Moral and social purpose of education Books

Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on the topic of âSkills for Learningâ. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future. Chapters span key topics including Metacognition, Learning Dimensions, Problem Solving and Cognitive Strategies. A complete toolkit for teachers and counsellors, this book offers: â Easy to follow and flexible lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work â Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3 â New research, âCircles for Learningâ, where the introduction of baby observation into the classroom by a teacheTable of ContentsMetacognition Thinking about Thinking Planning our Project Monitoring our Learning Reviewing our Work Learning DimensionsCuriosity: A wish to know and find out and dig beneath the surface. Exploring Questions Part 1 Exploring Questions Part 2 Exploring Questions Part 3 The Why Ladder Risk Friendly Climate New Words Changing and Learning: A sense of getting better at learning over time and of growing and changing and adapting as a learner in the whole of life Milestones Different Ways of Learning My Learning Toolkit/What are my Learning Strategies Look what I Can do Now! Learning Relationships: Learning with and from others, and also being able to manage without them. Create an Advert to Celebrate Who You Are. The Build A Brain Team Challenge What is Team Work Skills for Collaboration Constructive Feedback Meaning Making: Making connections and seeing that learning matters to me. Before Baby Arrives Lets Relax Thinking Chains Everything That Had To Happen to Make This. Strategic Awareness: A sense of myself as someone who learns and changes over time. What is Learning? My Learning Strategies The Emotions of Learning Performance and My Learning Zone Resilience: The ability to keep going to develop my own learning, to stick it out and get what I want and need to keep growing and learning. What is Resilience? Resilience and Persistence Be Your Own Life Coach Stress Management Self-Talk The Best Mistake I Ever Made Creativity: Risk taking, playfulness, imagination and intuition. My Little Book of Ideas Think Up A Storm Ready Steady Make a Game Good Luck Bad Luck Problem Solving Problem Solving Part 1 Problem Solving Part 2 Problem Solving Part 3 What Should I do? Cognitive Strategies Memorisation Mind Maps Revision

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Book SynopsisOne of the five books in the Mental Health and Wellbeing Toolkit, this practical resource is designed to help young children understand how the brain affects ways we see and interpret the world. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Key sections include âHow the brain developsâ; âDealing with the inner criticâ and âStrategies that can help us manage strong emotionsâ.A Complete toolkit for teachers and councillors, this book offers: Easy to follow, and flexible, lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3 New research, âCircles for Learningâ, where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, reTable of ContentsChapter 1 Development of the Brain Chapter 2 How the Brain Works Chapter 3 The Brain and Learning Chapter 4 The Brain and Emotions Chapter 5 How the Brain can Influence our Behaviour Bibliography

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Book SynopsisFrom grassroots campaigns and activism to top-down initiatives for and against curricular reform, this open access book investigates the movement to integrate LGBTQ+ history into high school history courses in the USA. Stacie Brensilver Berman charts the development of the movement from the founding of the Gay, Lesbian and Straight Education Network (GLSEN) and the passing of the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act in California, to the resurgence of conservative thought after the 2016 election. Based on 13 interviews with high school teachers about integrating LGBTQ+ history in their classes, the author reveals the challenges inherent to K-12 curricular reform amid the reluctance of a conservative nation and many of its school systems to consider an alternative vision. The book offers the first detailed portrait of a prophetic minority of educators and activists championing a more inclusive and accurate vision of American history. The book includes a ForeworTrade ReviewNo topic is a more contentious curriculum issue than the subject of this book. Stacie Brensilver Berman brings to it fairness thorough research, and readability. An original and timely book. * Stephen J. Thornton, Professor of Social Studies Education, University of South Florida, USA *By narrating thirty years of challenges and triumphs in LGBTQ-inclusive history education policy and practice, Brensilver Berman also provides astute analysis to guide the future. As momentum builds for states supporting such education while others seek to legislate its outright ban, this is a timely book for us all. * Don Romesburg, Professor of Women's and Gender Studies, Sonoma State University, USA *Table of ContentsList of Figures Preface Foreword, Blanche Wiesen Cook and Robert Cohen Acknowledgements List of Abbreviations Introduction 1. Making History: The LGBTQ+ Movement’s Evolving Struggle for Acknowledgement and Inclusivity 2. Building a Model: LGBTQ+ History and Higher Education 3. Expanding Awareness: LGBTQ+ Content in Students’ Lives 4. Creating Community: LGBTQ+ Content in Social Studies Classes 5. Two Steps Forward: LGBTQ+ History Resources and the Obstacles They Face 6. The FAIR Act: A Legislative Victory for LGBTQ+ History Education 7. Victory Deferred?: Implementing LGBTQ+ Curriculum Laws 8. Compelled to Act: Teachers Who Include LGBTQ+ History 9. Innovations at the Grassroots Level: LGBTQ+ History in High School Classroom Instruction 10. Impact at the Grassroots: Challenges and Rewards in Teaching LGBTQ+ History Conclusion Bibliography Appendix A: List of Teacher Interviews Appendix B: List of Activist and Scholar Interviews Appendix C: Online Resources for Teaching LGBTQ History Index

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Book SynopsisThis book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list. The book includes a forewordTrade ReviewThere is growing awareness of the need for constructive social change. Education could play a major role, but what it was missing, is now offered by this must-read book: A pedagogy of global social justice that would empower teachers, academics, and civil society organizations across diverse settings. * Namrata Sharma, Adjunct Professor of Education, State University of New York, USA *In his inspiring book Doug Bourn engages academics and practitioners with the ongoing debate over interpretations of social change approaches. His pedagogy of global social justice demonstrates in a hard-hitting, insightful and heartening way that a more just and sustainable world is possible through education. * Massimiliano Tarozzi, Full Professor, University of Bologna, Italy *With this book, Douglas Bourn makes a valuable contribution to the burgeoning field of global justice and education. By pulling together a range of traditions within the social reconstructionist camp, this work provides an expansive view of the democratic purposes of schooling. Highly readable, this timely scholarship promises to strengthen the relationship between schools and contemporary world issues. * John Myers, Associate Professor of Social Science Education, Florida State University, USA *Table of ContentsList of Figures Foreword, Tania Ramalho (State University of New York, USA) Acknowledgements List of Abbreviations Introduction 1. Changing Role and Relationship of Education to Societal Change 2. Education for a Democratic Society 3. Education for Liberation 4. Education for Socialism and a New Society 5. Education for a Global Society 6. Pedagogy for Global Social Justice 7. Education for Transformation, Sustainable Future and Being Global Citizens 8. Teachers as Agents of Social Change 9. Global Youth Work and Young People as Social Activists 10. The Role of the Academic Tutor 11. Civil Society Organisations as Agents for Change 12. International Organisations, UNESCO, Earth Charter and Putting the Sustainable Development Goals into Practice Conclusion References Index

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Book SynopsisTo stop the downward spiral of intensifying environmental violence that inevitably leads to social violence we, as humans, need to better understand what is at stake and to determine how to make changes at the root levels. Ecopedagogy is centered on understanding the struggles of and connections between human acts of environmental and social violence. Greg W. Misiaszek argues that ecopedagogies grounded in critical, Freirean pedagogies construct learning that leads to human actions geared towards increased social and environmental justice and planetary sustainability. Throughout the book he discusses the need for teaching, reading, and researching through problematizing the causes of socio-environmental violence, including oppressive processes of globalization and constructs of development, economics, and citizenship, to name a few, that emerge from socio-historical oppressions (e.g., colonialization, racism, patriarchy, neoliberalism, xenophobia, epistemicide) and dominance over the rTrade ReviewThis thoughtful book poses inconvenient and uncomfortable questions to neoliberal development models and provides critical thinking to read the “World” as part of the “Earth”. Ecopedagogy reinvents environmental education and sustainable development to be more effective in achieving global social justice and planetary environmental justice. Greg Misiaszek takes readers – scholars, students and educators – on a journey based on Freire’s later writing and critical pedagogy exploring the need of a paradigm shift in the environmental pedagogies, challenging us to rethink sustainable development and to critically deconstruct SDGs. * Massimiliano Tarozzi, Co-director of the Development Education Research Centre, UCL Institute of Education, UK and Professor of Education, University of Bologna, Italy *Ecopedagogy is an important contribution to critical studies in education. * International Review of Education *Table of ContentsList of Figures Acknowledgements Introduction Part I: Introduction to Ecopedagogy 1. Ecopedagogy: An Introduction 2. Ecopedagogical Literacy: Reading the World within Earth Part II: Foundations of Ecopedagogy 3. Freirean Reinventions: Ecopedagogy 4. Teaching for Ecopedagogical Praxis: Theories, Disciplines, and Positionalities Part III:Teaching Ecopedagogical Reading 5. Reading Through Diverse Epistemologies and Methodologies 6. Reading Through Citizenships: “Development,” “Livelihood,” and “Sustainability” Part IV: Conclusion: Ecopedagogical Possibilities and Challenges 7. Limit situations of Ecopedagogies: Post-Truthism and the Sustainable Development Goals (SDGs) References Index

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Book SynopsisWritten by leading scholars and activists from Brazil, Chile, Greece, Italy, Malta, the UK, and the USA, this book shows how vitally important education is in addressing the complex social and political problems which have been exacerbated by the coronavirus pandemic. The growing protest and demonstrations worldwide, including the Black Lives Matter and environmental movements, have served as platforms to unmask the embedded racism, sexism, classism, and discrimination which are rooted in neo-colonial forms of exploitation. People are recognizing the intensification of the genocide of black youth, indigenous peoples, peasants and traditional communities in the global ghettos. The rising level of conscientization reached through these protests and demonstrations makes it clear that critical educators must refuse the return to neoliberal normality after pandemic. The chapters cover the tensions and contradictions that fuel debates in education concerning social distancing, collective illTrade ReviewCOVID is a virus caused by the larger virus of worldwide unmitigated greed and inequality run amok. This book eloquently shows that our only hope is curing the larger disease. * James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents Professor, Arizona State University, USA *The pandemic is not just an event; it is also a lens exposing long-standing injustices, and anyone thinking about life post-Covid must read Education, Equality, and Justice in the New Normal. This fascinating collection of essays rejects the dehumanization of the old normal under capitalism, challenging us to claim a new normal that embraces life and the wellbeing of the planet. Indeed, authors show how the pandemic has catalyzed radical grassroots work toward a humane and life-affirming future. * Christine Sleeter, Professor Emerita, California State University, Monterey Bay, USA *Table of ContentsList of Illustrations Notes on Contributors Foreword Antonia Darder (Loyola Marymount University, USA) 1. Moving Beyond the Slow Death of Neoliberalism to a Life-Centered Education: An Introduction, Inny Accioly (Fluminense Federal University, Brazil) and Donaldo Macedo (University of Massachusetts Boston, USA) 2. Chomsky on Trump’s Disastrous Coronavirus Response, Bernie Sanders and What Gives Him Hope, Amy Goodman (Democracy Now!) and Noam Chomsky (University of Arizona, USA) 3. Militarization in a Time of Pandemic Crisis, Henry A. Giroux (McMaster University, Canada) and Ourania Filippakou (University College London, UK) 4. The “New Normal’ in Education is Ultra-Neoliberal: In Defense of the Strategy that Breaks with the Time Continuum, Roberto Leher (Federal University of Rio de Janeiro, Brazil) 5. Xenophobic Europe: Racist Policy towards Refugees, Georgios Tsiakalos, Stavros Malichudis, and Iliana Papangeli (University of Thessaloniki, Greece) 6. Coronavirus Pandemic and the ‘Refoulment’ of Refugees and Asylum Seekers, Sheila L. Macrine (University of Massachusetts Dartmouth, USA) 7. Neoliberal Recrudescence Versus Radical Transformation of the Reality in Italy: What and Why Must We Learn from the Coronavirus Pandemic? Paolo Vittoria (Federico II University of Naples, Italy) and Mariateresa Muraca (Pará State University, Brazil) 8. The Lost Generation? Educational Contingency in Viral Times: Malta and Beyond, Carmel Borg and Peter Mayo (University of Malta, Malta) 9. Lessons from Teacher Organizing: Disputing the Meaning of Teaching and Teachers’ Work during the Coronavirus Pandemic in Chile, M. Beatriz Fernández and Ivan Salinas Barrios (University of Chile, Chile) and Andrea Lira (University of Magallanes, Chile) 10. Environmental Education: For a Critical Renovation alongside the Traditional Peoples Carlos Frederico B. Loureiro (Federal University of Rio de Janeiro, Brazil) 11. Resisting and Re-Existing on Earth: Politics for Hope and ‘Buen Vivir’, Luiz Katu (Indigenous Peoples Articulation of the State of Rio Grande do Norte, Brazil), Celso Sánchez (Federal University of the State of Rio de Janeiro, Brazil) and Daniel Renaud Camargo (Federal University of Rio de Janeiro, Brazil) Afterword, Inny Accioly (Fluminense Federal University, Brazil) and Donaldo Macedo (University of Massachusetts Boston, USA)

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Book SynopsisBernd Herzogenrath is Professor of American Studies at the University of Frankfurt, Germany.Trade ReviewCan academic writing ‘unwrite itself’? Redirect itself toward infusing ‘the Academy’ with forms of writing that aim to disrupt its usual forms of critique and communicative accessibility? This collection introduces a welter of unfamiliar forces into the wording of thought, strategies that inspire to seed a 'bomb' of differences. * jan jagodzinski, Professor of Visual Art and Media Education, University of Alberta, Canada *This book aims to put the heat back in academic writing and unfreeze it from the rigour mortis it has suffered from for years. It is heart-warming to add this to my collection of books that will help free us from the tyrannies of dry, stale and crusty academic writing. * Mark Ingham, Reader in Critical and Nomadic Pedagogies, National Teaching Fellow and UAL Senior Teaching Scholar, University of the Arts London, UK *Table of ContentsIntroduction: The Thing That Wouldn’t Die, Bernd Herzogenrath (University of Frankfurt, Germany) 1. The Structure and System of Academic Writing, Levi R. Bryant (Collin College, USA) 2. Walking on Sunshine, Jessie Beier & Jason Wallin (University of Alberta, Canada) 3. Science Fictioning Devices, David Burrows (Slade School of Fine Art, University College London, UK) and Simon O’Sullivan (Goldsmiths College, University of London, UK) 4. Mythoplasia and Fictioning in Academic Practice: “Writing, Other”, Liana Psarologaki (University of Suffolk, UK) 5. [Fill in the Blank], Kalani Michell (University of California, USA) 6. How can one be Farocki?, Rembert Hüser (University of Frankfurt, Germany) 7. Step 2 Hearing: “The Parties Agree to Use Their Best Efforts”. A Dramatic Academic Work, Jennifer Hayashida (USA) 8. Writing the Unwritable: Unraveling Worlds, Julie Vulcan (Australia) 9. Writing In Between, Anna Gibbs (Western Sydney University, Australia) 10. Unwriting for the Anthropocene: Looking at the Disaster from the Inside…, David R. Cole (Western Sydney University, Australia) 11. La Mise en Abyme: Placing “Academic Writing” in Scare Quotes, Mick Wilson (University of Gothenburg, Sweden) 12. Abstract Academic Expressionism: an Alternative Aesthetics, Anne Pirrie (University of the West of Scotland, UK) 13. Affective Academic Writing, Bernd Herzogenrath (University of Frankfurt, Germany) 14. Write to Life, Erin Manning (Concordia University, Canada) Index

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Book SynopsisThis book explores how education can be used as a tool to promote sustainability practices as the world faces huge challenges related to climate change and public health. The chapters consider all types of literacy approaches that fall under the umbrella of Education for Sustainable Development (ESD). These approaches include scientific literacy, ecological literacy, health literacy, education on climate change and climate resilience, environmental education and others linking education, global health, and the environment more broadly. Education is used in the widest sense to incorporate non-formal, informal and formal/school settings. This volume will help to bring these interconnected areas together and interrogate their research methods, assumptions, field-based application and their policy potential. Taking a critical approach to ESD, the book suggests new pedagogies, tools, and technologies to strengthen the way we educate about sustainability issues and go beyond the current thinTrade ReviewThis overarching goal of meaningfully invoking an intersectoral approach to studying Education for Sustainable Development permeates this volume from beginning to end! The diverse collective of authors across the field make this a must-read for practitioners, researchers and policymakers who aim to make meaningful steps forward in ESD work! * Matthew A Witenstein, Assistant Professor, University of Dayton, Dayton, Ohio, US *Table of ContentsForeword, Jeffrey Sachs (Columbia University, USA) Introduction: Education for Sustainable Development as a Field 1. The Status of Education for the Sustainable Development and the Sustainable Development Goals, Radhika Iyengar (Columbia University, USA) and Ozge Karadag Caman (Columbia University, USA) Part I: Key Approaches/Tools for Education for Sustainable Development and Environmental Education 2. Citizen-Science to Educate and Empower a Community Exposed to a Toxicant: A Case Study Concerning Well-water Fluoride in Alirajpur District of Madhya Pradesh, India, Radhika Iyengar, Lex van Geen, Charlotte Marie Munson, (Columbia University, USA) 3. Lifelong Learning for All: Lessons from the Columbia Climate School, Cassie Xu (Columbia University, USA) 4. Spaces for Youth Perspectives through Communication and Arts for Education for Sustainable Development, Haein Shin (Columbia University, USA) 5. Action for A Sustainable Future: The Key Role of Civic Education, Tara Stafford Ocansey (Columbia University, USA) 6. Building Child-Focused Community Resilience Utilizing A Community-based, Multi-modal Educational Approach, Jeffrey Schlegelmilch and Jonathan Sury (Columbia University, USA) 7. Building Cross-Sectoral Education Programs for Sustainable Development: Design and Challenges, Niyati Malhotra & Yanis Ben Amor (Columbia University, USA) 8. GIS and Storytelling for Sustainable Development Education, Ismini Ethridge (Columbia University, USA) Part II: Documenting Gaps, Scaling-up and Policy Linkages towards Shaping Education for the Future 9. Building Capacity for Geospatial Data-Driven Education Planning, Tara Stafford Ocansey, Emilie Schnarr, Anela Layugan, Annie Werner (Columbia University, USA) 10. Embedding Climate Science Research into Policy and Practice: IRI’s Climate Services Academies Approach, Mélody Braun, Zain Alabweh, Ashley Curtis, Tufa Dinku, John Furlow, Ezequiel González Camaño, Carmen Gonzalez Romero, Amanda Grossi, Andrew Kruczkiewicz, Ángel Muñoz (Columbia University, USA) Part III: Conclusion 11. Forwarding the agenda on Sustainable Development, Radhika Iyengar (Columbia University, USA) and Ozge Karadag Caman (Columbia University, USA) References Index

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Book SynopsisAdult education offers the potential to enhance the individual's sense of agency to direct and improve their future, especially important in times of significant societal unrest with the possibility of leading to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and the ways in which these might inform planning for current and future adult education which is both relevant and emancipatory. The volume aims to capture some of the messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults.The book drTrade ReviewIt is wonderful to read such inspiring experiences of adult learning and education in relation to social change. The offered insightful tools of analysis are comprehensive and accessible. This book provides an excellent cutting-edge vision of how and why equitable and inclusive approaches can create opportunities and broaden horizons globally. -- Priti Chopra, University of Greenwich, UKAt a time of growing global polarization, precarity and volatility, this collection provides a fascinating and heart-warming set of insights into the ways in which often unacknowledged adult learning projects and initiatives continue to enrich the social fabric of British society. Tracing the foundations of adult education in the devastation of the post-World War 1 period and post-Spanish Flu outbreak, across efforts to build solidarity with radical adult education movements in other countries, the collection shows that adult education continues to be a ‘permanent national necessity’, despite the efforts of neoliberal government to cut-back, curtail or co-opt such work. Offering a wide range of new analytical concepts to understand how this enriching of the social fabric occurs through adult learning, the book charts a course that researchers and scholars of adult education across the world could draw from to document the role of such work in wider processes of social change. -- Catherine Kell, University of Cape Town, South AfricaTable of ContentsList of Tables Notes on Contributors Acknowledgements Series Editor Foreword Preface: The Changing World, Jules Robbins (independent researcher, UK) and Alan Rogers (University of East Anglia and University of Nottingham, UK) 1. Being Part of the Social Change: Adult Education and Lessons from History, Sharon Clancy (University of Nottingham, UK) 2. Radical Adult Education Practitioners in the UK: The International League for Social Commitment in Adult Education 1984-94, Alan Tuckett (University of Wolverhampton, UK) 3. Adult Learning and Social Justice: Health, Wellbeing and the Inequalities of Power, Lyn Tett (University of Edinburgh and Huddersfield, UK) 4. Learning English in a Hostile Environment: A Study of Volunteer ESOL Teachers of Refugees and Asylum Seekers in the UK, Lauren Bouttell (University of East Anglia, UK) 5. A Refugee Third Sector Learning Ecology for Social Change: ‘Covert Activism’, Mary-Rose Puttick (Birmingham City University, UK) 6. Discussion Groups with Older People: An Interface of Participatory Ageing and Social Change, Kathleen Lane (University of East Anglia, UK) 7.Tales of Adult Learning, Relationships and Social Change within the National Citizen Service, Natasha Rennolds (University of East Anglia, UK) 8. The Achievements of Informal Adult Reading Group Talk through Vernacular Expression: Challenging the Dominant Discourses of Literary Study, John Gordon (University of East Anglia, UK) 9.Learning through the COVID-19 Pandemic: How the Pandemic Has Affected the Ways in which Adults Experience Learning in the UK, Karen Fairfax-Cholmeley and Clare Meade (freelance consultants, UK) 10. Learning to Live Sustainably?: A Case Study of a Community Gardening Scheme in Norwich, Mahesh Pant (independent researcher, UK) Concluding Reflections, Alan Rogers (University of East Anglia and University of Nottingham, UK) and Jules Robbins (independent researcher, UK) Index

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Book SynopsisHugh Tyndale-Biscoe, grandson of Cecil Tyndale-Biscoe, was born in Kashmir, India, where he attended the school run by his parents. A marsupial biologist best known for his book Life of Marsupials, he served as Chief Research Scientist at the Commonwealth Scientific and Industrial Research Organisations Division of Wildlife Research and lectured at the Australian National University in Canberra. In 2018 he was made a member of the Order of Australia.Trade ReviewThis book represents personal history at its best ... [and] offers a clarion call and personal testimony that is challenging. * Anglican and Episcopal History *This is a marvellous book written by a gifted and entertaining author, grandson of the remarkable Canon Cecil Biscoe, covering a significant period of history where the subject’s involvement in Kashmir resonates to this day, not just in fascinating biographical material, but also in the Kashmiri conflict and geopolitical dilemmas expressed as recently as a few weeks ago when Pakistan downed an Indian jet fighter over the disputed border, a legacy of the powerful, eccentric, and culturally embedded British India vividly evoked in Hugh Tyndale-Biscoe’s writing. * Roger MacDonald, author of When Colts Ran (2010), The Ballad of Desmond Kale (2006), and Mr Darwin’s Shooter (1998) *An absorbing, balanced and informative record of unrelenting imperial proselytism, personal moral certitude and ineradicable, uncompromising courage in an outpost of the British Empire. * Professor J.A. Mangan, author of The Games Ethic and Imperialism *This is an engaging narrative of missionary work in Kashmir, based on diaries, correspondence and school records. The text is crammed with much fascinating incidental detail. * Francis Robinson, Professor of the History of South Asia, Royal Holloway, University of London, UK *

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Book SynopsisThis handbook covers the history, policy, practice and theories of African and Caribbean education and promotes the sustainability of socio-cultural beliefs, values, knowledge and skills in the regions. Africa and the Caribbean share commonalities of the geopolitical and historical dominance by European empires and colonialism and aftereffects of anti-blackness in the global trade in enslaved persons. Indigenous religious, cultural, and ethnic currents in Africa are echoed in the Caribbean along with a strong infusion of Asian and other ethnic influences. The handbook shows how educators in both regions are grappling with Western education eclipsing indigenous epistemology and contributes to important debates and discourses including culturally relevant teaching, decolonization, critical race theory, Africana studies, Black emancipation, the African diaspora, Bi-cultural experiences, and the climate emergency. It is organized into three sections covering past issues that frame e

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Book SynopsisKatrina Bartow Jacobs is Associate Professor of Practice, Language, Literacy and Culture at the University of Pittsburgh, USA. Patricia Crawford is Professor of Early Childhood, Language, Literacy and Culture at the University of Pittsburgh, USA.

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Book SynopsisThis handbook provides an overview of research concepts, methodologies, approaches, and methods used regularly in the field of comparative and international education. As an interdisciplinary field, CIE does not espouse a singular or consistent research method. Instead, researchers generally utilize or are inspired by approaches from a wide range of disciplines, including economics, anthropology, sociology, political science, philosophy, and more. Given this diversity, this book helps readers understand the unique ways researchers employ method in comparative and international education. The handbook includes contributions from leading researchers based in Australia, Japan, Norway, Spain, the UK, the USA, etc., and each chapter includes a practical research example focused on a common topic throughout the book. It includes four sections covering core concepts, methodology, approaches, and methods and analysis, with chapters as diverse as autoethnography, Indigenous approaches, i

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Book SynopsisOne must assume we are all familiar with what is commonly called education.' This is how Schleiermacher begins his famous 1826 lecture on the Art of Education. But in proceeding furtherand unlike Rousseau or Locke before himSchleiermacher carefully avoids assuming that education is primarily about a return to nature or about soundness of mind and body. Education is instead an ethical and political undertaking and a pragmatic art whose ultimate object and morality has differed greatly over time. It is exercised as a form of practical influence of the older generation on the younger: A significant part of the activity of the older generation extends toward the younger, Schleiermacher reasons, and it is more complete and perfect the more it is governed by an idea of what should happenthe more it has an exemplar to guide its actionthe more it is an art. This book offers these and other insights on educationlong canonical in Central and Northern Europefor the Table of ContentsList of Illustrations – Acknowledgments – Norm Friesen/Karsten Kenklies: Translators’ Introduction – F.D.E. Schleiermacher: Outlines of the Art of Education: Introduction – Michael Winkler: Schleiermacher’s Pedagogy: A Thematic Commentary – David Lewin: The Educational Awareness of the Future – Karsten Kenklies: Entering the Circle. Schleiermacher and the Rise of Modern Education Studies – Rebekka Horlacher: Schleiermacher’s Educational Theory in the Context of the Debate on Vocational versus Liberal Education – Norm Friesen: Accentuate the Negative: Schleiermacher’s Dialectic – Contributors – Index.

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

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

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Book SynopsisThe Role of Peer Learning in Facilitating Local Energy Transformation

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Book Synopsis"Created by professors for professors, the Faculty Awards compendium is the first and only university awards program in the United States based on faculty peer evaluations. The Faculty Awards series recognizes and rewards outstanding faculty members at colleges and universities across the United States. Voting was not open to students or the public at large.Table of ContentsIntroduction, Biographies, Listings from A to Y- Abilene Christian University to Youngstown State University

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Book SynopsisIncludes contributors that explores how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual.

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

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

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

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

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Book SynopsisBringing together the world's leading scholars on the subject, Military Education and the British Empire explores distinct national narratives within a comparative context to expose the role of military education in maintaining empire.Trade Review"[T]his important, timely, and authoritative volume brings the history of military education to bear on matters of contemporary and continuing relevance." -- Aimée Fox * History of Education *This collection makes important contributions to on-going historiography by centring military education as a point of analysis rather than treating it as an aside and by placing it within transnational context. -- Mary Chaktiris * Historical Studies in Education *Table of ContentsIntroduction / Douglas E. Delaney and Robert C. Engen1 Ubique: The Royal Engineers Establishment, 1815–69 / Claire Cookson-Hills2 Fashioning Imperial Canadians: The Royal Military College, 1874–1900 / E. Jane Errington3 “Doctrine, the Soul of Warfare”: Sir Julian Corbett and the Teaching of Strategy in the Royal Navy before 1914 / Andrew Lambert4 Australian Military Education, 1901–18 / John Connor5 South Africa and the Making of Military Officers, 1902–48 / Ian van der Waag6 The Spirit of an Air Force: Learning about Air Power, 1919–49 / Randall Wakelam7 Preparing for a Better War: The Admiralty’s Challenge of Educating Naval Officers, 1919–39 / Joseph Moretz8 The British and Indian Army Staff Colleges in the Interwar Years / Mark Frost9 Education in the Indian Army, 1920–46 / Alan Jeffreys10 “Necessarily of an Experimental Character”: The Interwar Period and the Imperial Defence College / Andrew Stewart11 From Imperial to Nationalist Canadians: The Impact of the Second World War on Canadian Army Staff Education / Howard G. CoombsConcluding Remarks / Douglas E. Delaney and Meghan FitzpatrickSelect Bibliography; List of Contributors; Index

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Book SynopsisA practical book that addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that ‘My kids cannot do that.’Trade Review"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library."—CHOICETable of ContentsPrefaceAcknowledgments1. "But My Kids Cannot Do This . . .": Challenging Perceptions About HistoricalInvestigations My Why, Part IMy Why, Part 2Professional LearningThe History Lab 2.0The Only Constant Is Change!Conclusions2:."Yes, Your Students Can Do This": Historical Investigation for All StudentsA Roadmap Teaching UpBuild ScaffoldsIn the Center Ring, Inquiry Versus Coverage and ControlMaking the Inquiry Question Accessible for AllAdapting Historical Sources: Political Cartoons and ImagesModifying a Text SourceScaffolding the ProcessConclusion3. "Is Every Day a Lab?": What Happens Between History Labs? The Twinkies of Lessons"Is Every Day a Lab?"Seriously, No Trench Foot, or Tanks, or Mustard Gas?Woven Into Every Unit"Like a Prairie Fire . . . "What Happens Between History Labs?4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No One Stop ShoppingThe Engagement CliffThe Brain and QuestionsWhy Questions in Social Studies?Organizing the Mental BedroomTypes of QuestionsWe Learned That in October, You Mean I Was Supposed to Remember That?Unit-Wide QuestionsBuilding Lesson-Level QuestionsCoverage Demands Choices"Would You Have Your Student's Debate Slavery?"Open Versus Closed QuestionsThe People in the Past Were StupidThe Tug of War Between Relevance and AccuracyA Little Sex Appeal Goes a Long WayHistorical Categories of InquiryTypese of QuestionsIt Is Iterative and Recursive and Frustrating (but Also Exciting)!Marcus Garvey: The Evolution of a History Lab QuestionHaving Students Develop Their Own QuestionsConclusion5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking Please, Not Another Strike!Not Going to Do ItLet's TalkIt Is Not Just Debates"I Don't Feel Comfortable"Teacher Talk Moves and HistoryBuilding Student Capacity for DiscussionScoring and FeedbackThe Pullman Strike of 1894Source-Based TestimonySetting the StageA Hearing Is Now Called to Order!Discussion and PullmanConclusions6. "My Kids Felt More Seen Today": Teaching Hard Histories Why Hard Histories?Controversial Issues and Hard HistoriesHard Histories and InquiryLGBTQ+ HistoryGetting By With the Help of Some Friends!The InvestigationStructuring the InvestigationIt Wasn't Just Stonewall"No Union Is More Profound Than Marriage"What's the Big Deal?7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking Social Studies AssessmentsI Took Tests; Weren't They Assessing My Historical Thinking?Instruction and Assessment DisconnectNo Dates, No Names, Then What Do I Assess?What Tools Are Available for Teachers?Formative Assessment Tools for Historical Thinking"Not Another Essay!": Exploring Alternative Summative AssessmentsConclusionConclusion: "I Don't Always Mention Those Words": The Power of Partnerships Initiating the PartnershipThe Planning MeetingIntervisitations"I Don't Always Mention Those Words"ReferencesIndexAbout the Author

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Book SynopsisExamines best practices in schools education in the context of an increasingly interconnected worldTrade ReviewCourtney Ross has devoted her life to holistic education for young people. Educating the Whole Child for the Whole World tells the marvelous story of how one day they will be our future leaders and help create a peaceful, just, sustainable and healthy society. -- Deepak ChopraFor more than two decades, everything that carries Courtney Ross’ imprint has symbolized international, out-of-the-box originality, especially through her efforts in education. One extraordinary example of this was the 2001 Sonic Convergence: A Glimpse Into the Global Classroom project. I was involved, both in person and through the use of cutting edge media, mentoring students and faculty participating in the USA, China, and Sweden; then we came together and made beautiful music as I conducted their final, global composition. -- Quincy JonesIve always believed that education is freedom. It opens the door to greater possibilities. In my lifes work in education, Ive turned to Courtney Ross to provide insight and inspiration. The Ross School is an exemplary model of what is attainable for global education in the 21st Century. -- Oprah WinfreyCourtney Ross and I are co-workers in the vineyard of the education of the young. I was inspired when I visited the Ross School years ago. In my own work in founding the now 20-years-old Illinois Math and Science Academy (IMSA), I appreciated the unique qualities of Ross. The Ross School model is clearly a profound example of what the nation and the world needs so desperately. -- Leon M. Lederman,Nobel Laureate in PhysicsWhen I visited the Long Island Ross School I was struck by the way Courtney Ross and her team successfully brought together the elements of an effective school: reflective teachers, innovative curriculum, and student-centered instruction. It is no wonder that the school has been a magnet for some of the most influential education thinkers of our time. In Educating the Whole Child for the Whole World, Suarez-Orozco and Sattin-Bajaj have created a multi-faceted meditation on the ever-evolving Ross model of education, with relevant lessons for educators everywhere. -- Kathleen McCartney,Dean, Harvard Graduate School of EducationTable of ContentsForeword Nick Appelbaum Acknowledgments Introduction Marcelo M. Suarez-Orozco, Carolyn Sattin-Bajaj, and Carola Suarez-OrozcoPart I 1 Education in an Era of Specialized Knowledge Vartan Gregorian 2 The Case for Global Education John Sexton 3 A Tangled Web Howard GardnerPart II 4 Mind, Brain, and Education Antonio Damasio and Hanna Damasio 5 Research Schools Christina Hinton and Kurt W. Fischer 6 Toward a New Educational Philosophy Hideaki KoizumiPart III 7 Multimedia Literacy Elizabeth M. Daley with Holly Willis 8 Object Lessons Sherry Turkle 9 The Trouble with Math Ralph AbrahamPart IV 10 Choreographing the Curriculum Debra McCall 11 Mathematics and Culture William Irwin Thompson 12 The Butterflies of the Soul Antonio M. Battro 13 Educating the Whole Child for the Whole World Sally Booth with Michele Claeys Epilogue Pedro Noguera Conclusion Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj About the Contributors Index

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Book SynopsisOld Schools marks out a modernist countertradition: a series of engagements with classical education after the rise of progressive pedagogical theories. The book shows how figures in various cultural vanguards, from Victorian Britain to 1970s Brazil, reimagined the old school to make it facilitate the change it seemed to impede.Table of ContentsIntroduction: On Counter- Progressive Pedagogy | 1 1. Surviving Marius: Pater’s Mechanical Exercise | 25 2. Among Fanciulli: Poetry, Pedantry, and Pascoli’s Paedagogium | 59 3. “Copied Out Big”: Instruction in Joyce’s Ulysses | 89 4. Salò and the School of Abuse | 114 5. Schooling in Ruins: Glauber Rocha’s Rome | 137 Acknowledgments | 161 Notes | 165 Index | 219

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Book SynopsisOld Schools marks out a modernist countertradition: a series of engagements with classical education after the rise of progressive pedagogical theories. The book shows how figures in various cultural vanguards, from Victorian Britain to 1970s Brazil, reimagined the old school to make it facilitate the change it seemed to impede.Table of ContentsIntroduction: On Counter- Progressive Pedagogy | 1 1. Surviving Marius: Pater’s Mechanical Exercise | 25 2. Among Fanciulli: Poetry, Pedantry, and Pascoli’s Paedagogium | 59 3. “Copied Out Big”: Instruction in Joyce’s Ulysses | 89 4. Salò and the School of Abuse | 114 5. Schooling in Ruins: Glauber Rocha’s Rome | 137 Acknowledgments | 161 Notes | 165 Index | 219

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Book SynopsisTrade Review‘The debate about the contributions of higher education for individuals and societies has been dominated by those aspects associated with the labour market's participation of more qualified individuals and the expansion of wealth and income derived from the creation and dissemination of knowledge. Despite their importance, the excessive attention to those benefits has induced a tropism that has narrowed academic and policy debates about the multiple and complex roles that higher education institutions can play in the betterment of their communities. The authors of this volume should be commended for their important effort to develop a broader and more fruitful dialogue among social scientists and policy-makers about those contributions. Their achievement is also a reminder of the need for more interdisciplinary approaches to understand complex social phenomena.’ -- Pedro Nuno Teixeira, University of Porto, Portugal and former Director of CIPES – Center for Research in Higher Education Policies‘If the legitimacy of higher education is to be maintained in the face of increasingly hostile questioning, it is essential that its contributions to societies are opened up to critical scrutiny so that they can be enhanced and more widely recognised. This engaging and insightful book does a great service to the field by beginning this important work.’ -- Paul Ashwin, Lancaster University, UK‘This book takes readers on a world tour to make a compelling case that higher education has made a significant difference and for some countries, the contributions have been underestimated. The set of authors who are situated across different national contexts present fresh data and analyses to recognize and conceptualize both local and global contributions of higher education. At the same time, the authors are aware that the full potential of higher education has not yet been fully realized and make clear the challenges moving forward for both policymakers and scholars of higher education. Readers will appreciate the deep analyses and insightful observations offered here on a global scale not just for celebrating the contributions of higher education to justify future investment but also for offering different paths forward to account for and address global challenges to maximize the return on that investment.’ -- Mitchell J. Chang, University of California, Los Angeles, USTable of ContentsContents: Preface x List of contributors xiii 1 Introduction: higher education and the contributions problem 1 Simon Marginson, Brendan Cantwell, Daria Platonova and Anna Smolentseva PART I CONCEPTS AND PERSPECTIVES 2 Intrinsic and extrinsic outcomes of higher education 12 Simon Marginson, Brendan Cantwell, Daria Platonova and Anna Smolentseva 3 Contributions of higher education to society: towards conceptualisation 38 Anna Smolentseva 4 Higher education as student self-formation 61 Simon Marginson PART II GLOBAL CONTRIBUTIONS AND COMPARISONS 5 Higher education, science and the climate crisis 89 Johanna Witte 6 Opportunities and challenges for open higher education systems in global context 112 Marijk van der Wende 7 A comparison of Chinese and Anglo-American ideas about higher education and public good 131 Simon Marginson and Lili Yang 8 US–China collaboration in science for the global common good 158 John P. Haupt and Jenny J. Lee PART III CONTRIBUTIONS TO ECONOMY, POLITY, GOVERNMENT AND CULTURE 9 Graduate employability and employment 178 James Robson 10 UNESCO’s common good idea of higher education and democracy 198 Rita Locatelli and Simon Marginson 11 Understanding the contributions of higher education through the politics of reform 219 Brendan Cantwell, Daria Platonova and Isak Froumin 12 The professoriate and public policy 244 Glen A. Jones 13 Cultural contributions of higher education 263 Jussi Välimaa, Terhi Nokkala and Ksenia Romanenko 14 Higher education and regional elite formation in Russia 287 Aleksei Egorov and Sergey Malinovskiy Index

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Book SynopsisIt is preparation for life.Trade ReviewWe highly recommend Transforming Students. The importance of creating transformational learning experiences in today's university setting that connect with messy real world problems and hopeful opportunities is paramount to achieve the promises of a higher education. -- Edward J. Brantmeier & Emily L. Kohl Teachers College Record This book is particularly relevant as the idea of a university and the fundamental purpose of higher education continue to be challenged and redefined... While Johansson and Felten acknowledge that this work emphasizes the enrichment and engagement that residential colleges can provide, their focus on the traditional college experience is not a limitation of the book. If anything, the testaments of transformation in individuals' stories at Elon and other examples of successful collegiate interventions across the nation offer support for the power of engagement that the traditional university can still deliver, especially in a rapidly emerging era of for-profit institutions and online learning. -- Veronica Jones Review of Higher Education This concise text encourages educators, provides simple entry points into pedagogical theories, distills current student development research into poignant sound bites, and offers conceptual measures for engaging the transformative learning process with one's own students, both inside and outside the classroom. -- Rachel A. Heath Reflective TeachingTable of ContentsAcknowledgmentsIntroduction1. On the Threshold2. Creating Openness3. Thinking It Through4. Moved to Action5. In the Company of Others6. From Individuals to InstitutionsReferencesIndex

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Book SynopsisHow colleges can foster growth mindsets among studentsand why this approach matters. We live in an era of escalating, tech-fueled change. Our jobs and the skills we need to work and thrive are constantly evolving, and those who can't keep up risk falling behind. That's where college comes in. In Mindset Matters, Daniel R. Porterfield advances a powerful new argument about the value of residential undergraduate education and its role in developing growth mindsets among students. The growth mindset, according to Porterfield, is the belief that we can enhance our core qualities or talents through our efforts, strategies, and education, and with assistance from others. People with growth mindsets have faith in self-improvement. They tend to be goal oriented and optimistic, confident that they can master new challenges because they've done so in the past. Feedback is their friend, errors their opportunities to begin again. For students like this, college is a multiyear process of self-c

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Book SynopsisChallenging the common idea that education can save the individual and society from major problems of the modern worldTrade Review"[T]he cases are insightful and comprehensive ethnographies that offhandedly integrate aspects of academics - student life and student support, marketing, recruitment, retention, community relations and government policies - they are engaging and thought-provoking from many enrollment management/student services perspectives... [The authors'] observations are intense and insightful." Strategic Enrollment Management Source "Their research method is ethnographic case studies of three kinds of schools (for which the book is organized into three parts)... Each part ends with a conclusion that is a superb summary of the previous analysis, and the summaries will make the blood of readers concerned with social justice boil... Summing Up: Recommended."--Choice, February 2013Table of ContentsClass, Bureaucracy, and Religion in American Education; CONTENTS; INTRODUCTION; PART I. PLUFORT COLLEGE; Introduction; The Regional Atmosphere; The Developmental Thrust; The Symbiotic Community; The Academic Trajectory; The Socio-Political Whirlpool; The Socially Ironic Reality Screen; The Public Relations Panorama; The Competitive Strain; Conclusion: The Bureaucratic Grip; PART II. MOUNTAINVIEW SCHOOL; Introduction; The Brahmin Tone; The Civil Service Intrusion; The Embattled Entitlement Path; The Clubbable Induction; The Currency of Behavior; The Leisured Deviance Realm; Conclusion: Rentier Incorrigibility in Academe;; PART III. LANDOVER JOB CORPS CENTER; Introduction; History: Profit Motives, Local Fears, Violent Outbreaks; Approaching Landover; The River to the Job; Responses to Institutionalized Failure; Students: "It's a risky place."; Conclusion: The Veil of Ennui; CONCLUSION; ENDNOTES; BIBLIOGRAPHY.

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Book SynopsisRandy Stoecker has been practicing forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, Practice does not make perfect. In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By liberating service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.Liberating Service Learning and the Rest of Higher Education Civic EngagemTable of ContentsPrelude: Confessions and AcknowledgmentsI The Problem and Its Context1 Why I Worry2 A Brief Counterintuitive History of Service Learning3 Theories (Conscious and Unconscious) of Institutionalized Service LearningInterludeII Institutionalized Service Learning4 What Is Institutionalized Service Learning’s Theory of Learning?5 What Is Institutionalized Service Learning’s Theory of Service?6 What Is Institutionalized Service Learning’s Theory of Community?7 What Is Institutionalized Service Learning’s Theory of Change?III Liberating Service Learning8 Toward a Liberating Theory of Change 9 Toward a Liberating Theory of Community10 Toward a Liberating Theory of Service11 Toward a Liberating Theory of Learning12 Toward a Liberated World?PostludeReferencesIndex

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Book SynopsisRandy Stoecker has been practicing forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, Practice does not make perfect. In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By liberating service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.Liberating Service Learning and the Rest of Higher Education Civic EngagemTable of ContentsPrelude: Confessions and AcknowledgmentsI The Problem and Its Context1 Why I Worry2 A Brief Counterintuitive History of Service Learning3 Theories (Conscious and Unconscious) of Institutionalized Service LearningInterludeII Institutionalized Service Learning4 What Is Institutionalized Service Learning’s Theory of Learning?5 What Is Institutionalized Service Learning’s Theory of Service?6 What Is Institutionalized Service Learning’s Theory of Community?7 What Is Institutionalized Service Learning’s Theory of Change?III Liberating Service Learning8 Toward a Liberating Theory of Change 9 Toward a Liberating Theory of Community10 Toward a Liberating Theory of Service11 Toward a Liberating Theory of Learning12 Toward a Liberated World?PostludeReferencesIndex

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Book SynopsisThis book proposes an approach to changing the educational system in order to redress inequalities in society, whilst at the same time acknowledging the potential transformative role of digital technologies.Trade Review"This is the most refreshing book about education I have read for many years. Any teacher or future teacher, indeed anyone involved in or interested in education, will learn much from reading it. It deftly illustrates that the only way to a more just system is when knowledge is placed at the heart of all we do as teachers." Michael Young, Institute of Education"Will serve as a clear and powerful introduction to an important set of ideas." Journal of Social PolicyTable of ContentsAn unfolding story; Expanding the possible: people and technologies; Knowledge worlds: boundaries and barriers; Ways of knowing: everyday and academic knowledge; Schools as spaces for creating knowledge; Assessment and the curriculum in a digital age; Education in the 21st century; The idea of justice in education.

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Book SynopsisThis book proposes an approach to changing the educational system in order to redress inequalities in society, whilst at the same time acknowledging the potential transformative role of digital technologies.Trade Review"This is the most refreshing book about education I have read for many years. Any teacher or future teacher, indeed anyone involved in or interested in education, will learn much from reading it. It deftly illustrates that the only way to a more just system is when knowledge is placed at the heart of all we do as teachers." Michael Young, Institute of Education"Will serve as a clear and powerful introduction to an important set of ideas." Journal of Social PolicyTable of ContentsAn unfolding story; Expanding the possible: people and technologies; Knowledge worlds: boundaries and barriers; Ways of knowing: everyday and academic knowledge; Schools as spaces for creating knowledge; Assessment and the curriculum in a digital age; Education in the 21st century; The idea of justice in education.

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Book SynopsisThis interdisciplinary collection explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account, the balance between religion, culture and education, girls' right to education and the role of courts.Table of ContentsForeword ~ Kishore Singh Introduction ~ Sandra Fredman, Meghan Campbell and Helen Taylor Part I: The role of public and private actors in education Public rights and private schools: state accountability for violations of rights in education ~ Conor O’Mahony The dynamics of regulating low-fee private schools in Kenya ~ Gilbert Mitullah Omware Education at the margins: the potential benefits of private educational initiatives for disadvantaged groups ~ Melanie Smuts Part II: Balancing the right to freedom of religion and culture and the right to education Calling the farce on minority schools ~ Jayna Kothari The challenge of Afrikaans language rights in South African education ~ Michael Bishop Part III: Gender equality in education: moving beyond access to primary education Women and education: the right to substantive equality ~ Sandra Fredman Equality and the right to education: let’s talk about sex education ~ Meghan Campbell Part IV: Litigating for quality and equality in education Conceptualising and enforcing the right to quality education for minorities and disadvantaged groups: reflections of the Campaign for Fiscal Equity litigation ~ Helen Taylor From the classroom to the courtroom: litigating education rights in South Africa ~ Jason Brickhill and Yana van Leeve Human rights and equality in education: Conclusion ~ Sandra Fredman, Meghan Campbell and Helen Taylor

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Book SynopsisThis book presents a crisis of religion and belief literacy to which education at every level is challenged to respond. It provides a clear pathway for engaging well with religion and belief diversity in public and shared settings.Table of ContentsIntroduction The broken chain of learning: the crisis of religion and belief literacy and its origins Policy framings of religion and belief: consolidating the muddle Religion and belief in Religious Education Religion and belief across schools Religion and belief in university practices Religion and belief in university teaching and learning Religion and belief in professional education and workplaces Religion and belief in community education and learning The future of religion and belief literacy: reconnecting a chain of learning

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Book SynopsisThis book presents a crisis of religion and belief literacy to which education at every level is challenged to respond. It provides a clear pathway for engaging well with religion and belief diversity in public and shared settings.Table of ContentsIntroduction The broken chain of learning: the crisis of religion and belief literacy and its origins Policy framings of religion and belief: consolidating the muddle Religion and belief in Religious Education Religion and belief across schools Religion and belief in university practices Religion and belief in university teaching and learning Religion and belief in professional education and workplaces Religion and belief in community education and learning The future of religion and belief literacy: reconnecting a chain of learning

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Book SynopsisNeoliberalism is having a detrimental impact on wider social and ethical goals in the field of education. Using an international range of contexts, this book provides practical examples that demonstrate how neoliberalism can be challenged and changed at the local, national and transnational level.Trade Review“This book brings together an impressive international group of researchers to focus on challenging neoliberalism in education. I would recommend this book not only for the ideas it discusses, but also for the practices of resistance the authors detail in depth.” Leona M. English, St. Francis Xavier UniversityTable of ContentsForeword: the imperative to resist ~ Kathleen Lynch Introduction: resisting neoliberalism in education ~ Lyn Tett and Mary Hamilton Part I : Adult education Accountability literacies and conflictual cooperation in community- based organisations for young people in Québec ~ Virginie Thériault Research, adult literacy and criticality: catalysing hope and dialogic caring ~ Vicky Duckworth and Rob Smith The employability skills discourse and literacy practitioners ~ Gwyneth Allatt and Lyn Tett Part II : School education Making spaces in professional learning for democratic literacy education in the early years ~ Lori McKee, Rachel Heydon and Elisabeth Davies Countering dull pedagogies: the power of teachers and artists working together ~ Pat Thomson and Christine Hall Resisting the neoliberal: parent activism in New York State against the corporate reform agenda in schooling ~ David Hursh, Sarah McGinnis, Zhe Chen and Bob Lingard Nourishing resistance and healing in dark times: teaching through a Body- Soul Rooted Pedagogy ~ Shiv Desai, Shawn Secatero, Mia Sosa- Provencio and Annmarie Sheahan Part III : Higher education Everyday activism: challenging neoliberalism for radical library workers in English higher education ~ Katherine Quinn and Jo Bates Strategies of resistance in the neoliberal university ~ Mary Hamilton Moving against and beyond neoliberal higher education in Ireland ~ Fergal Finnegan Part IV : National perspectives The appropriation of cultural, economic and normative frames of reference for adult education: an Italian perspective ~ Marcella Milana and Francesca Rapanà The marginalisation of popular education: 50 years of Danish adult education policy ~ Anne Larson and Pia Cort Adult basic education in Australia: in need of a new song sheet? ~ Keiko Yasukawa and Pamela Osmond Part V : Transnational perspectives Education policy and the European Semester: challenging soft power in hard times ~ Howard Stevenson, Alison Milner, Emily Winchip and Lesley Hagger- Vaughan Rethinking adult education for active participatory citizenship and resistance in Europe ~ George K. Zarifi s Leaving no one behind: bringing equity and inclusion back into education ~ Carlos Vargas- Tamez Afterword: resources of hope ~ Mary Hamilton and Lyn Tett

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