Moral and social purpose of education Books

Book SynopsisProviding a cornerstone to the global debate on equity and inclusion within education, this handbook explores equity issues pertaining to poverty and social class, race, ethnicity, sociocultural, sociolinguistic exclusion in education and recognises intersectionality and gender across these dimensions.This carefully curated collection of essays written by international experts promotes inclusive systems in education that explicitly recognise the voices of learners who may be at risk of marginalisation, exclusion or underachievement. Developing a multilayered innovative conceptual framework involving spatial, emotional-relational and dialogical ''turns'' for education, it emphasises key system points for reform, including building strategic bridges between health and education for vulnerable groups and shifts in focus for initial teacher education and the wider curriculum.The handbook is organised into the following key parts: Theoretical Frameworks F

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

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Book SynopsisIn Equitable Instruction for English Learners in the Content Areas, ESL expert Valentina Gonzalez shows you how to meet the needs of English learners in K-8 classrooms. With an emphasis on comprehensible input, the clear and accessible guidance in this book allows teachers to maintain a high level of instruction and hold all students to high standards while allowing English learners important opportunities to engage with key content area language and excel at subject-specific material. Demonstrating how equity is an essential component to teaching multilingual learners, this book includes engaging practical strategies catered to different grade levels, and it is essential reading for every teacher who works with multilingual learners.

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

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Book SynopsisHow can you incorporate antiracist practices into specific subject areas? This practical guide answers that question and provides a road map for introducing antiracism into the English language arts (ELA) classroom with teacher-friendly tools and strategies. Drawing on foundational and cutting-edge knowledge of antiracism, expert Keisha Rembert responds to the following questions: What does antiracism look like in the English language arts classroom, given the unique responsibilities of the ELA educator; why is it vital to implement antiracist practices that are relevant to your classroom and school; and how can you enact antiracist pedagogies that foster critical engagement and stimulate a culture of antiracism? Aligned with National Council of Teachers of English standards, this accessible resource is replete with hands-on antiracist activities, teacher insights and interviews, questions to spark reflection and action and lesson plans and is esTable of ContentsContentsMeet the AuthorAcknowledgementsPrefaceSection One: Exposition Building Background: How did we get here? Introspection: Where should I start my anti-racist journey? Section Two: Rising Action Laying the Foundation: How can I create a standard and culture of antiracism in the classroom? Shifting Your Instruction: What does instruction in an antiracist ELA classroom look like? Section Three: Climax Student Impact: What are the effects of an antiracist ELA classroom on students? Section Four: Falling Action Beyond the Noise: How should I handle praise, criticism and build community? Section Five: Resolution Beyond Race: What are some additional benefits of an antiracist ELA classroom? Looking Back and Thinking Ahead: How do I evaluate the antiracist classroom and keep moving forward?

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

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Book SynopsisThis book explores undergraduate education programmes in a new way. Written by those at the forefront of teaching and learning, it encourages students to delve beneath the surface of their degree subject and reveals important insights about the how, why and where next for education studies.With contributions from course leaders, tutors, current students and recent graduates, this book offers insights from nearly 60 authors based in 20 different institutions from five different countries. The chapters offer opportunities for readers to consider their own learning experiences in a wider context, enhance their understanding of the degree course and actively shape the education studies community of the future.Each chapter is written in an accessible way, with questions to consider' throughout and recommended readings' at the end to advance readers' thinking and reflections. Chapters cover topics such as: Education Studies' development as a degree subject Table of Contents1. Introduction Section 1: Positioning Education Studies 2. Education Studies as an Undergraduate University Subject: A Short History 3. An International Insight into Education Studies 4. Exploring the Identity of an Undergraduate Education Programme Section 2: Practices and Pedagogies of Education Studies 5. Knowing Learning Matters 6. Discovering your Philosophy of Education through Digital Storytelling 7. Assessment for Transformation: Adopting a Humanist Approach to Assessment and Feedback on a BA Education Course 8. Student Achievement and Wellbeing: Understanding Motivation through Self-Determination Theory 9. Taking a Global Perspective: The Nature and Value of Comparative and International Education (CIE) in UK Universities 10. Being ‘International’: The Opportunities and Challenges of Studying Education as an International Student 11. Learning about Research Methods: A Case Study 12. Education for Sustainability: Connecting Students to Outdoor Learning via Forest School 13. The Role and Value of Arts-Based Learning for Education Studies Section 3: Challenge and Change in Education Studies 14. Education and Democracy: The Public Sphere Reclaimed for Educational Study 15. The Role of Social Justice Theory in Education Studies 16. Inclusive Curriculum Matters: Co-creating a Decolonised Education Curriculum Through Student Voices 17. Speaking through Silence: Embracing Fear and Shame in Anti-racist Education 18. Understanding Identity and Positionality through Student-Staff Interactions on an Education Studies Undergraduate Programme 19. Men and Masculinities on Undergraduate Education Studies Degrees 20. Rebalancing Power Relations in Teacher-Student Co-creation Section 4: The Personal and Professional in Education Studies 21. Employability and Pedagogies for Employability in Education Studies 22. Career Identity, Employability and Placements in Education Studies 23. Placements as Mediational Transitions: An Opportunity for Negotiated, Identity-shaping Make-belief Experiences 24. More than your Degree Title: Transferable Skills, Employability, and Diverse Opportunities for Education Students

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Book SynopsisThis edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts. Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities. Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning and teaching disruptions. Contributors highlight learners' voices throughout, with special attention to overlooked minority language communities and Indigenous voices.Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens oTable of ContentsContributor BiographiesPreface Chapter 1 Community/Heritage Languages Schools Transforming Education: Beyond complementary, more than integrationChapter 2 Teaching and Learning Community Languages in Scotland during the COVID-19 Pandemic: Challenges, opportunities, and innovations Chapter 3 Reimagining ‘Language’, ‘Community’, and ‘Identity’ in Community Language Learning Chapter 4 New Possibilities for Heritage Languages within a Reshaped Language Education Landscape: Lessons from the Critical Connections Multilingual Digital Storytelling Project Chapter 5 Arabic Heritage Schools as Sites of Multilingualism and Positive Identity Building in the UKChapter 6 Leading Community/ Heritage Languages Schools Chapter 7 ‘Progressing Progressions’: Design Considerations in the Development of Language Learning Progressions for Community Language Learners Chapter 8 Teacher Professional Identities Across Sectors Chapter 9 "The school made me realise that all Chinese people are different": Constructing Interculturality and Pupils’ Identity in Two Community SchoolsChapter 10 Reasons and Resistance: Parents’ Reflections on Community Language Education in Swedish and Vietnamese Schools Chapter 11 Transnational Vietnamese Parents as Managers of Heritage Language Education: The "How" of "What"Chapter 12 Confronting a Monolingual Mindset: Exploring Pathways to Accreditation for Community Languages Teachers Chapter 13 Community Language School Teachers’ Emotions and Professional LearningChapter 14 Charting Pedagogies for Community/ Heritage Language Learning Within a More Unified, Pluralist View of Languageand Literacy EducationChapter 15 Community Language Learning Supported by Religious and Spiritual Contexts Chapter 16 Religion in Community Language Schools: The beliefs of Brazilian teachers in England Chapter 17 Case Studies: Greek, Arabic and Tamil Language Schools Chapter 18 Parallel Lines: Community/Heritage Languages Schools and Future Research Index

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Book SynopsisAs the first book in the Making Disciplinary Language Visible series, this practical toolkit helps teachers promote disciplinary literacy development for Multilingual learners and their peers in the 512 social studies classroom. Using systemic functional linguistics (SFL) and the SFL-informed genre pedagogy, the Teaching and Learning Cycle for Disciplinary Genres, the book shows teachers how to teach content using language as a meaning-making resource. Besser and Westerlund provide clear guidance on understanding how language is used in the discipline and provide practical tools to empower teachers to teach language in the service of social studies disciplinary genres.Chapters feature authentic vignettes to illustrate problems of practice, annotated social studies texts, practical curriculum design tools, exercises for readers to develop knowledge about language, and sample scripts for practical application.Trade Review"Sharon Besser and Ruslana Westerlund’s Making Language Visible in Social Studies is a must-read resource for anyone who is passionate about teaching for equity through social studies. Their practical, empowering, and language-based disciplinary literacy approach provides teachers with a unique and effective path to maximally improve their students’ disciplinary expertise in social studies."Dr. Andrés Ramírez, Associate Professor in the Department of Curriculum and Instruction at Florida Atlantic University"Making Language Visible in Social Studies offers teachers of social studies the essential ‘behind the scenes’ support to integrate attention to the language and content of social science. The authors address both the ‘what’ of key disciplinary texts for learning and the ‘how’ of pedagogic practice, including authentic texts and practical activities to engage and support literacy for learning in social science."Sally Humphrey, Senior Lecturer, School of Education, Australian Catholic University "This book is a much-needed collection for teachers and teacher educators in need of resources to develop their knowledge base about how language is used in social studies. With practical concepts, ideas, and tools, this book will empower teachers to teach language in the context of social studies disciplinary genres. Chapters illustrate problems of practice with annotated social studies texts showing language features and functions that can be used in curriculum design and practical applications for both content and language teachers."Luciana C. de Oliveira, Ph.D., Professor and Associate Dean for Academic Affairs and Graduate Studies, School of Education, Virginia Commonwealth University"Social Studies teachers are literacy teachers. This book clearly shows what these teachers need to know about language and how to teach it in the context of social studies classes for the benefit of students’ acquisition of knowledge and ability to function as literate individuals."María Estela Brisk, Boston College, Emeritus ProfessorTable of ContentsChapter 1What does it mean to make language visible in Social Studies and why do we need to do it?Chapter 2What is the nature of language in Social Studies explanations?What do we mean by explain? Chapter 3 What is the nature of language of arguments in Social Studies? What do we mean by argue? Chapter 4How to make Language visible using the Teaching and Learning Cycle for Disciplinary GenresChapter 5A language-based approach to disciplinary reading

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

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

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Book SynopsisThis book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities. It presents international studies of HRE in varied contexts (e.g. Uganda, Japan, Ireland) to explore the views and experiences of children who identify as human rights defenders, initial teachers' understandings of concepts such as teacher agency in conflict-affected settings, and the barriers to children's political agency. The book also highlights HRE in practice including participatory research with very young children as co-researchers and realising rights through play pedagogies, creative writing approaches and picturebooks. An HRE lens is also brought to bear on emerging subjects such as relationships and sexuality education and well-being. Aimed at educators, researchers and practitioners, and engaTable of Contents1. Human Rights Education: A Beacon of Hope in Times of Crisis?, Part I: Pushing Boundaries in Human Rights Education Theory and Practice, 2. Separating Rights and Responsibilities, 3. Children’s Right to Have Rights: Developing Theory to Enable Justice and Participation, 4. Young Children as Co-Researchers: Authentic Partnership in an Early Childhood Context, 5. The Right to Play: Reconceptualising Children’s Rights in the Early Years Classroom, Part II: Human Rights Education in Times of Crisis, 6. Child Human Rights Defenders and Schools: When HRE and Activism Can, but Should Not Collide, 7. Pedagogy of the Implicated (Subject): Slantwise Pedagogical Encounters with Difficult Ecological Knowledge, 8. Idealistic Hopes and Lived Realities: Ugandan Student Teachers’ Attitudes to Teaching About Peace, Justice and Human Rights, 9. Using Indigenous Knowledge Systems and Stories to Decolonise Human Rights Education, Part III: Human Rights Education in Context, 10. Exploring Child Well-being: An Integration of Children’s Rights and Psychological Perspectives, 11. Creative Engagement as an Approach for Human Rights Education, 12. The Translation and Transformation of Human Rights in Picturebooks, 13. A Critical Exploration of Initial Teacher Educators’ Insights on Relationships and Sexuality Education Through the Lens of Human Rights Education, 14. Human Rights Education in a Time of Crisis: A Pedagogy of Possibility

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

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Book SynopsisKnowledge Co-Construction in Online Learning is a comprehensive, foundational resource that explores the study of social construction of knowledge through platforms, social dynamics, and other aspects of todayâs technology-enhanced education. The interactive spaces, from formal computer-supported collaborative learning settings to informal social media-integrative environments, that comprise asynchronous online learning offer a rich source of data for analyzing teaching and learning. How, then, can researchers and designers in educational technology, instructional design, the learning sciences, and beyond most effectively analyze the content and data generated by these complex co-creations of knowledge?Grounded in sociocultural and social constructivist theories of learning and driven by the globally renowned Interaction Analysis Model, this book applies statistical and computational methods to study the group interactions and social networks that yield newly construct

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Book SynopsisStudent engagement is a catch-all term, irresistible to educators and policy makers, and serving many agendas and purposes. This ground-breaking book provides a powerful theory of student engagement, rooted in critical theory and social justice. It sets out a compelling argument for student engagement to promote social justice and to repel neoliberalism in, and through, higher education, addressing three key questions: Student engagement in what? Student engagement for what? Student engagement for whom? The answers draw on Habermas, Honneth, Gramsci, Foucault, and Giroux in examining ideology, power, recognition, resistance, and student engagement, with examples drawn from across the world. It sets out key features, limitations, and failures of neoliberalism in higher education, and indicates how student engagement can resist it. Student engagement calls for higher education institutions to be sites for challenge, debate on values and power, acTrade ReviewStudent Engagement, Higher Education, and Social Justice is a tour de force. It is brilliant in its analysis of the meaning and relevance of student engagement as part of a larger project of empowerment, social justice, and social responsibility. The book is a welcome relief in light of the endless books that have depoliticized the concept and erased its critical theoretical foundations. Morrison and Bramley’s book is essential reading in a time of increasing attacks on education and social justice. It is informative, accessible, lyrical and brilliant in its analysis for addressing education as a vital and critical project. This book is a must reading for educators, parents, students, and others attempting to connect education with the imperatives of pedagogy, social justice, and democracy.'Henry A. Giroux, McMaster University Professor for Scholarship in the Public Interest, The Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster UniversityThis is the book I wish I’d written! A compelling reframing of student engagement for social justice, this incisively argued text harvests the abundant riches of critical theory with such finesse that it serves both as the "go to" source for understanding the topic of student engagement in its full complexity, and as a model of deploying theory critically and intelligently to enhance analysis of any topic. Vicki Trowler, University of Huddersfield, United Kingdom.'Drawing on Habermas, Honneth, Freire, Giroux, Foucault, and Gramsci, the authors Bramley and Morrison pose the questions ‘student engagement in what, for what and for whom?’. Their answer is in the resistance to neoliberalism in Higher Education and beyond in the pursuit of social justice. Neoliberalism, they quite rightly argue, is unfit for HE. Overcoming it requires a long-term commitment involving critical pedagogy, activism, solidarity, resistance, collectivity and ‘conscientization’ in the ongoing struggle for a better world. In these desperate times of endless austerity in the UK, and creeping fascism, not least in the United States, their book fosters an optimism of the will to challenge the many obstacles we face today.'Mike Cole, Emeritus Professor, Bishop Grosseteste University, United Kingdom. Editor of Education, Equality and Human Rights: Issues of Gender, ‘Race’, Sexuality, Disability and Social Class (5th Edition), and Equality, Education and Human Rights in the United States: Issues of Gender, Race, Sexuality, Disability and Social Class (1st Edition).Table of Contents1. Setting the scene: overview and argument 2. What does ‘engagement’ actually mean? 3. Habermas, knowledge-constitutive interests, and ideology critique for student engagement 4. The ideal speech situation, communicative action, recognition, and student engagement 5. Student engagement in a neoliberal world 6. Foucault, neoliberalism, and higher education 7. Student engagement in the cracks in neoliberalism 8. Student engagement, social justice, and outflanking neoliberalism 9. Retrospect and prospect

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Book SynopsisInside/Outside is a unique educational resource for those working with young people of secondary school age, providing a variety of tried-and-tested indoor and outdoor lessons and activities to promote and embed emotional literacy.The book is divided into three accessible sections: emotions and feelings; self and situation; and mental health and wellbeing; which each cover a variety of themes, from anxiety and depression, to happiness, communication, and confidence. For each theme, inside' and outside' activities are offered, with inside activities inspiring students to self-reflect and develop empathy for others, and those outside drawing heavily on nature and learning outside the classroom. The outside' activities are adaptable and have been designed to work in any available outdoor space, and all activities can be used either in standalone lessons or sequentially, with introductory tasks, group activities, and circle time discussions.With a focus on equippiTrade Review"I couldn’t wait to start trying out Joe’s ideas which take personal development beyond the classroom and make it possible to engage a wide range of learners for whom chalk, and talk is not their preferred modality. Joe’s breadth, depth and clear ‘how tos’ make this book indispensable." - Pooky Knightsmith, Mental Health Ambassador and Educator"There are so many fantastic ideas in Inside/Outside that Schools can implement and embed across all subjects in their Curriculum. Teachers can use these creative ideas with resources to instil the importance and benefits of learning outside in nature, helping to support, boost young people’s health and wellbeing." - Edd Moore, Multi Award Winning Primary School Teacher and Eco Coordinator"Joe Harkness is a force of nature. Full stop. This book is a prerequisite read for any educationalist working within the complex world of emotional intelligence. By reliving his own experience, Joe forges a connection between the outdoors and positive learning experiences. From Maslow’s hierarchy of needs to the ever more prevalent awareness of mental health, he challenges the reader to identify their own triggers to an emotional response. Joe uses a level of psychology to encourage a level of self-reflection that is seldom seen in education. He has opened my eyes. A must read." - Darren Hollingsworth, Principal, Cromer Academy"They say, if you’re lucky when you’re at school, you’ll have one teacher who will change your life. I was lucky. Mr Carnegie was an incredible teacher who, besides officially teaching me English in the classroom, outdoors kindled a lifelong love and appreciation of the natural world. Quite unnoticed by me at the time, he gave me the tools to be a better person, a more thoughtful and calmer young man. This was decades ago. How many people now are so fortunate to find such a teacher? Perhaps now, thanks to Joe Harkness, a great many more may do so. Inside/Outside is written with insight on so many levels - it is perceptive, intuitive, and shines with his love for the natural world and the power it contains for positive change." - Jon Dunn – Author of Orchid Summer and The Glitter in the GreenTable of ContentsIntroduction What is emotional literacy? Why emotional literacy? Why outside? How to use this book Section 1 – Feelings and emotions What are feelings? Sonic sit-space Regulating emotions Counting birds Self-care and coping Design-a-duck What do we need? Natural colours Fear and phobias Counting bugs Anger Sensory sit-spot Happiness Gratitude scavenger hunt Section 2 – Self and situation Self-awareness Texture bingo Identity Sense of place - street-work Conflict Our habitats Communication Mindfulness in nature – bird sounds SWOT Signs of sustainability Respect Counting wildflowers Friendships Bling up a butterfly Section 3 – Mental health and wellbeing Mental health Have-a-go-at-Haiku Poor mental health The A-Z of noticing nature Depression Nest building Anxiety Nature mandalas OCD Fashion a feather Stress Regulation - outdoors An active mind Nature calm jars Appendices

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Book SynopsisThis timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom. The chapters in this edited volume demonstrate the benefits of addressing climate change in the classroom through innovative media production and cover a range of different types of media, including video/digital storytelling, social media, art, music, and writing, with rich resources for instruction in every chapter.Through the engaging ideas and strategies, the contributors equip educators with the critical tools for supporting studentsâ media production. In so doing, they offer new perspectives on how students can employ media and production techniques to critique the status quo, call for change, and acquire new literacy skills. As the effects of the climate crisis become increasingly visible to the youth population, this book helps foster and support youth agency and activism. YoutTable of ContentsYouth Climate Contributors List Introduction: The Need for this Book Section I. Justifying the Pedagogical Value of Media Production to Address the Climate Crisis 1. "We Are Nature Defending Itself": Universal Climate Literacy DIY with Youth Media Productions and Engagement 2. Centering Utopia: Fostering Youth Climate Change Education by Exploring and Envisioning Hopeful Future 3. General Ecology and Speculative Pedagogies: Youth Digital Media Practices for Climate Justice 4. Integrating Community-Based Participatory Research Approaches with Climate Justice Digital Media Projects Section II. Engaging Students in Imaginative and Critical Thinking Through Media Production 5. "Our Story Will be the Future": A Learner-centered Approach to Support Digital Multimodal Composing about the Climate Crisis 6. "Listen, There, To the Way the Real World Thinks in Me"—Cultivating an Empathic Imagination to Support Students’ Visual Stories that Address the Climate Crisis 7. Addressing Climate Change and Sustainable Energy Futures Through Creative Music Engagement 8. Fostering Proactive Ecological Identity of Youth Through Social Media Section III: Providing Students With Media Production Methods To Achieve Audience Uptake To Exact Change 9. Climate Writing Across Media: Scribing New Stories to Live By 10. The Long Haul: Three Decades of Teaching Student Documentary Action Research for Environmental and Climate Justice 11. Resilient by Youth Engagement: The Alameda Creek Atlas 12. Building Youth Voices: Media Created by Youth, For Youth

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

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

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

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

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Book SynopsisArguing for an understanding of belonging in higher education as relational, complex and negotiated, particularly in reference to non-traditional students, Rethinking Student Belonging in Higher Education counters prevailing assumptions for what it means to belong and how institutional policy is shaped and implemented around traditional students. Bringing theoretical insights into institutional areas of policy and practice, this book: considers what it means to belong as a non-traditional student in a higher education environment designed for traditional students; presents the argument for belonging in line with theoretical insights of Bourdieu, Brah and Massey; illustrates belonging through case studies drawn from empirical research; and presents the argument for a borderland analysis of belonging in higher education, identifying key features and advantages of this theoretical framework. Table of ContentsAbbreviations; Prologue; Chapter 1: Who belongs in higher education?; Chapter 2: The part-time landscape; Chapter 3: A journey into border territory; Chapter 4: Borderlands and belonging; Chapter 5: Thinking spatially; Chapter 6: A simultaneity of stories-so-far; Epilogue

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

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Book SynopsisBelonging in Higher Education: Perspectives and Lessons from Diverse Faculty illuminates autoethnographic stories of belonging in higher education in the United States. Chapter counter/stories are contributed by African American, Asian American, Latinx American, Indigenous American, and BIPOC individuals who work in diversity-related positions in the academy. Chapters are written by faculty who work in different institutional contexts such as Predominantly White Institutions (PWIs); minority-serving institutions (MSIs) like Historically Black Colleges and Universities (HBCUs); and institutional types such as community colleges, teaching-focused, and research-focused institutions. Chapter authors represent a range of diversities, coming from a variety of inter- and transdisciplinary backgrounds in terms of their fields of study and research foci, including Education, Psychology, Sociology, and Gender Studies. The counter/narratives in the book celebrate diverse experience

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Book SynopsisThis book explores the rich history and depth of the educational field of social studies in the United States and examines its capacity to moderate modern-day anti-democratic forces through a commitment to civic education. Drawing out key significant historical moments within the development of social studies education, it provides a compelling historical narrative of the ideas that shaped the unique curricular field of social studies education. This book resynthesizes each historical stage to show how it resonates with contemporary life and effectively helps readers bridge the gap between theory and practice. Focusing on the key ideas of the field and the primary individuals who championed those ideas, the author provides a clear, concise, and sharply pointed encounter with social studies education that illuminates the connection from research to practice. Researchers of social studies education will find this book to be a worthy contribution to the ever-important str

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Book SynopsisThis book critically interrogates the function of schooling in the United States of America using the writings of sociologist Zygmunt Bauman. Asking whether the function is to produce citizens, workers, a combination of the two, or something altogether different, it argues that the designs of schooling are part of a carefully crafted ordering, illustrated via an analysis of the ways in which schooling introduces students to various forms of coercion and seduction that socialize students in particular ways: ways that support an order.By engaging with the prolific and insightful works of one of the most prominent social thinkers of the 21st century, this book considers schooling and its contributions to order. Be they solid or liquid modern ordering mechanisms, ordering through repression and seduction, or supporting ordering through the creation of boundaries separating an âœorderly insideâ from its âœdisorderly outside,â schools imperfectly support the construction of order and in doing so, privilege some representations and individuals over others. To order is to harness ambivalence and steer it in directions that privilege the âœinâ group at the expense of the âœoutâ group; and schools, from the curriculum they teach to the values and ideas they promote, are desirable captive marketplaces instrumental in steering this ambivalence.The author ultimately suggests that the function of schools, whether recognized or not, are not so much to educate students to be free thinkers, but rather to be orderly cogs in a particular functional social machine. As such, the book will be of interest to faculty, scholars, and postgraduate-level students with interests in the sociology of education, schooling, sociology, and social theory.

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

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Book SynopsisAcademic Misfits: Questioned Belongings in Higher Education presents powerful narratives, exploring the experiences of academics who want their voices to be heard. It highlights aspects of the academic world that need to be and should be changed to allow for more equitable experiences.Internationally placed contributors share personal stories of the various ways they have been made to feel out of place in the career path of academia, including accounts of discrimination, careerism, injustices, and the weight of bureaucracy. This book will connect individuals with shared experiences, helping others find comfort, strength, and community in their feelings of misfitting. The authors advocate for more inclusion and independence within academia, where individuals arenât forced into categories and are instead given the freedom to think differently and focus on the value they can bring.This book is for all those involved in academia, especially those interested in a fut

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

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Book SynopsisKenneth J. Saltman is a defining voice within Education, and for 25 years he has worked to uncover the ways in which public education has been impacted by corporatization and neoliberalism, and to demonstrate what educators and citizens can do to reclaim the democratic purpose of schooling. His work is unique in the way that it bridges a number of traditions, theoretical perspectives, and ranges in scope across the discipline, while at the same time translating crucial concepts in an accessible writing style.In this timely collection, Saltman introduces 11 of his most influential writings across his career with new contextual information for each piece. The volume is framed by a new introduction and conclusion by the author, which re-examine the scope of his work, discuss the larger development of the field over time, and considers what is still to be done.This important work will be crucial to researchers and graduate students in Education courses, particularly within

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Book SynopsisHow are families like trees? How are children like caterpillars?Containing age-appropriate analogies for key Relationships, Sex and Health Education topics, this book provides carefully constructed, memorable metaphors for teaching some of the trickiest concepts around relationships and sexual development.Each toolkit opens with a story that draws comparisons between a common childhood experience and a conceptual RSHE topic. Learners are supported in breaking down the analogy, comparing each part of the familiar story to a new concept. Knowledge is deepened with matching games, extension activities and teaching tips.The book includes: Ready-made toolkits for the classroom Printable activities to engage learners Cross-curricular extension activities within each toolkit to support and enhance lesson plans Clear teaching notes with advice for inclusive and accessible delivery that considers learners' lived experiences Trade Review“Big Picture RSHE is a very clear, empowering and comprehensive set of resources. They are rooted in high-quality research, practical teaching and an educational philosophy that prepares and educates children very well indeed.” Naomi Leaver, Executive Headteacher, Robinsfield George Eliot Federation Westminster London “This really is a superb resource for primary schools. Big Picture RSHE is easy to read and use – clearly identifying the topics that are being covered, with detail that is thorough and manageable and with the added flexibility to introduce, consolidate or assess knowledge. The structure of the toolkits gives the children familiarity and a route to fully deepen their understanding of the topic. The resource has been created in a fun, sensitive way and the use of analogies is brilliant, making it accessible and relatable to children. It will undoubtedly promote discussion and participation in the classroom.” Natalie Brown, Assistant Head, Pastoral and PSHEE Lead, Hilden Grange School Tonbridge Table of ContentsPart 1: About this resource and its context A. What is Relationships, Sex and Health Education (RSHE) at primary level? B. What is Big Picture RSHE? C. Why use Big Picture RSHE? D. Who is this resource for? E. How do analogies support learning in RSHE? F. Is the resource relevant in my context? Part 2: How to use this resource? A. How do I use the toolkits? B. Things to consider when using this resource C. Step-by-step guide to using the toolkits Part 3: What topics are included? Part 4: The toolkits 1. FAMILIES: Families and people who care for me 2. FRIENDSHIPS: Healthy friendships 3. RESPECTING DIFFERENCE: Diversity 4. MAKING FRIENDS ONLINE: Digital relationships 5. WHAT YOU FIND ONLINE: Appropriate online content 6. RESPECTING ALL GENDERS: Gender equality 7. SECRET OR SURPRISE: Voicing concerns 8. CHOOSING FOR MY BODY: Boundaries 9. MY AMAZING BODY: Private body parts 10. CHANGING BODIES: Puberty 11. WET DREAMS: Nocturnal emissions 12. PERIODS: Menstruation 13. LOVE: Romantic relationships 14. HOW A BABY IS MADE: Reproduction 15. WHY PEOPLE HAVE SEX: Sexual activity

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Book SynopsisProviding an in-depth, novel analysis of education's role in today's economy by scrutinizing its theoretical underpinnings, this volume critiques the suitability of the current, dominant economic framework for education and for shaping educational policymaking worldwide.Critically examining the history and philosophy that underpin our present societal understanding of the link between economics and education, the book argues for an urgent redefining of education's role in the economy based on intellectual foundations that significantly differ from our current, dominant conceptions. Across seven chapters, the book posits that the adoption of a new philosophical framework, the reshaping of economic and educational aims, and the adjustment of our educational system are each necessary to better promote human flourishing.Ultimately providing a platform to entirely reconsider the idea that the primary aim of education is to serve the economic system in particular, economic

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Book SynopsisQuestioning Gender Politics: Contextualising Educational Disparities in Uncertain Times showcases contemporary thinking on pressing aspects of gender equalities, such as patriarchal culture, sexual harassment, trans rights, queer pedagogies, and sex education in various educational settings and international contexts. This book illustrates how education is an important physical, material and ideological site for understanding and challenging stubborn gender inequalities. Questioning Gender Politics positions itself within existing theorisations and research outlining how gender issues and sexist power cultures have in many cases changed from plain to more insidious inequalities. The notion of education is also expanded to include a broader understanding of how gender issues impinge on education. The range of work explored in this volume includes contributions on modern conceptualisations of gender, feminism and education, transnormativities, queer theory, intersectional pedagogy, postheteronormativity in education, and more. Questioning Gender Politics: Contextualising Educational Disparities in Uncertain Times will be of great value to undergraduate and postgraduate students of Gender and Education, as well as seasoned educators.

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Book SynopsisAs digital platforms become increasingly common and even the norm for literacy learning environments, established frameworks, pedagogies, and theories do not always translate neatly to these new contexts. This edited volume explores the complex relationship between digital platforms and literacies, understanding that they have become an unavoidable part of the literacy and education ecosystem. Chapters address a range of contexts and considerations around the social, technical, and economic complexities of platform technologies and how they have remade literacy teaching and learning. Insightful and innovative, this is key reading for literacy scholars, researchers, and graduate students.

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Book SynopsisThis textbook equips students and educators committed to understanding how art and creative practice work as powerful communicative tools and have a substantial role in advancing civic participation. Alongside promoting educational practices with learners' civic engagement in mind, this book is a call to action, inviting creative educators to explore the potential of art for developing critical perspectives, articulating voices and diverse points of view, and engaging in dialogue across difference. Chapters assist students and educators in understanding critical concepts ranging from the protections afforded art under the constitution, to the role of civic institutions such as museums, community arts centers, and schools in advancing civic participation. They also present the relationship between art, education, and civic engagement using watershed political moments such as voter suppression initiatives, xenophobic reactions to the COVID-19 pandemic, and widespread national B

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Book SynopsisFrom its origins in the University of Birmingham's then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research. Seventy-five years on, Mapping the Field presents a detailed account of education theory and research, policy, and practice through the lens of key articles published in the journal over this timespan.Volume II opens with Part I, a collection of articles examining teachers' job (dis/) satisfaction and stress, and the gendered composition of the teaching workforce. Articles in Part II trace a shift in academic focus from schools seen as families/communities, to the parent-school relationship. The concepts of inclusion and equalityand strategies for their fulfilment in educationare interrogated in Part III. The volume concludes with Part IV, in which diverse identities in the education field are represented.Curated and introduced by the editors, the articles included in boTable of ContentsPart 1: Teachers and their work 1. Men teachers and the “feminised” primary school: a review of the literature 2. The Place of Women in Teacher Education: discourses of power 3. Teacher Stress: directions for future research 4. Teachers as ‘managed professionals’ in the global education industry: the New Zealand experience 5. Teacher job satisfaction: the importance of school working conditions and teacher characteristics Part 2: Family and community 6. The family group 7. Secondary schools as communities 8. Challenging the status quo: the enabling role of gender sensitive fathers, inspirational mothers and surrogate parents in Uganda 9. Barriers to parental involvement in education: an explanatory model 10. Effects of parental involvement on academic achievement: a meta-synthesis 11. Parental involvement to parental engagement: a continuum Part 3: Exclusion and inequality in education 12. “Inclusion in Practice”: does practice make perfect? 13. Why poor children are more likely to become poor readers: the early years 14. Coincidence or conspiracy? Whiteness, policy and the persistence of the Black/White achievement gap 15. Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history 16. Supporting transgender students in schools: beyond an individualist approach to trans inclusion in the education system Part 4: Identity and diversity 17. Evaluative reactions to accents 18. Cultural and Linguistic Diversity in Education: a mainstream issue? 19. Gendered perceptions of schooling: classroom dynamics and inequalities within four Caribbean secondary schools 20. Beyond responsiveness to identity badges: future research on culture in disability and implications for Response to Intervention 21. Autism, intense interests and support in school: from wasted efforts to shared understandings 22. Who’s checkin’ for Black girls and women in the “pandemic within a pandemic”? COVID-19, Black Lives Matter and educational implications

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Book SynopsisThis important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services. It aims to improve our understanding of, and thus the supportive service provisions for, the dually identified student population in secondary and higher education settings. The book explores dually identified studentsâ complex and intersectional experiences, strengths, and needs using multiple methods of inquiry, including the examination of educational transition-focused policies and practices, a comprehensive review of research results, case studies, and comparative analysis of key stakeholder perspectives for this student population. With a focus on equitable, culturally sustaining transition research and practice, the book informs graduate students, researchers, and teacher educators about how to mitigate the effects of historical

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

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Book SynopsisDrawing from original research and recent developments in theory, Researching Social Inequalities in Higher Education brings together insights from multiple national contexts and phases to consider a diverse range of equity issues in higher education.Authored by current and recently graduated PhD students, chapters examine the socioeconomic, ethnic and gender equalities at play within each of the following components: access to higher education the student experience the academic workforceAn essential read for anyone researching higher education, or wishing to address social inequalities within higher education, this volume unpacks how higher education is becoming more accessible, inclusive and beneficial to an increasingly diverse population of students and staff.

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Book SynopsisThis novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create ''student-friendly'' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.This book wTable of Contents1. Introduction 2. Power, Resistance and Voice 3. Place and its Investigation 4. Space and Place in School 5. Creating Places of Resistance 6. Movement and Barriers to Movement in School 7. Disaffected Young People, Relationships with School Staff and Student Voice 8. Unconventional Relationships and Trust 9. The Limitations of Democratic Student Voice Structures 10. Vocational Education, Imagined Futures and Cruel Optimism 11. The Nature of Schoolwork and its Relationship to Identity and Resistance 12. A Compartmentalised Experience of School 13. Resistance is not Futile

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Book SynopsisDrawing on chapters from a selection of authors from the fields of education, philosophy, political science, and sociology this book presents provocations on how citizenship might be experienced, conceptualised, expressed, and practiced in a range of settings.Comprised of thirteen chapters by a group of international academics, the book engages with the concepts of âcitizenshipâ and âpolitical agencyâ, as well as forms and expressions of citizenship, to consider how the practice of citizenship can be extended to move beyond mainstream political discourses. Discussions of decolonisation, race, disability advocacy, sexual health, protest, and democracy examine how citizenship and belonging are enacted in a range of international contexts. In order to explore these issues, the book draws on a range of empirical, theoretical, political, and speculative discussions from a range of perspectives. Throughout, it provides a critique of dominant conceptions of citizenship and explores how citizenship might be re-conceptualised and re-fashioned. This volume is an essential read for academics, researchers, postgraduate students, policy makers, and teachers interested in reframing citizenship education to enhance a sense of belonging in our uncertain times.

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Book Synopsisbell hooks was one of the most influential voices in critical and culturally responsive education. In recognition of the magnificence of bellâs contributions to the field of education, this book is the first of its kind to bring together scholars, educators, and young people to honor her broad and deep legacy. Written in letter form, each chapter reflects how bell hooksâ many influential books have shaped the lives and livelihoods of the people who have read them. Narrative in style and accessible to a wide audience of readers, this collection serves as a bridge between the philosophical and the practical components to bellâs work, as authors demonstrate the direct influence and application of hooksâ legacy in their lives. Love Letters to bell hooks is a wonderful companion to any of bellâs other works and is especially relevant to undergraduate and graduate students of Education, as well as in-service educators pursuing professional development.

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Book SynopsisBased on the second series of the popular Inclusion Dialogue podcasts, Joanne Banks explores the tensions, debates and understandings of inclusive education in context of current policy changes. Featuring in-depth interviews with 12 world-renown academics, this book provides a comprehensive overview of the current tensions and conceptual understandings in the field.Delving further into diverse viewpoints around special education, and how mainstream education includes and excludes students, Banks broadens the discussions started in the first podcast series by highlighting nuanced alternative perspectives, national contexts and historical developments. Given the diversity of the authors themselves in terms of their geography, career stage and views on inclusive education, the chapters highlight key issues around how we theorise inclusive education, the diversity of views in how inclusion can be measured, the intersections between disability and other student characterist

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Book SynopsisThis impactful resource guide is for international educators and practitioners involved in Physical Education and Sport (PES) who want to learn evidence-based approaches to the teaching of values and character education. Through a systematic approach to teaching and evaluating values and character education, this book bridges the gap between theory and practice. It offers empirical evidence and strategies to show how values and character can be internalized, through carefully designed experiences, active participation, and regular reinforcement, without compromising the time needed to learn sports skills - a common concern raised by PE teachers and sports coaches. Results from case studies have also revealed that values can be transferred beyond the context of physical education lessons and sports through a collaborative approach and effective communication between teachers, coaches, and parents. Key strategies based on empirical evidence are highlighted in this book. It also highlights an Asian perspective on values and life skills training through Physical Education and provides readers with step-by-step implementation guidelines to simplify some complex strategies in developing values and life skills through PES seamlessly.The book provides useful information to anyone engaged in developing young people in, and through, sport. In particular it will be of great value to pre-service and in-service teachers and coaches for implementing effective strategies to balance teaching sports skills, values, and life skills effectively in PES.

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

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