans pupils and the early yearsDeborah PriceChapter 14 Sexuality and sexualitiesChapter 15 Relationships and PSHE educationChapter 16 Sports and physical educationChapter 17 Sex, touch and consentChapter 18 Books, games and literatureChapter 19 Expert view: gender in classroom textsRoussel de CarvalhoChapter 20 ConclusionIndex

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Book SynopsisJapan's Fundamental Law on Education was revised in 2006 and new curriculum guidelines along with new proposals for strengthening the position of moral education reflect the increased political focus, particularly by the two Abe-administrations. Changes include increased emphasis on patriotism, on respect for life and the environment, on individual responsibility, on respecting differences and other countries and on a general strengthening of moral values. This volume describes the history of moral education in Japan, analyses recent changes in curriculum and practices, and takes a closer look at examples of official, semi-official and local discourses on moral education and values. The analysis covers policy statements, teaching material and research, Japanese as well as Western. Using theories of globalization, cosmopolitanism and universal human values it is the intention, by using an Asian example, to illustrate and elaborate upon existing discourses within theories of globalizaTrade Review"(..) this book shares some compelling insights that deserve further empirical investigation and theoretical elaboration."Katherine TEGTMEYER PAK, St. Olaf CollegeTable of Contents1. Introduction2. Theoretical Framing and Methodological Approach 3. A History of Moral Education in Japan4. Revision of the Fundamental Law on Education in 2006 and Beyond: New Guidelines and New Policies5. Official and semi-official bids for contents of moral education6. Moral education in practice – some cases7. Risk, Globalization and Meaning in Japanese Moral Education8. Conclusions: Moral Education as a Gate-Keeper in a globalized world

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Book SynopsisForegrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education. Contributors draw on first-hand experiences of living and working in countries including Brazil, China, South Africa, New Zealand and Malawi.Positioned in a geographical and metaphorical Global South', the book draws critical attention to debates which have been otherwise marginalised in relation to those conducted in the Global North'. Chapters address difference and diversity on both a conceptual and empirical level, acknowledging the significance of various global trends including increased migration and urbanisation; and broadening understandings of race, religion, gender, sexuality and dis/ability. Taken together, these chapters reveal the extent of the work which still remains to be done in the field of teacher education for diversity.The issues discussed areTrade Review"Teacher education programmes throughout the world are grappling with one of the most expansive transformations in teacher preparation in a century: updating archaic programmes to address the ever-increasing diversity in our 21-century schools. Parents, accrediting bodies, policy-makers, and students themselves, are demanding that teachers be inclusive, culturally-competent educators. Walton and Osman’s book takes on this challenge in conceptual, empirical and practical ways. With an international focus and a cadre of scholars, each chapter demonstrates how to transform teacher education into an enterprise that truly prepares teachers for the vibrant, diverse world that is at the doorstep of schoolhouses throughout the world. This is a book that universities and teacher education programmes need now—in fact, it is overdue."Professor Ronnie Casella, State University of New York--Cortland, USA."The global Sustainable Development Goals (SDGs) place equitable, inclusive and quality lifelong learning at the heart of its education vision. Achieving this requires motivated and dedicated teachers who are committed to the learning of all, particularly the marginalized. Yet this global framework pays scant attention to those who produce the next generation of teachers, the teacher educators, and the extent to which future teachers are learning to work with diversity within and outside the classroom. Ignoring diversity imperils the extent to which we can create just, peaceful and inclusive societies. This book edited by Walton and Osman brings together a collection of teacher education research which collectively speaks to the need for (re)thinking what we value and what counts in producing the kinds of teachers required for the world we want. It is a must-read for everyone committed to invigorating a vision for social justice and quality education, which has at its core a critical and reflexive account of, and approach to, diversity in and through education. I commend the editors and authors for providing a timely and much needed resource for teacher education in these troubling and uncertain times."Professor Yusuf Sayed, University of Sussex, UK."This book attends to debates that link teacher education and the recognition of, and working pedagogically with, complex human diversities in institutions such as schools and university faculties of education. The authors, drawn from different contexts, variously argue that teacher education must involve engaging with diversity in an inclusive and responsive manner, including how students learn under conditions of exclusion related to class, race, geography, gender, sexuality and disability. The book presents a cogent set of arguments, informed by rigorous empirical research and theoretical application, about the way in which inclusion and recognition work are able to proceed in educational sites, where normative assumptions are challenged, and rigorous dialogue enacted in pursuit of our common humanity. This book is a much needed addition to the study of teacher education in complex times."Professor Aslam Fataar, Stellenbosch University, South Africa.Table of ContentsTeacher education for diversity: Elizabeth Walton and Ruksana Osman Assimilation and celebration? Discourses of difference in education and the development of critical diversity literacy: Finn Reygan, Elizabeth Walton and Ruksana Osman Engaging forced introspection: teaching social justice in critical diversity literacy: Peace Kiguwa Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design: A Case in a South African School of Education: Navan N. Govender The role of developing pre-service teachers’ pedagogical reasoning to support contextually responsive teaching: Lee Rusznyak and Alfred Masinire Diversity of teacher autonomy in response to curriculum reform: Towards a humanistic focus on teacher education: Jing Xiao and Ora Kwo Educating in diverse worlds: the immigrant Somali parent as a strategic partner of education: Doria Daniels Equity through individualised and interconnected teacher education: Mandia Mentis and Alison Kearney Teacher education and notions of diversity in Malawi: Myriam Hummel and Petra Engelbrecht Teacher education for diversity in Brazil: Perspectives from the national observatory in special education: Enicéia Gonçalves Mendes and Leonardo Santos Amâncio Cabral Difference in current post-apartheid education: Nazir Carrim List of contributors

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Book SynopsisA new title from Routledge's Major Themes in Education series, Sociology of Education II is a four-volume anthology of the very best scholarship. It is an essential successor to Sociology of Education (2000), also edited by Stephen J. Ball.Sociology of Education (2000) was the first comprehensive compendium of the field's canonical and cutting-edge research, and this new collection now takes full account of the numerous important developments that have taken place since its appearance. Moreover, Sociology of Education II also includes coverage of many new areas and topics without the scope of the first collection.With a full index, together with a comprehensive introduction, newly written by the learned editor, which places the collected material in its historical and intellectual context, Sociology of Education II is an indispensable work of reference.

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Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there's a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children's commitment to moral standards without indoctrinating them.In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to show that moral education can and should be fully rational. It is true that many moral standards and justificatory theories are controversial, and educators have an obligation to teach these nondirectively, with the aim of enabling children to form their own considered views. But reasonable moral disagreement does not go all the way down: some basic moral standards are robustly justified, and these should be taught directively, with the aim of bringing children to recog

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisPostsecondary Education in British Columbia is a thoughtful critical analysis of the role of social justice, human capital, and the market in the development of institutions and public policy in BC education since 1960.Trade ReviewCowin’s work serves as an exemplary contribution to Canadian higher education literature. -- Tamara Leary * Canadian Journal of Higher Education *[...]the author impressively balances breadth and depth across substantive content and theoretical analyses. -- Theresa Shanahan * Historical Studies in Education *Table of Contents1 Introduction2 Setting the Stage3 Policy Rationales4 Clear Intentions (1960–79)5 Assumptions Challenged (1980–99)6 Cynicism (2000–15)7 ConclusionNotes ReferencesIndex

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Book SynopsisHow did we conclude that the best way to prepare kids for the future is to cluster them into classrooms by age and grade, forcing them to learn the same things, at the same time and pace, seven hours a day, five days a week, for twelve years? We trust the school system to prepare our kids for the future. We get excited when they get good grades, or disappointed if they don't. But we rarely stop to question whether school is teaching our children the right things in the right way. Kids could get good at playing the game of school, but are they really learning? Teacher-turned-edupreneur Ana Lorena Fabrega, known by her students as Ms. Fab, invites us to rethink education. In The Learning Game, she reveals how traditional schooling has gone wrong, and proposes a series of actionable strategies to help kids learn. What if we guide kids to think for themselves? Should we encourage kids to take risks and tackle projects of their own? How do we help kids learn to love learning? Answering these questions and many more, The Learning Game will arm you with practical tools to design a new approach to learning-one that leaves behind the game of school and prepares your kids for the game of life.

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