Moral and social purpose of education Books

Book SynopsisDesigned as a guide for pre-service education students and in-service teachers, Professional Ethics and Law in Education: A Canadian Guidebook provides an accessible and accurate source of information on the ethical and legal frameworks of the teaching profession while encouraging the examination of fundamental issues that underpin key debates in Canadian schooling and education.Divided into four sections, this guidebook is grounded in the idea that teacher professionalism requires a solid understanding of the ethical and legal expectations that society has of teachers. Written for both the student and the professional, this text is an essential companion to both aspiring and active teachers. It provides clear guidance on how to navigate the complex regulatory framework of contemporary teaching while highlighting the indispensable contribution that individual judgment and shared values make to thoughtful, informed, and well-reasoned decision making in teaching, making it necessary reading for educators in Canada.Table of Contents Preface and Dedication Introduction Section I: Teacher Ethics beyond Common Sense Chapter 1. Ethical Values and the Practice of Teaching Chapter 2. Teaching, a Profession? Chapter 3. Practicing Professional Judgement Section II: Ethical and Legal Sources of Teacher Professionalism Chapter 4. Good Teachers, Professional Values, and Codes of Ethics Chapter 5. Legal and Regulatory Frameworks for Education in Canada Section III: Responsibilities to Students and Their Families Chapter 6. Student Safety and Well-Being Chapter 7. Treating Students Fairly Chapter 8. Treating Students Respectfully Chapter 9. Professional Distance in Teacher–Student Relations Chapter 10. Physical Touch in Schools Section IV: Responsibilities to Colleagues and the Profession Chapter 11. Teacher Accountability between Professional Autonomy and Academic Freedom Chapter 12. Navigating Disagreements, Complaints, and Teacher Free Speech in Schools Chapter 13. Off-Duty Conduct and Being a Teacher 24/7 References Acknowledgements Index

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

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Book SynopsisThe controversies that have developed in recent years in the field of education and training around program and competency-based approaches are not without reminiscent of those which are at the origin of a reflection on the question of methods to monitor, control, organize and shape innovation in science and technology "and led to the emergence of the notion of responsibility for innovation and research "(Pellé & Reber, 2015). This book is clearly part of this type of approach. Starting from a current state of play on the issues and controversies raised by curricular and competency-based approaches (Chapters 1 and 2), this book aims at presenting new theoretical frameworks, allowing to account for the processes implied by the implementation of these pedagogical innovations and, in particular, those which, at the very heart of the skills mobilized, promote a "responsibility" dimension. Based on a developmental approach to individual and collective competencies and their evaluation (Chapters 3, 4 and 5), it attempts to show how this approach can mobilize educational practices on strong societal issues, such as "sustainable development "(Chapter 5). Lastly, it aims to provide theoretical and practical benchmarks to help engage educational teams and institutions in these innovative and responsible approaches by providing a coherent framework for doing so (Chapters 6, 7 and 8).Table of ContentsForeword xiBernard REBER Preamble xviiCatherine LOISY and Jean-Claude COULET Introduction xixCatherine LOISY and Jean-Claude COULET Chapter 1 Program-based Approach, Curriculum and Competency-based Approach: Sense and Nonsense in the Light of Neoliberalism 1Yves LENOIR 1 1 Introduction 1 1 2 The program-based approach 2 1 2 1 Its origins and context of its deployment in international assistance 2 1 2 2 The transfer of the concept to education 5 1 3 The PBA, the course of study and curriculum: differences and similarities 6 1 3 1 The PBA: a rejection of the concept of course of study 6 1 3 2 The PBA and the curriculum 7 1 3 3 Two distinct socio-educational logics 10 1 4 Attributes of the program-based approach 15 1 4 1 Positive attributes 15 1 4 2 A program-based approach for what school education purposes? 21 1 5 Conclusion 34 1 6 References 36 Chapter 2 Can a Competency-based Curriculum be a Humanistic Curriculum? 57Xavier ROEGIERS 2 1 Introduction: challenges 57 2 2 Competency: a polysemic term 57 2 3 What is a humanistic curriculum? 59 2 3 1 Empowerment goals 61 2 3 2 Work for common good 63 2 4 What is a humanistic curriculum? 63 2 4 1 Awareness level of school challenges 63 2 4 2 Promotion of citizen awareness, rather than citizen submission 65 2 4 3 Progressive changes rather than radical changes 66 2 4 4 Explicit rather than implicit course of study 66 2 4 5 Choice, implicit or explicit, of graduate attributes 67 2 4 6 Prioritize the issue of meaning 67 2 4 7 Prioritize actions over speeches 68 2 4 8 Being clear with the status of innovations introduced 70 2 4 9 A consistent and long-term evaluation consideration for reform rather than a short-term, diffuse evaluation policy 71 2 5 Can a competency-based curriculum be humanistic? 72 2 5 1 Effectiveness at the benefit of meaning 73 2 5 2 Equity for itself, but also for more efficiency 75 2 5 3 What can be done for a humanistic curriculum? 77 2 6 Conclusion 78 2 7 References 78 Chapter 3 Developing Competencies: Theoretical Detour in Favor of a Humanistic-based Competency Approach 81Jean-Claude COULET 3 1 Introduction 81 3 2 A competency model 82 3 2 1 Main limitations of the literature data 82 3 2 2 Presentation of MADDEC 83 3 3 MADDEC's interest in the implementation of a CBA 85 3 3 1 Elucidating the relationships between competencies and knowledge 85 3 3 2 The formalization of competencies 86 3 3 3 Procedures for guiding the development of competencies 90 3 4 Towards the building of a collective competency 93 3 4 1 Implementation of the CBA: a productive activity 94 3 4 2 Implementation of the CBA: a constructive activity 96 3 5 Conclusion 96 3 6 References 97 Chapter 4 A Developmental Perspective of Competency Assessment 101Christian CHAUVIGNÉ 4 1 Introduction 101 4 2 Competency: an assessment object that is difficult to grasp 102 4 2 1 Convergence in the concepts of competency 102 4 2 2 Scheme as a model of intelligibility 103 4 2 3 Competency: its properties and resources 104 4 2 4 Subtle assessment of an elusive and changing object 105 4 3 The need for a reference system characterized by its incompleteness 106 4 3 1 Identification and description of reference competencies 107 4 3 2 Co-developed reference system 110 4 3 3 Non-exhaustive and scalable reference system 111 4 4 Building a cluster of relevant indicators 112 4 4 1 Observable fields 112 4 4 2 Methodological conjugation 114 4 4 3 Qualitative approach 115 4 5 Adaptability, main focus of competency assessment 116 4 5 1 Adaptability assessment 116 4 5 2 From the analysis of uncertainty to acceptability judgment 117 4 6 Development, challenge and end purpose of assessment 118 4 6 1 Classifying versus dynamic use of value attribution 119 4 6 2 An assessment participating in learning 120 4 7 Conclusion 121 4 8 References 122 Chapter 5 Anchoring Social and Environmental Responsibilities in Educational and Training Practices 125Jean-Claude COULET 5 1 Introduction 125 5 2 Reference theoretical models 128 5 2 1 Need to define the concept of competency 128 5 2 2 Modeling the dynamics of the evolution of competencies within organizations and territories 134 5 3 Operational tools 138 5 3 1 Implementing change within the activity of organizations and territories 138 5 3 2 Initiating change within education and training activities 145 5 4 Conclusion 151 5 5 References 153 Chapter 6 Program-based Approach in Teacher Development Perspective 157Catherine LOISY 6 1 Introduction 157 6 2 Implementation of the PBA in France 159 6 2 1 The Bologna process and its translation into French national politics 160 6 2 2 Pedagogical transformation in educational policy discourses 161 6 2 3 DevSup: case study of a training system 163 6 3 Potential learning and development of teachers involved in the PBA clarification based on development theories 167 6 3 1 What do teachers involved in a PBA do? 167 6 3 2 Learning made possible for teachers 169 6 3 3 Potential development of teachers involved in a PBA 172 6 4 Research watch points and perspectives 176 6 4 1 Watch points 176 6 4 2 Research perspectives 179 6 5 Conclusion 181 6 6 References 182 Chapter 7 Implementing the Program-based Approach: a Development Perspective of the Quality of University Education 189Mariane FRENAY, Philippe PARMENTIER, Léticia WARNIER and Pascale WOUTERS 7 1 Introduction 189 7 2 PBA at UCL: presentation and context 190 7 2 1 Bologna phase (2004–2010) 191 7 2 2 EQF phase – adoption of the European qualifications framework (2011–2014) 192 7 2 3 “Paysage” decree phase (since 2014) 193 7 3 What institutional levers supported PBA implementation? 194 7 4 Supporting PBA as a strategy for educational development at the institutional level? 197 7 5 PBA involved in the current trends of curriculum models? 198 7 6 The Louvain-Laval Collaborative Research Project on PBA, or how to view the project through a sustainability perspective 199 7 7 Conclusion 201 7 8 References 202 Chapter 8 Benchmarks for Operationalizing Program-based and Competency-based Approaches in Universities 205Catherine LOISY, Émilie CAROSIN and Jean-Claude COULET 8 1 Introduction 205 8 2 Benchmarking between program-based and competency-based approaches 206 8 2 1 Transition to an articulation between program-based and competency-based approaches 207 8 2 2 Some pitfalls to be avoided 211 8 3 Articulating program-based and competency-based approaches from the diachronic perspective of competency 213 8 3 1 Targeted, effective and explicated competencies 214 8 3 2 The backbone of the articulation between program-based and competency-based approaches 220 8 4 General approach to be implemented 222 8 5 References 223 Conclusion 227Catherine LOISY and Jean-Claude COULET Postface 233Jean-Paul BRONCKART List of Authors 249 Index 251

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Book SynopsisThis book investigates how governance at different levels can improve access to education for excluded communities. It conceptualises turbulence, empowerment, and marginalisation in international educational governance systems, and presents a comparative analysis of five nation states (England, Arabs in Israel, Northern Ireland, Trinidad and Tobago, and the United States). From these carefully-selected case studies, readers are shown how Senior Level Leaders describe turbulence in their systems - and how they articulate both the kind of support they want, and the support they actually get at the infrastructural, resources and agency level. It shows how the Senior Leaders hope to put their track records in school improvement into action in order to mobilise school communities for Empowering Young Societal Innovators for Equity and Renewal. Based on research that is world leading in terms of originality, significance, and rigour, Turbulence, Empowerment and Marginalisation in International Education Governance Systems is both a comprehensive investigation of the question of how systems empower key agents of change in school communities, and a practical guide to how these communities can become societal innovators for equity, peace and renewal.Table of ContentsForeword, Steven Gross PART I: CONCEPTUALISING TURBULENCE, EMPOWERMENT, AND MARGINALISATION Chapter 1. Turbulence, Empowerment and Marginalised Groups; Alison Taysum & Khalid Arar Chapter 2. Literature Review - Turbulence in Education Governance Systems; Khalid Arar & Alison Taysum Chapter 3. Research Design: Epistemological underpinning of methodologies for research marginalized groups in educational governance; Alison Taysum, Khalid Arar & Hauwa Imam PART II: FIVE INTERNATIONAL CASES OF TURBULENCE, EMPOWERMENT AND MARGINALISATION Chapter 4. The Turbulence Black, Asian, Minority Ethnicity Chief Executive Officers of Small, Medium, and Empty MATs Face in England's Education System: The structures; Alison Taysum Chapter 5. The Turbulence Black, Asian, Minority Ethnicity Chief Executive Officers of Small, Medium, and Empty MATs Face In England's Education System: The agency; Alison Taysum Chapter 6. Empowering School Principals to Overcome Turbulence in School Partnerships through Governance Systems for Equity, Renewal, and Peace: Northern Ireland; Samuel McGuinness, Jessica Bates, Una O’Connor, Stephen Roulston, Catherine Quinn & Brian Waring Chapter 7. Supervisors in the Arab education system: Between governability, duality and empowerment, through a state of turbulence; Khalid Arar & Asmahan Masry Chapter 8. Turbulence in Efforts at Curriculum Renewal for Educational Equity: A critical analysis of a primary curriculum review exercise in Trinidad and Tobago; Freddy James & June George Chapter 9 Empowering Superintendents in the United States to Empower Societal Innovators For Equity and Renewal in the Community; Carole Collins-Ayanlaja, Warletta Brookins & Alison Taysum PART III: TURBULENCE, EMPOWERMENT AND MARGINALISATION: KNOWLEDGE TO ACTION Chapter 10. Comparative Analysis: Turbulence, Empowerment and Marginalised Groups; Alison Taysum & Khalid Arar Chapter 11. Conclusions: Turbulence, empowerment and marginalised groups; knowledge to action; Alison Taysum & Khalid Arar About the Contributors Appendices

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Book SynopsisReform initiatives in mathematics education have been reluctant to embrace racial equity as a core or guiding principle. The field is replete with studies on Black students' poor performance in mathematics education and of its persistence. Conversely, success in mathematics is rarely associated with groups of African or African American descent. The abundance of data on the failure of Black students in mathematics has contributed to mainstream beliefs of a racial hierarchy of mathematics ability in America. This perception has not only shaped attitudes and behaviors of educational practitioners, but it has contributed to the alienation of many students from the community of 'doers of mathematics.' This study examines the mathematics identity of a group of seniors enrolled in honor's pre-calculus at a comprehensive high school. Data collected and analyzed for this book shows that participants, in spite of a history of success in mathematics and despite viewing the classroom as opportunity to challenge disparaging views of Black Americans, refused to seek membership in the math community. Saintine focuses on the mathematic identity construction of 11 Black students and their own perception of mathematics education. This work offers new insights into the racial opportunity-gap in mathematics and challenges longstanding assumptions about 'what' or 'who' is a math person.Trade ReviewThis book skillfully unpacks the complexities of race, academic identity, and learning in a Philadelphia high school classroom. Saintine asks: what does it mean to be a 'math person' and why is this problematic myth so durable? As a mathematics professor with an impressive background in performing arts, creative writing, and urban education, Saintine rejects the dualistic and overly simplistic idea that world can be parsed into math persons and non-math people. This is a wonderful ethnography that elevates black and Latinx students' voices and reflections on themselves and their school. The book calls for a new social imaginary that begins with a reconceptualization of math education in urban schools. -- Will J. Jordan, Temple University, USAThis text is a must-read for pre-service and in-service teachers of mathematics to examine the ways in which mathematics education continues to limit opportunities for Black students. Myths about who is and who is not a math person are pervasive and continue to dissuade historically-excluded students from persisting in mathematics as a discipline. Elin-Saintine presents the results of an ethnographic study that examines academic identity and sense of belong among a group of Black high schools students in a honor's pre-calculus class. The counterstories that emerge from this study challenge age-old assumptions and help teachers to understand the complex nature of mathematics learning in a race-based society. Most importantly, the text offers teaching strategies to foster the development of academic identity in Black students who, as a racial/ethnic group, have the brilliance to succeed in advanced mathematics courses. -- Jacqueline Leonard, PhD, University of Wyoming, USAThis book is a very welcome addition to recent scholarship on race, identity, and mathematics education. Pushing back on stereotypes and common-sense ideas about who can do mathematics, this book makes explicit how concepts like ability and competence are not innate traits of a selected few but are contested and negotiated opportunities that are readily made available to some students and denied to others. This book-through the voices and experiences of young people-ask readers to think about who gets to be considered a legitimate doer of mathematics, under what circumstances, and with what material consequences. This intellectually honest case study will challenge teachers to rethink their roles in these negotiations. More broadly, this book will appeal to mathematics education researchers, graduate students, in-service and pre-service teachers, school administrators, policy makers, and others who are interested in the realities of race in schools but who are also willing to engage in anti-racist practice. For all who pick up this book, I urge three things: listen, hear, and act. -- Danny Bernard Martin, University of Illinois at ChicagoProfessor Elin-Saintine's work demonstrates clearly how identity is central to the learning process. Further, he shows that ideas about race are not just attitudes that individuals have about other individuals, but that racism is built into the structure of our educational institutions and the culture of math education. And those attitudes flourish because they are disguised behind ideas of what it means to be good at math. As such this work stands to advance our understanding of how to support students of mathematics from diverse backgrounds. Further, it will be a support for practitioners in the field seeking to better understand how to mentor their students. -- Wesley Shumar, Professor, Department of Communication, Affiliated Faculty, School of Education, Drexel UniversityTable of ContentsChapter 1. Oxford High School: An Urban Education Tale Chapter 2. Ms. Turner's Classroom: Preserving A Tradition Chapter 3. What Is A Math Person? Chapter 4. Who Is A Math Person? Chapter 5. Academic Identity As Belonging Chapter 6. A Look At Racial Equity In Mathematics Education Chapter 7. Conclusion

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Book SynopsisPositive and character education are increasingly recognised as providing valuable ways for schools to improve the individual and social development and academic attainment of all students. Introducing new approaches for whole school implementation can be a daunting task as all aspects of school life can be affected by adopting a new philosophy.Frederika Roberts provides clear thinking, guidance and inspiration to help you introduce enhance or expand positive education in your school. Drawing on interviews with pioneering school leaders and teachers from across the globe, Roberts weaves real life examples with research backed expert advice on all aspects of integrating character education in schools, including chapters on cultural context, leadership, and staff training. This empowering, strengths-based book is a friendly companion providing the encouragement you need, along with a healthy dose of practical ideas, to help your school and each individual in its community to flourish.Trade ReviewIf you want the children and teachers to flourish in your school, then you need to read this book! -- Adrian Bethune, Teacher and author of Wellbeing In The Primary ClassroomAnyone wishing to get a flying start in exploring how to have a lasting impact on the achievements and individual growth of their students, For Flourishing's Sake: Using Positive Education to Support Character Development and Wellbeing is a great place to start. Frederika Roberts has put the key elements with some enlightening approaches in use now in schools, all in one place. -- Mike Buchanan, Chair of the International Positive Education Network (IPEN) UKEuropeEvery page of this brilliant book spills over with the joy, hope, passion and positivity of the author, Frederika Roberts.In a world where the social, emotional and mental wellbeing of students is often compromised, Frederika has given us a shining light to guide our paths as we seek to transform the educational journey of every student we teach. 'For Flourishing's Sake' offers us a fabulous character education road map that teachers can confidently refer to each and every day. Let's pop Frederika's LeAF model poster up in every classroom and let the flourishing begin. -- Vanessa Gamack, Mission and Education Advisor Anglican Schools Commission Southern QueenslandFrederika Roberts takes us on exciting learning journeys using international case studies and equipping us with practical strategies to use in our education communities. All of the schools and leaders cited in the book have one thing in common: they are on a journey to enable staff and pupils to flourish personally and academically. You can't help but start your own personal and professional flourishing journey as a result. -- Maria O’Neill, Advanced Skills Teacher and Pastoral Leader. CEO Pastoral Support Ltd.For Flourishing's Sake: Using Positive Education to Support Character Development and Wellbeing is a highly readable book that would be helpful to anyone who wants to bring Positive Education into their school. Chock full of real life examples from all over the world, it contains a wealth of information. For Flourishing Sake is a must read and has inspired me to grow and expand Positive Education in my school! -- Caren Baruch-Feldman, Ph.D., Author of The Grit Guide for Teens and PsychologistFor Flourishing's Sake asks us why we wanted to be teachers. I'm hopeful that Positive Education has the potential to embed learning and happiness at the heart of all educational organisations: that's why I became a teacher. Do read and put the principles of Positive Education into practice so that everyone working in education really does flourish and, for all our sakes, our future citizens both learn and are happy. -- Vivienne Porritt, Leadership consultant, Co-founder and Strategic Leader of #WomenEd, Vice President of Chartered College of TeachingIf you want to know how to implement Positive Education in your school, this is the right book. Fredericka's natural and comprehensive way of showcasing practical tools bridges the gap between research and practice. This is exactly the kind of knowledge-based and educationally reflecting support school leaders, students and parents need. -- Gilda Scarfe, CEO and Founder of Positive Ed.What a joy to read! For anyone who thinks we have lost our way in education in recent times you only have to read Frederika's fantastic analysis of schools and school leaders whose approach to creating a climate of positive education, coupled with a focus on character and a passion for the curriculum can allow children not only to grow, but to flourish! Delighted to see the brilliant work of CMAT's Claire Probert at Lancot Challenger Academy showcased alongside so many other talented educators in this amazing book. -- Stephen Chamberlain, Chief Executive Officer, Active Learning Trust. National Leader of Governance, Former CEO, Challenger Multi Academy TrustThe author (and my former MAPP student) Frederika Roberts succeeds in providing the reader with eye-opening information about the essential ingredients for transforming any school into a positive education institution. Congratulations for the LeAF model creation and making positive education so tangible! -- Professor Ilona Boniwell, Anglia Ruskin University, Cambridge and CEO of Positran, FranceTable of ContentsAcknowledgements; Foreword; Introduction; 1. Aims of Positive Education; 2. Unique Cultural Context; 3. Geelong Grammar School; 4. Goals Assessment; 5. Evaluation; 6. Leadership; 7. Lancot Challenger Academy; 8. Ethos & Policies; 9. Visibility & Physical Environment; 10. Staff CPD (and initial teacher training); 11. Wellbeing / character curriculum; 12. Embedded wellbeing / character learning; 13. Targeted interventions; 14. Ownership, community & parents; 15. How does it feel to run a school like this?; 16. What strengths do you need? ; 17. Dreams; References; Suggested Reading

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Book SynopsisThere can be no doubt that discrimination based on sex, race, ethnicity, religion or beliefs should not be tolerated in academia. Surprisingly, however, in recent years, policies of Diversity, Inclusion and Equity (DIE), officially introduced to counteract discrimination, have increasingly led to quite the opposite result: the exclusion of individuals who do not share a radical ''woke'' ideology on identity politics (feminism, other gender activisms, critical race theory, etc.), and to the suppression of the academic freedom to discuss such dogmas. This subversion of academia disguised Trojan-horse style as universal human rights advocacy is unacceptable because academia must be politically neutral and protect freedom of speech, a cornerstone of professional scholarly activity without which universities as we know them will slowly but surely suffocate.Our purpose here is to put together some particularly illustrative cases of such repression in a single book, testifying to a ubiquitous trend within western culture, irreducible to a few isolated complaints. The essays contained here illustrate the abuse of power, censorship and witch-hunts at many universities and research centres in the name of DIE.List of coauthors in alphabetical order: Dorian Abbot, Tomonori Agoh, Gerhard Amendt, Ivar Arpi, David Benatar, Peter Boghossian, Civitas Research Team, David Díaz Pardo de Vera, Pedro Domingos, Janice Fiamengo, Étienne Forest, Jorge Gibert Galassi, Norman Goldstuck, José L. González Quirós, Lawrence M. Krauss, Patrick LaBelle, Martín López Corredoira, Heather Mac Donald, Martin Malmgren, Erik. J. Olsson, Jordan Peterson, Constantin Polychronakos, Philip C. Salzman, Alessandro Strumia, Tom Todd, Andrei Yafaev.

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Book SynopsisAs the world has rapidly changed, how do we best prepare young people for the future? How do we adapt to the fact that children may now spend more time looking at a screen than engaging in actual conversation?Speechless unpicks the political, economic and social issues surrounding education that pose challenges in schools, colleges and universities, as well as workplaces. These suggest that a different approach to learning, assessing, teaching and training is needed to develop relevant experiences that allow all students to achieve their potential.Learners show a huge range of abilities and interests that they must share, with only a broad, varied, flexible curriculum satisfying their needs.Heeding student voices and expecting them to pay attention to their teachers and each other is important in building respect for everyone, whatever their background. Sharing knowledge brings awareness of what you know and need to acquire. Speechless, with both facts and humour, makes a passionate case as to why teachers must talk with their students and not just to them.

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Book SynopsisReal and meaningful educational ethnography requires researchers to grapple with how they come to know what they know. In Black Boys' Lived and Everyday Experiences in STEM, KiMi Wilson invites us to understand the experiences of four Black boys attempting to learn mathematics and science in K-12 spaces. How do mitigating circumstances and fraught relationships impede on their journey to sharpening their mathematical and scientific skills? Taking us on a sociocultural trek of the best and worst elements of public education, Wilson provides access to a bird's eye view of how Black boys experience schooling on a day-to-day basis. Through phenomenological interview, readers are let into the minds of students Carter, Malik, Darius, and Thomas, and given the opportunity to understand how they identify themselves. Showcasing a mixture of revelations, we learn how some of their perceptions come from an authentic place, while others were out of their own control, and decided by individuals blind to their potential. Imagining a world where Black boys are encouraged to work on STEM goals rather than abandon them, this important book is for educators, researchers, teachers, administrators, and superintendents who want to create school cultures that value Black boys, and want to reimagine teaching spaces for them.Table of ContentsChapter 1. Summoned Chapter 2. Mitigating Circumstances, Fraught Relationships Chapter 3. Artistry Chapter 4. Dirt Chapter 5. Caged Interlude: Sanctuary Chapter 6. I.D. Chapter 7. Gatekeepers Chapter 8. Ruah: Breathing (New) Ness

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Conversations about social education curricula largely neglect elements of spirituality and consciousness. This omission undermines the quality of the learning that occurs. This book presents spirituality as a legitimate basis for reframing these social decision-making by examining how revisiting notions of spirituality may redefine patterns of social relationships and financial choices.This work presents an interpretation of spirituality that offers the foundation for an alternative ideology to capitalist practices founded on principles of merit and blame. By acknowledging a spiritual sense of being, citizens may gain a renewed sense of personal responsibility toward community and social justice. The work draws from a fate-based ideology, which claims that individual and group choices originate from conditions outside their control. It describes art-based instructional processes that may stimulate students' affective awareness. It encourages facilitation of compassionate environments founded on principles of selflessness and provides a basis for conversation about the nature of social education and its foundations. This book represents an invaluable resource for researchers, leaders and practitioners in the field of social education.

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Book SynopsisRiche de ses éditeurs scolaires et de ses collections enfantines, le dix-neuvième siècle a-t-il inventé le marché du livre pour enfants? Dans la France du dix-huitième siècle, de nombreux acteurs s’efforcent déjà de séparer, au sein de la librairie, les lectures adaptées aux enfants et aux jeunes gens. Les rituels pédagogiques des collèges et des petites écoles, les stratégies commerciales des libraires, les préoccupations des Églises, les projets et les politiques de réforme scolaire, tous poussés par la fièvre éducative de la noblesse et de la bourgeoisie, produisent alors d’innombrables bibliothèques enfantines, plurielles et plastiques, avec ou sans murs. Cet ouvrage montre comment, à un ordre des livres dominé par les logiques des institutions scolaires et des métiers du livre, se surimpose à partir des années 1760 une nouvelle catégorie, celle du « livre d’éducation », qui ne s’identifie plus à un lieu, mais à un projet de lecture, et s’accompagne de l’émergence de nouvelles figures d’auteurs.Alors que les études sur la littérature de jeunesse poursuivent partout leur développement et leur structuration, ce livre dialogue avec les dernières recherches européennes sur la question. À l’inverse des travaux littéraires, il part, non des auteurs et des textes, mais des objets et de leurs manipulations. Son originalité est d’apporter un regard historien sur ces questions, en articulant histoire du livre et de la librairie, histoire de l’éducation, histoire des milieux littéraires et de la condition d’auteur.---With its wealth of educational publishers and children's collections, did the nineteenth century invent the children's book market? In eighteenth-century France, many people were already trying to separate the literature suitable for children and young people within the bookstore. The pedagogical rituals of colleges and small schools, the commercial strategies of booksellers, the concerns of the churches, the projects and policies of school reform, all driven by the educational fever of the nobility and the bourgeoisie, produced countless children’s libraries, plural and plastic, with or without walls. At the beginning of the century, the ordering of books was dominated by the rationale of educational institutions and the book trade: this book shows how a new category emerged from the 1760s onwards, that of the "educational book", which was no longer identified with a place, but with a literacy project, and which was accompanied by the emergence of new authors.As studies on children's literature continue to be developed and shaped in many areas, this book is in dialogue with the latest European research on the subject. In contrast to literary studies, this research does not start from authors and texts, but from objects and their uses. Its originality lies in the fact that it provides a historical perspective on these issues, articulating the history of books and bookshops, the history of education, the history of literary circles and the status of the author.

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Book SynopsisUnderscoring the complex relationship between civic engagement and education at all stages of life, this innovative Handbook identifies the contemporary challenges and best approaches and practices to encourage civic engagement within education.Chapters cover the theoretical and historical background of civic engagement and education, ideological and social movements, civic-oriented education, curriculum, and outcomes. Using empirical comparative data and unique context-specific studies, the Handbook explores ecopedagogy, education in emergencies, and the novel concept of social contract pedagogy. Addressing contemporary challenges to civic engagement in education, it examines polarization and extremism, accelerating planetary and societal changes, environmental crises, the digital divide, and post-Covid civic education. Ultimately, it finds that civic engagement is best supported by education practices that are characterized by humanizing, negotiated, collaborative, and dialogical approaches which encourage students to develop civic knowledge, critical thinking skills, and moral and ethical values.Interdisciplinary and international in scope, this Handbook will prove vital to students and scholars of sociology and education studies. Its holistic understanding of how civic engagement and education interrelate at local, regional, and global levels will also be useful to policymakers concerned with improving civic and student support, engagement, and participation in education.Trade Review‘A thought-provoking and significant contribution to the thinking on civic engagement and education that successfully integrates empirical knowledge with sophisticated theoretical perspectives. The editors should be congratulated for assembling such a stellar collection of authors. This book is an indispensable source for established scholars as well as students new to the field.’ -- Kjell Rubenson, University of British Columbia, Canada‘Since the Enlightenment, education’s influence on citizenship has been a constant topic of policy debate, theoretical reflection, and empirical research. As well as taking stock of our current understanding, this stimulating, interdisciplinary collection by outstanding scholars sheds new light on this complex relationship in a changing and often challenging global context.’ -- John Field, University of Stirling, UKTable of ContentsContents: Introduction: civic engagement and education 1 Richard Desjardins and Susan Wiksten PART I BACKGROUND AND THEORY 1 Civic education agendas: from popular education and nationalism to global efforts 12 Susan Wiksten 2 Habermas and civic education 28 Raymond A. Morrow 3 Seeking moral high ground – global citizenship education: the quest for a global planetarian ethics 42 Carlos Alberto Torres 4 Social contract pedagogy: enabling communication and governance for the negotiation of balanced outcomes 56 Richard Desjardins PART II SOCIAL MOVEMENTS AND ORIENTATIONS FOR SOCIAL CHANGE 5 Education as social movement tactic, target, context, and outcome 68 Tricia Niesz 6 Community engagement, feminist movements, and academia: the development of women’s studies in the United States 83 Sondra Hale 7 Ecopedagogy: teaching for socio-environmental civic actions through local, global and planetary lenses 94 Greg William Misiaszek and Syed Nitas Iftekhar 8 Global citizenship education to disrupt neo-nationalism 106 Amy Pojar, Yuqing Hou and Jason Nunzio Dorio PART III CIVIC-ORIENTED EDUCATION, CURRICULUM AND OUTCOMES 9 Civic education and voting 123 David E. Campbell 10 Education and tolerance: a review of recent research 133 Jan Germen Janmaat 11 Youth civic engagement 152 Xavier Mellet 12 Critical media literacy for civic engagement in the United States 162 Jeff Share and Trent M. C. McBride 13 Aims, concepts, and assessment of the citizenship education curriculum in northern Europe 173 Najat Ouakrim-Soivio and Jan Löfström 14 Politics and ethics of civic and citizenship education curricula in Denmark, Finland, Iceland, Norway and Sweden 182 Jan Löfström and Najat Ouakrim-Soivio 15 Intercultural citizenship education in university settings 191 Irina Golubeva PART IV STUDIES USING COMPARATIVE DATA 16 The IEA International Civic and Citizenship Education Study 211 Wolfram Schulz and Ralph Carstens 17 Review of International Civic and Citizenship Survey data analyses of student political efficacy 234 Eva Kosberg and Tessa Eriksen Grevle 18 Volunteer participation, STEM background, and basic skills among adults in the United States 247 Takashi Yamashita, Wonmai Punksungka and Phyllis A. Cummins PART V STUDIES IN SPECIFIC CONTEXTS 19 Civic and social engagement outcomes of education in emergencies: perspectives from varied contexts 265 Andrew Swindell, Brian McCommons and Kathlyn Elliot 20 Learning for change in health and social care: expertise by experience as a new form of civic engagement 279 Hanna Toiviainen and Elina Weiste 21 Civic engagement during the biographical transition to retirement in Germany 294 Bernhard Schmidt-Hertha and Veronika Thalhammer 22 Integral education in Brazil: the main elements of the debate applied to an adult and youth school in São Paulo 305 Aline Zero Soares Index

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Book SynopsisUniversities and faculty members play a vital role in providing education that helps build a strong foundation for a society where people are respected, treated equally, and get equal opportunities for upward social mobility. This book addresses the role of education in uplifting people out of poverty and oppression by imparting social justice education at the institution and community level. Including chapters dedicated to human rights education, the authors consider how educators can help to foster a sense of awareness among learners about the dignity of human life through various interventional programmes. Discussing human rights with respect to migrant workers, foster youth and prisoners in different countries, the chapters demonstrate how students from all levels can benefit from social justice education.Trade Review'The book is comprised of excellent papers on one of the most crucial concepts, that is, social justice, for humanity in a global context. The chapters show the value of equity, activism, gender equality and humanity from the views of not one part of the world, but Global South, Europe, Australia and North America. Social justice is stressed to be taught in different educational contexts, even in prisons. A great book with very-well practiced approaches to the needs of the world!' -- Serpil Meri̇ Yilan, PhD, Assistant Professor, School of Foreign Languages, Department of Interpretation and Translation, AICU, TurkeyTable of ContentsPART I. EDUCATION AS A FUNDAMENTAL RIGHTChapter 1. Introduction to international perspectives in social justice programs at the institutional and community level; Enakshi Sengupta and Patrick Blessinger Chapter 2. Education in human rights: changing the way we think and how we feel; Alan Vogelfanger Chapter 3. Bridges to Zambia–teaching human rights through immersion experience; Alia Sheety, Erin McLaughlin, and Susan Pierson Chapter 4. What next? Skill development for livelihood – a study of Bangladeshi immigrant workers in Kurdistan; Enakshi Sengupta Chapter 5. Prison education through open and distance learning: experiences from India; Umesh Chandra Pandey Chapter 6. Widening participation in service learning; Faith Valencia–Forrester and Bridget Backhaus PART II. PROMOTING SOCIAL JUSTICE AMONG STUDENTS Chapter 7. Flux of digital activism to leverage peace and human rights; Anil Shukla and Kshama Pandey Chapter 8. Promoting international human rights values through reflective practice in clinical legal education: a perspective from England and Wales; Irene Antonopoulos and Omar Madhloom Chapter 9. Bridging the gap: the case for implementing equity–minded academic and mentoring support services for foster youth within university writing programs; Paul Beehler and Rory Moore Chapter 10. Promoting gender equality in colleges of education in Ghana using a gender– responsive scorecard; Wisdom Kwaku Agbevanu, Hope Pius Nudzor, Sharon Tao, and Francis Ansah Chapter 11. Ethical issues and the Nordic education model: learning–driven ecosystems applied to international cohorts; Bruno F. Abrantes, Thomas D. Eatmon, and Charlotte Forsberg

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Book SynopsisThe digital transformation of higher education has the same reputation as the higher education sector itself: rigid and reluctant to change. Covid-19 has radically changed this rigidity, with thousands of Universities compelled to go 100 percent online in just a few days. Threatened by edtech start-ups, big tech corporations increasingly interested in academia, as well as venture capitalists attracted by the sector's high profit margins, Universities need to change their way of doing business to stay in business. Higher Education at the Crossroads of Disruption: The University of the 21st Century looks at the various areas of higher education that will likely undergo radical changes. Learning and teaching approaches will increasingly move into the digital sphere; advances in artificial intelligence as well as (big) data availability, will change the way academia works. This books examines how teaching formats will vary, and how curricula and course content will evolve. Higher education will most likely focus on skills development, with a stronger emphasis on inter- and multidisciplinary study content, and a steady turn toward society's well-being and sustainability. This is essential reading for those holding a leadership position in higher education, researchers with a focus on higher education, and to anyone interested in the evolution and future of higher education.Table of ContentsChapter 1. Why, When, What, Who, WhereChapter 2. New Instructional Approaches Chapter 3. From Knowledge Acquisition to (Societal) Skills Development Chapter 4. Degrees Converting Into Lifelong Learning Chapter 5. Buildings, Bonds, and Babies: We Are Family Chapter 6. Universities: Better Safe Than Sorry

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Book SynopsisThe arena of International Schooling is growing rapidly and changing in nature. The number of schools delivering a curriculum wholly or partly in English outside an English-speaking nation reached 12,000 in 2020. China and the Middle East is the emerging centre of activity, and local parents are the main customers. This is an increasingly important, yet still overlooked, area of schooling. Although it continuously attracts teachers, mainly from Britain and North America, the reality is precarious and insecure. Precarity and Insecurity in International Schooling addresses this paradox, and starts a new discussion, arguing that a more positive lens of inquiry is required to understand the situation. In so doing, the book introduces new sociological evidence, concepts and visions linked to the accumulation of 'resilience' and 'transition capital'. This book will be of interest to students and researchers wishing to gain a new and contemporary insight into the rapidly changing world of International Schooling.Table of ContentsChapter 1. The Continuous Growth: The Emergent Natural Stage of Anomie Chapter 2. The Normal Negative Sociology: The Condition of Precarity and Insecurity Chapter 3. Precarity and Insecurity in Practice: Evidence from Mainland China Chapter 4. Towards a Positive Sociology: The Role of 'Resilience' Chapter 5. The New Concept of 'Transition Capital': A Positive Coping Strategy Chapter 6. The Emerging Research Agenda: Towards a 'Sociology of International Schooling'

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Book SynopsisA compelling, heartwarming case for teachers as global changemakers in everyone's backyard - nothing short of a lesson plan for hope.

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

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Book SynopsisDemocratic societies thrive when citizens actively and critically engage with new ideas, developments and claims to truth. Not only can such practices result in more effective choice-making, but they can also lead to widespread support for progressive beliefs, such as social justice. With Western societies in the midst of environmental, social and political crises, it seems more pertinent than ever that citizens become ‘ideas-informed’. Presenting concepts from academia, industry, and practice, The Ideas-Informed Society closes the gap between the ideal of the ideas-informed society and the current reality. By exploring what it means to be ideas-informed and the benefits for both individuals and society, the chapters conceive what an ideal ideas-informed society would look like, what are the key ingredients of an ideas-informed society, and how to make it happen.Table of ContentsForeword; Sir Anthony Seldon PART 1: The Concept of an Ideas-Informed Society Chapter 1. Potent Ideas, Engaged Citizens, Healthy Societies; Chris Brown and Graham Handscomb Chapter 2. The Value of Uncertainty and the Tyranny of the Closed Mind; Sir Les Ebdon OBE Chapter 3. A Little Conceptual Housekeeping: ideas and their contexts; Lesley Saunders Chapter 4. Battle of Ideas: Shaping the future through debate; Alastair Donald PART 2: Truth-telling, Democracy and Community Chapter 5. Battle of Ideas: Weaponising the Free Speech Fallacy; Sam Fowles Chapter 6. Reversing Polarisation: How Challenging Ideas Can Help People Find Common Purpose; Sir Paul Collier Chapter 7. When Ideas Fail; Iain King CBE Chapter 8. Bearing the Truth and Building Truth-telling Communities; Helen Cameron Chapter 9. Informed Society and Representative Democracy: the role of parliaments; Stéphane Goldstein and Anne-Lise Harding Chapter 10. Questions worth asking and conversations that matter: generating ideas in cohesive communities; Tim Slack and Fiona Thomas Chapter 11. An entrepreneur’s journey: delivering ideas to change a VUCA world; Paul Lindley OBE Chapter 12. Education for Democracy: Schools as Communities of Inquiry; Vivienne Baumfield PART 3: Creativity, Arts and the Environment Chapter 13. In Praise of Inutility: Learning from Dickens; Judith Mossman Chapter 14. The power of visual ideas – Searching for a sense of place and belonging ; Rafael Klein Chapter 15. Curiosity and Stories: Working with art and archaeology to encourage the growth of cultural capital in local communities; John Castling and Jilly Johnston Chapter 16. Getting the (Positive) Word Out: The IdeaSpies Platform ; Lynn Wood and Sabra Brock Chapter 17. How to succeed in a volatile world? Utilising the 7 Pillars of Positive Resilience to make the ideas-informed society a reality; Belinda Board Chapter 18. As we sit in the in-between; Benjamin Freud and Charlotte Hankin PART 4: Education and empowering young people Chapter 19. Ideas-informed? – Ideas are not enough!; Valerie Hannon and Anthony Mackay AM Chapter 20. Unleashing ideas through Youth Led Social Innovation; Katherine Crisp Chapter 21. Developing Ideas-Informed Young Citizens; John Baumber Chapter 22. The Future Skills Society Needs and Its Critical Implications; Jude Hillary Chapter 23. Education policy for a new age of enlightenment; Raphael Wilkins Chapter 24. Ideas in Action: Critically Reflective Practice; Neil Thompson Chapter 25. Turning Schools Inside Out – Community Curriculum Making; David Leat, Alison Whelan, Ulrike Thomas, Carolynn Kerr, and Ruth Webb Chapter 26. The Case for Place: How we can improve our ideas about ‘place’ in education policymaking; Will Millard

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Book SynopsisNavigating the context of welfare regimes undergoing transformation, Social Innovation and Welfare State Retrenchment examines the evidence and questions the capacity of Social Innovation initiatives to tackle social inequalities, especially when it comes to the domain of early childhood education and care.

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Book SynopsisAs an increasing number of universities across the world focus efforts on giving back to the communities they exist in, there is now a growing appetite for information, examples, and case studies of best practice for social responsibility in Higher Education. This volume explores different angles of sustainability, university corporate social responsibility, and the role of civil society in the context of education, with a focus on curriculum development and teaching. The chapters provide international examples of new and innovative intiatives, focusing on areas including eliminating racism in nursing education, teaching writing for advocacy and active citizenship, and several examples of service learning in different contexts. The chapters also importantly provide theoretical frameworks for teaching sustainability in Higher Education. This book will prove an invaluable resource for those looking to reorienting curriculums, develop programs and modules, and implement innovative teaching methods which integrate sustainability and civil society into their institutions and educational programmes.Trade Review“Civil society and social responsibility in higher education beautifully covers different aspects through which higher education can help in reforming social problems" -- Dr. Tajinder Kaur“Higher education institutes are founded to play three major roles: teaching, research, and community development. Universities have started adopting sustainability projects: in curriculums, students’ involvement, raising awareness among stakeholders. This book will be of interest to anyone seeking new theoretical and practical concepts in all aspects of social responsibility in Higher Education”. -- Hend MerzaTable of ContentsPart 1. Learning Experiences Chapter 1. Introduction to Curriculum and Teaching Development: Enakshi Sengupta, Patrick Blessinger and Craig Mahoney Chapter 2. Proposal for a Global Agenda to Eliminate Racism in Nursing and Nursing Education: Kechinyere C. Iheduru-Anderson and Monika M. Wahi Chapter 3. Pay Attention to What Is Behind the Curtain: Rosemary C. Reilly Chapter 4. Pushing Beyond the Protest: Danny Wade and Muffy Walter Chapter 5. Integrating Social Responsibility Into Curriculum Through The Service-Learning Methodology: María R. Belando-Montoro and María Aranzazu Carrasco Temiño Chapter 6. It Takes a Village: Eva M. Gibson Chapter 7. Teaching Business Ethics to Students in Uganda: Andrew Ssemwanga and Enakshi Sengupta Chapter 8. Service-Learning and the Allied Health Professions: Michelle Veyvoda, Tommy Van Cleave and Laurette Olson Chapter 9. Engagement in Higher Education: Will Miller and Kyle Gunnels Part 2. Principles and Approaches Chapter 10. Work Based Education for Enabling Social Responsibility: Vic Boyd Chapter 11. Fostering Engagement With Human Sustainability: Sheldene Simola Chapter 12. A Theoretical Framework For Teaching and Learning For Sustainability in Higher Education: Jessica Ostrow Michel Chapter 13. Universities in the Early Decades of the Third Millennium: George Lueddeke Chapter 14. "Social Responsibility" and the Curriculum in Higher Education: Digby Warren

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Book SynopsisUniversities are facing budget crises and growing competition, with many leaders clinging to older methods of leadership. This results in institutions with unprecedented deficits, decreased enrolments, and low graduation rates. What tools are necessary to succeed in the ever-changing and diversifying higher education market? In this book, the authors provide a model for leading universities in rapidly changing environments. Using the University of Houston as their case study, examining the institution’s explosive growth under the transformative leadership of President Renu Khator and her team. The President’s success in the realms of fundraising, organizational architecture, development, crisis management, and building campus culture are all facets of a revolutionary leadership model that can be replicated as a new style of academic governance. Transformational University Leadership presents a model of leadership for higher education institutions in the 21st century. With a special focus on gender and culture, the authors explore the leadership tactics and strategies university presidents use to uplift the University from a regional campus to a tier 1 research powerhouse. Offering strategies, anecdotes, and transferable methods for university leaders seeking to elevate their institution and thrive in the 21st century academic market.Table of ContentsChapter 1. Introduction Chapter 2. From Humble Beginnings Chapter 3. Leadership Theories and Case Study Approach Chapter 4. Organizational Architecture: Building a Leadership Team Chapter 5. Creating a New Campus Culture Chapter 6. Revitalizing Research Chapter 7. “Beyond the Billion” Chapter 8. Leading During Crisis

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Book SynopsisA 'safe space' is both a precondition, and one of the effects, of efforts of inclusiveness and egalitarian access to education. By creating safe spaces for learning and unlearning, researchers and practitioners have been working to strengthen the purpose of schools and universities, where education and learning are intended for everyone, with the goal of increasing critical thinking and valuing difference. Re-Conceptualizing Safe Spaces broadens the idea of a safe space that is traditionally discussed in feminist studies, to include gendered identities intersecting with class, race/ethnicity, sexual orientation, and ability within multiple aspects of education. This edited collection showcases work supporting access to education of persistently marginalized individuals, as well as efforts that help privileged groups understand their role in perpetuating the marginalization of others in educational spaces, by bringing into the popular discourse examples of the diverse and valuable work taking place. Combining foundational concepts with practical cases of creating safe spaces in venues of education, this book is essential reading for educators across the USA, Europe, and beyond.Table of ContentsSection I. Aspects Addressing the Conceptualization of Safe Spaces in Education Chapter 1. Learning In and Through Safe Spaces; Andrea Bramberger and Kate Winter Chapter 2. Why Safe Spaces Are Needed; Andrea Bramberger and Kate Winter Chapter 3. Ways of Framing Safe Spaces; Andrea Bramberger and Kate Winter Chapter 4. Considering Various Performances of Safe Spaces; Andrea Bramberger and Kate Winter Section II. Interventions Addressing the Performance of Safe Spaces in Education Chapter 5. “Train Your Imagination”: On The Program “Globalization And Education” at The University Of Fribourg (Switzerland); Edgar Forster Chapter 6. Expand the Space, Expand the Bravery: A Practicum for Building Safe Brave Spaces Within STEM Faculty Professional Development Programs; Kelly Mack Chapter 7. Safer Brave Spaces That Empower Queer and Trans Students; Erica Jayne Friedman Chapter 8. Sexualized Violence: Safe or Brave Spaces in Educational Measures; Marita Kampshoff Chapter 9. Gendered Patterns in Lifelong Learning in Spain in the European context: The Opening of New Cultural Spaces for Women; Montserrat Cabré i Pairet, Marta García-Lastra, and Tomás Mantecón Movellán Chapter 10. “Empathy Is Really Important”: Improving Undergraduate STEM Education Through a Community of Care; Eva M. Fernández, Michelle C. Fraboni, Jennifer Valad, Sabrina Avila, Allan Edmond, and Corinna Singleman Chapter 11. Confronting the Ambiguities of Safe Space in Creative and Participatory Work; Elena Vacchelli Chapter 12. Our Best Place; Kelly Mack, Claudia Rankins, Patrice McDermott, and Orlando Taylor Chapter 13. A Dialog about Safer Spaces in Education: Why We Must Understand and Mediate the Energy in an Educational Space; Bettina Aptheker, Andrea Bramberger, and Kate Winter

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Book SynopsisWhile the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity. Therefore, equity solution driven by inclusion, justice, and hope is needed to transform the current systemic educational inequities. To ensure and sustain the notion that all children have the opportunities they need to develop, succeed, and meet their potential, it is imperative that we move the discussion about the impact of education from celebrating the academic gain of a few, to the needs of the many marginalized students who are often discounted and dehumanized.Table of ContentsChapter 1. Introduction Mind the Margins: There is No Teaching Without True Equity; Jose W. Lalas and Heidi Luv Strikwerda PART: I ADDRESSING ALL THOSE WHO ARE DEEMED TO BE ON THE MARGINS Chapter 2. Viewing Language as Property: A Critical Reimagination of Teaching English Learners; Jose W. Lalas and Heidi Luv Strikwerda Chapter 3. Attacking the Wealth Gap and Correlating Achievement Gap for Children Living in Poverty Through Critical Determination; Chris Jackson and Heidi Luv Strikwerda Chapter 4. Social Justice Pedagogy for Teacher of Children Living in Poverty; Angela Macias Chapter 5. Preparing for Powerful Progress: Ensuring Equity When Supporting Black Students; Nicol R. Howard and Keith E. Howard Chapter 6. On the Margins of the Margins: Teaching Teachers Inside Juvenile Hall; Brian Charest PART II: MEETING THE NEEDS OF MARGINALIZED STUDENTS THROUGH TEACHER PREPARATION PROGRAMS Chapter 7. Inclusive Teaching Requires Inclusive Lesson Planning; Jessica Tunney and Amy Hanreddy Chapter 8. Universal Design vs. Differentiated Design: A Conversation About Equality; Marni E. Fisher and Kimiya Sohrab Maghzi Chapter 9. Foster Placement, Ethnic Minority, and Dis/ability: Intersectional Formative Childhood Experiences; Kimiya Sohrab Maghzi and Marni E. Fisher Chapter 10. Intersectional Agility in Teacher Education: Critical Reflections on Co-Teaching in an Integrated Dual Credential Program; James O. Fabionar and Suzanne Stolz PART III: MINDING THE MARGINS: INTERNATIONAL CONTEXT Chapter 11. Disrupting the Status Quo: A Socially Just Education for Australia’s First Nations Boys; Grace O Brien Chapter 12. Participatory Policy Formulation on Indigenous Peoples Education in the K to 12 Basic Education Program in the Philippines; Dina Joana Ocampo, Rozanno Rufino, and Junette Fatima Gonzale Chapter 13. Criticality Across Topics: Making Classrooms as Democratic Spaces for Teachers as Cultural Workers (Martial Law Conversations in the Philippines); Jose W. Lalas PART IV: CONCLUSIONS: MINDING THE MARGINS ACROSS CONTEXTS Chapter 14. “Our time is now”: Education for Humanization and the Fight for Black Life; Patrick Roz Camangian Chapter 15. Educators as Agents of Hope: Hopeful Possibilities Found in Hopeless Realities (Biomythography); Heidi Luv Strikwerda

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

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Book SynopsisDoing Research in Education: A Beginner’s Guide is written for the novice education researcher. It offers practical advice and guidance for each step of the research process including choosing what to research; formulating a research question; deciding on a suitable research methodology; and writing a thesis. A range of research methodologies are explored within the book and each associated chapter outlines the suitability and applicability of that methodology and offers concrete suggestions for its use. Further chapters are dedicated to navigating the relevant research literature; ethics; researching vulnerable groups; the use of technology; conducting research through Irish; and connecting research to teaching practice. The book’s chapters are written by experienced education researchers, each of whom has extensive experience of guiding students through their first education research project as well as publishing widely within education themselves. This book is carefully tailored to complement existing research methodology modules and will support the student as they navigate the challenges and rewards of undertaking research in education.

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

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

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Book SynopsisAfter a Damascene moment following a school trip to the US, Sir Iain Hall realised the UK's approach to urban education is all wrong. In Glass Ceilings, the hugely experienced and respected educator lays out his vision to get social mobility moving again in the UK.

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Book SynopsisLife for girls is a battle of contrasting expectations, being told you should be 'empowered' but also be a 'good girl', putting others first but still striving for perfection yourself. This conflict, internalizing expectations of an impossible standard, has lead to an explosion in mental-health and anxiety-related disorders in young women. The traditional narrative of education feeds the perception that girls are good. They achieve, work hard, are co-operative. They achieve better grades. But where do these high achievers disappear to? They aren't becoming CEOs, politicians or social leaders. Women are still disproportionately the family carers and domestic managers. This book explores: * research around biological difference, and how our schools encode gendered expectations. * how our curricula can provide role-models as well as modes of thinking, valuing traditionally feminine traits as equal to masculine * using psychological approaches to develop girls' independence. * how school systems and leadership can model approaches to encourage all students to create a gender-balanced environment. With practical questions and suggestions at the end of each chapter, this book is a guide to the research and a tool to help teachers and leaders shape a genuinely empowering school experience for young women.

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Book Synopsis'The Forgotten Third' is a provocative collection of essays which poses the fundamental question: 'Do a third of school students have to fail so that two-thirds can pass?'Roy Blatchford has brought together a group of leading thinkers and influencers in UK education to address this question - and pose some answers.Featuring contributions from: Caroline Barlow, Geoff Barton, Rebecca Boomer-Clark, Peter Collins, Tim Coulson, Kiran Gill, Miranda Green, Peter Hyman, David Laws, Rachel Macfarlane, Rupert Moreton, Harmer Parr, Marc Rowland, Catherine Sezen, Richard Sheriff, Nic Taylor-Mullins and Iain Veitch.'The Forgotten Third' challenges orthodoxies to shape a 'levelled up' education system.

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Book SynopsisA Pedagogy of Purpose offers a completely fresh take on key problems in the education system. Gary Keogh argues that the education system has lost its way; it has become mechanistic, vapid, driven by an obsession with dubious measurements and led by a very narrow understanding of what it means to succeed. It has lost its sense of purpose. Using many real classroom examples, Keogh provides a new way forward, demonstrating how insights from classical philosophy can have a positive influence on crucial issues in education like student behaviour, assessment, attendance, the quality of teaching and learning, and perhaps most importantly, the mental health of students and teachers.

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Book SynopsisThis textbook presents an integrative approach to thinking about research methods for social justice. In today's education landscape, there is a growing interest in scholar-activism and ways of doing research that advances educational equity. This text provides a foundational overview of important theoretical and philosophical issues specific to this kind of work in Section I. In Section II, readers engage with various ways of thinking about, collecting, and analyzing data, including qualitative, quantitative, and mixed methods approaches. Finally, in Section III, through case studies and research narratives, readers will learn about real scholars and their work. This book takes a wide-ranging approach to ways that various modalities and practices of research can contribute to an equity mission.Table of Contents1. Re-Positioning Power and Re-Imagining Reflexivity: Examining Positionality and Building Validity through Reconstructive Analyses, Meagan Call-Cummings and Karen Ross2. Considering Positionality: The Ethics of Conducting Research on Marginalized Groups, Laura Parson3. Flipping the Paradigm: Studying Up and Research for Social Justice, Elena Aydarova4. Framing Critical Race Theory and Methodologies, Kenzo Sung and Natoya Coleman5. Disentangling the Complexities of Queer Theory and Intersectionality Theory: Research Paradigms and Insights for Social Justice, Christian D. Chan, Sam Steen, Lionel C. Howard, and Arshad I Ali6. Using Critical Theory in Educational Research, Kamden K. Strunk and Jasmine S. Betties7. Viewing Research for Social Justice and Equity through the Lens of Zygmunt Bauman's Theory of Liquid Modernity, Danielle Ligocki8. Thinking Critically about "Social Justice Methods": Methods as "Contingent Foundations", Lucy E. Bailey9. Institutional Review Boards: Purposes and Applications for Students, Leslie Ann Locke10. Typical Areas of Confusion for Students New to Qualitative Research, Leslie Ann Locke11. Youth Participatory Action Research: The Nuts and Bolts as Well as the Roses and Thorns, Shiv R. Desai12. Advancing Social Justice with Policy Discourse Analysis, Elizabeth J. Allan and Aaron Tolbert13. Through Their Eyes, In Their Words: Using Photo-Elicitation to Amplify Student Voice in Policy and School Improvement Research, Jeff Walls and Samantha E. Holquist14. Using Photovoice to Resist Colonial Research Paradigms, Susan Cridland-Hughes, McKenzie Brittain, and S. Megan Che15. Re-Introducing Life History Methodology: An Equitable Social Justice Approach to Research in Education, James S. Wright16. Quantitative Methods for Social Justice and Equity: Theoretical and Practical Considerations, Kamden K. Strunk and Payton D. Hoover17. Large-Scale Datasets and Social Justice: Measuring Disparity in Opportunities to Learn, Heather E. Price18. X Marks the Spot: Engaging Campus Maps to Explore Sense of Belonging Experiences of Student Activists, Carli Rosati, David J. Nguyen, and Rose M. Troyer19. Propensity Score Methodology in the Study of Student Classification: The Case of Racial/Ethnic Disproportionality in Mild Disability Identification and Labeling, Argun Saaticioglu and Thomas M. Skrtic20. Transformative Mixed Methods: A Missed Opportunity, Carey Andrzejewski, Hannah Baggett, and Benjamin Arnberg21.Writing, Race, and Creative Democracy, Timothy J. Lensmire22. Beyond White: The Emotional Complexion of Critical Research on Race, Cheryl E. Matias23. I Pulled Up A Seat at the Table: My Journey Engaging in Critical Quantitative Inquiry, Lolita A. Tabron24. Working with Intention and in Tension: Evolving as a Scholar-Activist, Kristen A. Renn25. Collaboration, Community, and Collectives: Research for and by the People, Erica R. Dávila

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Book SynopsisThe book addresses the compelling questions concerning the ideals of African citizenship, the processes of learning to fulfill these ideals, and possibilities of education in fostering citizenship. Rather than advocating for one particular framework, the authors demonstrate the continuously contested nature of the concept of citizenship as both theoretically discussed by philosophers and practically experienced in daily lives. The monograph combines, in an unconventional way, selected philosophical accounts and everyday experiences from certain locations in Tanzania and Uganda. It provides contributions from philosophical ideas drawing on scholars such as Chantal Mouffe, Rosi Braidotti, Theodor Adorno and Étienne Balibar on one hand, and the conceptions articulated by groups of inhabitants of rural and urban settings in Africa, on the other hand. Therefore, the book offers fresh readings under the lenses of citizenship and learning.This is an open access book.Table of Contents1. Introduction. By Tiina Kontinen and Katariina Holma.- 2. The ambiguity of learning citizenship: diverse conceptions based on different theories of democracy. By Minna-Kerttu Kekki.- 3. Learning citizenship through mimesis: an Adornian perspective. By Hanna-Maija Huhtala.- 4. Citizenship as practice of equaliberty. By Lenka Hanovská.- 5. From reactivity into freedom: reading Rosi Braidotti on sustainable citizenship. By Anna Itkonen and Katariina Holma.- 6. Communities and habits of citizenship: Everyday participation in Kondoa, Tanzania. By Ajali M. Nguyahambi and Tiina Kontinen.- 7. Learning in communities of practice: How to become a good citizen in self-organizing groups in rural Tanzania. By Benta Nyamanyi Matunga.- 8. Women’s collaborative ways of learning economic citizenship in patriarchal settings: Village saving groups in rural Uganda. By Karembe F Ahimbisibwe and Alice N Ndidde.- 9. Learning in urban self-organized groups: Technology-mediated citizenship in Dodoma, Tanzania. By Rehema Kilonzo.- 10. Learning marriage ideals and gendered citizenship in ‘God-fearing’ Uganda. By Henni Alava, Janet Amito and Rom Lawrence.- 11. Exploring notions of community learning into good citizenship. By Twine Hannington Bananuka.- 12. Conclusions. By Tiina Kontinen and Katariina Holma.

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