Moral and social purpose of education Books

Book SynopsisInYou Can’t Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved. Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of “questions to ponder” is presented, followed by a segment describing “what actually occurred?”Trade ReviewAdvance Praise "Professor Markert has created an outstanding collection of real-life professional experiences that can serve as actual simulations for both prospective and current school administrators. Such diversified, descriptive testimonials shared by school leaders gives resonance to the challenges and variety of leadership skills needed in today's educational environments. Just to have the chance to view a multitude of dilemmas touching so many different competencies is an excellent leadership training tool that truly encompasses reflective practice." Cheryl A. McElhany, President Extended Day Child Care Center, Dublin, CA "The case studies in this well-written book provide the perfect foundation for fruitful consideration of complex situations that face building leaders every day. It is one thing to be able to name the standards of professional leadership but quite another to be able to apply them from day to day. These case studies will inspire deep and authentic discussions about what did and what could have happened in each case presented. Emerging leaders will find this book a valuable resource for preparing themselves to respond to challenging situations. Current leaders will want to use the case studies as a way to explore with colleagues situations similar to those they have faced, thinking about what they did right and what they might want to change in their future responses." Susan Coultrap-McQuin, Ph.D. Professor Emeritus & Former Provost State University of New York at Oswego "In my years as an education attorney, many school leaders have stated they eventually wanted to write a book about their many you can't make this up experiences, and now Linda Rae Markert has done it! These multinational tales from the field provoke informed inquiry, critical analysis, and self-assessment, all in the format of a really good read." Donald E. Budmen, ESQ. Education Law Attorney Ferrara Fiorenza PC, East Syracuse, NY "Gather a group of school principals together and you will hear a common refrain; you can't make this up! Ethical decision making, crucial conversations, and dealing with challenging situations are simply part of the job. Where this book really shines is in Markert's deft storytelling and thought-provoking questions to ponder. Veteran and novice school leaders alike will see their own experiences come alive in the cases making self-reflection possible. Readers will gain new perspectives as they lead in these unique times." Beth Anne Lozier, Principal Camillus Middle School, West Genesee Central School DistrictTable of ContentsAbout the Author 1 Overview of This Conversation  1 Beginning an International Conversation among School Leaders  2 A Context for Using Case Studies  3 Ethical Decision-Making & Interview Template  4 Alignment of Case Studies with Professional Standards for Educational Leaders 2 Mission, Vision and Core Values  1 Are We Doing Enough?  2 I Am Your Child’s Advocate  3 #Enough 3 Ethics and Professional Norms  1 Do I Blow the Whistle?  2 He Just Showed up Unexpectedly  3 Where Have You Been?  4 We Can’t Find the Error 4 Equity and Cultural Responsiveness  1 Your Son Has Great Potential  2 I Never Said Any of Those Things  3 I Don’t Want To – You Can’t Make Me  4 My Wedding Plans 5 Curriculum, Instruction and Assessment  1 I Never Thought I Was Cheating  2 Silent Night  3 How Did They Override the System? 6 Community of Care and Support for Students  1 Not Mine, Smoking Stinks!  2 This Girl Hit My Daughter  3 Please Don’t Kick Him out of School  4 You Must Show Me That Tape 7 Professional Capacity of School Personnel  1 But I’m a Good Teacher  2 Measure Twice, Cut Once  3 She’s So Disorganized  4 Do Summative Reviews Ever Make a Diffference? 8 Professional Community for Teachers and Staff  1 Just Joking Around  2 My Course Requirements Apply to Everyone  3 I Can Show You My Uber Receipts  4 All Boys Talk That Way 9 Meaningful Engagement of Families and Community  1 I Love My Kids  2 Don’t Make Me Get on the Bus  3 Our Son Must Have Mr. Thorwall  4 Mom Wants the Checkbook 10 Operations and Management  1 We Are Not Welcome  2 Standards Uphold the Status Quo  3 Mathematically Speaking, It Was Beautiful 11 School Improvement  1 Is This a Credible Threat?  2 It’s Always about the Money 12 Final Reflections  1 Ethical School Leadership Index

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Book SynopsisCritical stories are narratives that recount the writer’s experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur’s Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.Table of ContentsPreface Notes on Contributors Prologue  Alex V. Miller 1 A Prisoner’s Melody  Sandra Brown, Jelissa Lovette and Alisha Walker 2 Barcode  Sandra Brown 3 Caged  Jelissa Lovette 4 The Forbidden & the Prohibited  Soren Belle 5 Truth or Dare  Sandra Brown 6 The People I Met When the Sky Went Dark  Bric Martin 7 The Great Wall of Insanity  J. M. Spence 8 State of Mind  Jelissa Lovette 9 The Call  Sandra Brown 10 Pivotal Times  Angie Oakes 11 A Daughter’s Sorrow  Sandra Brown 12 Talking It out from the Inside  Cara Quiett 13 Mother-Less Child  Jelissa Lovette 14 Not Waving, Not Drowning  Sandra Brown 15 Isaac  Claire Prendergast 16 Prison  Angie Oaks 17 Love Find Me  Jelissa Lovette 18 Little Girl Lost  Angie Oakes 19 Everlasting Kiss  Jelissa Lovette 20 Backburner Bitch  Anonymous 21 Love Alive  Kala Keller 22 My Dragonfly  Laura Neering 23 Puzzle Pieces in My Eyes  Rebekah M. Icenesse 24 Piece of Me  Jelissa Lovette 25 Nothing New under the Sun  Sandra Brown 26 Living a Life with Invisible Bars  Kathlyn J. Housh 27 Where Would I Be  Jelissa Lovette 28 My Odyssey  Sandra Brown 29 What Makes Straight so Great?  Dwight G. Brown, Jr. 30 Nature’s Sanctuary  Angie Oakes 31 Nature’s Pride and Promise  Cara Quiett 32 Finding Stability in Motion  Megan Batty 33 Queen of Soul  Jelisa Lovette 34 Melodies & Recipes  Cara Quiett 35 Unanswered Questions  Paiten Hamilton 36 Gregory’s Gift  Sandra Brown 37 Sentimental Syrup  Cara Quiett 38 Perfection: A History of Me & My Multi-Colored Elephants  Kathryn A. Coffey 39 Final Thoughts  Sandra Brown 40 Stopping the Cycle: My Journey with Generational Body Image  Kelly Cunningham 41 My Four Opportunities to Grow Up  Noah Villarreal 42 My Last Bow  Amanda Minetti 43 The Eulogy  Sandra Brown 44 Yoga Me Free  Cara Quiett 45 Metamorphosis  Sandra Brown Epilogue  Carmella J. Braniger, Rebekah M. Icenesse, Kathryn A. Coffey and Alex V. Miller

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Book SynopsisCritical stories are narratives that recount the writer’s experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur’s Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.Table of ContentsPreface Notes on Contributors Prologue  Alex V. Miller 1 A Prisoner’s Melody  Sandra Brown, Jelissa Lovette and Alisha Walker 2 Barcode  Sandra Brown 3 Caged  Jelissa Lovette 4 The Forbidden & the Prohibited  Soren Belle 5 Truth or Dare  Sandra Brown 6 The People I Met When the Sky Went Dark  Bric Martin 7 The Great Wall of Insanity  J. M. Spence 8 State of Mind  Jelissa Lovette 9 The Call  Sandra Brown 10 Pivotal Times  Angie Oakes 11 A Daughter’s Sorrow  Sandra Brown 12 Talking It out from the Inside  Cara Quiett 13 Mother-Less Child  Jelissa Lovette 14 Not Waving, Not Drowning  Sandra Brown 15 Isaac  Claire Prendergast 16 Prison  Angie Oaks 17 Love Find Me  Jelissa Lovette 18 Little Girl Lost  Angie Oakes 19 Everlasting Kiss  Jelissa Lovette 20 Backburner Bitch  Anonymous 21 Love Alive  Kala Keller 22 My Dragonfly  Laura Neering 23 Puzzle Pieces in My Eyes  Rebekah M. Icenesse 24 Piece of Me  Jelissa Lovette 25 Nothing New under the Sun  Sandra Brown 26 Living a Life with Invisible Bars  Kathlyn J. Housh 27 Where Would I Be  Jelissa Lovette 28 My Odyssey  Sandra Brown 29 What Makes Straight so Great?  Dwight G. Brown, Jr. 30 Nature’s Sanctuary  Angie Oakes 31 Nature’s Pride and Promise  Cara Quiett 32 Finding Stability in Motion  Megan Batty 33 Queen of Soul  Jelisa Lovette 34 Melodies & Recipes  Cara Quiett 35 Unanswered Questions  Paiten Hamilton 36 Gregory’s Gift  Sandra Brown 37 Sentimental Syrup  Cara Quiett 38 Perfection: A History of Me & My Multi-Colored Elephants  Kathryn A. Coffey 39 Final Thoughts  Sandra Brown 40 Stopping the Cycle: My Journey with Generational Body Image  Kelly Cunningham 41 My Four Opportunities to Grow Up  Noah Villarreal 42 My Last Bow  Amanda Minetti 43 The Eulogy  Sandra Brown 44 Yoga Me Free  Cara Quiett 45 Metamorphosis  Sandra Brown Epilogue  Carmella J. Braniger, Rebekah M. Icenesse, Kathryn A. Coffey and Alex V. Miller

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Book SynopsisThe social dimension of higher education emphasises the need to create more flexible learning and participation pathways within higher education for all students. In recent years, several projects have been developed and research groups created that have allowed considerable progress in the promotion and monitoring of more inclusive policies in this field. However, designing and implementing programmes providing attention to vulnerable groups remains a challenge for universities. Including the most significant contributions of the European project ACCESS4ALL, the book presents conceptual aspects related to the inclusive university, such as the quality and transitions linked to the treatment of diversity, good inclusion practices in six European countries, and a set of tools to identify dysfunctions and promote inclusion in higher education. Contributors are: Kati Clements, Fabio Dovigo, Joaquín Gairín, Romiță Iucu, Miguel Jerónimo, Lisa Lucas, Tiina Mäkelä, Elena Marin, Saana Mehtälä, Fernanda Paula Pinheiro, David Rodríguez-Gómez, Cecilia Inés Suárez, Mihaela Stîngu and Sue Timmis.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Joaquín Gairín, David Rodríguez-Gómez and Fabio Dovigo PART 1: Conceptual Framework 1 Quality and Equity in Higher Education  Joaquín Gairín 2 Diversity, Access, and Success in Higher Education: A Transnational Overview  Fabio Dovigo PART 2: Fostering Good Practices for Inclusion 3 Good Practices and Experiences for Inclusion in Finland  Saana Mehtälä, Kati Clements and Tiina Mäkelä 4 Fostering Good Practices for Vulnerable Students in Higher Education: Suggestions from Italy  Fabio Dovigo 5 Good Practices and Experiences for Inclusion in Portugal  Miguel Jerónimo and Fernanda Paula Pinheiro 6 Good Practices and Experiences for Inclusion in Higher Education in Romania  Elena Marin, Miaela Stîngu and Romiță Iucu 7 Good Practices and Experiences for Inclusion in Spain  Cecilia Inés Suárez 8 Policies and Strategies on Widening Access and Experiences of Inclusive Practices in Higher Education in England  Lisa Lucas and Sue Timmis PART 3: Promoting Strategic Change for Inclusion in Higher Education 9 Developing Strategic Change Moving towards Inclusion of Underrepresented Students in Higher Education  Fabio Dovigo 10 The ACCESS4ALL Toolkit for Promoting Inclusion in Higher Education  David Rodríguez-Gómez Index

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Book SynopsisThe social dimension of higher education emphasises the need to create more flexible learning and participation pathways within higher education for all students. In recent years, several projects have been developed and research groups created that have allowed considerable progress in the promotion and monitoring of more inclusive policies in this field. However, designing and implementing programmes providing attention to vulnerable groups remains a challenge for universities. Including the most significant contributions of the European project ACCESS4ALL, the book presents conceptual aspects related to the inclusive university, such as the quality and transitions linked to the treatment of diversity, good inclusion practices in six European countries, and a set of tools to identify dysfunctions and promote inclusion in higher education. Contributors are: Kati Clements, Fabio Dovigo, Joaquín Gairín, Romiță Iucu, Miguel Jerónimo, Lisa Lucas, Tiina Mäkelä, Elena Marin, Saana Mehtälä, Fernanda Paula Pinheiro, David Rodríguez-Gómez, Cecilia Inés Suárez, Mihaela Stîngu and Sue Timmis.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Joaquín Gairín, David Rodríguez-Gómez and Fabio Dovigo PART 1: Conceptual Framework 1 Quality and Equity in Higher Education  Joaquín Gairín 2 Diversity, Access, and Success in Higher Education: A Transnational Overview  Fabio Dovigo PART 2: Fostering Good Practices for Inclusion 3 Good Practices and Experiences for Inclusion in Finland  Saana Mehtälä, Kati Clements and Tiina Mäkelä 4 Fostering Good Practices for Vulnerable Students in Higher Education: Suggestions from Italy  Fabio Dovigo 5 Good Practices and Experiences for Inclusion in Portugal  Miguel Jerónimo and Fernanda Paula Pinheiro 6 Good Practices and Experiences for Inclusion in Higher Education in Romania  Elena Marin, Miaela Stîngu and Romiță Iucu 7 Good Practices and Experiences for Inclusion in Spain  Cecilia Inés Suárez 8 Policies and Strategies on Widening Access and Experiences of Inclusive Practices in Higher Education in England  Lisa Lucas and Sue Timmis PART 3: Promoting Strategic Change for Inclusion in Higher Education 9 Developing Strategic Change Moving towards Inclusion of Underrepresented Students in Higher Education  Fabio Dovigo 10 The ACCESS4ALL Toolkit for Promoting Inclusion in Higher Education  David Rodríguez-Gómez Index

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Book SynopsisCurriculum studies is at the core of the educational endeavour and informs what happens in every educational institution. As a result of its criticality or primacy, every educational practitioner appears to claim expertise in curriculum matters and what direction the field should take. In Africa, the curriculum practitioner has been given little or no space to theorise and orient the future of the field in Africa. Instead, European, and American curriculum theorisers have been allowed to exert a marked influence on the nature and direction of African theoretical and philosophical underpinnings. This situation raises fundamental questions about the future of education in Africa and this volume explores and answers these questions relating to curriculum theory, theorising and the theoriser by breaking traditions and experimenting on alternative approaches and pathways. Contributors are: Aruna Ankiah-Gangadeen, Lynn Biggs, Eunice Champion, Taryn Isaacs De Vega, Kehdinga George Fomunyam, Nadaraj Govender, Angela James, Simon Bheki Khoza, Noma China Kubashe, Nehemiah Latolla, Jacqui Lück, Dumisa Celumusa Mabuza, Simeon Maile, Suriamurthee Maistry, Makhulu A. Makumane, Zvisinei Moyo, Cedric Bheki Mpungose, Pascal Nadal, Blanche Ntombizodwa Ndlovu, Christopher Ndlovu, Emily Mangwaya Ndlovu, Nellie Ngcongo-James, Deirdre Pratt, Mukhtar Raban, Nolundi Radana, Makhosazana Edith Shoba, Mahlapahlapana Themane, Molaodi Tshelane and Denise Zinn.

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Book SynopsisCurriculum studies is at the core of the educational endeavour and informs what happens in every educational institution. As a result of its criticality or primacy, every educational practitioner appears to claim expertise in curriculum matters and what direction the field should take. In Africa, the curriculum practitioner has been given little or no space to theorise and orient the future of the field in Africa. Instead, European, and American curriculum theorisers have been allowed to exert a marked influence on the nature and direction of African theoretical and philosophical underpinnings. This situation raises fundamental questions about the future of education in Africa and this volume explores and answers these questions relating to curriculum theory, theorising and the theoriser by breaking traditions and experimenting on alternative approaches and pathways. Contributors are: Aruna Ankiah-Gangadeen, Lynn Biggs, Eunice Champion, Taryn Isaacs De Vega, Kehdinga George Fomunyam, Nadaraj Govender, Angela James, Simon Bheki Khoza, Noma China Kubashe, Nehemiah Latolla, Jacqui Lück, Dumisa Celumusa Mabuza, Simeon Maile, Suriamurthee Maistry, Makhulu A. Makumane, Zvisinei Moyo, Cedric Bheki Mpungose, Pascal Nadal, Blanche Ntombizodwa Ndlovu, Christopher Ndlovu, Emily Mangwaya Ndlovu, Nellie Ngcongo-James, Deirdre Pratt, Mukhtar Raban, Nolundi Radana, Makhosazana Edith Shoba, Mahlapahlapana Themane, Molaodi Tshelane and Denise Zinn.

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Book SynopsisThe Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming. Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.Table of ContentsPreface Figures and Tables Introduction: The Ascent from the Abstract to the Concrete 1 Theories in Mathematics Education  1 Outline  2 A Classroom Episode  3 Research Questions  4 Method  5 Theoretical Principles  6 Piaget’s Genetic Epistemology  7 From Method to Methodology  8 Mathematics Education Theories: Two Short Examples  9 The Theory of Objectification 2 An Overview of the Theory of Objectification  1 Outline  2 Introduction  3 Theoretical Underpinnings of the Theory of Objectification  4 Summing up and Looking Ahead 3 Knowledge and Knowing  1 Outline  2 Knowledge  3 Knowing  4 The Piggy Bank Example  5 The Dialectic between Knowledge and Knowing  6 Mathematics as an Entity at the Same Time Ideal, Sensible, and Material  7 Synthesis 4 Learning  1 Outline  2 Learning as Participation in Social Practice  3 Internalisation  4 Processes of Objectification  5 Some Meanings of Objectification  6 Processes of Objectification  7 Learning as Objectification  8 Consciousness  9 Teaching-Learning Activity  10 Processes of Subjectification  11 Synthesis 5 Processes of Objectification  1 Outline  2 The Investigation of Processes of Objectification  3 Teaching-Learning Activity  4 An Example of Investigation of Processes of Objectification  5 Semiotic Means of Objectification  6 Semiotic Nodes  7 Semiotic Contraction  8 Concept  9 Synthesis 6 Embodiment  1 Outline  2 Introduction  3 The Intertwining of the Senses and Culture  4 Perception  5 A Classroom Example  6 The Poetry of Objectification  7 Counting the Unseen  8 Synthesis 7 Task Design: Or Configuring Teaching-Learning Activities  1 Outline  2 General Considerations  3 The Motion of Tina, John, and the Dog  4 Synthesis 8 The Cultural Nature of Mathematical Thinking  1 Outline  2 Introduction  3 Boas’s Relativist Conception of Culture  4 The Anthropological Venerable Conflict  5 A Dialectical Materialist View of Culture  6 Greek Mathematical Thinking Revisited  7 Synthesis 9 Processes of Subjectification  1 Outline  2 The Question of the Subject  3 Semiotic Systems of Cultural Signification  4 Being, Becoming, and Subjectivity  5 Solving Equations in a Grade 3 Classroom  6 Synthesis 10 Ethics  1 Outline  2 The Ineludible Presence of Ethics in the Mathematics Classroom  3 Kant  4 Hobbes  5 Lévinas’s Ethics  6 The Indispensable Task of (Mathematics) Education  7 Towards a Communitarian Ethics  8 Synthesis References Index

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Book SynopsisThe Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming. Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.Table of ContentsPreface Figures and Tables Introduction: The Ascent from the Abstract to the Concrete 1 Theories in Mathematics Education  1 Outline  2 A Classroom Episode  3 Research Questions  4 Method  5 Theoretical Principles  6 Piaget’s Genetic Epistemology  7 From Method to Methodology  8 Mathematics Education Theories: Two Short Examples  9 The Theory of Objectification 2 An Overview of the Theory of Objectification  1 Outline  2 Introduction  3 Theoretical Underpinnings of the Theory of Objectification  4 Summing up and Looking Ahead 3 Knowledge and Knowing  1 Outline  2 Knowledge  3 Knowing  4 The Piggy Bank Example  5 The Dialectic between Knowledge and Knowing  6 Mathematics as an Entity at the Same Time Ideal, Sensible, and Material  7 Synthesis 4 Learning  1 Outline  2 Learning as Participation in Social Practice  3 Internalisation  4 Processes of Objectification  5 Some Meanings of Objectification  6 Processes of Objectification  7 Learning as Objectification  8 Consciousness  9 Teaching-Learning Activity  10 Processes of Subjectification  11 Synthesis 5 Processes of Objectification  1 Outline  2 The Investigation of Processes of Objectification  3 Teaching-Learning Activity  4 An Example of Investigation of Processes of Objectification  5 Semiotic Means of Objectification  6 Semiotic Nodes  7 Semiotic Contraction  8 Concept  9 Synthesis 6 Embodiment  1 Outline  2 Introduction  3 The Intertwining of the Senses and Culture  4 Perception  5 A Classroom Example  6 The Poetry of Objectification  7 Counting the Unseen  8 Synthesis 7 Task Design: Or Configuring Teaching-Learning Activities  1 Outline  2 General Considerations  3 The Motion of Tina, John, and the Dog  4 Synthesis 8 The Cultural Nature of Mathematical Thinking  1 Outline  2 Introduction  3 Boas’s Relativist Conception of Culture  4 The Anthropological Venerable Conflict  5 A Dialectical Materialist View of Culture  6 Greek Mathematical Thinking Revisited  7 Synthesis 9 Processes of Subjectification  1 Outline  2 The Question of the Subject  3 Semiotic Systems of Cultural Signification  4 Being, Becoming, and Subjectivity  5 Solving Equations in a Grade 3 Classroom  6 Synthesis 10 Ethics  1 Outline  2 The Ineludible Presence of Ethics in the Mathematics Classroom  3 Kant  4 Hobbes  5 Lévinas’s Ethics  6 The Indispensable Task of (Mathematics) Education  7 Towards a Communitarian Ethics  8 Synthesis References Index

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Book SynopsisHow should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia’s unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia.

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Book SynopsisHow should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia’s unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia.

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Book SynopsisThe author argues in his essay on the Revolution of the Right to Education that the birth of the human right to education, after a millennia-long gestation, has opened up a new chapter in the History of Education. Moreover, its normative, jurisprudential, doctrinal, and programmatic developments are constituents of an International Education Law that is now the highest source in the hierarchy of the contemporary normativity on education, to which the Education Law in States Parties should conform. Therefore, it should be recognised and studied as a new legal and educational discipline, the source of principles of legitimacy and quality of education. This book offers an interdisciplinary and topical introduction to the International Education Law, broadly defined. It explains in what ways the normative integrity of the right to education carries far-reaching revolutionary significance, corollary of the Revolution of Human Rights and the Revolution of the Rights of the Child.Table of ContentsPreliminary Notes List of Abbreviations Introduction: Advent of the International Education Law 1 Education, Power and Law  1.1 Fundamental Questions of the Theorization of Education  1.2 Education as a Power  1.2.1 Power  1.2.2 Political and Pedagogical Powers  1.3 Meta-Question of the Legitimacy of Education  1.3.1 Political Legitimacy  1.3.2 Pedagogical Legitimacy  1.4 By What Right to Educate? 2 Human Rights  2.1 Origins  2.2 Concept  2.3 Juridifijication  2.4 International Bill of Human Rights  2.5 International Human Rights Law  2.5.1 Specifijicity  2.5.2 National Reception  2.5.3 Sources  2.5.4 Structure and Normative Content of a Human Right  2.5.5 States’ Obligations  2.5.6 Protection  2.5.6.1 Universal Protection  2.5.6.2 Regional Protection  2.5.6.3 Case Law  2.5.6.4 NGOs  2.5.7 Other Issues  2.5.7.1 Minimum, Full and Expanded Content/Obligations  2.5.7.2 Jus Cogens and erga omnes Obligations  2.5.7.3 ‘Drittwirkung’  2.5.7.4 Private Providers  2.5.7.5 Extraterritorial Obligations  2.5.7.6 Jurisprudence and Doctrine  2.5.8 Principles of Interpretation and Implementation  2.5.8.1 Most General Legal Principles  2.5.8.2 Other Principles  2.6 Ethics of Human Rights  2.6.1 Ethical Reason  2.6.1.1 Normative Rationality  2.6.1.2 Human Morality  2.6.1.3 Golden Rule and Human Rights  2.6.2 Human Dignity Principle  2.6.2.1 Origins  2.6.2.2 Kant  2.6.2.3 Juridifijication  2.6.2.4 Conceptualisation  2.6.3 Other Ethical Principles  2.6.4 Ethics of Recognition  2.6.5 Ethics of Humanity  2.7 Revolution of Human Rights  2.7.1 Consecration of the Human Person as the Highest Ethical-Juridical Value  2.7.2 Transformation of International Law and Renovation of Constitutional Law  2.7.3 Reconstruction of the Rule of Law  2.7.4 Inception of a Law of Humanity  2.7.5 Being Realistic without Becoming Pessimistic 3 Rights of the Child  3.1 It Was Once the Rights of the Child …  3.2 International Law of the Child  3.2.1 Sources  3.2.1.1 Convention on the Rights of the Child  3.2.1.2 Other Universal Instruments  3.2.1.3 Regional Instruments  3.2.2 Protection of the Rights of the Child  3.3 Ethics of the Rights of the Child  3.3.1 Primacy of the “Best Interests of the Child”  3.3.2 Love, Respect and Responsibility for the Child  3.3.3 Evolving Autonomy of the Child  3.3.4 Priority of Children  3.4 Revolution of the Rights of the Child 4 Right to Education  4.1 Emergence of the Right to Education  4.1.1 Historical Highlights  4.1.2 Internationalisation of Education  4.1.2.1 Until the 19th Century  4.1.2.2 Internationalist Movement  4.1.2.3 The League of Nations and Education  4.1.2.4 International Bureau of Education  4.1.2.5 UNESCO’s Advent  4.1.3 Education: Human Right  4.1.3.1 Major Precursors  4.1.3.2 Constitutionalisation  4.2 International Profijile of the Right to Education  4.2.1 Legal Sources  4.2.1.1 Universal Normative Framework  4.2.1.2 Convention against Discrimination in Education  4.2.1.3 Regional Sources  4.2.1.4 Nature, Defijinitions and Terminology  4.2.2 Normative Content  4.2.2.1 Entitlement  4.2.2.2 Object  4.2.2.3 Exigibility  4.2.2.3.1 Opposability  4.2.3 Protection  4.2.3.1 Universal Protection  4.2.3.2 UNESCO’s Mechanisms  4.2.3.3 Regional Protection  4.2.3.4 Case Law  4.2.3.5 NGOs  4.3 Singularity of the Right to Education  4.3.1 It Is the Most Complex Human Right  4.3.2 It Is the Most Empowering Human Right  4.3.3 It Is the Only Human Right with a Formally Free Element  4.3.4 It Is the Only Human Right with a Compulsory Component  4.3.5 Its Normative Content Is among the Most Internationally Developed  4.3.6 Its Normative Content Includes Elements of All International Legal Sources  4.4 Priority of the Right to Education  4.4.1 Human Primacy of Education  4.4.2 The Priority of the Right to Education Rediscovered  4.4.3 Right to Education and Human Dignity  4.5 Right to Education and Liberties of Education  4.5.1 Is Children’s Education a ‘Fundamental Right’ of Parents?  4.5.1.1 Notes from the ‘Travaux Préparatoires’  4.5.1.2 Systematic Interpretation and Case Law  4.5.1.3 Religious and Moral Education  4.5.1.4 In Concluding  4.5.2 Is Education Privatisation Compatible with the International Education Law?  4.5.2.1 Globalisation, Neoliberalism and Education  4.5.2.2 Public and Private Education  4.5.2.3 Typifijication and Evaluation of the Privatisation of Education  4.5.2.4 Some Distinctions  4.5.2.5 In Concluding  4.6 Incheon Declaration (2015) and Education 2030 Agenda  4.6.1 New Vision  4.6.2 Quality Education  4.6.3 Inclusive Education  4.6.4 Equity Education  4.6.5 Lifelong Education  4.7 Indicators of the Right to Education  4.8 Brief Answers to Some Questions  4.8.1 Is There Acceptable Corporal Punishment for the Sake of Education?  4.8.2 Does Home-Schooling Meet the Whole Object of the Right to Education?  4.8.3 Do Parents Have the Right to Prevent Children from Attending a School Subject Matter?  4.8.4 What May Be the Place of Religion in Public Schools?  4.8.5 Is School Homework Legitimate and Benefijicial?  4.8.6 May School Regulations Include Rules on Student Clothing and Appearance?  4.8.7 Why Is Education a Global Public or Common Good?  4.8.8 Can the Digital Revolution Bring about a Real Educational Revolution? 5 Towards a Rightful Education  5.1 New Paradigm  5.1.1 The Traditional Right of Education  5.1.2 The New Education Movement  5.1.3 Rightful Education  5.2 Ethics of the Right to Education  5.2.1 Primacy of the Best Interests of the Subject of the Right to Education  5.2.2 Development of the Human Personality: Free, Full, Harmonious  5.2.2.1 Principle of the Free Development of the Human Personality  5.2.2.2 Development of the Human Personality and Right to Education  5.2.2.3 Liberty, Reciprocity, Responsibility: The Highest Expressions of a Developed Human Personality  5.2.3 Priority of Human Rights Education as an Ethical, Civic, International Education  5.2.3.1 Primacy of Moral Education  5.2.3.2 Origins and Evolution of Human Rights Education  5.2.3.3 Broad Conception  5.2.3.4 A Crucial Right  5.3 Educational Rights  5.3.1 Right to Pedagogical Responsibility  5.3.2 Right to Be Diffferent  5.3.3 Right to Respect for Human Dignity and Rights in Education  5.3.4 Right to Learn the and in the Mother Tongue  5.3.5 Right to the Whole Object of the Right to Education  5.3.6 Right to a Right to Education School  5.3.7 Right to Admirable Education Professionals  5.3.8 Right to an Efffective Remedy  5.4 Further Outcomes Conclusion: One Day, the Humankind … Appendix A:Universal Most General Normative Framework of the Right to Education Appendix B: Provisions on the Right to Education of Some More Vulnerable Categories of Persons Appendix C: Main Regional Framework of the Right to Education Appendix D: List of Case Law and other Interpretative Materials on the Right to Education (Systematised) Appendix E: International Chronology of Human Rights in General and of the Right to Education in Particular Appendix F: Glossary Appendix G: Revolution of the Right to Education: Global Summary Name Index

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Book SynopsisInspired by the writings of Michel Foucault, Olssen’s writings traverse philosophy, politics, education, and epistemology. This book comprises a selection of his papers published in academic journals and books over twenty-five years. Taken as a whole, the papers represent a redirection of the core axioms and directions of western ontology and philosophy in relation to how history, the subject, and education are theorised within the western philosophical tradition. Olssen’s writings not only contain a powerful critique and revision of western liberalism from a poststructuralist perspective, they both explicate and extend Michel Foucault’s challenge to the core axioms and assumptions underpinning western thought. As Stephen Ball suggests in his Foreword to this volume, “Olssen uses Foucault to explore issues… Olssen’s Foucault is not a lonely nihilist but a troubled provocateur who encourages in us toward the political project of self-formation – our relation to ourselves and always, to others."Table of ContentsForeword: Critique, Ethics, Learning  Stephen J. Ball Series Editor's Foreword: Mark Olssen: Foucauldian Social Democrat  Michael A. Peters Preface PART 1: Michel Foucault 1 Foucault and the Imperatives of Education  1 Introduction  2 Foucault and Kant  3 Rejecting Kantian Foundationalism  4 Critique as a Historicophilosphical Practice  5 Critique as How Not to Be Governed  6 Criticism as Practical Politics  7 Foucault and Critique in Education: Some Illustrations  8 Critique in a Non-Foundational World: A Question of Method 2 Discourse, Complexity, Normativity: Tracing the Elaboration of Foucault’s Materialist Concept of Discourse  1 A Brief Introduction to Foucault’s Methods  2 From the Early to the Late Foucault  3 An Incorporeal Materialism  4 Resisting Hegelian Assumptions of Unity  5 Foucault’s Poststructuralism  6 Foucault Contra Habermas: Overcoming Relativism by Adding the Concept of Life PART 2: Foucault, Marx, Hegel 3 Foucault and Marxism: Rewriting the Theory of Historical Materialism  1 Introduction  2 Marxist Preliminaries: A Brief Summation  3 Reconceptualising Determination  4 Change and Determination  5 Monism and Pluralism  6 Complexity, Chance, Pluralism: Appropriating Nietzsche to Correct Marx  7 Complexity and Openness  8 The Nature of Identity  9 Diffference and Community  10 Conclusion 4 Marx, Education and the Possibilities of a Fairer World: Reviving Radical Political Economy through Foucault  Mark Olssen and Michael A. Peters  1 Introduction  2 Marx’s Radical Political Economy  3 Foucault’s Radical Political Economy  4 Governmentality Studies  5 Neoliberalism and the Birth of Biopolitics  6 Towards a Possible Foucauldian Politics  7 From Governmentality to the Hermeneutics of the Self as Education 5 In Conversation with Mark Olssen: On Foucault with Marx and Hegel  Rille Raaper and Mark Olssen PART 3: Social Democracy in the 21st Century 6 From the Crick Report to the Parekh Report: Multiculturalism, Cultural Difference and Democracy: The Re-visioning of Citizenship Education  1 Introduction: The Crick Report  2 Iris Marion Young and the Politics of Cultural Diffference  3 The Crick Report and the Politics of Cultural Diffference  4 The Parekh Report on the Future of Multi-ethnic Britain: Multi-Ethnic Citizenship  5 Adding the Parekh Report to the Crick Report 7 In Defence of the Welfare State and Publicly Provided Education: A New Zealand Perspective  1 Neoliberalism and New Zealand Education  2 The Failure of Market Theories  3 Alternatives  4 Conclusion 8 Education Policy, the Cold War and the “Liberal–Communitarian” Debate  1 Introduction  2 Classical Liberalism  3 Classical Economic Liberalism  4 Utilitarianism  5 The Moment of Equality in Liberal Theory: John Rawls  6 The Unsatisfactory Basis of Rawls’s Theory  7 The Communitarian Response to Liberal Frameworks  8 Communitarianism and the Philosophers of the Cold War  9 Communitarianism and School Choice  10 Conclusion 9 Social Democracy, Complexity and Education: Perspectives from the Writings of John Atkinson Hobson and John Maynard Keynes  1 The Philosophy of John Atkinson Hobson  2 Complexity Theories  3 Hobson and Keynes  4 Complexity and Education PART 4: Neoliberal Governmentality 10 Neoliberalism and Laissez-Faire: The Retreat from Naturalism  1 The Problem of Laissez-Faire in Neoliberal Thought  2 Foucault, Röpke and Neoliberalism  3 Hayek and Neoliberalism  4 Planning and the Rule of Law  5 A Critique of Hayek’s Concept of Planning  6 Knowledge and Planning  7 Lars Cornelissen on Hayek and Democracy  8 Education 11 Neoliberal Competition in Higher Education Today: Research, Accountability and Impact  1 Introduction  2 Research and Accountability  3 From Bad to Worse: The REF and the Impact of Research  4 Neoliberalism and Democracy 12 Foucault and Neoliberalism: A Response to Recent Critics and a New Resolution  1 Introduction  2 Criticisms of Foucault  3 Rescuing Foucault  4 Neoliberal “Biopower” as a Form of “Positive” State Power  5 A Possible Resolution: Adam Ferguson and the Concept of Civil Society as a Category in Governmentality  6 Conclusion PART 5: Complexity, Democracy, Ethics 13 Foucault as Complexity Theorist: Overcoming the Problems of Classical Philosophical Analysis  1 Introduction  2 Complexity and Openness  3 The Nature of Identity  4 Holism–Particularism, Uniqueness and Creativity 14 Exploring Complexity through Literature: Reframing Foucault’s Research Project with Hindsight 15 Complexity and Learning: Implications for Teacher Education  1 An Introduction to the Science of Complexity  2 The Normative Consequences of Complexity for Learning and Teacher Education  3 A Possible Ethical Theory for a Complex Global Society PART 6: Political Theory in the 21st Century 16 Globalisation, the Third Way and Education Post-9/11: Building Democratic Citizenship  1 Introduction  2 Neoliberalism, Globalisation and the Move to the “Third Way”  3 What Is Globalisation?  4 A New Political Settlement?  5 Totalitarianism  6 Rights Talk  7 A New Multicultural Cosmopolitanism  8 Democracy  9 Deepening Democracy through Education 17 Totalitarianism and the “Repressed” Utopia of the Present: Moving beyond Hayek and Popper with Foucault  1 Introduction  2 Hayek and Popper: Utopianism, Planning and Holistic Engineering  3 Karl Popper: “Utopian” and “Piecemeal” Engineering  4 Utopianism and the Totalitarian State  5 The Poverty of the Liberal Critique of Totalitarianism  6 Foucault and Totality  7 Reconceptualising Utopianism Post-9/11  8 Conclusion 18 Wittgenstein and Foucault: The Limits and Possibilities of Constructivism  1 Introduction  2 Social and Individual Constructions  3 Idealism  4 Objectivity, Truth and Relativism  5 The Centrality of Language and Discourse  6 Foucault as Constructivist  7 Conclusion 19 Invoking Democracy: Foucault’s Conception (with insights from Hobbes)  1 Introduction  2 Liberty, Ethics and Domination  3 Rights as a Historico-Political Discourse  4 Contestation and Deliberation  5 Extending Foucault and Democracy Post-9/11

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Book SynopsisInspired by the writings of Michel Foucault, Olssen’s writings traverse philosophy, politics, education, and epistemology. This book comprises a selection of his papers published in academic journals and books over twenty-five years. Taken as a whole, the papers represent a redirection of the core axioms and directions of western ontology and philosophy in relation to how history, the subject, and education are theorised within the western philosophical tradition. Olssen’s writings not only contain a powerful critique and revision of western liberalism from a poststructuralist perspective, they both explicate and extend Michel Foucault’s challenge to the core axioms and assumptions underpinning western thought. As Stephen Ball suggests in his Foreword to this volume, “Olssen uses Foucault to explore issues… Olssen’s Foucault is not a lonely nihilist but a troubled provocateur who encourages in us toward the political project of self-formation – our relation to ourselves and always, to others."Table of ContentsForeword: Critique, Ethics, Learning  Stephen J. Ball Series Editor's Foreword: Mark Olssen: Foucauldian Social Democrat  Michael A. Peters Preface PART 1: Michel Foucault 1 Foucault and the Imperatives of Education  1 Introduction  2 Foucault and Kant  3 Rejecting Kantian Foundationalism  4 Critique as a Historicophilosphical Practice  5 Critique as How Not to Be Governed  6 Criticism as Practical Politics  7 Foucault and Critique in Education: Some Illustrations  8 Critique in a Non-Foundational World: A Question of Method 2 Discourse, Complexity, Normativity: Tracing the Elaboration of Foucault’s Materialist Concept of Discourse  1 A Brief Introduction to Foucault’s Methods  2 From the Early to the Late Foucault  3 An Incorporeal Materialism  4 Resisting Hegelian Assumptions of Unity  5 Foucault’s Poststructuralism  6 Foucault Contra Habermas: Overcoming Relativism by Adding the Concept of Life PART 2: Foucault, Marx, Hegel 3 Foucault and Marxism: Rewriting the Theory of Historical Materialism  1 Introduction  2 Marxist Preliminaries: A Brief Summation  3 Reconceptualising Determination  4 Change and Determination  5 Monism and Pluralism  6 Complexity, Chance, Pluralism: Appropriating Nietzsche to Correct Marx  7 Complexity and Openness  8 The Nature of Identity  9 Diffference and Community  10 Conclusion 4 Marx, Education and the Possibilities of a Fairer World: Reviving Radical Political Economy through Foucault  Mark Olssen and Michael A. Peters  1 Introduction  2 Marx’s Radical Political Economy  3 Foucault’s Radical Political Economy  4 Governmentality Studies  5 Neoliberalism and the Birth of Biopolitics  6 Towards a Possible Foucauldian Politics  7 From Governmentality to the Hermeneutics of the Self as Education 5 In Conversation with Mark Olssen: On Foucault with Marx and Hegel  Rille Raaper and Mark Olssen PART 3: Social Democracy in the 21st Century 6 From the Crick Report to the Parekh Report: Multiculturalism, Cultural Difference and Democracy: The Re-visioning of Citizenship Education  1 Introduction: The Crick Report  2 Iris Marion Young and the Politics of Cultural Diffference  3 The Crick Report and the Politics of Cultural Diffference  4 The Parekh Report on the Future of Multi-ethnic Britain: Multi-Ethnic Citizenship  5 Adding the Parekh Report to the Crick Report 7 In Defence of the Welfare State and Publicly Provided Education: A New Zealand Perspective  1 Neoliberalism and New Zealand Education  2 The Failure of Market Theories  3 Alternatives  4 Conclusion 8 Education Policy, the Cold War and the “Liberal–Communitarian” Debate  1 Introduction  2 Classical Liberalism  3 Classical Economic Liberalism  4 Utilitarianism  5 The Moment of Equality in Liberal Theory: John Rawls  6 The Unsatisfactory Basis of Rawls’s Theory  7 The Communitarian Response to Liberal Frameworks  8 Communitarianism and the Philosophers of the Cold War  9 Communitarianism and School Choice  10 Conclusion 9 Social Democracy, Complexity and Education: Perspectives from the Writings of John Atkinson Hobson and John Maynard Keynes  1 The Philosophy of John Atkinson Hobson  2 Complexity Theories  3 Hobson and Keynes  4 Complexity and Education PART 4: Neoliberal Governmentality 10 Neoliberalism and Laissez-Faire: The Retreat from Naturalism  1 The Problem of Laissez-Faire in Neoliberal Thought  2 Foucault, Röpke and Neoliberalism  3 Hayek and Neoliberalism  4 Planning and the Rule of Law  5 A Critique of Hayek’s Concept of Planning  6 Knowledge and Planning  7 Lars Cornelissen on Hayek and Democracy  8 Education 11 Neoliberal Competition in Higher Education Today: Research, Accountability and Impact  1 Introduction  2 Research and Accountability  3 From Bad to Worse: The REF and the Impact of Research  4 Neoliberalism and Democracy 12 Foucault and Neoliberalism: A Response to Recent Critics and a New Resolution  1 Introduction  2 Criticisms of Foucault  3 Rescuing Foucault  4 Neoliberal “Biopower” as a Form of “Positive” State Power  5 A Possible Resolution: Adam Ferguson and the Concept of Civil Society as a Category in Governmentality  6 Conclusion PART 5: Complexity, Democracy, Ethics 13 Foucault as Complexity Theorist: Overcoming the Problems of Classical Philosophical Analysis  1 Introduction  2 Complexity and Openness  3 The Nature of Identity  4 Holism–Particularism, Uniqueness and Creativity 14 Exploring Complexity through Literature: Reframing Foucault’s Research Project with Hindsight 15 Complexity and Learning: Implications for Teacher Education  1 An Introduction to the Science of Complexity  2 The Normative Consequences of Complexity for Learning and Teacher Education  3 A Possible Ethical Theory for a Complex Global Society PART 6: Political Theory in the 21st Century 16 Globalisation, the Third Way and Education Post-9/11: Building Democratic Citizenship  1 Introduction  2 Neoliberalism, Globalisation and the Move to the “Third Way”  3 What Is Globalisation?  4 A New Political Settlement?  5 Totalitarianism  6 Rights Talk  7 A New Multicultural Cosmopolitanism  8 Democracy  9 Deepening Democracy through Education 17 Totalitarianism and the “Repressed” Utopia of the Present: Moving beyond Hayek and Popper with Foucault  1 Introduction  2 Hayek and Popper: Utopianism, Planning and Holistic Engineering  3 Karl Popper: “Utopian” and “Piecemeal” Engineering  4 Utopianism and the Totalitarian State  5 The Poverty of the Liberal Critique of Totalitarianism  6 Foucault and Totality  7 Reconceptualising Utopianism Post-9/11  8 Conclusion 18 Wittgenstein and Foucault: The Limits and Possibilities of Constructivism  1 Introduction  2 Social and Individual Constructions  3 Idealism  4 Objectivity, Truth and Relativism  5 The Centrality of Language and Discourse  6 Foucault as Constructivist  7 Conclusion 19 Invoking Democracy: Foucault’s Conception (with insights from Hobbes)  1 Introduction  2 Liberty, Ethics and Domination  3 Rights as a Historico-Political Discourse  4 Contestation and Deliberation  5 Extending Foucault and Democracy Post-9/11

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Book SynopsisTeachers in schools nowadays are challenged to create inclusive learning environments and safe spaces for encountering diversity in values, cultures and religions, as well as in (dis)ability and talent. Classrooms are micro-cosmoses in which local and global issues are confronted and addressed. This volume discusses the characteristics of good teachers and the teaching that is needed in today’s and tomorrow’s schools. The focus is on research-based perspectives, with contributions from several internationally renowned scholars on what constitutes good and quality in teaching-studying-learning processes. The chapters focus on good teaching and good teachers from perspectives concerning the fundamental and transversal features of what constitutes a good teacher. More specifically, it is argued that good teachers in tomorrow’s schools will need capabilities that reflect the purpose of education, values in education, and talent in education. As an outcome, the book provides insights into how, in attending not only to the cognitive but also to the affective, behavioral, moral and spiritual domains, teachers are able to support holistic growth and learning among their students in schools of the 21st century. This volume discusses good teaching for schools in the future from the perspectives of school pedagogy, educational psychology, and neuropsychology.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Elina Kuusisto, Auli Toom, Martin Ubani and Petri Nokelainen PART 1: Ethical and Purposeful Teachers and Teaching 1 Equity and Quality as Aims of Education: Teachers’ Role in Educational Ecosystems  Hannele Niemi 2 The New Professionalism? How Good Teachers Continue to Teach to Their Best and Well in Challenging Reform Contexts  Christopher Day 3 Teachers’ Moral Authenticity: Searching for Balance between Role and Person  Jukka Husu and Auli Toom 4 Design and Implementation of the National Aims for Finnish Teacher Education during 2016–2019  Jari Lavonen 5 Promoting Purpose Development in Schools and Beyond: A Complex, Dynamic, Bioecological Developmental Systems Perspective  Matthew Joseph 6 What Is above Everything? Conceptions of the Sacred among Finnish Youth  Mette Ranta, Henrietta Grönlund and Anne Birgitta Pessi 7 Children’s and Youths’ Perspectives on Value Diversity in Education: Implications for Teacher Education and Educator Professionalism  Arniika Kuusisto and Arto Kallioniemi 8 The Learning Ambience of Values Pedagogy  Terence Lovat 9 Religious Literacy as a 21st Century Skill for All Teachers  Martin Ubani PART 2: Supporting Talent Development with a Growth Mindset 10 Education of the Gifted and Talented in Finland  Elina Kuusisto, Sonja Laine and Inkeri Rissanen 11 Recognition, Expectation, and Differentiation for Mathematical Talent Development of Young Gifted English Learners  Jenny Yang, Sonmi Jo, James Campbell and Seokhee Cho 12 Reaching for Medals and Vocational Excellence? WorldSkills Competition Success in Relation to Goal Orientations and Metacognitive and Resource Management Strategies  Petri Nokelainen and Heta Rintala 13 Measuring Apprentices’ Intrapreneurship Competence in Vocational Education and Training (VET): An Interdisciplinary Model-Based Assessment  Susanne Weber, Clemens Draxler, Frank Achtenhagen, Sandra Bley, Michaela Wiethe-Körprich, Christine Kreuzer and Can Gürer 14 Creative Talent as Emergent Event: A Neurodiversity Perspective  Ananí M. Vasquez, Mirka Koro and Ronald A. Beghetto 15 A Socio-Cultural Approach to Growth-Mindset Pedagogy: Maker-Pedagogy as a Tool for Developing a Next-Generation Growth Mindset  Jenni Laurell, Aino Seitamaa, Kati Sormunen, Pirita Seitamaa Hakkarainen, Tiina Korhonen and Kai Hakkarainen 16 Experimental Evidence on Connections between Speech and Music: Possible Applications on Learning  Minna Huotilainen and Teija Kujala Epilogue: Growth Mindset and Purpose in Critical-Democratic Citizenship Education  Wiel Veugelers Index

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Book SynopsisTeachers in schools nowadays are challenged to create inclusive learning environments and safe spaces for encountering diversity in values, cultures and religions, as well as in (dis)ability and talent. Classrooms are micro-cosmoses in which local and global issues are confronted and addressed. This volume discusses the characteristics of good teachers and the teaching that is needed in today’s and tomorrow’s schools. The focus is on research-based perspectives, with contributions from several internationally renowned scholars on what constitutes good and quality in teaching-studying-learning processes. The chapters focus on good teaching and good teachers from perspectives concerning the fundamental and transversal features of what constitutes a good teacher. More specifically, it is argued that good teachers in tomorrow’s schools will need capabilities that reflect the purpose of education, values in education, and talent in education. As an outcome, the book provides insights into how, in attending not only to the cognitive but also to the affective, behavioral, moral and spiritual domains, teachers are able to support holistic growth and learning among their students in schools of the 21st century. This volume discusses good teaching for schools in the future from the perspectives of school pedagogy, educational psychology, and neuropsychology.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Elina Kuusisto, Auli Toom, Martin Ubani and Petri Nokelainen PART 1: Ethical and Purposeful Teachers and Teaching 1 Equity and Quality as Aims of Education: Teachers’ Role in Educational Ecosystems  Hannele Niemi 2 The New Professionalism? How Good Teachers Continue to Teach to Their Best and Well in Challenging Reform Contexts  Christopher Day 3 Teachers’ Moral Authenticity: Searching for Balance between Role and Person  Jukka Husu and Auli Toom 4 Design and Implementation of the National Aims for Finnish Teacher Education during 2016–2019  Jari Lavonen 5 Promoting Purpose Development in Schools and Beyond: A Complex, Dynamic, Bioecological Developmental Systems Perspective  Matthew Joseph 6 What Is above Everything? Conceptions of the Sacred among Finnish Youth  Mette Ranta, Henrietta Grönlund and Anne Birgitta Pessi 7 Children’s and Youths’ Perspectives on Value Diversity in Education: Implications for Teacher Education and Educator Professionalism  Arniika Kuusisto and Arto Kallioniemi 8 The Learning Ambience of Values Pedagogy  Terence Lovat 9 Religious Literacy as a 21st Century Skill for All Teachers  Martin Ubani PART 2: Supporting Talent Development with a Growth Mindset 10 Education of the Gifted and Talented in Finland  Elina Kuusisto, Sonja Laine and Inkeri Rissanen 11 Recognition, Expectation, and Differentiation for Mathematical Talent Development of Young Gifted English Learners  Jenny Yang, Sonmi Jo, James Campbell and Seokhee Cho 12 Reaching for Medals and Vocational Excellence? WorldSkills Competition Success in Relation to Goal Orientations and Metacognitive and Resource Management Strategies  Petri Nokelainen and Heta Rintala 13 Measuring Apprentices’ Intrapreneurship Competence in Vocational Education and Training (VET): An Interdisciplinary Model-Based Assessment  Susanne Weber, Clemens Draxler, Frank Achtenhagen, Sandra Bley, Michaela Wiethe-Körprich, Christine Kreuzer and Can Gürer 14 Creative Talent as Emergent Event: A Neurodiversity Perspective  Ananí M. Vasquez, Mirka Koro and Ronald A. Beghetto 15 A Socio-Cultural Approach to Growth-Mindset Pedagogy: Maker-Pedagogy as a Tool for Developing a Next-Generation Growth Mindset  Jenni Laurell, Aino Seitamaa, Kati Sormunen, Pirita Seitamaa Hakkarainen, Tiina Korhonen and Kai Hakkarainen 16 Experimental Evidence on Connections between Speech and Music: Possible Applications on Learning  Minna Huotilainen and Teija Kujala Epilogue: Growth Mindset and Purpose in Critical-Democratic Citizenship Education  Wiel Veugelers Index

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Book SynopsisHow would you implement Critical Digital Literacies in your own classrooms and educational programs? You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling. Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Glimpsing the Kaleidoscope of Praxis  JuliAnna Ávila PART 1: Extending and Reimagining the Original Definition of Critical Digital Literacies 1 Reality as Genre  Claire Ahn and Ernesto Peña 2 “Your Data Can Go to Anyone”: The Challenges of Developing Critical Data Literacies in Children  Luci Pangrazio and Lourdes Cardozo-Gaibisso 3 Bringing Materiality into Thinking about Digital Literacy: Theories and Practices of Critical Education in a Digital Age  Holger Pötzsch PART 2: Critical Digital Literacies in Teacher Education 4 Critical Self-Reflection and Teaching Tensions: Activating Critical Approaches to Digital Literacies Pedagogy among Preservice English Teachers  Amber Jensen 5 Anticipating Genders: Critical Digital Assignments as Sites of Engagement  Elisabeth Johnson and Elena Galdeano 6 Utilizing Young Adult Literature to Develop Preservice English Teachers’ CDL-Based Pedagogical Practices  Amy Piotrowski and Amanda Miller Plaizier PART 3: CDL Activities in the Classroom 7 Mobilities of Youth Print Practices in Cosmopolitan Conversation Video Composition  Anna Smith and Matthew Hall 8 Assessing Critical Digital Literacies: Challenging Theory/Illustrating Practice  Mary Frances Rice 9 “There’s More Going On”: Critical Digital Game Literacies and the Imperative of Praxis  Alexander Bacalja 10 Rethinking CDL Practices in Second-Language Teacher Education: Podcasting as CDL Narratives  Edison F. Castrillón-Ángel and Raúl Alberto Mora Conclusion: From Mimeographs to New Learning Ecologies  Anna Smith Index

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Book SynopsisHow would you implement Critical Digital Literacies in your own classrooms and educational programs? You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling. Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Glimpsing the Kaleidoscope of Praxis  JuliAnna Ávila PART 1: Extending and Reimagining the Original Definition of Critical Digital Literacies 1 Reality as Genre  Claire Ahn and Ernesto Peña 2 “Your Data Can Go to Anyone”: The Challenges of Developing Critical Data Literacies in Children  Luci Pangrazio and Lourdes Cardozo-Gaibisso 3 Bringing Materiality into Thinking about Digital Literacy: Theories and Practices of Critical Education in a Digital Age  Holger Pötzsch PART 2: Critical Digital Literacies in Teacher Education 4 Critical Self-Reflection and Teaching Tensions: Activating Critical Approaches to Digital Literacies Pedagogy among Preservice English Teachers  Amber Jensen 5 Anticipating Genders: Critical Digital Assignments as Sites of Engagement  Elisabeth Johnson and Elena Galdeano 6 Utilizing Young Adult Literature to Develop Preservice English Teachers’ CDL-Based Pedagogical Practices  Amy Piotrowski and Amanda Miller Plaizier PART 3: CDL Activities in the Classroom 7 Mobilities of Youth Print Practices in Cosmopolitan Conversation Video Composition  Anna Smith and Matthew Hall 8 Assessing Critical Digital Literacies: Challenging Theory/Illustrating Practice  Mary Frances Rice 9 “There’s More Going On”: Critical Digital Game Literacies and the Imperative of Praxis  Alexander Bacalja 10 Rethinking CDL Practices in Second-Language Teacher Education: Podcasting as CDL Narratives  Edison F. Castrillón-Ángel and Raúl Alberto Mora Conclusion: From Mimeographs to New Learning Ecologies  Anna Smith Index

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Book SynopsisListen to the podcast! The world is on a track to true climate catastrophe, with unprecedented heat, floods, wildfires, and storms setting new records almost weekly. To avoid a climate disaster, we need rapid, transformative, and sustained action as well as a major shift in our thinking—a shift strong enough to make the climate crisis a center of our social, political, economic, personal, and educational life. Curriculum and Learning for Climate Action is one of the best scorecards in comparative education for keeping track of this drama as it unfolds, shedding light on the global climate crisis like no other education writing today. This book turns to our curricula, our education systems, and our communities for a response on how to effectively achieve Target 4.7 of the UN Sustainable Development Goals (SDGs), Universal Education for Sustainable Development (ESD), and Global Citizenship Education (GCED). The message from key stakeholders, including students, educators, and leaders of civil society, is driven home with passion and uncommon clarity: We can and must stave off the worst of climate change by building climate action into the world’s pandemic recovery.Table of ContentsForeword: Towards a Sustainable Future: Integrating Climate Change into Curriculum  Yao Ydo Foreword: Climate Action: Transformative Change to Build Forward Better  Jeffrey D. Sachs Notes on the Contributors Introduction: From Roadblocks to a Roadmap: Transformative Education Pathways to Radical Change in the Midst of Climate Breakdown  Christina Kwauk and Radhika Iyengar PART 1: Toward Education for Climate Action as the Priority 1 A Student Reflects on Her US Environmental Education  Alyssa Dougherty 2 Implementing a School-Wide Ban on Single-Use Plastic Cutlery in a New Jersey Elementary School: A Case Study on the Scope and Limitations of the Role of School Leadership in Incorporating Sustainable Development Practices into a School Agenda  Nidhi Thakur 3 A Whole Institution Approach to Climate Change Education: Preparing School Systems to Be Climate Proactive  Kristen Hargis, Marcia McKenzie, and Isabelle LeVert-Chiasson 4 Radical Transformation of Universities to Prepare the Next Generation of Climate Champions  Irena F. Creed, Meghna Ramaswamy, Matthew Wolsfeld, Stryker Calvez, Murray Fulton, Karsten Liber, Darcy Marciniuk, Jacqueline Ottman, Nancy Turner, Laura Zink, Erin Akins, Kevin Hudson, Jamie Bell, Autumn LaRose-Smith, and Jory McKay PART 2: Toward a More Radical Vision of Education for Climate Action 5 UNESCO’s Framework “ESD for 2030”: An Ambitious New Initiative for Massive Transformation  Alexander Leicht and Won Jung Byun 6 Climate Change as Quality Education: Global Citizenship Education as a Pathway to Meaningful Change  Ricardo Roemhild and William Gaudelli 7 The Elephant in the Room: Why Transformative Education Must Address the Problem of Endless Exponential Economic Growth  Chirag Dhara and Vandana Singh 8 Learning to Recycle Isn’t Enough: Youth-Led Climate Activism and Climate Change Education in the UK  Richa Sharma PART 3: Toward (E)quality in Education for Climate Action 9 Toward a Transdisciplinary, Justice-Centered Pedagogy of Climate Change  Vandana Singh 10 A Call for Transformative Learning in Southern Africa: Using Ubuntu Pedagogy to Inspire Sustainability Thinking and Climate Action  Yovita N. Gwekwerere and Overson Shumba 11 Ecology-Based Curriculum Design for Transformative Times: An Integrated, Context-Responsive Approach  Elisa A. Hartwig 12 Eco-Conscious Community Development in Non-Formal Education  Tara Stafford Ocansey and Emmanuel Nuetey Siakwa PART 4: Toward Greater Accountability in Education for Climate Action 13 Perspectives from a Young Voice on Making Schools and Individuals Agents of Change  Kiana Carlisle 14 The “Ecosystem” of Education, Engagement, and Environmental Action in Higher Education  Isabelle Seckler 15 A Path to a Green Future  Ishaan Bharadwaj PART 5: Toward Empowering Teachers as Agents of Climate Action 16 ESD in Malaysia: Challenges and Strategies  Pravindharan Balakrishnan 17 Educators’ Perspectives on Environmental Education in India: A Case Study in School and Informal Education Settings  Haein Shin and Srinivas Akula 18 Toward Education for Sustainable Development: Lessons from Asia and the Americas  Estefanía Pihen González 19 Empowerment, Resilience, and Stewardship as Learning Outcomes: Recalibrating Education to Nurture a New Generation of Climate Activists  William Bertolotti PART 6: Conclusion 20 Roadmap to Transformative Change and the Achievement of SDG 4.7  Radhika Iyengar and Christina Kwauk Index

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Book SynopsisListen to the podcast! The world is on a track to true climate catastrophe, with unprecedented heat, floods, wildfires, and storms setting new records almost weekly. To avoid a climate disaster, we need rapid, transformative, and sustained action as well as a major shift in our thinking—a shift strong enough to make the climate crisis a center of our social, political, economic, personal, and educational life. Curriculum and Learning for Climate Action is one of the best scorecards in comparative education for keeping track of this drama as it unfolds, shedding light on the global climate crisis like no other education writing today. This book turns to our curricula, our education systems, and our communities for a response on how to effectively achieve Target 4.7 of the UN Sustainable Development Goals (SDGs), Universal Education for Sustainable Development (ESD), and Global Citizenship Education (GCED). The message from key stakeholders, including students, educators, and leaders of civil society, is driven home with passion and uncommon clarity: We can and must stave off the worst of climate change by building climate action into the world’s pandemic recovery.Table of ContentsForeword: Towards a Sustainable Future: Integrating Climate Change into Curriculum  Yao Ydo Foreword: Climate Action: Transformative Change to Build Forward Better  Jeffrey D. Sachs Notes on the Contributors Introduction: From Roadblocks to a Roadmap: Transformative Education Pathways to Radical Change in the Midst of Climate Breakdown  Christina Kwauk and Radhika Iyengar PART 1: Toward Education for Climate Action as the Priority 1 A Student Reflects on Her US Environmental Education  Alyssa Dougherty 2 Implementing a School-Wide Ban on Single-Use Plastic Cutlery in a New Jersey Elementary School: A Case Study on the Scope and Limitations of the Role of School Leadership in Incorporating Sustainable Development Practices into a School Agenda  Nidhi Thakur 3 A Whole Institution Approach to Climate Change Education: Preparing School Systems to Be Climate Proactive  Kristen Hargis, Marcia McKenzie, and Isabelle LeVert-Chiasson 4 Radical Transformation of Universities to Prepare the Next Generation of Climate Champions  Irena F. Creed, Meghna Ramaswamy, Matthew Wolsfeld, Stryker Calvez, Murray Fulton, Karsten Liber, Darcy Marciniuk, Jacqueline Ottman, Nancy Turner, Laura Zink, Erin Akins, Kevin Hudson, Jamie Bell, Autumn LaRose-Smith, and Jory McKay PART 2: Toward a More Radical Vision of Education for Climate Action 5 UNESCO’s Framework “ESD for 2030”: An Ambitious New Initiative for Massive Transformation  Alexander Leicht and Won Jung Byun 6 Climate Change as Quality Education: Global Citizenship Education as a Pathway to Meaningful Change  Ricardo Roemhild and William Gaudelli 7 The Elephant in the Room: Why Transformative Education Must Address the Problem of Endless Exponential Economic Growth  Chirag Dhara and Vandana Singh 8 Learning to Recycle Isn’t Enough: Youth-Led Climate Activism and Climate Change Education in the UK  Richa Sharma PART 3: Toward (E)quality in Education for Climate Action 9 Toward a Transdisciplinary, Justice-Centered Pedagogy of Climate Change  Vandana Singh 10 A Call for Transformative Learning in Southern Africa: Using Ubuntu Pedagogy to Inspire Sustainability Thinking and Climate Action  Yovita N. Gwekwerere and Overson Shumba 11 Ecology-Based Curriculum Design for Transformative Times: An Integrated, Context-Responsive Approach  Elisa A. Hartwig 12 Eco-Conscious Community Development in Non-Formal Education  Tara Stafford Ocansey and Emmanuel Nuetey Siakwa PART 4: Toward Greater Accountability in Education for Climate Action 13 Perspectives from a Young Voice on Making Schools and Individuals Agents of Change  Kiana Carlisle 14 The “Ecosystem” of Education, Engagement, and Environmental Action in Higher Education  Isabelle Seckler 15 A Path to a Green Future  Ishaan Bharadwaj PART 5: Toward Empowering Teachers as Agents of Climate Action 16 ESD in Malaysia: Challenges and Strategies  Pravindharan Balakrishnan 17 Educators’ Perspectives on Environmental Education in India: A Case Study in School and Informal Education Settings  Haein Shin and Srinivas Akula 18 Toward Education for Sustainable Development: Lessons from Asia and the Americas  Estefanía Pihen González 19 Empowerment, Resilience, and Stewardship as Learning Outcomes: Recalibrating Education to Nurture a New Generation of Climate Activists  William Bertolotti PART 6: Conclusion 20 Roadmap to Transformative Change and the Achievement of SDG 4.7  Radhika Iyengar and Christina Kwauk Index

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Book SynopsisWe are poised at a crossroads between a past that is outgrown and a future we must choose. This book examines the multiple ways that wisdom, grounded in life experience, science and theoretical knowledge, can contribute to positive and sustainable local and global futures. The authors in this book have brought their thinking to various aspects of this existential challenge using the lenses of Wisdom and Wise Practice, in an effort to explore ideas by which society might make choices in planning and acting for a wiser future. Wisdom practices have developed over millennia to assist people in approaching and managing life experiences and difficulties. While such practices were originally considered the purview of academic and religious scholars; at this important time in history, it must become everyone’s responsibility to wisely look ahead if we are to achieve a sustainable future for society. The authors of this book comprise international future-oriented leaders, scholars, practitioners, community members and commentators with a commitment to social justice, human service and development. The book explores the place of wisdom and wise living practices alongside other ways of knowing and acting, for shaping positive futures for people and the world we inhabit. The chapters examine major challenges across political, physical and social life worlds, aiming to promote a quantum shift in discourse and decision making to address current and future challenges. The four parts of the book follow forward thinking ideas of wise professional practice: • Facing future challenges, • Exploring practice pathways, • Examining options and • Future possibilities.

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Book SynopsisWe are poised at a crossroads between a past that is outgrown and a future we must choose. This book examines the multiple ways that wisdom, grounded in life experience, science and theoretical knowledge, can contribute to positive and sustainable local and global futures. The authors in this book have brought their thinking to various aspects of this existential challenge using the lenses of Wisdom and Wise Practice, in an effort to explore ideas by which society might make choices in planning and acting for a wiser future. Wisdom practices have developed over millennia to assist people in approaching and managing life experiences and difficulties. While such practices were originally considered the purview of academic and religious scholars; at this important time in history, it must become everyone’s responsibility to wisely look ahead if we are to achieve a sustainable future for society. The authors of this book comprise international future-oriented leaders, scholars, practitioners, community members and commentators with a commitment to social justice, human service and development. The book explores the place of wisdom and wise living practices alongside other ways of knowing and acting, for shaping positive futures for people and the world we inhabit. The chapters examine major challenges across political, physical and social life worlds, aiming to promote a quantum shift in discourse and decision making to address current and future challenges. The four parts of the book follow forward thinking ideas of wise professional practice: • Facing future challenges, • Exploring practice pathways, • Examining options and • Future possibilities.

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Book SynopsisThis innovative project wrapped research around a youth theatre project. Young people of colour and from refugee backgrounds developed a sustained provocation for the people of Geelong, a large regional centre in Australia. The packed public performance—at the biggest venue in town—challenged locals to rethink assumptions. The audience response was insightful and momentous. The companion workshops for schools had profound impact with adolescent audiences. Internationally, this book connects with artistic, educational, and research communities, offering a substantial contribution to understandings of racism. This book is a provocative, transdisciplinary meditation on race, culture, the arts and change.Trade Review"This manuscript contributes more than just a unique case study from the Australian context, it offers ways to think through the role of applied theatre and other creative approaches to anti-racist praxis. It also offers some insights into the realities of young people facing structural violence and racism and the ways creative approaches can be spaces which are both healing and empowering. [I]t is an informative, provocative and instructional work. It manages to weave together an array of theorising, case studies, positionalities, practical applications, and reflections in a deeply contextualised manner. The writing is accessible, and it would offer researchers, practitioners and educators some very useful ways to think through and develop anti-racist praxis via creative modalities" – Sam Keast, Victoria University "The 6 Hours in Geelong project nudges us, ever so gently, to think, wonder, and move with critical praxis through a process grounded in decolonial theory, transformative education, public pedagogy to a performance which acknowledges, exposes, and challenges us to think differently about who we are in relation to race. “The arts,” Maxine Greene suggests, “cannot change the world, but they may change human beings who might change the world." – Elizabeth (Liz) Mackinlay, The University of Queensland "I find this book to be extremely timely and of the utmost importance, especially to readers from the United States given the attacks that are currently being made on the teaching of Critical Race Theory (CRT) in public schools in the US. [...] Overall, I believe this book will be a significant contribution to anti-racism literature providing practical information and powerful messages to teachers, community arts leaders, and others who are concerned about issues of racism in society." – William G. McManus, Boston UniversityTable of ContentsAcknowledgements List of Illustrations Notes on Authors PART 1: Setting the Scene 1 Tackling Racism: Community Theatre, Critical Inquiry, and Epistemic Disobedience  1 Laying the Conceptual Foundations  2 Placing This Study  3 The Structure of This Book 2 Researching from Somewhere: Our Personal and Collective Positioning  1 Alison Baker  2 André de Quadros  3 Dave Kelman  4 Christopher Sonn  5 Julie White 3 Crafting an Approach across and through Difference  1 Bringing Applied Theatre and Research Together  2 Working across, with, and through Diffference as Intra-Action  3 Methodological Approach  4 Conclusion PART 2: Applied Theatre: The Arts Education Project 4 Looking Inward: 6 Hours in Geelong as Process  1 Who Were the Actors?  2 Applied Theatre  3 6 Hours in Geelong  4 Devising Process  5 Characters  6 Authoring Process  7 Play Excerpts  8 Conclusion 5 Looking Outward: How Community Audiences Viewed 6 Hours in Geelong  1 Geelong after Dark  2 School Interactive Performances  3 The Community Performance Events  4 Conclusion PART 3: Theorisation and Perspectives: Interdisciplinary Discussion 6 Applied Theatre: The Practitioner’s Dilemma  1 White Privilege, Race, Power Relations, and Positionalities  2 The Slippery Nature of Artistic Meaning in Context  3 Individual and Group Identity  4 The Nature of the Challenge  5 Processes and Practices for Negotiating Intersections in Making 6 Hours in Geelong  6 Group Authorship  7 A Provisional Offfering 7 “People Don’t Know Our Story”: Exposing Coloniality through Counter-Storytelling  1 Critical Studies of Race, Decoloniality, and Stories  2 Unpacking Stories through the Lens of Coloniality  3 Young People Negotiating Coloniality in Everyday Lives  4 Conclusion 8 Essentialism and Cosmopolitan WEIRDness  1 WEIRDness, Essentialism, and Coloniality  2 Entanglements of Racism, Theatre, and Theory  3 Analysis of Racism and Identity in 6 Hours in Geelong  4 Embracing Complexity PART 4: So What? Implications for Practice 9 Schooling, Racism, and Powerful Conversations  1 Context for Conceptualisation  2 Schools as the Site for Discussions about Race  3 Conceptual Framework for Powerful Conversations  4 How Teachers Can Overcome Obstacles  5 Conclusion 10 Community Arts: Politics and Privilege  1 Community Arts in Context  2 Politics and Privilege in Community Arts Practice  3 Race as Context for Practice  4 Implications 11 Aftermath and Afterwards Appendix: 6 Hours in Geelong Script References Index

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Book SynopsisThis collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools. The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally. "Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of StrathclydeTable of ContentsNotes on Original Publications Series Editor’s Introduction: ‘At the Beginning It Was the Commodity’: What Happened to Critical Theory?  1 The Current Social Havoc  2 The Jouissance of a Highly Cultivated Neo-Gramscian  3 Critical Theory and the Struggle against Epistemological Fascism  4 Itinerant Curriculum Theory: The Decolonial Turn 1 Introduction: Challenges to a Post-Democracy America 2 The Ritual Dimensions of Resistance: Clowning and Symbolic Inversion  1 Ritual  2 Theories of Resistance  3 Resistances as Rites of Transgression  4 The Class Clown: Arbiter of Passive Resistance, Inversion, and Meta-Discourse  5 Toward a New Conception of Resistance 3 On Ideology and Education: Critical Pedagogy and the Politics of Empowerment  1 Sifting through the Remains  2 Ideology and the Correspondence Theory of Truth: The Case for Multiple Subjectivities  3 Ideology Essentialism, and the Contingency of the Social  4 Science, Ideology and Context  5 Ideology and the Reflex of Capital  6 Radical Education and the Production of Meaning  8 The Schooled Body: The Ritualized Regimentation of Desire and the Domestication of Subjectivity  9 Ideology: A Matter of Truth or Praxis?  10 Conclusion 4 Multiculturalism and the Postmodern Critique: Towards a Pedagogy of Resistance and Transformation  1 Social Justice under Siege  2 The Dilemma of Postmodern Critique and the Debate over Multiculturalism  3 Subaltern and Feminist Challenges to the Postmodern Critique  4 Ludic and Resistance Postmodernism  5 Multiculturalism and the Postmodern Critique  6 The Subject without Properties  7 Diffference and the Politics of Signifijication  8 Always Totalize!  9 Critical Pedagogy: Teaching for a Hybrid Citizenry and Multicultural Solidarity  10 Resistance as ‘la conciencia de la mestiza 5 The Anthropological Roots of Pedagogy: The Teacher as Liminal Servant  1 Summary 6 No Light, But Rather Darkness Visible: Language and the Politics of Criticism 7 Collisions with Otherness: “Traveling” Theory, Post-colonial Criticism, and the Politics of Ethnographic Practice – The Mission of the Wounded Ethnographer  1 Qualitative Research as a Discourse of Power  2 Shipwrecked against Infijinity: Field Relations as Competing Discourses  3 Knowledge and the Body  4 Knowledge and Truth  5 Research as Advocacy  6 Conversations with Silence: The Discourse of the Other 8 On Dialectics and Human Decency: Education in the Dock  1 A New Epistemological Alternative  2 Comrade Jesus: Christian Communism Reborn? 9 Rethinking Critical Pedagogy and the Gramscian and Freirean Legacies: From Organic to Committed Intellectuals or Critical Pedagogy, Commitment, and Praxis  1 Points of Departure  2 Points of Departure I: Ideology and Hegemony  3 Points of Departure II: Resistance, Agency, and the Organic Intellectual  4 Points of Departure III: From Organic to Committed Intellectuals  5 Points of Departure IV: Critical Pedagogy, Commitment, and Praxis  6 Points of Departure V: Committed Intellectuals and Critical Pedagogies 10 From Liberation to Salvation: Revolutionary Critical Pedagogy Meets Liberation Theology  1 Introduction  2 The Path to Liberation Theology  3 Pedagogy of Insurrection  4 The Idolatry of Money  5 Jesus Was a Communist  6 To Endure without Losing Tenderness  7 The First Religious War of the 21st Century  8 Towards a Global Ethics of Solidarity  9 Between the Material and the Spiritual  10 The Socialist Kingdom of God  11 The God of the Rich and the God of the Poor 11 The Abode of Educational Production: An Interview with Peter McLaren 12 Karl Marx, Digital Technology, and Liberation Theology  1 Karl Marx and Digital Technology  2 Karl Marx and Liberation Theology  3 Karl Marx and Christian Spirituality  4 The Christian Morality of Dialectical Materialism 13 Conclusion: The Future of Critical Pedagogy

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Book SynopsisThis collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools. The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally. "Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of StrathclydeTable of ContentsNotes on Original Publications Series Editor’s Introduction: ‘At the Beginning It Was the Commodity’: What Happened to Critical Theory?  1 The Current Social Havoc  2 The Jouissance of a Highly Cultivated Neo-Gramscian  3 Critical Theory and the Struggle against Epistemological Fascism  4 Itinerant Curriculum Theory: The Decolonial Turn 1 Introduction: Challenges to a Post-Democracy America 2 The Ritual Dimensions of Resistance: Clowning and Symbolic Inversion  1 Ritual  2 Theories of Resistance  3 Resistances as Rites of Transgression  4 The Class Clown: Arbiter of Passive Resistance, Inversion, and Meta-Discourse  5 Toward a New Conception of Resistance 3 On Ideology and Education: Critical Pedagogy and the Politics of Empowerment  1 Sifting through the Remains  2 Ideology and the Correspondence Theory of Truth: The Case for Multiple Subjectivities  3 Ideology Essentialism, and the Contingency of the Social  4 Science, Ideology and Context  5 Ideology and the Reflex of Capital  6 Radical Education and the Production of Meaning  8 The Schooled Body: The Ritualized Regimentation of Desire and the Domestication of Subjectivity  9 Ideology: A Matter of Truth or Praxis?  10 Conclusion 4 Multiculturalism and the Postmodern Critique: Towards a Pedagogy of Resistance and Transformation  1 Social Justice under Siege  2 The Dilemma of Postmodern Critique and the Debate over Multiculturalism  3 Subaltern and Feminist Challenges to the Postmodern Critique  4 Ludic and Resistance Postmodernism  5 Multiculturalism and the Postmodern Critique  6 The Subject without Properties  7 Diffference and the Politics of Signifijication  8 Always Totalize!  9 Critical Pedagogy: Teaching for a Hybrid Citizenry and Multicultural Solidarity  10 Resistance as ‘la conciencia de la mestiza 5 The Anthropological Roots of Pedagogy: The Teacher as Liminal Servant  1 Summary 6 No Light, But Rather Darkness Visible: Language and the Politics of Criticism 7 Collisions with Otherness: “Traveling” Theory, Post-colonial Criticism, and the Politics of Ethnographic Practice – The Mission of the Wounded Ethnographer  1 Qualitative Research as a Discourse of Power  2 Shipwrecked against Infijinity: Field Relations as Competing Discourses  3 Knowledge and the Body  4 Knowledge and Truth  5 Research as Advocacy  6 Conversations with Silence: The Discourse of the Other 8 On Dialectics and Human Decency: Education in the Dock  1 A New Epistemological Alternative  2 Comrade Jesus: Christian Communism Reborn? 9 Rethinking Critical Pedagogy and the Gramscian and Freirean Legacies: From Organic to Committed Intellectuals or Critical Pedagogy, Commitment, and Praxis  1 Points of Departure  2 Points of Departure I: Ideology and Hegemony  3 Points of Departure II: Resistance, Agency, and the Organic Intellectual  4 Points of Departure III: From Organic to Committed Intellectuals  5 Points of Departure IV: Critical Pedagogy, Commitment, and Praxis  6 Points of Departure V: Committed Intellectuals and Critical Pedagogies 10 From Liberation to Salvation: Revolutionary Critical Pedagogy Meets Liberation Theology  1 Introduction  2 The Path to Liberation Theology  3 Pedagogy of Insurrection  4 The Idolatry of Money  5 Jesus Was a Communist  6 To Endure without Losing Tenderness  7 The First Religious War of the 21st Century  8 Towards a Global Ethics of Solidarity  9 Between the Material and the Spiritual  10 The Socialist Kingdom of God  11 The God of the Rich and the God of the Poor 11 The Abode of Educational Production: An Interview with Peter McLaren 12 Karl Marx, Digital Technology, and Liberation Theology  1 Karl Marx and Digital Technology  2 Karl Marx and Liberation Theology  3 Karl Marx and Christian Spirituality  4 The Christian Morality of Dialectical Materialism 13 Conclusion: The Future of Critical Pedagogy

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Book SynopsisCollaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, the volume brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change. The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Dafna Yitzhaki, Tony Gallagher, Nimrod Aloni and Zehavit Gross PART 1: Educating for a Democratic-Multicultural Citizenship 1 Empowering Agency in the Ethical, Political, and the Teaching/Learning Spheres of Education: An Integrative Model of Activist Pedagogy  Nimrod Aloni 2 Teaching Controversial Issues as Part of Education for Democratic Intercultural Citizenship  Wiel Veugelers and Jaap Schuitema 3 Towards Educating Teachers as Advocators: A Conceptual Discussion and a Historical Example  Jaime Grinberg 4 Democratic Citizenship Education as an Activist Pedagogy: Towards the Cultivation of Democratic Justice on the African Continent  Yusef Waghid 5 Educating for Democratic Citizenship: Arabic in Israeli Higher Education as a Case in Point  Smadar Donitsa-Schmidt, Muhammad Amara and Abd Al-Rahman Mar’i PART 2: Enhancing Models of Shared Learning 6 Turning Research into Policy: The Experience of Shared Education in Northern Ireland  Tony Gallagher, Gavin Duffy and Gareth Robinson 7 “Moving into Hebrew Is Natural”: Jewish and Arab Teachers in a Shared Education Project  Dafna Yitzhaki 8 Shared Learning in the Context of Conflict  Shany Payes and Shula Mola 9 Jewish-Arab Bilingual Education in Israel  Assaf Meshulam 10 Minority EFL Teachers on Shared-Life Education in Conflict-Ridden Contexts: The Subaltern Speaks Back  Muzna Awayed-Bishara PART 3: Nurturing Intercultural Competencies 11 Contestation as an Innovative Construct for Conflict Management and Activist Pedagogy  Zehavit Gross 12 “Thou Shalt Not Be a Bystander”: Holocaust and Genocide Education with a Gendered, Universal Lens, as a Path to Empathy and Courage  Lori Weintrob 13 Internationalization for Nurturing Intercultural Communicative Competencies in Pre-Service Teachers  Beverley Topaz and Tina Waldman 14 Developing Culturally Proficient Global Peace Education Changemaker Educators for Culturally Diverse Schools and Classrooms  Reyes L. Quezada PART 4: Reconciling Dialogue in the Face of Conflicting Narratives 15 The Holocaust and Its Teaching in Israel in View of the Conflict: General and Pedagogical Implications and Lessons  Daniel Bar-Tal and Galiya Bar-Tal 16 Teaching History and Citizenship in Schools in Northern Ireland  Gavin Duffy, Tony Gallagher and Gareth Robinson 17 Successful Failure: A Dual Narrative Approach to History Education: An Israeli Palestinian Project  Eyal Naveh 18 The Narrative Approach to Shared Education: Insights from Jerusalem  Myriam Darmoni-Charbit and Noa Shapira 19 Imagined Communities: Staging Shared Society in Israel  Lee Perlman and Sinai Peter 20 Arts as a Sphere for the Study of History  Philipp Schmidt-Rhaesa, Jürgen Scheffler and Lilach Naishtat-Bornstein

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Book SynopsisCollaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, the volume brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change. The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Dafna Yitzhaki, Tony Gallagher, Nimrod Aloni and Zehavit Gross PART 1: Educating for a Democratic-Multicultural Citizenship 1 Empowering Agency in the Ethical, Political, and the Teaching/Learning Spheres of Education: An Integrative Model of Activist Pedagogy  Nimrod Aloni 2 Teaching Controversial Issues as Part of Education for Democratic Intercultural Citizenship  Wiel Veugelers and Jaap Schuitema 3 Towards Educating Teachers as Advocators: A Conceptual Discussion and a Historical Example  Jaime Grinberg 4 Democratic Citizenship Education as an Activist Pedagogy: Towards the Cultivation of Democratic Justice on the African Continent  Yusef Waghid 5 Educating for Democratic Citizenship: Arabic in Israeli Higher Education as a Case in Point  Smadar Donitsa-Schmidt, Muhammad Amara and Abd Al-Rahman Mar’i PART 2: Enhancing Models of Shared Learning 6 Turning Research into Policy: The Experience of Shared Education in Northern Ireland  Tony Gallagher, Gavin Duffy and Gareth Robinson 7 “Moving into Hebrew Is Natural”: Jewish and Arab Teachers in a Shared Education Project  Dafna Yitzhaki 8 Shared Learning in the Context of Conflict  Shany Payes and Shula Mola 9 Jewish-Arab Bilingual Education in Israel  Assaf Meshulam 10 Minority EFL Teachers on Shared-Life Education in Conflict-Ridden Contexts: The Subaltern Speaks Back  Muzna Awayed-Bishara PART 3: Nurturing Intercultural Competencies 11 Contestation as an Innovative Construct for Conflict Management and Activist Pedagogy  Zehavit Gross 12 “Thou Shalt Not Be a Bystander”: Holocaust and Genocide Education with a Gendered, Universal Lens, as a Path to Empathy and Courage  Lori Weintrob 13 Internationalization for Nurturing Intercultural Communicative Competencies in Pre-Service Teachers  Beverley Topaz and Tina Waldman 14 Developing Culturally Proficient Global Peace Education Changemaker Educators for Culturally Diverse Schools and Classrooms  Reyes L. Quezada PART 4: Reconciling Dialogue in the Face of Conflicting Narratives 15 The Holocaust and Its Teaching in Israel in View of the Conflict: General and Pedagogical Implications and Lessons  Daniel Bar-Tal and Galiya Bar-Tal 16 Teaching History and Citizenship in Schools in Northern Ireland  Gavin Duffy, Tony Gallagher and Gareth Robinson 17 Successful Failure: A Dual Narrative Approach to History Education: An Israeli Palestinian Project  Eyal Naveh 18 The Narrative Approach to Shared Education: Insights from Jerusalem  Myriam Darmoni-Charbit and Noa Shapira 19 Imagined Communities: Staging Shared Society in Israel  Lee Perlman and Sinai Peter 20 Arts as a Sphere for the Study of History  Philipp Schmidt-Rhaesa, Jürgen Scheffler and Lilach Naishtat-Bornstein

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Book Synopsis"Values without knowledge are blind, while knowledge without values is irresponsible." This principle underlines the motivation to write this book. It presents VaKE, Values and Knowledge Education, a theoretical model based on constructivist learning theories, and many examples for its practical implementation in diverse educational fields. Thanks to its extensive theoretical foundation, the model opens up almost unlimited possibilities to tailor the course to the needs of the participants and to the dynamics of a process. The justification of ethical values is attributed a general importance for the development of personality as well as for the thriving and flourishing living with each other in a society. School education aims at providing respective knowledge. However, this knowledge is separated from the subject matters, whereas for its application in daily life both – knowledge on facts as well as on values – are necessary and indispensable for evaluation, assessment and decision making.

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Book Synopsis"Values without knowledge are blind, while knowledge without values is irresponsible." This principle underlines the motivation to write this book. It presents VaKE, Values and Knowledge Education, a theoretical model based on constructivist learning theories, and many examples for its practical implementation in diverse educational fields. Thanks to its extensive theoretical foundation, the model opens up almost unlimited possibilities to tailor the course to the needs of the participants and to the dynamics of a process. The justification of ethical values is attributed a general importance for the development of personality as well as for the thriving and flourishing living with each other in a society. School education aims at providing respective knowledge. However, this knowledge is separated from the subject matters, whereas for its application in daily life both – knowledge on facts as well as on values – are necessary and indispensable for evaluation, assessment and decision making.

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Book SynopsisIlluminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change. Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.Table of ContentsList of Illustrations Notes on Contributors 1 Introduction  Maria R. Coady, Paula Golombek and Nidza V. Marichal 2 Teacher Knowledge and Secondary English Learners in Rural Florida: Reimagining Place-Based Education through Relationship Building  Nidza V. Marichal 3 A Teacher’s Emotional Journey in Rural Florida: From Insider to Outsider  Shuzhan Li 4 Bilingual Paraeducators’ Navigation of Narrow Identity Spaces in a Rural Elementary School  Jenelle Reeves 5 Centering the Voices of Rural Immigrant Paraeducators  Stephanie Oudghiri 6 Preparing Regular Classroom Teachers to Work with Frequently Invisible, Woefully Misunderstood American Indian English Language Learners  Jioanna Carjuzaa 7 Where Do I Go? What do I do? Training Educators of Rural English Learners to Provide Accessible Instruction and Assessment  Kristin Kline Liu, Sonja Phillips, Yi-Chen Wu, Darrell Peterson, Charity Funfe Tatah Mentan, and Kym O’Donnell 8 Conclusion  Maria R. Coady, Paula Golombek and Nidza V. Marichal Index

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Book SynopsisSouth Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged. Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Mncedisi Christian Maphalala and Ramashego Shila Mphahlele 1 Contextualising the Provision of Basic Education in Rural Public Schools: A Social Justice Issue  Joyce Phikisile Dhlamini and Nicholus Tumelo Mollo 2 Reflections on Rural Education and Rural Realities  Mncedisi Christian Maphalala, Azwidohwi Philip Kutame, Primrose Ntombenhle Khumalo, Hlengiwe Romualda Mhlongo and Samantha Govender 3 Rural Education for Social Change in South Africa: Opportunities and Challenges  Livhuwani Peter Ramabulana and Nkhensani Maluleke 4 Transforming a Teacher Preparation Programme for the Development of Rurality Education  Maria Tsakeni 5 Making In-service Professional Development Effective in a Rural Context: Enhancing Social Justice for Rural Teachers  Samantha Govender, Oluwatoyin Ayodele Ajani, Nokuthula Hierson Ndaba and Thandiwe Ngema 6 Induction of Novice Educators in Rural Schools: The Praxis of Redefining Rural Education in South Africa  Grace Matodzi Muremela, Clever Ndebele, Takalani Mashau, Azwidohwi Philip Kutame and Lawrence Kehinde 7 Rethinking Rural Education in South African Schools: Towards Inclusion for Success  Sindile Ngubane and Dumisani Nzima 8 Science Education for Deaf Learners in South African Rural Schools: Towards a Support Model for Educators in Challenging Situations  Olufemi Timothy Adigun and Dumisani Nzima 9 Enhancing School Management Teams in Promoting Sustainable, Equitable Resource Allocation in Rural Schools: Linking Resources and Learning  Dumisani Wilfred Mncube and Thandiwe Ngema 10 Resourcing Rural Schools  Manthekeleng Linake and Sive Makeleni 11 Preparing Rural Learners for Life after High School in South Africa  Bothwell Manyonga and Phiwokuhle Ngubane 12 Prejudice against Female Instructional Leaders in South Africa’s Rural Secondary Schools: A Feminist Perspective  Edmore Mutekwe and Primrose Ntombenhle Khumalo 13 Navigating the Challenges Facing Effective Learning Resulting from Parental Dynamics in the Rural Environment  Fikile Mthethwa and Azwidohwi Philip Kutame 14 The Perspective of Teachers on Parental Involvement in Rural Education  Mncedisi Christian Maphalala, Azwidohwi Philip Kutame, Nontobeko Prudence Khumalo and Alan Bhekisisa Buthelezi 15 Unleashing Stakeholders in the Role That They Play and Their Impact on the Improvement of Rural Schools  Rachel Gugu Mkhasibe 16 Maximising Rural Education Stakeholder Participation through the Use of Information Communication  Ramashego Shila Mphahlele and Alan Bhekisisa Buthelezi 17 The Impact of the Participation of Stakeholders in the Enhancement of Education in Rural Communities  Bongani Thulani Gamede 18 Revisiting South African Intervention Programmes to Enhance Rural Education  Mncedisi Christian Maphalala and Nontobeko Prudence Khumalo 19 Conclusion: Editors’ Reflection  Mncedisi Christian Maphalala and Ramashego Shila Mphahlele Index

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Book SynopsisSouth Africa's democratic government inherited a divided and unequal system of education. Under apartheid, South Africa had nineteen different educational departments separated by race, language, geography and ideology. This education system prepared learners in different ways for the positions they were expected to occupy in social, economic and political life under apartheid and was funded and resourced in ways that favoured white people and disadvantaged black people who remain in the working class. The newly elected democratic government in 1994 laid a foundation for a single national education system. Twenty-five years after the dawn of democracy, education is still in a parlous state in many communities in South Africa, but it is in the rural areas mainly in the former homelands that learners are most disadvantaged. Contributors are: Olufemi Timothy Adigun, Oluwatoyin Ayodele Ajani, Alan Bhekisisa Buthelezi, Joyce Phikisile Dhlamini, Bongani Thulani Gamede, Samantha Govender, Lawrence Kehinde, Nontobeko Prudence Khumalo, Primrose Ntombenhle Khumalo, Azwidohwi Philip Kutame, Manthekeleng Linake, Sive Makeleni, Nkhensani Maluleke, Bothwell Manyonga, Mncedisi Christian Maphalala, Takalani Mashau, Hlengiwe Romualda Mhlongo, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Nicholus Tumelo Mollo, Ramashego Shila Mphahlele, Fikile Mthethwa, Grace Matodzi Muremela, Edmore Mutekwe, Nokuthula Hierson Ndaba, Clever Ndebele, Thandiwe Nonkululeko Ngema, Phiwokuhle Ngubane, Sindile Ngubane, Dumisani Nzima, Livhuwani Peter Ramabulana, and Maria Tsakeni.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Mncedisi Christian Maphalala and Ramashego Shila Mphahlele 1 Contextualising the Provision of Basic Education in Rural Public Schools: A Social Justice Issue  Joyce Phikisile Dhlamini and Nicholus Tumelo Mollo 2 Reflections on Rural Education and Rural Realities  Mncedisi Christian Maphalala, Azwidohwi Philip Kutame, Primrose Ntombenhle Khumalo, Hlengiwe Romualda Mhlongo and Samantha Govender 3 Rural Education for Social Change in South Africa: Opportunities and Challenges  Livhuwani Peter Ramabulana and Nkhensani Maluleke 4 Transforming a Teacher Preparation Programme for the Development of Rurality Education  Maria Tsakeni 5 Making In-service Professional Development Effective in a Rural Context: Enhancing Social Justice for Rural Teachers  Samantha Govender, Oluwatoyin Ayodele Ajani, Nokuthula Hierson Ndaba and Thandiwe Ngema 6 Induction of Novice Educators in Rural Schools: The Praxis of Redefining Rural Education in South Africa  Grace Matodzi Muremela, Clever Ndebele, Takalani Mashau, Azwidohwi Philip Kutame and Lawrence Kehinde 7 Rethinking Rural Education in South African Schools: Towards Inclusion for Success  Sindile Ngubane and Dumisani Nzima 8 Science Education for Deaf Learners in South African Rural Schools: Towards a Support Model for Educators in Challenging Situations  Olufemi Timothy Adigun and Dumisani Nzima 9 Enhancing School Management Teams in Promoting Sustainable, Equitable Resource Allocation in Rural Schools: Linking Resources and Learning  Dumisani Wilfred Mncube and Thandiwe Ngema 10 Resourcing Rural Schools  Manthekeleng Linake and Sive Makeleni 11 Preparing Rural Learners for Life after High School in South Africa  Bothwell Manyonga and Phiwokuhle Ngubane 12 Prejudice against Female Instructional Leaders in South Africa’s Rural Secondary Schools: A Feminist Perspective  Edmore Mutekwe and Primrose Ntombenhle Khumalo 13 Navigating the Challenges Facing Effective Learning Resulting from Parental Dynamics in the Rural Environment  Fikile Mthethwa and Azwidohwi Philip Kutame 14 The Perspective of Teachers on Parental Involvement in Rural Education  Mncedisi Christian Maphalala, Azwidohwi Philip Kutame, Nontobeko Prudence Khumalo and Alan Bhekisisa Buthelezi 15 Unleashing Stakeholders in the Role That They Play and Their Impact on the Improvement of Rural Schools  Rachel Gugu Mkhasibe 16 Maximising Rural Education Stakeholder Participation through the Use of Information Communication  Ramashego Shila Mphahlele and Alan Bhekisisa Buthelezi 17 The Impact of the Participation of Stakeholders in the Enhancement of Education in Rural Communities  Bongani Thulani Gamede 18 Revisiting South African Intervention Programmes to Enhance Rural Education  Mncedisi Christian Maphalala and Nontobeko Prudence Khumalo 19 Conclusion: Editors’ Reflection  Mncedisi Christian Maphalala and Ramashego Shila Mphahlele Index

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Book SynopsisA call to action that pulls together all of Sir Ken Robinson’s key messages and philosophies, and that challenges and empowers readers to re-imagine our world, and our systems, for the better.Sir Ken Robinson changed the lives of millions of people. The embodiment of the prestigious TED conference, his TED Talks are watched an average of 17,000 times a day--a figure that Chris Anderson, Head of TED, says is the equivalent of selling out the Millennium Dome every night for fifteen consecutive years. A New York Times bestselling author, Sir Ken’s books have been translated into twenty four languages. In his final years, Sir Ken was working on a book that would serve as his manifesto. This book was being written for both new and dedicated audiences alike as a coherent overview of the arguments that he dedicated his life to, and as a pivotal piece of literature for the education revolution he began. When Sir Ken received his cancer prognosis i

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