Moral and social purpose of education Books
Taylor & Francis Ltd Critical Perspectives on Equity and Social Mobility in Study Abroad
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Taylor & Francis Ltd Schooling and Social Change Since 1760
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Taylor & Francis Ltd Becoming Somebody in Teacher Education
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Taylor & Francis Ltd The Routledge Handbook to Sociology of Music Education
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Taylor & Francis Ltd Ethics and the Good Nurse
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Taylor & Francis Ltd Mestenhauser and the Possibilities of International Education
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Taylor & Francis Ltd Life and Moral Education in Greater China
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Taylor & Francis Educating Character Through the Arts
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Taylor & Francis Ltd Gifted Education in Rural Schools
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Taylor & Francis Ltd Developing Social Equity in Australian Adult Education
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Taylor & Francis Ltd Leveraging SocioEmotional Assessment to Foster Childrens Human Rights
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Taylor & Francis Knowledge Curriculum and Learning
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Taylor & Francis Ltd Equality Education and Human Rights in the United States
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Taylor & Francis Ltd Leveraging Multigenerational Workforce Strategies in Higher Education
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Taylor & Francis Ltd Change Matters Making a difference in education and training
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Taylor & Francis Changing Australian Education How policy is taking us backwards and what can be done about it
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Taylor & Francis Ltd Louts and Legends Male youth culture in an innercity school
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Taylor & Francis Ltd Making the Difference
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Taylor & Francis Schooling the Rustbelt Kids Making the difference in changing times
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Taylor & Francis Ltd Studying in Australia A guide for international students
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Taylor & Francis Critical Themes in Drama Social Cultural and Political Analysis Learning Through Theatre
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Taylor & Francis Ltd Critical Themes in Drama
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Taylor & Francis Todays Guide to Educational Policy
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Taylor & Francis Contemporary Muslim Girlhoods in India
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Taylor & Francis Ltd Caste and Gender in Contemporary India
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Taylor & Francis The University Unthought
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Taylor & Francis Learning to be Human The Educational Legacy of John MacMurray
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Taylor & Francis Social Theory and Education Research
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Taylor & Francis Ltd Genders Cultures and Literacies
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Taylor & Francis Ltd Genders Cultures and Literacies
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Taylor & Francis Ltd Mothers and Schooling
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Taylor & Francis Ltd Mothers and Schooling
Book SynopsisThis ground-breaking book opens new horizons in understanding educational decision-making and how schooling patterns are shaped by, and reshape, rural communities. It provides a humane portrait of the struggles faced by mothers in rural Kenya to educate their children, despite the free education policy'.Based on a prize-winning study examining mothers' attitudes to education in a rural Kenyan community, this vividly nuanced ethnographic work draws upon African feminist perspectives to describe the livelihoods and aspirations of 32 mothers responsible for over 180 children. It explores the effects of mothers' school histories and the constraining effects of land practices and patriarchal culture on their actions. Their school choice and engagement strategies reflect different facilitating environments, their educational values, the use of social mothering practices and reliance on kinship reciprocity. The findings illustrate the importance of recognising the diversity oTrade Review"Mothers matter. Here is the close-focus story of how women make ends meet, and shape children's schooling, in a world of poverty and gender inequality. This is more than a fine ethnography of village life. It breaks new ground, especially in showing how 'social-mothering' extends beyond immediate kinship to include other children; and in showing the daily struggles that affect engagement with school. Tracing the varied, often tense relationships between women and men, adults and children, families and schools, Fibian Lukalo's approach to the dilemmas of education, development and social justice is relevant far beyond East Africa."Raewyn Connell, Professor Emerita, University of Sydney, Australia."This book offers an extraordinary account of children’s access to schooling in the context of rural life in Kenya. Focusing on women as mothers, the narrative reveals how multiple dynamics unfold to make mother’s agency regarding their children’s education, particularly that of daughters, a residual rather than an explicit decision. A must read for those seeking to understand the complex and tortuous connections among gender, poverty, culture, and educational attainment—connections that defy easy synthesis."Nelly P. Stromquist, Emerita Professor, University of Maryland, USA."Mothers and Schooling provides a deep, nuanced reflection on the interplay between poverty, patriarchy and policy when it comes to educational decision-making on the African continent. Fibian Lukalo offers a thoroughly researched exposition on how mothers and motherhood chart educational directions for their children amidst socio-economic, cultural and gender dynamics that have all too frequently been considered alone. She offers a welcome contribution to the debate on individual versus collective agency, and the multiple roles women play in the lives of children, not only their own. Most importantly the book shows how educational policy, developed by global agencies in New York or Geneva, land in small rural villages– in this case in Kenya. It asks pertinent questions regarding the limits and possibilities of social reform through education, and how women contest power in the context of Education for All." Sharlene Swartz, Executive Director of Inclusive Economic Development, Human Sciences Research Council and Professor of Philosophy, University of Fort Hare, South Africa. "Lukalo’s detailed account of educational decision making by mothers in rural Kenya introduces us to "maternal pedagogies" and how they shape the schooling trajectories of their children. Through ethnographically-rich longitudinal research, Lukalo brings mothers’ voices to the fore as they reflect on their own educational experiences and the effects of gender, poverty, and policy on the decisions they make for their offspring. Their life histories complicate assumptions about Education for All and illustrate the importance of mothers’ agency in policy implementation."Frances Vavrus, Professor of Comparative and International Development Education, University of Minnesota, USA.Table of ContentsList of illustrationsAcknowledgementsList of abbreviations1 Mothers and school decision-making: An introductionAn introductionSituating the studyThe structure of the bookPART IUncovering spaces for mothers’ voices2 Gendered households and mothering Contextualising schoolingAfrican feminist perspectivesReflections3 Researching mothers’ lives in situLiving in WelaThe ethics of naming, hearing and valuingResearch dynamics and validations Concluding commentsPART IIMothers’ school choices: educational histories, aspirations and constraints 4 Education in Wela - ‘the hunched-back village’Children: education, domestic life and resourcesFamily patterns of schoolingConclusion 5 Schooling in mothers’ lives: childhood memories of support, silence and denialGendered memories: the marginalising of girls’ educationPersonal resilience: the pursuit of ‘becoming educated’ Self-blame: the guilt associated with insufficient schoolingReflections 6 Mothers at the heart of decision-making‘Possessing certificates': mothers as teachers‘We reached’: choice dilemmas of mothers with some schoolingArduous school encounters: disability and infirmityMothers’ approaches to schooling 7 Schooling ‘all’ children? The challenges of social motheringGrandmothers in charge of schoolingSocial mothering: contingency schooling plansPaternity: mothers keeping their own children closeFostering children: paternities and reciprocal arrangementsThoughts on social mothering PART IIIMothers’ agency: Decisions, discourses and school engagement strategies 8 A typology of mothers’ educational decision-making: from aspirations to school engagementsSchooling, poverty and social advancement: fractured possibilities Mothers’ aspirations and school engagements Facilitating environments and mother - school strategies Schooling gains in mothers’ worlds9 Epilogue: mothers’ educational agencyWho are you?Schooling for all?Looking to the future GlossaryIndex
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Taylor & Francis Structure and Agency in Young Peopleâs Lives
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Taylor & Francis Ltd Mestenhauser and the Possibilities of International Education
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Taylor & Francis Ltd Teaching in Times of Crisis
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Taylor & Francis Ltd Technology Use by Adults with Learning Disabilities
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Taylor & Francis Ltd Technology Use by Adults with Learning Disabilities
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Taylor & Francis Ltd Reproducing Inequalities in Teaching
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Taylor & Francis A Practical Guide to Healthy Cooking in the Primary School
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Taylor & Francis Ltd The Epistemological Development of Education
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Taylor & Francis The Epistemological Development of Education
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Taylor & Francis Ltd Educating African American Students
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Taylor & Francis Ltd Educating African American Students
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Taylor & Francis Ltd Hidden Markets Public Policy and the Push to Privatize Education Critical Social Thought
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Taylor & Francis Ltd Media Literacy Equity and Justice
Book SynopsisOffering a new and thought-provoking look at media literacy education, this book brings together a range of perspectives that address the past, present, and future of media literacy, equity and justice. Straddling media studies, literacy education, and social justice education, this book comes at a time when the media''s role as well as our media intake and perceptions are being disrupted. As a result, questions of censorship, free speech, accountability abound, and nuance is often lost. This book is an antidote to the challenges facing media literacy education: chapters offer a careful examination of important and hot topics, including AI, authenticity, representation, climate change, activism and more.Addressing the continually evolving role of media and its impact on our society and shared knowledge base, the volume is organized around five themes: Misinformation and Disinformation; Media Representation; Civic Media, Politics and Policy; Eco Media Literacy; EducatioTable of ContentsForewordJad MelkiPrefaceIntroductionChapter 1: Shaping Dialogue Amid Broken ConversationsBelinha S. De AbreuPart I: Truth, Trust, Fact & Fiction—What information?Chapter 2: Couches, kitchens and conspiracy: Lifestyle marketing in the midst of a crisisMichael Hoechsmann, and iowyth hezel ulthiinChapter 3: Facts, opinions and news: how the infodemic revealed the need for Media & News Literacy PedagogyKaterina ChryssanthopoulouChapter 4: How social media has transformed Social Justice in an "enemy" of Brazilian People?Isly Viana Chapter 5: ICT and Media Education Curriculum for Teachers in the Post-Truth EraAlfonso Gutiérrez-Martín & Alba Torrego-GonzálezPart II. Media Representation/MisrepresentationChapter 6: Representation in Imagery and LanguageJimmeka Anderson and Deneen Dixon-Payne Chapter 7: In a Time of Crisis who can we Trust: A Call to Action from the Margins Angela Cooke-JacksonChapter 8: The Impact of Media Exclusion: Analysing the Representation of Young Australians in The NewsTanya Notley and Michael DezuanniChapter 9: Hollywood & Hope: Looking at Social Justice and Human Rights through a Critical Media LensRose Pacatte and Bonnie AbaunzaPart III. Civic Media, Politics, and PolicyChapter 10: Media education and citizenship in neoliberal timesDavid BuckinghamChapter 11: Media Literacy and Social Justice: Connections, Fissures, and the FutureSpencer Brayton and Natasha CaseyChapter 12: Media Literacy, Values, and Drivers of Youth Civic EngagementRoman GerodimosChapter 13: Media Literacy as Civic Discourse: A Framework for Inquisitive "Listening" and Authentic "Speaking" in a Digital SpaceMeredith Baldi & Prescott SeraydarianPart IV. Eco Media Literacy- Climate, Public & Digital Spaces and PlacesChapter 14: Ecomedia Literacy: Decolonizing Media and the Climate EmergencyAntonio LópezChapter 15: Media Literacy Goes Outside: A Case for Speculative Realism & Environmental Justice in the Media Arts ClassroomBenjamin TheveninChapter 16: Interrogating Power & Transforming Education with Critical Media LiteracyJeff ShareChapter 17: Equity through Expression: Media Literacy, Creativity, and Arts-based PedagogyTheresa Redmond, Tempestt Adams, and Peaches HashPart V: Education and EquityChapter 18: Media Environments: A Dynamic Model of Media Literacy, Activism, and ChangeKatherine G. FryChapter 19: Talking Back: Media, Archival Pedagogy, and PodcastingDonna AlvermannChapter 20: Equity in K-12 Education in the age of COVID-19: Comparing Five European CountriesVitor Tomé, Divina Frau-Meigs, Igor Kanizaj, Marika Sikharulidze, and Oksana PasichnykChapter 21: Health, Science, and Reliability—A Classroom PerspectiveJoanna MarshallChapter 22: Making, feeling and moving among media: a pupil's rightMichelle CannonPart VI: Ethical Quandaries: Ideologies Chapter 23: Surveillance and the edtech imaginary via the mundane stuff of schoolingMichelle Ciccone Chapter 24: The Constitutional Right to Lie and the Moral Duty to tell the TruthJoão Marecos and Francisco de Abreu DuarteChapter 25: The Ethics of the New Wave of Censorship: A Media Literacy PerspectiveNancy UsselmannChapter 26: Social Media: the new ethical court Taciane BatistaPart VII: Emerging Technologies: Algorithms, Artificial Intelligence and Future ConsiderationsChapter 27: Virtual Reality and the "Empathy Machine": Immersive Media Literacy and Social Justice ActivismCandace Parrish, Shanshan Wang, and James CastonguayChapter 28: Chapter Whose Justice? – Media Literacy for Handling Internet Media TrialAlice Y. L. LeeChapter 29: Algorithmic Social Justice through Participatory Action Research: Media Binds or Blinds?Melda N. YildizChapter 30: Reconceptualizing Media Literacy for the Mid-21st Century: A Vision of Media and Society 2022-2040 Renee Cherow-O’LearyContributor Biographies
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Taylor & Francis Ltd Development Education and Participatory Action Research to Empower Marginalized Groups
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Taylor & Francis Ltd Paulo Freire and Multilingual Education
Book SynopsisThis collection celebrates the work of Paulo Freire by assembling transnational perspectives on Freirean-based educational models that reconsider and reimagine language and literacy instruction, especially for multilingual learners. Offering an international and comparative overview of Freire's theories and critical pedagogies in relation to multilingualism, this volume presents innovative analyses and applications of theories and methods and features case studies in public schools, after-school and community literacy programs, and grassroots activism. Part I features chapters that expand on Freire's concepts and ideas, including critical literacies, critical consciousness, and liberatory teaching principles. Part II features chapters that discuss empirical analyses from applied research studies that draw from these philosophical concepts, making important connections to key topics on supporting students, curriculum development, and teaching.Ideal for students and schoTable of ContentsForeword: "The People" Lost in TranslationSamuel Rocha From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual Education Sandro R. Barros and Luciana C. de Oliveira Part I: Theoretical and Methodological Approaches Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism Chris K. Chang-Bacon and Soria E. Colomer The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies Brandon J. Sherman and Annela Teemant Transforming Privilege: The Four R’s of Pedagogical PossibilitiesAdam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual Learners Heather Linville Part II: Empirical Analyses Involvement and Authenticity: Transforming Literacy Curricula for Marshallese Students through Community-Based Writing Projects Anny Fritzen Case, Marcy Ray Dodd, and Gina Mikel Petrie Learning English as an Additional Language from Children’s Points of View in a Public School in Brazil: A Freirean Perspective Andrea da Silva Marques Ribeiro and Jessica F. Cruz Critical Educulturalism in the Borderlands: Exploring Social Positionality and the Dialogic Processes of Culture Circles Kelly Metz-Matthews and Michele McConnell Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual-Language Class: A Freirean Analysis Tatiana M. Cevallos and Rosa M. Floyd (Re)Turning to Freirean-Philosophy in Preparing Content Teachers to Work with Multilingual Students Kara Mitchell Viesca, Peiwen Wang, Brandon Heinz, and Alexa Yunes Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background Youth Carrie Symons and Kasun Gajasinghe Ignoramuses and Sages: Using Freirean Concepts to Co-construct Socially Just Initial Teacher Education Practices Gabriel Díaz Maggioli Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear Amanda Montes and Miguel Fernández Álvarez Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation Through Participatory Action Research Amanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor M. Drinkman Problematização and Poesis: Making Problems with Freire and Someone Else’s Syllabus Cori McKenzie Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização Raúl Alberto Mora, Andrés Tobón-Gallego, Maria Camila Mejía-Vélez, and Elizabeth (Effy) AgudeloAfterword by Valdir Borges
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Taylor & Francis Ltd The Methodology and Philosophy of Collective Writing
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