Moral and social purpose of education Books

Book SynopsisThis book shows how creative methods, drawing on innovative arts-based and design-based approaches, can be employed in health education contexts. It takes a very broad view of health education', considering it as applying not only in school settings but across the lifespan, and as including physical education and sexuality education as well as public health campaigns, health activist initiatives and programmes designed for training educators and health professionals. The chapters outline a series of case studies contributed by leaders in the field, describing projects using a wide variety of creative methods conducted in a variety of global contexts. These include a rich constellation of arts-based and design-based methods and artefacts: sculptures, dance, walking and other somatic movement, diaries, paintings, drawings, zines, poems and other creative writing, body maps, collages, stories, films, photographs, theatre performances, soundscapes, potions, rock gardens, brainstoTable of Contents1.Thinking, Making, Doing, Teaching and Learning: Bringing Creative Methods into Health Education 2. Materialising Mental Health: Design Approaches for Creative Engagement with Intangible Experience 3. Enacting a Feminist Pause: Interrupting Patriarchal Productivity in Higher Education 4. Arts-based Participatory Research in the Perinatal Period: Creativity, Representation, Identity and Methods 5. Body Mapping as a Feminist New Materialist Intra-vention: Moving-Learning with Embodied Confidence 6. Graffiti Walls: Arts-Based Mental Health Knowledge Translation with Young People in Secondary Schools 7. Re-assembling the Rules: Becoming Creative with Making ‘Youth Voice’ Matter in the Field of Relationships and Sexuality Education 8. Feminist Craftivist Collaging: Re-Mattering the Bad Affects of Advertising 9. Poetry and Health Education: Using the Poetic to Write the Body and Health 10. Health on the Move: Walking Interviews in Health and Wellbeing Research 11. Loved Objects and Beyond: Using Art Workshops in a Women’s Refuge 12. Children's Views on Digital Health in the Global South: Perspectives from Cross-National, Creative and Participatory Workshops

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Book SynopsisThe unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated.In today's world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes Mind and Materiality; Body and Senses; and Texts and Digital Semiotics to shape readers' understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications foTable of ContentsForeword by Theo van LeeuwenAcknowledgements Introduction1. Introduction: Beyond Education for Industry 4.0: Next-Generation Literacies Part I: Mind and Materiality 2. Mind and Materiality of Digital Reading 3. Critically Evaluating Multiple Sources for Digital Futures 4. Why Video Gaming is an Important Digital Literacy PracticePart II: Body and Senses5. Embodiment, Literacies, and Digital Media6. Haptics and Motion in Literacy Practices with Digital Media7. Virtual, Augmented, and Mixed Reality: New Literate BodiesPart III: Texts and Digital Semiotics 8. Infographics and Scientific Literacy9. Advancing Animated Story Composition through Coding10. Digital Interactive LiteratureConclusion11. Conclusion: Multimaterial Literacies for Digital Futures

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Book SynopsisThis book offers an uncompromising and rigorous analysis of education and human rights by examining issues related to gender, race, sexuality, disability, and social class. Written as a companion to the very successful U.K. version, this volume reflects the economic, political, social, and cultural changes in educational and political policy and practice in the United States. Offering a comprehensive look at these areas, this book is an essential resource across a wide range of disciplines and for all those interested in education, social policy, and equality.Trade ReviewIt is appropriate that Peter McLaren introduces this volume in his inimitably plaintive and frenetic fashion. Mike Cole’s new collection does not slow down from there. The chapters provide hard-hitting presentations of a given social injustice, each combining historical depth with conceptual heft. This volume is a necessary reminder of not just where we have been but also of where we are headed. Despite the assault on schools from myriad ideological sources -- neoliberalism, neoconservativism, neofascism, neonazism, white supremacy -- and the growing number of policy makers who embrace them, it is here that the authors in this volume, as critical pedagogues and resistance theorists, continue to seek hope.– John E Petrovic, The University of Alabama, author of Unschooling Critical Pedagogy, Unfixing Schools. Finding ourselves at a critical historical juncture with respect to questions of equality and human rights in education, this timely volume offers readers a powerful compilation of thought-provoking essays that speak to the very root of inequalities and offers valuable alternatives for genuinely enacting educational political projects that are in sync with our revolutionary dreams. – Antonia Darder, Professor Emerita, Loyola Marymount University, USAMike Cole has edited an outstanding collection of essays from internationally known scholars who analyze the current political threats to democracy particularly from the right-wing. The issues of gender, disabilities, sexuality, ecology, class and others are clearly articulated within a political context. The essays boldly confront the significant dilemmas and conflicts that all of us face. The book is an indispensable and excellent read for all scholars and educators committed to social justice and equity in these nightmarish times. It is a must read.– William M. Reynolds, Georgia Southern University, USAThis is an astonishing book! So strong yet subtle, so well written in easy-to-understand language clarifying sometimes complex concepts and analysis- and, overtly written by various chapter writers from the heart, from feeling, from cool outrage at the tragic inequalities within the USA and its education systems.This is a brilliant and moving and clearly Marxist critique that goes beyond critique, into resistance and `what we can do’. I am so full of admiration for this book- I wish all USA teachers in schools, community colleges and universities would read it. That would set the Marxist cat among the Capitalist pigeons!– Dave Hill, Emeritus Research Professor of Education, Anglia Ruskin University, UKTable of ContentsForeword: Democracy Under Siege and the Rise of the Unthinkable; Introduction: Equality and Human Rights in the United States today1. Feminism and Socialism: Looking Back, Looking Ahead; 2. Gender and Education: The Revolutionary ‘Force and Reason’ of Women; 3. U. S. History Breathes and Bleeds Racism; 4. Racism and Education: Failure to Achieve Democratic Aims Inclusively in Public Schooling; 5. The Making of Sexuality in the United States: Normativity, Heteropatriarchy, and Resisting the ‘Euphoria’ of Androcentric Logic; 6. Toward a Marxian Understanding of Sex Education Policy and Curriculum in the United States; 7. Disability Matters: A Materialist History of Disability Under U.S. Settler-Capitalism; 8. Disabling Learning Conditions: Ability-Segregated Education and the Creation of Disability; 9. Marx and the Marxist alternative to neoliberal capitalism: the case for a fully inclusive ecosocialism for today; 10. The Hidden Cost of Class Disavowal and the Case for a New Education System: Social Class and Education in the U.S.

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Book SynopsisLeveraging Socio-Emotional Assessment to Foster Children's Human Rights focuses on teaching and assessing students' social and emotional attributes within the broader context of children's rights. School teachers are charged with more than just academic development every day, they have opportunities to guide children toward humanistic, justice-orientated perspectives and to serve as role models and relationship-builders. Built from a growing body of research on the benefits of socio-emotional learning and assessment in classrooms, this book prepares pre-service and in-service teachers to take on the shifting mindset that is required for learning processes that promote dignity and respectful relations in the classroom. These concise, accessible chapters address the value and effects of positive student-teacher relationships, classroom implementation and assessment methods, student- and parent-inclusive feedback and more.Table of Contents1. Assessing for Wellness and Children's Rights 2. Trust and Its Effect on Children's Social and Emotional Wellness 3. Assessment Data from a Children's Rights Approach 4. Keeping Your Eye on the Prize to Support Children 5. The Assessment Elephant in the Room: When Societies Discount Children

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Book SynopsisSocial Theory and Education Research is an advanced and accessible text that illustrates the diverse ways in which social theories can be applied to educational research methodologies. It provides in-depth overviews of the various theories by well-known and much-debated thinkers Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida  and their applications in educational research. Updated throughout and with new extended introductions to each theorist and a new chapter on the application of socio-theoretical concepts in education research methodologies and the how-to of research practice, this second edition assists education practitioners and researchers in their acquisition and application of social theory. This book contextualizes the various theories within the broader context of social philosophy and the historical development of different forms of thought.Social Theory and Education Research will be incredibly useful toTable of ContentsPart I: Introduction Social theory and education research: An introduction (Mark Murphy) Social theory and methodology in education research: From conceptualisation to operationalisation (Mark Murphy and Cristina Costa) Part II: Foucault Foucault and his acolytes: Discourse, power and ethics (Julie Allan) Retooling school surveillance research: Foucault and (post)panopticism (Andrew Hope) Using Foucault to examine issues of girls’ education in a religiously driven postcolonial-security state (Ali Sameer) Part III: Habermas Jürgen Habermas: Education’s increasingly recognized hero (Terence Lovat) Between the state and the street: Habermas and education governance (Mark Murphy) Applying Habermas’ theory of communicative action in an analysis of recognition of prior learning (Fredrik Sandberg) Part IV: Bourdieu Bourdieu and educational research: Thinking tools, relational thinking, beyond epistemological innocence (Shaun Rawolle and Bob Lingard) Research in Christian Academies: Perspectives from Bourdieu (Elizabeth Green) Bourdieu applied: Exploring perceived parental influence on adolescent students’ educational choices for studies in higher education (Irene Kleanthous) Part V: Derrida Derrida and educational research: An introduction (Jones Irwin) ‘Derrida applied’: Derrida meets Dracula in the geography classroom (Christine Winter) Engaging with student teachers on reflective writing: Reclaiming writing (Duncan Mercieca)

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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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Book SynopsisThe book analyses how lines of (non)belonging are traced and how notions of (non)belonging circulate around and are attached to students from immigrant backgrounds. Such circulations coalesce around values and practices linked to gendered, ethnic majority middle-class norms, through which difference is positioned and opposed in hierarchical terms. This project analyses the relationship between teachers' identities and their attitudes and pedagogic dispositions towards students from immigrant backgrounds, showing how these affect each other, contributing to their state of (non)belonging in the educational setting and in the wider society. Attention is brought to the pervasive and normalised background of neoliberal ideology, permeating the educational environment. In examining the (problematic) relationship between the previous elements, the book uncovers the intersectional reproduction of lines of belonging - and not belonging. While the analysis is centred on a sTable of Contents1. The context 2. Key theories and concepts 3. Teachers’ perceptions of social class 4. Teachers’ views on Gender 5. Constructing (non)belonging6. Teachers’ understanding of neoliberal education policies and the shaping of power relations in the classroom7. Linking teachers dispositions and pedagogies

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Book SynopsisAs part of the national curriculum, cooking provides children with a variety of skills, from learning the science behind where food comes from to what good health is and understanding how ingredients can be turned into something tasty to eat.Packed full of practical advice, colourful recipes, and nutritional guidance, this book will provide: Guidance to teach children a range of cooking skills, using a variety of ingredients from varying sources. An understanding as to where our food comes from; seasonal and all-year-round produce; how food is grown and transported to our shops and markets. The basic skills to make food safe, nutritious, and palatable to eat. Links to STEM, PSHE, and D&T primary school curriculum subjects. Ideal for group work for any primary classroom that has access to a school kitchen, either in mainstream primary or special school settings, tTable of ContentsPart 1. Introduction Part 2. Nutrition, Food Sources and Recipes 1. Recipes for Starting Skills 2. Recipes for Improving Skills 3. Recipes for Adding More Skills 4. Recipes for Basic Sauces/Dressing Part 3. Supplementary Material

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Book SynopsisReligious Education as a Dialogue with Difference addresses current issues over the study of religion in publicly maintained schools. Are liberal, inclusive approaches to the study of religion suited to the aims of education in a democracy? Do liberal democratic aims offer the right framework for the study of religion? By presenting research on English secondary school pupils' motivation in religious education, this volume argues that religious education is best understood as a democratic dialogue with difference. The book offers empirical evidence for this claim, and it demonstrates how learners gain in religious literacy, both through the exercise of democratic citizenship in the classroom and towards the goal of life-long democratic citizenship.Trade Review"With a thirty-three year career in education, Kevin O’Grady’s book offers an illuminating example of how research engagementprovides the catalyst for thoughtful and insightful reflections on religious education, current schooling and contemporary research, written ‘as a contribution to debates over how religion should be studied in schools’. […] The book will be of interest to anyone interested in current debates about the place of religious education in society, especially in how these debates play out in classrooms, and in how religious education teachers can also be involved in, comment on and contribute to research."Nigel Fancourt, Journal of Beliefs and Values."O’Grady has a convincing argument for RE as a dialogue with difference [. . .] which I would recommend for academics, teacher-trainers, educational experts and stakeholders not only in the UK but in other parts of Europe and in the rest of the world."Leni Franken (2019), Religious education as a dialogues with difference: Fostering democratic citizenship through the study of religions in schools, British Journal of Religious Education. "With a thirty-three year career in education, Kevin O’Grady’s book offers an illuminating example of how research engagement provides the catalyst for thoughtful and insightful reflections on religious education, current schooling and contemporary research, written ‘as a contribution to debates over how religion should be studied in schools’. […] The book will be of interest to anyone interested in current debates about the place of religious education in society, especially in how these debates play out in classrooms, and in how religious education teachers can also be involved in, comment on and contribute to research."Nigel Fancourt, Journal of Beliefs and Values."O’Grady has a convincing argument for RE as a dialogue with difference [. . .] which I would recommend for academics, teacher-trainers, educational experts and stakeholders not only in the UK but in other parts of Europe and in the rest of the world."Leni Franken (2019), Religious education as a dialogues with difference: Fostering democratic citizenship through the study of religions in schools, British Journal of Religious Education. "Religious Education as a Dialogue with Difference summarizes Kevin O’Grady’s outstanding work in the field of religious education. O’Grady’s excellent, very readable, book is highly relevant to on-going debates about the study of religions and beliefs in schools in different parts of the world, including the USA and Canada. It deserves to be read widely by teachers, student teachers and education academics."Robert Jackson, Professor Emeritus, University of Warwick, UK."As a former teacher with similar professional experiences in a culturally diverse inner-city area in England, I recognize the socially challenging, complex, diverse and hugely rewarding teaching context which O'Grady evokes. The examples of pupil voice he captures so scrupulously reminded me of young people I have taught and known. I would be inspired by his practice were I a teacher still and able to translate it to my own classroom.[…] It would be wonderful for the next generation of teacher leaders in schools in England to be introduced to this material . . ."Janet Orchard, Senior Lecturer, University of Bristol, UK."Religious Education as a Dialogue with Difference represents a timely contribution to the field of religious education. While primarily based on Kevin O’Grady’s own empirical research, it also incorporates the results of a number of other studies to argue for a multi-faith school subject in which all types of students are taught together regardless of their religious, ethnic and/or cultural background. I consider O’Grady’s book to be of value to the Swedish context and I intend to employ it in my own RE teacher training courses […] I would certainly recommend that other educators take advantage of O’Grady’s thoroughgoing study, especially as it applies to the training of religious education teachers."Jenny Berglund, Professor, Stockholm University, Sweden.Table of ContentsIntroduction 1. Motivation in RE: beginnings 2. RE, adolescence and creativity 3. Action research, ethnography, epistemology and ethics 4. RE as a dialogue with difference 5. Democratic citizenship or religious literacy? Aims and values for RE 6. Dialogue and conflict in RE 7. Democratic citizenship and RE revisited 8. Does RE Work? 9. Review, recommendations, questions for the future and final remarks

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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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Book SynopsisBeing With Our Feelings teaches children how to be with themselves and each other with acceptance, kindness and compassion. By providing the tools for children to mindfully embody and be with all their feelings, this unique set, consisting of a comprehensive, practical toolkit, accompanied by four beautifully illustrated rhyming storybooks, is designed to develop childrenâs mental, physical and emotional wellbeing, in a way that it can grow strong, flourish and endure for a lifetime.Structured around seven key principles designed to focus on the felt sense of feelings in the body, rather than as thoughts in the mind, the Being With Our Feelings approach teaches children to get to know their feelings as energy waves, to allow their feeling waves to flow and move, to understand them as transient, and to accept them with kindness in the place of judgment. With clear, easy to follow activities and lesson ideas linked to each story, the Being With Our Feelings: A Mindful, Embodied Approach to Wellbeing Toolkit provides a supportive, progressive framework to develop learning and understanding (with suggestions for use across Years 3-6) as well as the flexibility to suit the needs of any school, group or individual.Sensitively written, with a refreshing burst of honesty, humour and a strong youth voice, the four storybooks: I Donât Want To Be Me - Amelieâs Walk, I Just Canât Decide!, The Red String and What If All The Trees Blow Away? are uniquely designed to support the Being With Our Feelings approach by similarly focussing on the felt sense of feelings in the body. Each book explores a key theme: accepting yourself, making independent choices, being with strong feelings such as anger and feeling anxiety and fear. With no need for prior training and suitable for primary teachers, educational therapists, social workers and all caring adults, Being With Our Feelings is a vital resource for adults and children to read, talk, listen, reflect, and create together to make a positive impact on their entire wellbeing. Appropriate for groups, whole classes, one-to-one settings, assemblies, staff training and interactions with parents and the wider community, the Being With Our Feelings set allows children and adults to discover their authentic inner selves, let go of expectations and simply be who they are.

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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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Book SynopsisWith the social, economic and political challenges alongside implications of the digital era and environmental sustainability in the 21st century, understanding how children feel about themselves, particularly within the complex web of their relationships with family members, peers, friends, practitioners, and professionals is of ultimate importance.Young Childrenâs Identities: A Multi-disciplinary Perspective explores and recognises the importance of identity as a key foundation for childrenâs holistic development and wellbeing. Readers are encouraged to consider diverse perspectives, including history, psychology, sociology, education, ethnography, and human ecology when understanding how children construct and co-construct their identities over time.Supported throughout by Froebelian and Freirean lenses, the authorsâ own personal, professional and research experiences, this essential volume seeks to develop a richer picture of this complex area of young childrenâs identities by addressing the following questions: Whose values are defining me? Who am I in a diverse society? What is the role of professionals in co-constructing childrenâs identities? There is a great need to understand childrenâs identities in early childhood due to the undeniable impact this can have upon their wellbeing and holistic development. This is an essential read for students, academics, practitioners and policy-makers working within early years education, childhood development, psychology and social work.

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This book calls into question the colonial and neoliberal university, presenting alternative models of higher education that can more effectively respond to today's intersecting social, economic, environmental and political crises. The authors argue that universities should be driven by a different set of core values  one that promotes the common good over private or commercial interests, individualism and market fundamentalism. Presenting a broad range of educational initiatives from around the world that reflect life-affirming regenerative and relational practices, Indigenous intellectual sovereignty, and principles of social and ecological justice, the authors contend that pathways toward transforming higher education already exist within and without the university. This task, say the authors, is urgent and necessary if universities and other institutions are to hold relevance in a rapidly changing global environment.This book makes a unique contribution to cri

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Book SynopsisBullying looks at how to develop strategies for maintaining effective action against bullying by one of the best-known authors in the field.Trade Review'an exploration of a complex issue, venturing beyond a simple introductory text to support incident management in schools by analysing the roots of bullying, the effects on the lives of victims, and suggesting achievable anti-bullying intervention designed to be effective the long-term.' - British Journal of Educational StudiesTable of Contents1. Introduction and Overview Section 1: Understanding Bullying 2. The Emergence of Bullying 3. The Social Basis of Bullying 4. How Much Bullying? Assessment and Measurement 5. The Experiences of Those who are Bullied Section 2: Towards Effective Intervention 6. Changing Cultures 7. Managing the Anti-bullying Project in School 8. Preventing and Responding to Bullying Behaviour 9. Researching Bullying - Where are we now? 10. Conclusions - the Limits of Current Knowledge

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Book SynopsisGirls are now out-performing boys at GCSE level, giving rise to a debate in the media on boys' underachievement. However, often such work has been a 'knee-jerk' response, led by media, not based on solid research. Boys, Girls and Achievement - Addressing the Classroom Issues fills that gap and:*provides a critical overview of the current debate on achievement;*Focuses on interviews with young people and classroom observations to examine how boys and girls see themselves as learners;*analyses the strategies teachers can use to improve the educational achievements of both boys and girls.Becky Francis provides teachers with a thorough analysis of the various ways in which secondary school pupils construct their gender identities in the classroom. The book also discusses methods teachers might use challenge these gender constructions in the classroom and thereby address the 'gender-gap' in achievement.Trade Review'... deserves to be widely bought and used in classrooms and teacher training.' - The Times Educational Supplement'Becky Francis provides us with a very clear and level-headed account of these debates and her own reflections on them. She has written a most thoughtful and carefully researched book ... This is an excellent book.' - Miriam E. David, Educational ReviewTable of ContentsIntroduction 1.Gender and Achievement: A Summary of Debates 2.Theoretical Perspectives of Gender Identity 3.Gendered Classroom Culture 4.Young People's Constructions of Gender and Status 5.Young People's Talk about Gender and Studentship 6.Young People's Views of the Importance of Gender and Education for their Lives 7.Young People's Talk about Gender and Behaviour 8.Discussion: Gender, Achievement and Status 9.Teaching Strategies for the Future

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Book SynopsisThis timely and thought-provoking book explores children''s lives in modern cities. At a time of intense debate about the quality of life in cities, this book examines how they can become good places for children to live in. Through contributions from childhood experts in Europe, Australia and America, the book shows the importance of studying children''s lives in cities in a comparative and generational perspective. It also contains fascinating accounts of city living from children themselves, and offers practical design solutions.The authors consider the importance of the city as a social, material and cultural place for children, and explore the connections and boundaries between home, neighbourhood, community and city. Throughout, they stress the importance of engaging with how children see their city in order to reform it within a child-sensitive framework.This book is invaluable reading for students and academics in the field of anthropology, sociology, social policy and Trade ReviewTimes Educational Supplement Book of the Week: 'Every one of the 11 essays here contains original insights that couldn't fail to be of interest and value to anyone whose life, professional or otherwise, brings them into contact with children ... the process whereby young children discover and map their surroundings, imprinting locations with memories and associations which in turn help to mould their own sense of identity, is about as fascinating a subject as you could wish to stumble upon between soft covers.' - Times Educational Supplement'This is a well-written and well-edited reader which deserves to be widely read, not only by students and researchers, but also by people working with children and/or the urban environment such as teachers, architects and planners ... it draws a colourful and diverse picture of children's urban realities regarding home, neighbourhood and community.' - Housing Studies'A rich and varied collection of chapters, from many contrasted settings. The field is alive and well, and is managing to combine theoretical rigour and methodological ingenuity with a passionate advocacy for the rights of the child in urban society.' - Children & Society'This is a well-written and well-edited reader which deserves to be widely read, not only by students and researchers, but also by people working with children and/or the urban environment such as teachers, architects and planners ... it draws a colourful and diverse picture of children's urban realities regarding home, neighbourhood and community.' - Housing Studies'A rich and varied collection of chapters, from many contrasted settings. The field is alive and well, and is managing to combine theoretical rigour and methodological ingenuity with a passionate advocacy for the rights of the child in urban society.' - Children & SocietyTable of Contents1. New Perspectives on Children in the City Pia Christensen and Margaret O'Brien 2. Place, Space and Knowledge: Children in the Village and the City Pia Christensen 3. Children's Views of Family, Home and House Gunilla Hallden 4. 'Displaced' Children? - Risks and Opportunities in a Caribbean Urban Environment Karen Fog Olwig 5. Shaping Daily Life in Urban Environments Helga Zeiher 6. Children in the Neighbourhood - the Neighbourhood in the Children Kim Rasmussen and Soren Smidt 7. The Street as Liminal Space: the Barbed Spaces of Childhood Hugh Matthews 8. Neighbourhood Quality in Children's Eyes Louise Chalwa and Karen Malone 9. Reviving Children's Neighbourhoods: What do Children Want? Margaret O'Brien 10. Improving the Neighbourhood for Children: Possibilities and Limitations of 'Social Capital' Discourses Virginia Morrow 11. Planning Childhood: Children's Social Participation in the Town of Adults Claudio Baraldi

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Book SynopsisBased on the acclaimed series 'The Issue' in the Times Educational Supplement, this book brings together Steven Hastings' vast experience and offers a comprehensive overview of the challenges and concerns facing modern schools. Everything from tackling truancy to teaching children to write, from teenage suicide to pets in the classroom, this easy-to-digest guide cuts through the jargon to offer professional advice, expert opinion and practical ideas for better teaching.Divided into three themed sections, the book proves a comprehensive and accessible introduction to the main issues affecting contemporary schools: the healthy classroom, including dealing with junk food and bereavement, the thinking classroom, from emotional intelligence to personalized learning the well-rounded classroom, covering everything from going green to pupil power. Both informative and practical, the book provides a coherent synthesis of the current key topics in teaching, illustrates each topic with firsthand case studies, provides follow-up resources and shows how each topic inter-relates.Whether youâre an NQT or an experienced classroom teacher, a governor or a school manager, this is the essential guide to life in schools today.Table of ContentsIntroduction. The Healthy Classroom 1. The Teaching Voice 2. Truancy 3. Nits 4. Bereavement 5. Junk Food 6. Homophobia 7. Self Harm 8. Teenage Suicide 9. When You're Sick 10. Teacher's Sabbaticals The Thinking Classroom 11. Using Questions 12. Handwriting 13. Emotional Intelligence 14. Thinking Skills 15. Personalized Learning 16. Teaching Children to Read 17. Promoting Creativity The Well-Rounded Classroom 18. Going Green 19. Using Volunteers 20. Artists in Residence 21. The Learning Environment 22. Schoool Links 23. Classroom Pets 24. Pupil Power. Resources

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Book SynopsisIn a pamphlet published in 2005 Mary Warnock expressed concerns about some of the concepts that she had helped to introduce in the field of special education almost three decades earlier. She argued that the role of special schools was unclear and the pursuit of inclusion had become too ideological. This highly topical book suggests that distinctions should be made between kinds of special needs and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings. Her call for a government review to investigate these problems raised its media profile, fuelling the debate. This book pulls together contributions from all sides of the argument.An essential read for anyone involved in special education as well as the philosophy and ethics of education this book truly breaks new ground.Table of ContentsPart 1: Moderate Inclusion and the Case for Special Schools 1. A Defence of Moderate Inclusion and the End of Ideology 2. Rights, Efficacy and Inclusive Education 3. Children with Autistic Spectrum Disorders 4. Speaking as a Parent: Thoughts about Educational Inclusion for Autistic Children 5. ‘Jig-Sawing It Together’: Reflections on Deaf Pupils and Inclusion 6. The Road to Marrakech: Reflections on Small Schools and Fragile Children 7. Diversity and Choice for Children with Complex Needs Part 2: Philosophical and Practical Perspectives on Inclusive Education 8. Dilemmas of Inclusion and the Future of Education 9. Reforming Special Educational Needs Law: Vocabulary and Distributive Justice 10. Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs 11. Meeting Additional Educational Needs With or Without Statements 12. But What about the Others: Patterns of Student Achievement in Inclusive Schools 13. Towards a More Inclusive Education: A Consideration of the Future Roles of Special Schools 14. Visions for the Village: A New Framework for Inclusive Learning 15. Inclusion through Technology for Autistic Children 16. Disaffected, Distressed and Distressing: What Can We Do about Pupils Who Present Social, Emotional and Behavioural Difficulties? 17. Nurture Groups: Making Inclusion Work for Difficult and Disadvantaged Children

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Book SynopsisChildren are cooped up, passive, apathetic and corrupted by commerceâ or so we are told.Reclaiming Childhood confronts the dangerous myths spun about modern childhood. Yes, children today are losing out on many experiences past generations took for granted, but their lives have improved in so many other ways. This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Rather than pointing the finger at soft âjunkâ targets and labelling children as fragile and easily damaged, Helene Guldberg argues that we need to identify what the real problems are â and how much they matter.We need to allow children to grow and flourish, to balance sensible guidance with youthful independence. That means letting children play, experiment and mess around without adults hovering over them. It means giving children the opportunity to develop the resilience that characterises a sane and successful adulthood. Guldberg suggests ways we can work to improve childrenâs experiences, as well as those of parents, teachers and âstrangersâ simply by taking a step back from panic and doom-mongering.Trade Review"This is a powerful and passionate book that explains why so much of what we say about children is so wrong."--Professor Frank Furedi, author of Paranoid Parenting"Reclaiming Childhood is a lovely blend of developmental theory and up-to-date research, a deep knowledge of children, and good old common sense. This bracing book is a gift to children everywhere."--David Anderegg PhD, author of Worried All the Time and Nerds: Who They Are and Why We Need More of Them"Looking at the aftermath of 9/11, Guldberg (a developmental psychologist) provides an excellent study of the changing perception of childhood in the context of current technological, security-conscious society in the UK and the US…The narrative flows easily, making this a book for all audiences, especially parents who are uncertain of their role in the face of often-conflicting advice from "experts."--CHOICE September 2009, Vol. 47 No. 01‘This is a powerful and passionate book that explains why so much of what we say about children is so wrong.’ - Professor Frank Furedi, author of Paranoid Parenting'Reclaiming Childhood is a lovely blend of developmental theory and up-to-date research, a deep knowledge of children, and good old common sense. This bracing book is a gift to children everywhere.’ -David Anderegg PhD author of Worried All the Time and Nerds: Who They Are and Why We Need More of Them'a book that should be read by every student teacher, teacher trainer and teacher. It will be a "must" for every parent. It is of more value than any parenting course! Politicians and the press who are paranoid about parenting should be made to read it.' - Professor Dennis Hayes, co-author of The Dangerous Rise of Therapeutic Education (Routledge 2008)'Guldberg has the ability to look at the whole weird world of what we now call "parenting," and figure out how this natural stage of life got to be so strange, so stilted and so difficult. Luckily her writing is anything but! A clear and illuminating look at our parental foibles and their effect on our kids. - Lenore Skenazy, founder, Free Range Kids.'A Voice of Sanity in the World of Anti-Bully Hysteria [...] If you are a parent and consider stress-reduction a worthwhile expense, this book will be worth every penny!' - Psychology Today Blogs'Helene Guldberg offers a fresh and invigorating challenge to the gloomy conservatism that informs so much contemporary discussion of childhood.' - Professor David Buckingham, Institute of Education, University of London'...an impassioned, lively and thought-provoking polemic' - Nursery World'[T]his book is a valuable primer in critical thinking about taken-for-granted assumptions regarding many children's experiences today. It is a highly readable synthesis of a variety of ideas and sources, and contains important information for those who work with children and create the policies which shape their lives.' - Teachers College Record, July 31, 2009'Reclaiming Childhood: Freedom and Play in an Age of Fear is not only an important book, it is groundbreaking ... This entire straight-talking book is worthwhile and a must read for anyone concerned with child development and social policy ... We should be grateful that there are still psychologists around like Helene Guldberg who have not confused political laws with the laws of nature and can inform us what kids truly need for healthy psychological development. - American Journal of Education, August 2010Table of ContentsAcknowledgmentsIntroductionPart I: The good, the bad, and the history: a balance sheet of modern childhood 1. A childish panic about the next generation 2. Cocooning children 3. Childhood in historical perspective Part II: Freedom and child development 4. Growing up: why risk-taking is good for kids 5. Play: what is it good for? 6. The bullying bandwagon 7. Virtual lives? Media, brands and the MySpace generation Part III: Taking real responsibility: the role of adult society 8. Let parents be parents: the myth of infant determinism 9. Let teachers be teachers: not social workers and ‘happiness counsellors’ 10. Let strangers be friends: how the ‘stranger danger’ panic is creating a hostile adult worldAfterwordBibliographyIndex

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Book SynopsisThe Routledge Education Studies Reader provides an authoritative overview of the key aspects of education for students beyond the introductory stages of a degree programme in Education Studies, enabling students to deepen their understanding.A blend of modern-classic and contemporary readings, based on a combination of empirical research and established theory, provide coverage of the following: globalisation and the impact of new technologies educational policies and society curriculum and pedagogy assessment professional learning learning beyond schools. In order to encourage engagement with the literature, each reading is introduced by the editors. Key questions accompany every reading, enabling the student to reflect on the piece. Suggestions for further reading are made and explained throughout.The Routledge Education Studies Reader is an essential resource for studentTable of ContentsIntroductionSection 1 Foundations of EducationSection 2 Contexts: Making Education WorkSection 3 Doing Education Studies

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Book SynopsisThis book delivers a definitive contribution to the understanding of Habermas's oeuvre as it applies to education. The authors examine Habermas's contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability. Table of ContentsSection 1: Introduction 1. Communication, Deliberation, Reason: An Introduction to Habermas, Mark Murphy and Ted Fleming Section 2: Key Issues and Debates in Habermas and Education 2. Educational Implications of the Idea of Deliberative Democracy, Tomas Englund 3. Communicative Utopia and Political Re-Education, Marianna Papasthephanou 4. The Concept of Lifeworld and Education in Post-Modernity: A Critical Appraisal of Habermas’ Theory of Communicative Action, Sigmund Ongstad 5. Habermas, Eurocentrism and Education: The Indigenous Knowledge Debate, Raymond A. Morrow 6. Forms of Rationality and Public Sector Reform: Habermas, Education and Social Policy, Mark Murphy Section 3: Habermas Applied: Critical Theory And Educational Provision 7. Developing Competence in Collegial Spaces: Exploring Critical Theory and Community Education, John Bamber 8. Condemned to Learn: Habermas, University and the Learning Society, Ted Fleming 9. Learning Democratic Reason: The Adult Education Project of Jürgen Habermas, Stephen Brookfield 10. Citizenship, Discourse Ethics and an Emancipatory Model of Lifelong Learning, Clarence W. Joldersma and Ruth Deakin Crick 11. Practice and Theory of Narrative Inquiry in Education, Carola Conle 12. Educating Social Workers for Lifeworld and System, Barry Cooper 13. Jürgen Habermas, Critical Social Theory and Nursing Education: Implications for Caring in Nursing, Jane SumnerSection 4: Conclusion 14. Taking Aim at the Heart of Education: Critical Theory and the Future of Learning, Ted Fleming and Mark Murphy

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Book SynopsisThe history of sex education enables us to gain valuable insights into the cultural constructions of what different societies have defined as 'normal' sexuality and sexual health. Yet, the history of sex education has only recently attracted the full attention of historians of modern sexuality.Shaping Sexual Knowledge: A Cultural History of Sex Education in Twentieth Century Europe makes a considerable contribution not only to the cultural history of sexual enlightenment and identity in modern Europe, but also to the history of childhood and adolescence. The essays collected in this volume treat sex education in the broadest sense, incorporating all aspects of the formal and informal shaping of sexual knowledge and awareness of the young. The volume, therefore, not only addresses officially-sanctioned and regulated sex education delivered within the school system and regulated by the State and in some cases the Church, but also the content, iconography and eTable of ContentsList of Figures. Acknowledgments. 1. Introduction: Shaping Sexual Knowledge of the Young. Lutz D.H. Sauerteig and Roger Davidson. Sex Education, Sexual Rights, Society and the Child. 2. In Ignorance and in Knowledge: Reflections on the History of Sex Education in Britain. Lesley A. Hall. 3. Sex Education and the Law in England and Wales: The Importance of Legal Narratives. Ann Blair and Daniel Monk. Shaping Sex Education Policy: Religion, Medicine and the State. 4. Taking the Middle Way: Sex Education Debates in Sweden in the Early Twentieth Century. Lena Lennerhed. 5. The Growing Pains of Sex Education in the German Democratic Republic (GDR), 1945-1969. Mark Fenemore. 6. Purity and Pedagogy: The Alliance-Scottish Council and School Sex Education in Scotland, 1955-1967. Roger Davidson. 7. Carnal Knowledge: The Social Politics and Experience of Sex Education in Italy, 1940-1980. Bruno Wanrooij. Sex Education and the Representation of Gendered and Sexed Bodies. 8. Representations of Pregnancy and Childbirth in (West)German Sex Education Books, 1900s-1970s. Lutz D.H. Sauerteig. 9. Purity Redefined: Catholic Attitudes towards Children’s Sex Education in Austria, 1920-1936. Britta McEwen. 10. The Partial Picture: Framing the Discourse of Sex in British Educative Films of the Early 1930s. Barbara Crowther. 11. Helga (1967): West German Sex Education and the Cinema in the 1960s. By Uta Schwarz. Mapping the Sexual Knowledge and Ignorance of the Young. 12. The Social Politics and Experience of Sex Education in Early Twentieth Century Poland (1905-1939). By Magda Gawin. 13. The Experience of Sex Education in the Netherlands and Flanders in Childhood Memories from the First Half of the Twentieth Century. By Hugo Röling. Contributors. References. Index.

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Book SynopsisTeaching Children with High-Level Autism combines the perspectives of families and children with disabilities and frames these personal experiences in the context of evidence-based practice, providing pre- and in-service teachers and professionals with vital information on how they can help children with high-level autism reach their full potential.  Many children with high-level autism are capable of regulating their behaviors given the right interventions, and this cutting edge text explores multiple methods for helping such children succeed academically, socially, and behaviorally.  The book: draws from interviews with twenty families who have middle- and high-school-aged childrenwith high functioning autism or Aspergers syndrome; presents a synthesis of the most cutting-edge research in the field; provides practical advice for educating children with high-level autism; is authored by two special education professors who are also both theTable of ContentsChapter 1 IntroductionChapter 2 Autism Basics, Prevalence and CausesChapter 3 Characteristics of children with autismChapter 4 Profiles of familiesChapter 5 Cognition and Information ProcessingChapter 6 SocializationChapter 7 Evidence-Based Practices: Looking at Research CriticallyChapter 8 Teaching Methods from Autism's PastChapter 9 Diagnoses, Early Intervention and PreschoolChapter 10 Elementary SchoolChapter 11 Middle SchoolChapter 12 High SchoolChapter 13 Teaching Strategies-NOS (not otherwise specified)Chapter 14 Behavior and Classroom ManagementChapter 15 Working with ParentsChapter 16 Conclusion

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Book SynopsisThis book is a compelling collection of essays on the intersection of race, gender and class in education written by leading black and postcolonial feminists of colour from Asia, Africa and the Caribbean living in Britain, America, Canada, and Australia. It addresses controversial issues such as racism in the media, exclusion in higher education, and critical multiculturalism in schools. Introducing new debates on transglobal female identity and cultures of resistance the book asks: How does black and postcolonial feminisms illuminate race and gender identity in new global times? How are race, gender and class inequalities reproduced and resisted in educational sites? How do women of colour experience race and gender differences in schools and universities? This book is a must for political and social commentators, academic researchers and student audiences interested in new feminist visions for new global times.This book was Trade ReviewAn inspiring book which addresses some of the most critical questions in education. Feminist thinking at its best. Avtar Brah, Professor of Sociology, Birkbeck College, University of London, UKThis book renders black feminist theory and post-colonial thought more textured, complex and expansive. Bravissimo, a rich collection of research! Annette Henry, Professor of Education, University of Washington, Tacoma USATable of Contents1. Introduction: Plotting a history: Black and postcolonial feminisms in ‘new times’ Heidi Safia Mirza 2. Postcoloniality and ethnography: negotiating gender, ethnicity and power Cynthia Joseph 3. Identity, empathy and ‘otherness’: Asian women, education and dowries in the UK Kalwant Bhopal 4. Embodying diversity: problems and paradoxes for Black feminists Sara Ahmed 5. Is it because I’m Black? A Black female research experience Uvanney Maylor 6. Black Canadian feminist thought: perspectives on equity and diversity in the academy Njoki Nathani Wane 7. Black feminist praxis: some reflections on pedagogies and politics in higher education Suki Ali 8. ‘Who you callin’ nappy-headed?’A critical race theory look at the construction of Black women Gloria Ladson-Billings 9. De-colonising practices: negotiating narratives from racialised and gendered experiences of education Ann Phoenix 10. From ‘crisis’ to ‘activist’: the everyday freedom legacy of Black feminisms Heather A. Oesterreich

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Book SynopsisThis book explores different perspectives on the role, influence and importance of participants in education research. Drawing on a variety of philosophical, theoretical and methodological approaches, the book examines how researchers relate to and with their participants before, during, and after the collection and/or production of data; reimagining the rights of participants, the role/s of participants, the concept/s of participant itself.Table of Contents1. Imagining and Reimagining the Role of Participants in Education Research: Ethics, Epistemologies, and Methods Patrick Alan Danaher, Margaret Baguley and Warren Midgley Part I: Ethics Part 1 Introduction: Ethics Warren Midgley 2. Researching Sexual Minority and Gender Variant Youth and Their Growth into Resilience André P. Grace 3. Dangers of Member Checking Ronald E. Hallett 4. Hearing Participants Within Emotionally Challenging Environments John Hurley, Paul Linsley, Sheena MacLeod and Michael Ramsay 5. Researchers as Participants, Participants as Researchers Louise Phillips and Agli Zavros 6. Doing What Works: Challenges to Being Ethically ‘Reasonable’ Thomas Webster Part II: Epistemologies Part II Introduction: Epistemologies Margaret Baguley 7. The Significance of the Linguistic Representation of Self in Research Yvonne Salton 8. Conceptualizing Research Participants as ‘Significant Others’ in the Construction of Empirical Knowledge Dolene Rossi 9. Blurring the Boundaries: The Transformative Nature of Research Participation Katie Makar and Mia O’Brien 10. The Country’s Not What It Used to Be: Research Participants’ Understandings of Space, Place and Identity in Rural Victoria Bernadette Walker-Gibbs 11. Naming, Framing, and Sometimes Shaming: Reimagining Relationships with Education Research Participants Janet Cook, Mike Danaher, Geoff Danaher and Patrick Alan Danaher Part III: Methods Part III Introduction: Methods Patrick Alan Danaher 12. Understanding Taboos with Asian American Women Through Autoethnography June A. Gordon 13. "Laat Dit Goed Gaan": Revisioning Education Research Through Teaching Afrikaans as a Foreign Language to Australian Adolescents on the Basis of Moral Education and Ethics of Care Henriette van Rensburg 14. Participants and Research Method Design: The Development of Narrative Discussion Group Method Warren Midgley 15. Greater Than the Sum of the Parts: The Formation of a School/University Research Team Margaret Baguley, Jeffrey Campbell, Vaughan Cruickshank, Julianne Daunt, Martin Kerby, Abbey MacDonald, Robyn Mann, Susie McDonald, Steve Monk, Toni Riordan, Susan Santoli, Paige Vitulli and Nicole Webster 16. How Do the Participants Feel About Learning Statistics? Exploring Group Differences in Middle School Students’ Interest Colin Carmichael 17. Actor-Network Theory: A Device for Reimagining Participants in Education Research Jo Luck Respondent’s Text: Taking Researching With Vs. Researching On Seriously: A Detour via the Intercultural? Fred Dervin

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Book SynopsisThere is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion.  What part does education have to play in helping alleviate rampant climate change and in mitigating its worst effects?  In this volume, contributors review and reflect upon social learning from and within their fields of educational expertise in response to the concerns over climate change. They address the contributions the field is currently making to help preempt and mitigate the environmental and social impacts of climate change, as well as how it will continue to respond to the ever changing climate situation. With a special foreword by Desmond Tutu, Archbishop Emeritus of Cape Town.Trade Review"The mosaic of inspiring and vanguard ideas graciously offered and shared by the authors in this collection has the power to truly transform global conversations about education for climate change….The book is an easy read, hard to put down, drawing you back over and over again….I highly recommend it for a wide range of audiences. It is well worth the price. You will not be disappointed, and, as with me, will likely be inspired."--Journal of Cleaner Production 18 (2010), 696-697"This is an important and provocative book that brings to view many issues that are too frequently lost in the hype and hubbub. A valuable contribution to the debate that should be read by all those concerned with education and the future of our planet."--Dr. John Blewitt, Director MSc Sustainable Development at the University of Exeter, UK"An extremely timely volume [that] includes an impressive range of authors, impressive not only in their intellectual standing in the field, but also being a genuinely global range of authors, many of whom are also active outside the classroom on civil society and political activities on climate change and sustainability issues....this book makes an important contribution to our understanding of the multidimensional problem of climate change as the dominant issue of the 21st century."--Policy & Practice: A Development Education Review"Although this book is academic in tone, the practical implications of its theories make it essential reading for curriculum designers and educators interested in improving climate change education."—Green Teacher Magazine"Education and Climate Change: Living and Learning in Interesting Times should be seen as an important contribution to climate change studies, especially for graduate students who want to glimpse the many sides of environmental education. Educators, practitioners, pedagogues and scientists would certainly benefit from this timely book." - Yves Laberge, Electronic Green Journal "The mosaic of inspiring and vanguard ideas graciously offered and shared by the authors in this collection has the power to truly transform global conversations about education for climate change….The book is an easy read, hard to put down, drawing you back over and over again….I highly recommend it for a wide range of audiences. It is well worth the price. You will not be disappointed, and, as with me, will likely be inspired."--Journal of Cleaner Production 18 (2010), 696-697"This is an important and provocative book that brings to view many issues that are too frequently lost in the hype and hubbub. A valuable contribution to the debate that should be read by all those concerned with education and the future of our planet."--Dr. John Blewitt, Director MSc Sustainable Development at the University of Exeter, UK"An extremely timely volume [that] includes an impressive range of authors, impressive not only in their intellectual standing in the field, but also being a genuinely global range of authors, many of whom are also active outside the classroom on civil society and political activities on climate change and sustainability issues....this book makes an important contribution to our understanding of the multidimensional problem of climate change as the dominant issue of the 21st century."--Policy & Practice: A Development Education Review"Although this book is academic in tone, the practical implications of its theories make it essential reading for curriculum designers and educators interested in improving climate change education."—Green Teacher Magazine"Education and Climate Change: Living and Learning in Interesting Times should be seen as an important contribution to climate change studies, especially for graduate students who want to glimpse the many sides of environmental education. Educators, practitioners, pedagogues and scientists would certainly benefit from this timely book." - Yves Laberge, Electronic Green JournalTable of ContentsForeword: The Fatal Complacency Desmond Tutu. Introduction Fumiyo Kagawa and David Selby 1. Climate Change Education and Communication: A Critical Perspective on Obstacles and Resistances Edgar González-Gaudiano and Pablo Meira-Cartea 2. ‘Go, Go, Go, Said the Bird’: Sustainability-related Education in Interesting Times David Selby 3. Peace Learning: Universalism in Interesting Times Magnus Haavelsrud 4. Climate Injustice: How Should Education Respond? Heila Lotz-Sisitka 5. The Environment, Climate Change, Ecological Sustainability and Anti-Racist Education George J. Sefa Dei 6. Learning in Emergencies: Defense of Humanity for a Livable World Fumiyo Kagawa 7. Sustainable Democracy: Issues, Challenges and Proposals for Citizenship Education in an Age of Climate Change Ian Davies and James Pitt 8. School Improvement in Transition: An Emerging Agenda for Interesting Times Jane Reed 9. Critique, Create and Act: Environmental Adult and Social Movement Learning in an Era of Climate Change Darlene E. Clover and Budd L. Hall 10. Transforming the Ecological Crisis: Challenges for Faiths and Interfaith Education in Interesting Times Toh Swee-Hin (S.H.Toh) and Virginia Cawagas 11. Public Health Threats in a Changing Climate: Meeting the Challenges through Sustainable Health Education Janet Richardson and Margaret Wade 12. Weaving Change: Improvising Global Wisdom in Interesting and Dangerous Times Wendy Agnew. Climate Change Education: A Critical Agenda for Interesting Times Fumiyo Kagawa and David Selby

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Book SynopsisOver the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be âimplementedâ by schools. In response to this, a great deal of attention has been given to evaluating âhow wellâ policies are realised in practice â implemented! Less attention has been paid to understanding how schools actually deal with these multiple, and sometimes contradictory, policy demands; creatively working to interpret policy texts and translate these into practices, in real material conditions and varying resources â how they are enacted! Based on a long-term qualitative study of four âordinaryâ secondary schools, and working on the interface of theory with data, this book explores how schools enact, rather than implement, policy. It focuses on: contexts of âpolicy workâ Table of ContentsForeword or Introduction 1. Beyond implementation –Towards a Theory of Policy Enactment 2. Taking Context Seriously 3. Doing Enactment: People, Culture and Policy Work 4. Policy into Practice 5. Whatever happened to... 6. Policy Enactments – In Theory and Practice

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Book SynopsisQueer Inclusion in Teacher Education explores the challenges and promises of building queer inclusive pedagogy and curriculum into teacher education. Weaving together theory, research findings, and practical how-to strategies and materials, it fills an important gap by offering a clear roadmap and resources for influencing the knowledge, beliefs, and actions of faculty working with pre-service teachers. While the book has implications for policy change, most immediately, readers will feel empowered with ideas for faculty development they can implement in their own teacher education programs. Looking at both the politics and practices of teacher education and the ways in which queer issues manifest in schools, it is hopeful in suggesting that if teachers and pre-service teachers can critically reflect on homophobia and heteronormativity, they can begin to think about and relate to queer youth in a different, more positive and inclusive way. A Companion Website [http://queerinclusion.com] with additional activities and materials for teacher educators and faculty development and a practical guide enhances the usefulness of the book.Trade Review"Innovative and thought provoking, this book’s three-fold approach is particularly novel and useful. It engages with the material and with readers at multiple levels, which makes it all the more useful to a variety of audiences with diverse needs." Luca Maurer, Program Director, Center for LGBT Education, Outreach & Services, Ithaca College, USATable of ContentsContentsPreface How to Use This Book Key Concepts of the Chapters Terms and Definitions Part I: The Challenges and Promise of Queering Teacher Education Chapter 1: Framing the Issue Chapter 2: Reading the Field Chapter 3: Theory and Queer Inclusion in Education Framework Part II: Field Research and Visibility Chapter 4: Teaching with Integrity Chapter 5: Teacher Candidates Engage with Queer Phenomena Chapter 6: Teacher Educators Queer Their Practice Part III: A Toolkit For Queering Practice Chapter 7: Activities and Materials for Faculty Development Chapter 8: Activities and Materials for Teacher Educators Chapter 9: A Call to Action AppendicesAppendix A: Gender and Sexual Orientation Diversity Continuum Appendix B: Queer Inclusion in Education Framework Appendix C: LGBTQ Advocacy in K-12 Classrooms Outline and Schedule Appendix D: Values Statement Questionnaire Appendix E: Curriculum Analysis: A Tool for Interrogating Messages about Sexual Orientation and Gender

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Book SynopsisThe transition from primary to secondary school is extremely important in the lives of children and young people but it is also a time of significant stress for many. This unique programme is designed to support children during this process, helping to build the confidence, skills and the resources that they will need in order to ensure a smooth and successful transition. This accessible text provides teachers, parents and professionals working with young people with a comprehensive range of resources to effectively support this process, and also: promotes the development of resilient children and young people who can cope effectively with the process of change encourage pupil participation and ensure that well-being is further fostered and maintained both for young people and staff within the learning context includes specific strategies, techniques and ideas regarding the transition process including systems and individualised approaches <Table of Contents1. Introduction 2. Powerpoint training session for staff and parents 3. Resources for staff - systems and procedures 4. Potential difficulties surrounding transition to secondary school for students with SEN and complex needs 5. Joint working 6. Parents checklist for identifying inclusive schools 7. Getting ready for secondary school 8. Making it visual - boolets and DVD tours 9. Considerations for the penultimate primary year 10. Possible objectives for secondary schools during additional transition visits 11. Pre-unduction day consideration for secondary schools 12. Strategies to support SEN pupils in secondary schools 13. Recommendations for induction to secondary 14. Writing a pupil passport 15. Example passport format 1 16. Example information cards 17. The programme for students 18. Session 1 a new school 19. Session 2 coping with change 20. Session 3 getting organised 21. Session 4 focus on feelings 22. Session 5 Thought control 23. Session 6 developing character strengths and resilience 24. Session 7 managing friendships and conflicts 25. Session 8 Coping with stress 26. Session 9 teaching and learning styles 27. Session 10 positive self and positive goals 28. Additional resources for use with children and young people on transition to high school

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Book SynopsisIn this provocative study the author challenges many contemporary assumptions about the modern family, the circumstances of home life which lead to academic success and the proper relationship between home and school. The modern family is not in decline'; its history is a success story. It is stable, unsociable, emotionally potent. Over the past three centuries it has turned its back on society. It is less remarkable for rebellious children than for the remorseless pressures it can exert upon the young, particularly for success' in the school system. In the home-centred society the school is an extension of the home, created in its image. Academic success seems most certain when the good home' and the good school' form a determined alliance. The combined pressures of home and school often seem to produce withdrawn, self-disparaging and negative young men and women. The author argues that the good school must counter-act many of the influences of the good home and that Trade Review‘Magnificently provocative...and characterized by vigour and originality without losing touch with fact and scholarship.’ Education‘....an important work in educational sociology.’ Teacher’s WorldTable of Contents1. The Changing Parent: The Substitution of Influence for Power. 2. Home and School: An Historic Conflict. 3. Success Story. 4. A Threat to Society. 5. The ‘Good Home’ 6. Satisfactions at Home, Club, Work and School. 7. A Bridge to the World. References. Select Bibliography. Index.

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Book SynopsisIn this groundbreaking text, Youdell and Lindley bring together cutting-edge research from the fields of biology and social science to explore the complex interactions between the diverse processes which impact on education and learning.Transforming the way we think about our students, our classrooms, teaching and learning, Biosocial Education draws on advances in genetics and metabolomics, epigenetics, biochemistry and neuroscience, to illustrate how new understandings of how bodies function can and must inform educational theory, policy and everyday pedagogical practices. Offering detailed insight into new findings in these areas and providing a compelling account of both the implications and limits of this new-found knowledge, the text confronts the mechanisms of interaction between multiple biological and social factors, and explores how educators might mobilize these biosocial' influences to enhance learning and enable each child to attain educational succeTrade Review"This book takes us into uncharted terrain – exploring embodiment, what it means to ‘optimise human potential’, ‘the body-brain-environment person’. It challenges readers to learn, in a cautious, reflexive way, about how a scholarly marriage of the social and biological sciences can reshape what we know about education. An impressive tour de force by Deborah Youdell and Martin Lindley that displays their extraordinary encyclopaedic knowledge and imaginative rendering of biosocial education as a new field of research. The book brings readers to the forefront of contemporary thinking about what it is to be human and to learn."Professor Madeleine Arnot, University of Cambridge, UK."This book responds to the urgent need for a new vocabulary of the biosocial: emerging in the complex and manifold encounters between a historically situated, critical-affirmative sociology and the new biosciences. Without this new biosocial approach educators, policymakers, and interdisciplinary researchers will find themselves increasingly at loss in their decision-making for future educational policies, practices or research endeavors."Hillevi Lenz Taguchi, Professor of Education and Child and Youth Studies in the Department of Child and Youth Studies at Stockholm University, Sweden.Table of ContentsAcknowledgements List of tables and figures Chapter 1: The social and biological entanglements of learning Chapter 2: When biology and the social meet Chapter 3: Optimizing humans Chapter 4: Being human: brain-body-environment entanglements Chapter 5: Feeling the classroom Chapter 6: Biosocial assemblage: the case of Attention Deficit-Hyperactivity Disorder Chapter 7: Biosocial learning References Index

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Book SynopsisYouth Resistance Research and Theories of Change provides readers with new ways to see and engage youth resistance to educational injustices.Trade Review“This cogent, rich, and multi-voiced volume advances the field of resistance theory by countering attempts in mainstream scholarship to domesticate youth resistance under the banner of such terms as ‘empowerment’ or ‘civic participation.’ It faces squarely the messiness of resistance by illuminating its complexities, contradictions, tensions, and dilemmas in ways that both honor and deepen our understanding of youth's acts of agency. Kudos to Eve Tuck and K. Wayne Yang for a bold and courageous text!”—Angela Valenzuela, author of Subtractive Schooling and Leaving Children Behind, College of Education, University of Texas at Austin“The passion, clarity, and diversity of thought offered here powerfully signal new possibilities for how educators can critically comprehend conditions of educational injustice and the vital role youth resistance plays in the process of transformation. In contrast to the disrespect and hopelessness often attributed to youth in schools, these essays speak volumes to the formidable strength and courage of students, who despite potential risks, rise up valiantly to oppose colonizing educational practices that threaten their humanity. Most importantly, the book challenges one-dimensional notions of youth and resistance by rethinking structural complexities so often ignored. It is truly a must read.”—Antonia Darder, Leavey Endowed Chair in Ethics and Moral Leadership, Loyola Marymount University, Los Angeles “Tuck and Yang's Youth Resistance Research and Theories of Change could not have come at a better time. Public education, our youth, and communities of color have come under assault from an onslaught of neoliberal education and public policy reforms. This book not only helps us understand resistance in more complex and powerful ways, it points to the critical role of youth in building, activating, and sustaining social justice movements in the 21st century.”—Wayne Au, editor for Rethinking Schools and Associate Professor of Education, University of Washington-Bothell Table of Contents1 Introduction to Youth Resistance Research and Theories of Change Eve Tuck and K. Wayne YangPART I The History and Emergence of Youth Resistance in Educational Research Part I Introduction by Eve Tuck and K. Wayne Yang2 Resistance: The Anatomy of an Idea Greg Dimitriadis3 An Intimate Memoir of Resistance Theory Michelle Fine with Eve Tuck and K. Wayne Yang4 Leaking Away and Other Forms of ResistanceJames C. Scott with Eve Tuck and K. Wayne Yang5 Organizing Resistance into Social Movements Pedro Noguera with Eve Tuck and K. Wayne Yang6 Resistance as Revelatory Robin D.G. Kelley with Eve Tuck and K. Wayne Yang7 What Does an Umbrella Do for the Rain? On the Efficacy and Limitations of ResistanceSignithia Fordham with Eve Tuck and Greg Dimitriadis8 Resistance in the BloodGerald Vizenor with Eve Tuck and K. Wayne Yang PART II The Relationship between Youth Resistance and Theories of Change Part II Introduction by Eve Tuck and K. Wayne Yang9 Thinking with Youth about Theories of Change Edited by Eve Tuck and K. Wayne Yang10 The Politics of Coming Out Undocumented Lisa (Leigh) Patel and Rocío Sánchez Ares11 Rethinking Resistance Theory through STEM Education Antwi Akom and Allison Scott and Aekta Shah12 Hands Clasped Behind her Back: Palestinian Waiting on Theories of Change J. I. Albahri with K. Wayne YangPART III New Studies in Youth Resistance Part III Introduction by Eve Tuck and K. Wayne Yang13 Youth Resistance Research Methods and Ethical Challenges Monique Guishard and Eve Tuck14 Outdoor Education as a Site of Epistemological Persistence: Unsettling an understanding of Urban Indigenous Youth Resistance Tracy Friedel15 LGBTQ Street Youth Doing Resistance in Infrapolitical Worlds Cindy Cruz16 Out for Immigration Justice: Thinking through Social and Political ChangeDaysi Diaz-Strong, Christina Gómez, Maria Luna-Duarte, and Erica R. MeinersAfterword by Ruth Wilson Gilmore

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Book SynopsisFirst published in 1989, Towards a Theory of Schooling explores and debates the relationship between school and society. It examines the form and function of one of humankind's most important social institutions, following the cutting edge of pedagogic innovation from mainland Europe through the British Isles to the USA. In the process, the book throws important light upon the origins and evolution of the school based notions of class, curriculum, classroom, recitation and class teaching.Table of ContentsPreface; 1. Setting the agenda 2. On the Origins of the Educational Terms Class and Curriculum 3. Schooling to Order: Jean Baptist de la Salle and the Pedagogy of Elementary Education 4. Adam Smith and the Moral Economy of the Classroom System 5. On Simultaneous Instruction and the Emergence of Class Teaching 6. The Recitation Revisited 7. Notes Towards a Theory of Schooling; Bibliography; Index

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Book SynopsisPromoting Diversity and Social Justice provides theories, perspectives, and strategies that are useful for working with adults from privileged groupsthose who are in a more powerful position in any given type of oppression. The thoroughly revised edition of this accessible and practical guide offers tools that allow educators to be more reflective and intentional in their workhelping them to consider who they're working with, what they're doing, why they're doing it and how to educate more effectively.New features include: A new chapter, The Joy of Unlearning Privilege/Oppression, highlights specific ways people from privileged groups benefit from unlearning privilege/oppression and from creating greater equity A new chapter, Allies and Action, gives focus and guidance on how people from privileged groups can constructively and appropriately be involved in social change efforts Updated Appendix of additional resources The theoriTrade Review"This new edition improves upon what was already an indispensable tool for educators, trainers, and activists. Written in an accessible and sympathetic voice, with concrete strategies and support, this is a text I find myself turning to again and again. If you are committed to dismantling privilege and oppression, you need this book!"--Abby L. Ferber, Director of the Matrix Center for the Advancement of Social Equity and Inclusion, Professor of Sociology, and Women's and Ethnic Studies, University of Colorado at Colorado Springs"Updating and extending her foundational work for a newly emerging social climate in a clear, personable, accessible, and yes, joyous style, Diane J. Goodman maintains a laser focus upon members of socially privileged groups. By so doing, she provides readers the tools they need to envision not only the concept, but most importantly, the reality of social justice."--Warren J. Blumenfeld, Associate Professor, Department of Curriculum and Instruction, Iowa State UniversityTable of ContentsChapter 1: Introduction Update oppression chart: add gender oppression; change "Anti-Semitism" to "Anti-Semitism and religious oppression" and list other religious minorities; discuss "border identities" (Adams, Bell and Griffin) New graphic to depict the intersectionality of our identities Chapter 2: About Privileged Groups Update statistics Elaborate discussion of characteristics of privileged groups and individuals Chapter 3: Perspectives on Individual Change and Development p. 51- correct typo, change multiplicity or subjective to relativism/procedural Update social identity models Chapter 4: Understanding Resistance Add to reasons for resistance Chapter 5: Preventing and Reducing Resistance Refine chart on intervention strategies Chapter 6: The Costs of Oppression to People from Privileged Groups Add to costs of oppression Chapter 7: The Joy of Unlearning Racism and the Benefits of Social Justice New chapter. Describe the psychological, intellectual, interpersonal, spiritual, professional and other benefits white people experience when they have worked to unlearn racism. Address the similarities to and relevance for unlearning other forms of oppression as a member of the privileged group Move section on Benefits of Social Justice (p. 198-202) from current Chapter 10 to this chapter. Expand this section. Chapter 8: Why People from Privileged Groups Support Social JusticeChapter 9: Developing and Enlisting Support for Social Justice Move revised versions of the sections "Shifting the Paradigm" and "The Appeal of Partnership Relations and Social Justice to People from Privileged Groups" (pp. 190-198) from current Chapter 10 to end of this chapter. Chapter 10: Allies and Action New Chapter. Discuss options for action, blocks to action, accountability, what it means to be an ally, challenges of being an ally, and particular issues for white men. Incorporate section on "From Motivation to Action: Allies and Activism" (p. 163-167) in current Chapter 8 and section on "The Need for Both Individual and Societal Change" from Chapter. 10. Chapter 11: Issues for Educators Add greater discussion of the differences for educators from dominant or subordinate groups Add more about dealing with triggers Discuss "mindful facilitation" (Lee Mun Wah)

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Book SynopsisThis book takes a close look at places of learning located outside of schools, yet deeply concerned with the experience of the learning self. It explores what it might mean to think of pedagogy not in relation to knowledge as a thing made, but to knowledge in the making.Trade Review"In her role as a pedagogical curator, Elizabeth Ellsworth astutely takes an array of sources, which she fashions as convincing evidence in an argument that challenges our very conceptions of learning and knowledge. And like a thoughtful curator she does more than describe ensembles, or represent and interpret emergent themes. Rather, she offers a site for remaking our ideas of what we see and feel in the presence of learning." -- Graeme Sullivan, Art Education, Teachers College Columbia University"At this moment when educators and designers are rediscovering the importance of direct experience and knowledge-making, Elizabeth Ellsworth presents very important information and insights. This book is a must read for leaders in design, education, and beyond." -- Dorothy Dunn, Head of Education, Cooper-Hewitt National Design MuseumTable of ContentsIntroduction1. The Materiality of Pedagogy: Sensations Crucial to Understandings2. Pedagogy’s Hinge: Putting Inside and Outside into Relation3. Pedagogy’s Time and Space4. Oblique Pedagogies, Conflict, and Democracy5. The U.S. Holocaust Memorial Museum as a Scene of Pedagogical Address6. Media, Architecture, and the Moving Subject of PedagogyConclusion: Pedagogy in the Making

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Book SynopsisGriffith and Smith explore the innumerable, hidden, seemingly mundane tasks like getting kids ready for school, helping with homework, or serving on the PTA can all have profound effects on what occurs within school. Based on longitudinal interviews with mothers of school-age children, this book exposes the effects mothers'' work has on educational systems as a whole and the ways in which inequalities of educational opportunities are reproduced.Table of ContentsSeries Editor's Introduction 1. Introduction 2. Women and the Making of the New Middle Class 3. The Mothering Discourse 4. Time, Scheduling, and Coordinating the Uncoordinated 5. Complementary Educational Work 6. Complementary Educational Work: Employed Mothers and Fathers 7. Uptown and Downtown in Maltby School and Board Perspectives 8. Inequality and Educational Change

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Book SynopsisTrade Review"Winner of the Outstanding Book Award, Society of Professors of Education""Winner of the Pierre Bourdieu Book Award, Sociology of Education Section of the American Sociological Association""Winner of the Gold Medal in Education, Independent Publisher Book Awards""One of the deepest accounts of life in a demanding public charter school I have ever read . . . . Worth reading."---Jay Mathews, Washington Post"A thoughtful examination of the behavioral/social structure implemented across many charter schools. . . . Highly recommended." * Choice *"Scripting the Moves tells the story of Dream Academy through the perspectives of teachers, school leaders, students, and parents. Golann weaves these viewpoints together with her own observations to understand the experiences of participating in a highly routinized, discipline-oriented institution. The author deftly layers concepts, vignettes, interview quotes, and secondary data to theorize how these strict settings reproduce inequality by imparting inflexible scripts rather than tools Dream Academy students can use to maneuver within middle-class spaces."---Kyla Walters, American Journal of Sociology

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Book SynopsisTrade Review"One of the Times Literary Supplement's Books of the Year 2020""Finalist for the PROSE Award in Literature, Association of American Publishers""Shortlisted for the Parnassus Prize, Memoria College""Clever. . . . An incisive commentary on the pitfalls of contemporary American education. . . . A smart and valuable new book."---Daniel Blank, Los Angeles Review of Books"A wonderful new book."---Martha Barnette, public radio's A Way with Words"Newstok argues persuasively for a return to some of the pedagogical methods that proved so effective in the 1500s."---Paul Muldoon, Times Literary Supplement"With crisp, lapidary prose, Newstok writes authoritatively about the educational norms and practices that helped shape Shakespeare’s mind. . . . As Newstok essays the contours of a Renaissance education, he demonstrates with verve the effect it’s had on his own thinking. Put otherwise, the book is Newstok’s essay at thinking—and it’s a sterling attempt. . . . It will be of interest to any reader or teacher of Shakespeare—and it should be of interest to any serious reader or teacher. Watching Newstok think with Shakespeare is inspiring, and he proves an amiable guide."---Nathan M. Antiel, Principia: A Journal of Classical Education"Eminently sensible. . . . An emphatic appreciation of just how valuable the pedagogical insights of four centuries ago remain today."---David McInnis, Australian Book Review"Even in giving concrete, practical advice, Newstok displays a flexible virtuosity; he is a practiced craftsman at home in the workshop of language."---Joshua P. Hochschild, First Things"A delightful book. . . . Intelligent, perceptive, readable, useful."---Matthew Stewart, University Bookman

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Book SynopsisTrade Review"This book captures the essence of William Bowen—his brilliance, wisdom, wit, and humanity. It is a worthy tribute to one of the most visionary and inspirational leaders in the history of American higher education."—Morton Schapiro, president of Northwestern University"Ever the Leader introduces readers to one of the most original, productive, and engaging minds, wrestling with some of the compelling issues of his day. A remarkable portrait of an immensely effective leader, this collection clearly articulates the values William Bowen cherished in individuals and institutions, and displays the intellectual excitement inspired by his wide-ranging interests and commitments."—Mary Patterson McPherson, president emeritus of Bryn Mawr College"Few figures in American higher education have left a larger mark than William Bowen. This beautifully edited collection of his lectures, essays, and remembrances perfectly captures Bowen's breadth, brilliance, wit, judgment, decency, and humanity. This is a fitting tribute to someone who was truly `ever the leader.’"—Lawrence S. Bacow, president emeritus of Tufts University"Ever the Leader presents William Bowen's major ideas on essential topics in higher education. Even for those who are well versed in the Bowen oeuvre, there are important insights, especially on academic freedom and free speech. Bowen's moral clarity, wisdom, and courage—his willingness to speak his mind on the most controversial dilemmas—shine through."—Nancy Weiss Malkiel, author of "Keep the Damned Women Out": The Struggle for Coeducation"This exceptionally valuable book serves a distinctive and important purpose. It exemplifies William Bowen's work as a leader in the academic, philanthropic, and business worlds."—Michael S. McPherson, coauthor of Lesson Plan: An Agenda for Change in American Higher Education

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Book Synopsis"An exploration of some of the most intriguing college teachers' pedagogy, challenging traditional learning environments"--Trade Review"This book can help change how education is viewed, practiced, and implemented." * Choice Reviews *

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Book Synopsis"An exploration of some of the most intriguing college teachers' pedagogy, challenging traditional learning environments"--Trade Review"This book can help change how education is viewed, practiced, and implemented." * Choice Reviews *

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Book SynopsisTrade Review"One of the Times Literary Supplement's Books of the Year 2020""Finalist for the PROSE Award in Literature, Association of American Publishers""Shortlisted for the Parnassus Prize, Memoria College""Clever. . . . An incisive commentary on the pitfalls of contemporary American education. . . . A smart and valuable new book."---Daniel Blank, Los Angeles Review of Books"A wonderful new book."---Martha Barnette, public radio's A Way with Words"Newstok argues persuasively for a return to some of the pedagogical methods that proved so effective in the 1500s."---Paul Muldoon, Times Literary Supplement"With crisp, lapidary prose, Newstok writes authoritatively about the educational norms and practices that helped shape Shakespeare’s mind. . . . As Newstok essays the contours of a Renaissance education, he demonstrates with verve the effect it’s had on his own thinking. Put otherwise, the book is Newstok’s essay at thinking—and it’s a sterling attempt. . . . It will be of interest to any reader or teacher of Shakespeare—and it should be of interest to any serious reader or teacher. Watching Newstok think with Shakespeare is inspiring, and he proves an amiable guide."---Nathan M. Antiel, Principia: A Journal of Classical Education"Eminently sensible. . . . An emphatic appreciation of just how valuable the pedagogical insights of four centuries ago remain today."---David McInnis, Australian Book Review"Even in giving concrete, practical advice, Newstok displays a flexible virtuosity; he is a practiced craftsman at home in the workshop of language."---Joshua P. Hochschild, First Things"A delightful book. . . . Intelligent, perceptive, readable, useful."---Matthew Stewart, University Bookman"In 14 short, pithy chapters, Newstok shows how to recover the lost art of thinking."---Casey Chalk, American Conservative"Newstok convinces the reader that Shakespeare was indeed a great critical thinker, and was more creative, not less so, than we initially thought. What’s more, his many real-life examples show that the creativity and meaningful scrutiny attributed to Shakespeare are not only beneficial, but possible for all of us. How to Think like Shakespeare is a unique analysis of both Shakespeare’s formative education and his art, and will be useful for both educators seeking to break from current, quantitative, test-based pedagogical strategies and for creatives aspiring to hone their craft. It is also an insightful manual on how we can all improve our ability to think deeper and think better."---Melissa Johnson, Teachers College Record"This delightful book is an odd treasure. . . . [How to Think like Shakespeare is] an educational manifesto that should make for better people, better schools, colleges and universities, and better social relations between and among free citizens. There is a potential revolution in this odd treasure of a little book. Give it to some of your colleagues, if you think it isn't too late for them, but give it to all of your students. Let them know what they may have been missing – before it is too late."---Scott Crider, Ben Jonson Journal"An engaging, witty, wide-ranging critique of contemporary pedagogical fads and a spirited provocation to return to classical and Renaissance models. . . . A book of heavy import, lightly tossed, it is at once instructive and amusing, elucidating why and how Shakespeare is good to think with."---Louis J. Kern, Key Reporter"An absolutely delightful new book . . . a luscious and stimulating read."---Michael Cathcart, Stage Show, ABC Radio National"Scott Newstok’s latest book, How to Think like Shakespeare, could be just the game changer the teacher (and administrator should have) ordered. . . . I couldn’t help but be won over by his earnest enthusiasm for the subject and ended up wanting to hear still more."---Robert M. LoAlbo, PlayShakespeare.com"As a concise history of Western pedagogical development, How to Think like Shakespeare succeeds beautifully. . . . By the end of How To Think like Shakespeare, [Newstok] has us thoroughly convinced. To think and create effectively requires one to train and practice. By apprenticing ourselves to the past, we can ourselves become links in the glorious chain of human intellectual achievement."---Fernanda Moore, Chapter 16"How to Think like Shakespeare is not the work of an activist militating for his cause but a thinker reveling in his work. Newstok reminds us that this work is, above all, fun, and the calling on display is infectious."---Karl Schuettler, Patient Cycle"A lively and evocative new volume . . . a beautifully written, succinct description of educational principles derived from the best features of a renaissance education. The book is 'deliberately short,' but packed with quotations from the Bard and scores of great authors, all combined to make us think – and, with a little luck, to think more like 'our myriad-minded Shakespeare.' I highly recommend Newstok’s book for its pith, clarity, and insight – and the sheer breadth of its bibliography, including delightful footnotes, a bibliographic essay, and an index of Shakespearean cornucopia."---Rob Jackson, Institute for Classical Education"How to Think like Shakespeare by Scott Newstok attempts to capture what education really is, as well as what it ought to be, while also arguing where our modern system falls short, creating a disconnection from a life that is well-ordered and well-lived. . . . In an age of so much technology and lack of time for thoughtfulness, a conversation with the past might prove helpful, or at the very least expand our vocabulary."---Axie Barclay, San Francisco Book Review"Scott Newstok’s How to Think like Shakespeare: Lessons from a Renaissance Education really is a feel good book. A thick lather of the author’s enthusiasm, a comprehensive coverage of his subject matter, and the common sense inherent in his value judgments, work together to whip up a likeminded enthusiasm in his readers . . . I found the experience of reading Newstok nothing short of exhilarating"---Ian Lipke, Queensland Reviewers Collective"A playful, quote filled romp into the mind of Shakespeare." * Fourteen Lines blog *"Part humanist manifesto, part commonplace book, [How to Think like Shakespeare] combines erudition and accessibility in an inviting package that is a joy to read." * Sententiae Antiquae Reviews *"How to Think like Shakespeare is a book that does not fit neatly into any established genre. Above all it’s about how to think and how to teach people to think, but it’s not a how to manual. At a time when higher education is stampeding toward everything shiny, new, and up to date, this book is deliberately backward looking. It looks unapologetically to the past for ideas, models, and habits of mind that Newstok contends are just as relevant now as they were in Shakespeare’s time."---Erik Gilbert, BadAssessment.org"A clever new book."---Ian Warden, Canberra Times"[How to Think like Shakespeare is] a serious history of thinking, and although serious, it’s very readable, and even playful. . . . How To Think like Shakespeare is a refreshing book and a stimulating read. The lively writing is a great treat, with things to smile at as you read."---Ralph Goldswain, No Sweat Shakespeare"Great energy and clarity . . . [How to Think like Shakespeare] is entertaining throughout: the writer convinces us that he is learning with us, that we are learning with him… One of the great features of this eloquent, uplifting, enthusiastic yet realistic and beautifully produced book is its strong sense of moment."---Tony Voss, Shakespeare in Southern Africa"In fourteen concise essays, Scott Newstok endeavors to diagnose and treat, if not to cure, the most persistent and pernicious ills of American education. . . . Newstok is always gracious and never polemical . . . [How to Think like Shakespeare’s] most remarkable trait is its form, which is a multi-layered figure for the kind of education that Newstok hopes to revive. . . . Teachers will be refreshed to learn about the commonsense principles and practices of their lost intellectual heritage."---Christopher D. Schmidt, Moreana"What a joy it was to read a book about Renaissance literature and education that not only describes these things with full respect for their historical peculiarities, but also entertains the idea that they belong (or could belong) to us in the present, as equipment for living. . . . I thoroughly enjoyed this book and recommend that anyone who cares about teaching and learning read it again and again."---Sean Keilen, Cahiers Élisabéthains: A Journal of English Renaissance Studies"Clever"---John Warner, Chicago Tribune"The chief advantage of this book is the author’s replication of the Renaissance style he advocates. He makes his case with a hurricane of citations, references, and analogies that would have made Erasmus proud. . .This may be the strongest argument for rhetorical education: the Renaissance model may prepare students for the rough and tumble of social media far more effectively than the privatized, isolated pedagogy of the media based classroom."---John D. Schaeffer, Style"A bracing, witty argument for a pedagogy that is at once old and new. . . . What he demonstrates in his playful, infectiously enthusiastic pages is a more modest and more proximate idea of freedom: the kind that appears in the sheer joy of reading and learning. That joy, and the freedom it brings, come when we care about what we study. And no one has ever cared—not really—about a test."---Samuel Fallon, Renaissance Quarterly"Heavily but delightfully peppered with great quotes from great minds throughout history, How to Think like Shakespeare makes for a thoroughly enjoyable read. . . . through metaphor and wit, it makes just as compelling an argument as you’d expect from a mathematical proof. . . . All in all, this is a book I couldn’t do justice in any way in a simple review. Newstok has a deep and wide-ranging knowledge of literature, insight into why words have power, and an understanding of how to craft them. It presents valuable ideas in an engaging format, and will help you understand both our education systems and your own mind better."---Alexandru Micu, ZME Science"How to Think Like Shakespeare playfully juxtaposes early modern and contemporary habits of thought by way of wide-ranging examples. . . . Thought-provoking and enjoyable. . . . it is the type of book that I would like to recommend to my university students to read for pleasure—precisely because it is brief and lively and could easily engender serious reflection about how we think."---Michael Cop, Parergon"Newstok has a deep and wide-ranging knowledge of literature, insight into why words have power, and an understanding of how to craft them. [The book] presents valuable ideas in an engaging format, and will help you understand both our education systems and your own mind better. It will also give you the tools you need to guide the latter one better, and the insight as to where you want it to go. I thoroughly recommend you give this one a try."---Alexandru Micu, ZME Science"Newstok explains how Shakespeare’s generation was educated, and how we can return to these methods in this surprisingly enjoyable read. He romps through the world’s greatest thinkers and artists, drawing on their words and a good deal of humor to make his case. Think of Newstok as an erudite guide giving you a themed tour of his commonplace book. This was a great read."---Andrew Perlot, The Monthly Reading List

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