Moral and social purpose of education Books
Bristol University Press Resisting Neoliberalism in Education
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.Table 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
£25.64
Bristol University Press Transformative Teaching and Learning in Further
Book SynopsisBased on the Transforming Lives research project, this book explores the transformative power of further education. Outlining a critical approach to educational research and practice, the book draws on the testimonies of students and teachers to construct a model of transformative teaching and learning.Table of ContentsIntroduction 1. The Transforming Lives research project and the further education policy context 2. Researching further education and putting a critical embodied research methodology into practice 3. Using digital technologies in social justice research 4. Stories of transformative teaching and learning 5. Transformative teaching and learning and social justice 6. Transformative teaching and learning and education leadership 7. So what is transformative teaching and learning? Extending our theoretical and embodied understandings 8. What needs to be done
£76.50
Bristol University Press Schooling in a Democracy
Book SynopsisCOVID-19 has widened inequalities in schools and left the future uncertain. Richard Riddell argues that the increasingly narrow focus of education governance has made new thinking impossible and has degraded public life. Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.Table of Contents1. The emptiness of English public policy 2. Where it all begins: the tasks for Education and others 3. Governance change in England 4. Middle tier functioning, standards, places and school ecosystems 5. But society won’t wait: the communities around the school and the role of local government 6. More muddle: English Education’s unstable assemblage 7. Wider parallels: limitations at the top 8. The construction of central governments that find it all too difficult 9. Re-democratising and re-politicising 10. Conclusion: Beginning to return English schooling to the public service
£76.50
Bristol University Press The Pursuit of Possibility
Book SynopsisNigel Thrift explores recent changes in the British research university that threaten to erode the quality of these higher education institutions. He considers what a research university has now become by examining the quandaries that have arisen from a succession of misplaced strategies and false expectations.Table of Contents1: Is that a ‘university’? I’m not sure Part I: The research university 2: So what is a ‘university’? Part 1: Architecture and academics 3: So what is a ‘university’? Part 2: Students, parents and other constituencies Part II: The contemporary British university system 4: A new Robbins? Recent changes in British universities 5: The hardy perennials 6: The Australianisation of British higher education 7: On vice- chancelloring – a footnote Part III: The research university of the future 8: So what is a research university? 9: Redesigning the research university
£76.50
BUP - Policy Press Decolonising Community Education and Development
Book Synopsis
£72.00
BUP - Policy Press Decolonising Community Education and Development
Book Synopsis
£25.19
University of Toronto Press The New Spirit of Creativity
Book SynopsisThis book traces the many alignments between contemporary artistic creativity and its formal organization within higher education.Table of ContentsIntroduction: The New Spirit of Creativity Section I: Creativity, Critique, and the Art School 1. Our New Spirit and the Dilemmas of Artistic Critique Positioning the New Spirit of Creativity Fond Memories of Rebellion 2. What Could Be More Creative Than an Art School?: Canada’s Art and Design Universities Art and Design Higher Education in Canada The Art School, the Art College, the Art University New Challenges, Familiar Stories Section II: Everyday Work at Imagination University Meet the Faculty 3. Welcome to the Department of Non-Applied Creativity: Strategic Planning and Talk of Research The Dilemmas of Research at the Art and Design University Talk of Research The Rise of Niche Bureaucracy 4. Creative Excellence, Ambiguity, and Audit Culture Designating and Measuring Creative Value Judging Others and the Boundaries of Creative Practices The Openness and Uncertainty of Interpretation 5. Performing at the “Shit Show”: The Conscripted Performers of Institutional Identity The Cultural and Economic Performativity of Work Creative Identities at Work The Institution and the Abject The Cost of Remedy 6. Navigating the Permanent-temporary Divide: Insecurity, Flexibility, and Nostalgia Academic Work and Labour in Transition Redeeming Insecurity: Distancing Strategies and Associations Exiting the Institution 7. Rocks and Bubbles: Metaphors of Institutional Duress Describing Institutional Landscapes in Times of Uncertainty Between a Rock and a Hard Place The Fragility of Creative Past and Future Same Difference Conclusion The Terms of Compromise Methodological Appendix Notes Bibliography Index
£26.99
University of Toronto Press Global Citizenship Education
Book SynopsisDrawing on contemporary global events, this book highlights how global citizenship education can be used to critically educate about the complexity and repressive nature of global events and our collective role in creating a just world.Table of ContentsIntroduction Eva Aboagye and S. Nombuso Dlamini Section I: Key Theories and Concepts of Global Citizenship Education Chapter 1 The Global Context of Global Citizenship: A Pedagogy of Engagement Eva Aboagye and S. Nombuso Dlamini Chapter 2 Bridging the Local and the Global: The Role of Service Learning in Post-secondary Global Citizenship Education Sarah Eliza Stanlick Chapter 3 Peace Education as Education for Global Citizenship: A Primer Kevin Kester Chapter 4 Citizenship through Environmental Justice: A Case for Environmental Sustainability Education in Pre-Service Teacher Training in Canada Clinton Beckford Chaper 5 Human Trafficking and Implications for Global Citizenship Education: Gender Equality, Women’s Rights and Gender-Sensitive Learning Mikhaela Gray-Beerman Section II: Case Studies Chapter 6 A Case-study Exploration of Deweyan Experiential Service Learning as Citizenship Development Catherine A. Broom and Heesoon Bai Chapter 7 Vacationing Beyond the Beacon Path – Checkmate! Examining Global Citizenship and Service-Learning Education through Reflective Practice in Grenada and Jamaica Karen Naidoo and Marie Benjamin Chapter 8 Promoting Global Citizenship Outside the Classroom: Undergraduate-Refugee Learning in Practice Gisella Gisolo and Sarah Stanlick Chapter 9 Social Justice and Global Citizenship Education in Social Work Context: A Case of Caveat Emptor Paul Banahene Adjei Chapter 10 Global Citizenship Education: Institutional Journeys to Socially Engaged Students in Canada Eva Aboagye Chapter 11 They Want to be Global Citizens: Now What? Implications of the NGO Career Arc for Students, Faculty Mentors, and Global Citizenship Educators Andrew M. Robinson Conclusion Global Citizenship Education - The Present and the Future Eva Aboagye and S. Nombuso Dlamini Contributor List
£40.50
University of Toronto Press The Grammar Rules of Affection
Book SynopsisThis interdisciplinary study argues that the intersection of pedagogical and affective language in Renaissance literature shows that emotion was conceived as a conventional practice.Trade Review"This well-researched book illuminates an excellent topic from the history of early modern philology and the relationship of literature and grammar-school education: how classroom teaching and the learning of grammar in the age of Shakespeare frequently connected language to emotions, and how this connection was manifested in different forms of conduct presented in drama and poetry by writers who absorbed the grammar curriculum in school." -- Goran Stanivukovic, Saint Mary’s University * Renaissance and Reformation *Table of ContentsIntroduction 1. “Precept and Practice”: Theories of Grammar from the Medieval to the Early Modern Period 2. “Heart-Ravishing Knowledge”: Love and Learning in Sidney’s Astrophil and Stella 3. The Ablative Heart: Love as Rule-Guided Action in Shakespeare’s Love’s Labour’s Lost 4. “Shapes of Grief”: The Grammatical and the Ineffable in Shakespeare’s Hamlet 5. “Drunken Custom”: Rules, Embodiment, and Exemplarity in Jonson’s Humors Plays Conclusion Notes Works Cited
£31.50
University of Toronto Press Cultivating Kindness An Educators Guide
Book SynopsisCultivating Kindness sheds light on just how children and adolescents are kind, especially in school. Grounded in psychological and educational research on kindness and supported with illustrations capturing the voices of public school students, this book enhances our understanding of kindness.Written with educators in mind, Cultivating Kindness draws from surveys and interviews with more than three thousand children and adolescents. Author John-Tyler Binfet shares perspectives on kindness from the very individuals we hope will embrace kindness. Interwoven among examples from students are findings from peer-reviewed studies on topics exploring the role of joy and stress contagions on fostering or thwarting kindness, the concept of kind discipline, and how to measure kindness in school. This book also includes a kindness checklist to guide educators wishing to implement and foster kindness in their classrooms or schools. In addition to practical scenarioTable of ContentsDedication Epigraph Illustrations Tables 1. Introduction 2. The Interplay between Kindness and Social and Emotional Learning 3. Mechanisms Underpinning the Benefits of Kindness 4. Responsive Kindness 5. Intentional Kindness 6. Quiet Kindness 7. Fostering Kindness 8. Measuring Kindness 9. Conclusion References Index
£22.49
University of Toronto Press Taoism Teaching and Learning
Book SynopsisThe ancient Chinese philosophy of Taoism contains profound wisdom about the cosmos, nature, human life, and education. Taoism seeks to be in harmony with nature, and using it as a guide can help us live in a way that is healing to both ourselves and the planet. Taoism, Teaching, and Learning identifies key aspects of Taoist thought and highlights how these principles can promote a holistic approach to teaching and learning. In particular, this book offers educators guidelines and pedagogical examples for how to instil a perspective of interconnectedness into their classrooms. It sheds light on how philosophical Taoism articulates a vision of the universe and life that mirrors the actual realities of nature. Providing frameworks and methods for teaching and learning based on the interconnectedness of life, Taoism, Teaching, and Learning develops an inspiring vision for education and helps us to see our world in a deeply holistic and meaningful way.Table of ContentsForeword Preface 1. Exploring Taoist Educational Philosophies in a Classical Suzhou Garden 2. Bringing Education into Harmony with the Way Things Are 3. Self-Cultivation 4. Wu-Wei: Teaching with Ease and Grace 5. Balancing Yin and Yang 6. Taoism and Holistic Education 7. Yin and Yang: Play in Kindergarten and the Teachers’ Role 8. A New Vision for Education
£17.99
University of Toronto Press Social Justice Pedagogies
Book SynopsisThis collection aims to develop and provide new platforms and strategies for making social justice education more accessible.Table of ContentsList of Illustrations Acknowledgments Preface 1. Editor’s Introduction Katrina Sark 2. Resurgent Mobilizations and Decolonial Practices in Education Sage Lacerte 3. Social Justice Pedagogy: Memorial Work in Action Helga Thorson 4. It Takes a Village – New Pedagogical Approaches to Collaborative Inquiries with Holocaust Survivors and Their Descendants Charlotte Schallié 5. Historical Objects as Tools for Social Justice: How Holocaust Artefacts Can Bridge Social Justice and Human Rights Pedagogies Braden Russell 6. Fostering Justice in Learning Relationships among Social Work Students Sarah Todd 7. Paying Attention to Everyday Discourse: Critical Pedagogies for Disrupting Language and Power Beth Buyserie and Ashley S. Boyd 8. Writing Fictional Narratives to Promote Social Justice Education: Towards a Heuristic-Dialogic Model of Didactic Design Franco Passalacqua 9. Teaching Mental Illness through Film and Film through Mental Illness Tobias Dietrich 10. Future Perfect: Teaching the Power of Emancipatory Imagination Nina Belmonte 11. Experiencing Social (In-)Justice and Empathy through Drama Pedagogy: Lessons from a Student Theatre Production of G.E. Lessing’s Nathan the Wise Elena Pnevmonidou 12. Teaching Politically Relevant Authentic Texts: Integrating Social Justice Pedagogies and Literacy-Based Approaches in the Beginning Language Classroom Kathryn Sederberg and Magda Tarnawska Senel 13. Transnational Hip-Hop and Social Justice Pedagogy: Approaches to Race and Belonging in the Media Studies Classroom Didem Uca, Kate Zambon, and Maria Stehle 14. Podcast Pedagogy: Addressing Populism and Social Justice as Vocal Justice Peter Schweppe and Adrian Richard Wagner 15. The Integration of Social Justice Pedagogy through Virtual Exchange Diane Ceo-DiFrancesco 16. Intercultural Telecollaboration as Social Pedagogy Jennifer Ruth Hosek 17. Fashion and Social Justice – Teaching and Questioning Otto von Busch 18. Getting Beyond Alterity: Building a Just Post-Fashion Curriculum Sandra Niessen 19. Social Justice, Intersectionality, and Decoloniality Katrina Sark Contributors
£45.05
University of Toronto Press Rethinking Freire and Illich
Book SynopsisMarking the fiftieth anniversary of two of the most influential books in modern educational and social theory, Rethinking Freire and Illich introduces readers to the results of the symposium of Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society. The collection uniquely analyses Freire and Illich together, although not in a comparative way. It acknowledges that both Freire and Illich led in different ways to a new approach to perceiving and understanding the concept of liberation as a human condition, while also presenting current criticisms of their work from a gendered perspective and by Indigenous scholars in the US and Canada. Drawing on contributions from historians of education, theologians, digital experts, and philosophers of education, the book offers a historical analysis using extensive primary sources and an originality of topics. It introduces the ways in which the current generation reads the overall Table of ContentsIntroduction Rosa Bruno-Jofré, Michael Attridge, and Jon Igelmo Zaldivar Part I: Historical Framework 1. Pedagogy of the Oppressed and Deschooling Society in the Long 1960s: A Contextualization Rosa Bruno-Jofré and Jon Igelmo Part II: Theological Intersections in Freire’s Work and Their Impact on Catholicism 2. The Reception of Paulo Freire at the Second Episcopal Conference of Latin America (CELAM II) in 1968 Michael Attridge 3. Paulo Freire and the Jesuit Intellectual and Educational World in Chile (1964–1969): A Collateral and Indirect Relationship Cristobal Madero 4. Lonergan and Freire: An Initial Conversation Darren Dias 5. “The Wolf Shall Dwell with the Lamb”: Traces of Prophetic Judaism in the Concept of Love in Pedagogy of the Oppressed Gonzalo Jover and David Luque 6. Sisters of Our Lady of the Missions (RNDM) and Paulo Freire: Weaving a Web of Life Veronica Dunne Part III: Freire and Illich and Contemporary Critical Issues in Education 7. Ivan Illich, Gender, and Energy R.W. Sandwell 8. Building Convivial Educational Tools in the Twenty-First Century Ana Jofre, Kristina Boylan, and Ibrahim Yucel 9. In Support of Critical Thinking Education: Praxis and Dialogue in Digital Learning Ina Ghita 10. The Ideas of Ivan Illich in the History of the Homeschooling/Unschooling Movement and His Intellectual Relationship with John Holt Jon Igelmo Zaldívar and Patricia Quiroga Uceda 11. “The Time Has Come to Make the World Safe from Lifelong Education”: John Ohliger, Ivan Illich, and Mandatory Continuing Education Josh Cole Part IV: Freire and Illich and Indigeneity 12. From Nutrix Educat to Ju-jum dakim: A Possible Resolution for Ivan Illich’s Forsaken Ritual Chris Beeman 13. Reading Pedagogy of the Oppressed through the Lens of Indigenous Education: Reflections on Overlaps, Departures, and Social Developments Lindsay A. Morcom Part V: Freire in Attempts at Transformation in Asia in the Last Decades 14. An Historical Analysis of the Application of Paulo Freire’s Critical Literacy in the Design of the Rural Advancement Committee’s (BRAC) Functional Education Curriculum in Bangladesh from 1972 to 1981 Mohammad Fateh 15. The Influence and Legacy of Freire’s Ideas on Adult Literacy in Post-New War Timor-Leste Tom O’Donoghue Part VI Epilogue: From Theory to Practice and Back Again James Scott Johnston Artist’s Statement Alan Wilkinson
£44.10
University of Toronto Press Feeling Obligated
Book SynopsisFeeling Obligated illustrates and interrogates the experience of teaching in today's Canadian schools.Table of ContentsAcknowledgments Introduction: The “Miserable Conditions” of Teaching 1. Precarious Others: Valuing Singularity 2. Alienation and Exclusion: Appreciating Proximity 3. Shamed and Shaming: Honouring Students 4. Destitute and Dying: Preserving Dignity 5. Fears and Frustrations: Acknowledging Desire 6. Revitalizing Teaching as Vocation Index
£52.70
University of Toronto Press Feeling Obligated
Book SynopsisFeeling Obligated combines theoretical insights with the first-hand experiences of Canadian teachers to illustrate the impact of neoliberalism the installation of market norms into educational and social policies on teachers’ professional integrity. Anne M. Phelan and Melanie D. Janzen illustrate the miserable conditions in which teachers teach, their efforts to navigate and withstand those circumstances, and their struggle to respond ethically to students, especially those already marginalized economically and socially. Exploring how educational policies attempt to recast teachers as skilled clinicians, the book revitalizes a conversation about teaching as a vocation wherein the challenge of obligation is of central concern. Haunted by what has already happened and threatened by what may yet occur, Feeling Obligated foregrounds the challenge of ethical obligation in teaching and makes a strong case for the revitalization of teaching as a vocation, Table of ContentsAcknowledgments Introduction: The “Miserable Conditions” of Teaching 1. Precarious Others: Valuing Singularity 2. Alienation and Exclusion: Appreciating Proximity 3. Shamed and Shaming: Honouring Students 4. Destitute and Dying: Preserving Dignity 5. Fears and Frustrations: Acknowledging Desire 6. Revitalizing Teaching as Vocation Index
£19.79
Bristol University Press Ethnic Segregation Between Schools: Is It
Book SynopsisThere is an enduring belief amongst some that segregation is worsening and undermining social cohesion, and that this is especially visible in the growing divides between the schools in which our children are educated. This book uses up-to-date evidence to interrogate some of the controversial claims made by the 2016 Casey Review, providing an analysis of contemporary patterns of ethnic, residential and social segregation, and looking at the ways that these changing geographies interact with each other.Table of ContentsEthnic Segregation in England: Discourse and Debate The Changing Ethnic Composition of the School- Age Population Measures of Segregation and Diversity Across Local Authorities How Concentrated Are Ethnic Groups in Schools? Does School Choice Add to Residential Ethnic Segregation? Do Socio- Economic Separations Add to Ethnic Segregation? Conclusion: Ethnic Segregation Is Not Increasing
£75.99
Information Age Publishing Social and Emotional Learning in Out-Of-School
Book SynopsisThis volume focuses on social and emotional learning (SEL) from a variety of perspectives. The goal of the volume is to offer a clear framing of SEL in relation to other related out-of-school time concepts and initiatives. SEL has gained popularity as a concept in recent years and there remains confusion as well as great interest in the meaning and implementation of SEL in OST. Policymakers, researchers, and practitioners are pursuing work related to SEL in OST and this volume offers an opportunity to share that work by: Defining and explaining SEL in a variety of out of school contexts and highlighting opportunities for integration and alignment with other fields (e.g., formal education) Clarifying the language and framework confusion and honoring the field’s foundation in thinking about social and emotional development through high quality youth development practice Sharing information about current trends and new developments and how that work is shaping the field across the developmental continuum Making the research to practice connection by including in each chapter foundational research on the topic, evidence of effective efforts, and practical implications Offering recommendations for researchers, practitioners, and policymakers related to SEL in OST settings Trade ReviewThe social and emotional development of our nation's youth is a common, essential concern of those working in school and out of school. This volume will be the catalyst for long overdue conversation, collaboration, and synergy. It is essential reading for practitioners, researchers, and policy makers in both contexts who are concerned with preparing children for the tests of life, and not a life of tests."" —Maurice J. Elias, Ph.D. Rutgers University, Co-director Academy for Social-Emotional Learning in Schools and After School Settings.""Having spent all of my adult life working with, and advocating for, high-quality youth programming, I understand the critical role out-of-school-time (OST) programs play in the social and emotional development of young people. As the Executive Director of the New York State Network for Youth Success, I am thrilled to see such a comprehensive view of current best practices and research on social-emotional learning (SEL) in OST programs. It is exciting and encouraging to see so much documented progress with SEL in OST condensed into one comprehensive book that furthers understanding of both research-informed practices and systems building around policy. This book, edited by two leading researchers in the field, Elizabeth Devaney and Deborah Moroney, should be required reading for any practitioners, policy makers, and educators in the field. Both the editors' and contributors' emphasis on making SEL an ""intentional practice"" is the exact conversation we all should be having right now."" —Kelly Malone Sturgis Executive Director, New York State Network for Youth Success.""Social Emotional Learning and Out-Of-School-Time: Foundations and Futures is an extremely important and timely publication. The scope and depth of this work makes it a must read for any serious out-of-school-time or K-12 educator. In 2014 California identified social emotional learning as the most promising bridge to bring coherence between expanded learning programs and the school day. (A Vision for Expanded Learning in California – Strategic Plan 2014-2016) I have found this to be the exact case. All across California, school day and out-of-school-time professionals are having deep and authentic conversations about youth centered collaborative efforts. We also know that providing social emotional development opportunities is a corner stone for any high quality out-of-school-time program. I plan to share this publication widely with K-12 educators, policy makers, parents and so many others."" —Michael Funk, Director, Expanded Learning Division, California Department of Education.Table of Contents Foreword: Social and Emotional Learning In and Out of School Benefits Young People, Joseph l. Mahoney and Roger P. Weissberg. Section I: Sel In Ost: Background And Frameworks. Focusing and Framing SEL in OST: An Introduction to the Volume, Elizabeth Devaney and Deborah Moroney. The Challenges of Blending Youth Development and Social and Emotional Learning: Getting More Intentional About How Competencies Are Both Caught and Taught in Out-of-School Time, Dale A. Blyth. Section II: Research-Informed Sel Practice. From Quality to SEL: A Community in Motion, Christina Dandino, Luiz A. Perez, and Carla Stough Huffman. Social and Emotional Learning in Elementary School, Bridget Durkan Laird, Jolie Logan, and Elizabeth Mester. A Combined Approach to Summer, SEL, and STEM in Boston and Providence, Hillary Salmons and Chris Smith. Supporting Social and Emotional Learning Among Teens Through Instructor Practice, Mary Ellen Caron and Jill Young. Social and Emotional Learning and Connections to the School Day, Katie Brohawn and Saskia Traill. How Out-of-School Time Can Support College and Career Readiness Through Social and Emotional Learning, Jennifer Brown Lerner and Carinne Deeds. Section III: Sel Systems And Policy. Building a System of SEL: A Pathway to Change, Leona Hess, Denice Williams, J. Tyler McCormick, and Jessica Jackson. The Role of Statewide After-School Networks in Social and Emotional Learning Systems Building, Ken Anthony. Building Capacity for Social and Emotional Learning at the District and State Level, Katie Brackenridge. Social and Emotional Learning in Out-of-School Time: Public Opinion and Policy Landscape, Jodi Grant and Dan Gilbert. SEL: Fertile Ground for Philanthropy, Rebecca Goldberg, Haviland Rummel Sharvit, and Polly Singh. Section IV: Sel Research, Measurement, And Assessment. The Measurement of Youth Social and Emotional Competencies in OST Settings, Gil G. Noam, Patricia J. Allen, and Bailey Triggs. Describing and Measuring Adult Instructional Practice in OST Settings for Middle and High School Youth, Kiley Bednar, Karen Pittman, Joseph Bertoletti, Poonam Borah, Stephen C. Peck, and Charles Smith. Measuring Social and Emotional Skills in OST Settings: Opportunities and Challenges, Neil Naftzger and Sarah Terry. Closing Commentary, Karen Pittman.
£49.95
Information Age Publishing Social and Emotional Learning in Out-Of-School
Book SynopsisThis volume focuses on social and emotional learning (SEL) from a variety of perspectives. The goal of the volume is to offer a clear framing of SEL in relation to other related out-of-school time concepts and initiatives. SEL has gained popularity as a concept in recent years and there remains confusion as well as great interest in the meaning and implementation of SEL in OST. Policymakers, researchers, and practitioners are pursuing work related to SEL in OST and this volume offers an opportunity to share that work by: Defining and explaining SEL in a variety of out of school contexts and highlighting opportunities for integration and alignment with other fields (e.g., formal education) Clarifying the language and framework confusion and honoring the field’s foundation in thinking about social and emotional development through high quality youth development practice Sharing information about current trends and new developments and how that work is shaping the field across the developmental continuum Making the research to practice connection by including in each chapter foundational research on the topic, evidence of effective efforts, and practical implications Offering recommendations for researchers, practitioners, and policymakers related to SEL in OST settings Trade ReviewThe social and emotional development of our nation's youth is a common, essential concern of those working in school and out of school. This volume will be the catalyst for long overdue conversation, collaboration, and synergy. It is essential reading for practitioners, researchers, and policy makers in both contexts who are concerned with preparing children for the tests of life, and not a life of tests."" —Maurice J. Elias, Ph.D. Rutgers University, Co-director Academy for Social-Emotional Learning in Schools and After School Settings.""Having spent all of my adult life working with, and advocating for, high-quality youth programming, I understand the critical role out-of-school-time (OST) programs play in the social and emotional development of young people. As the Executive Director of the New York State Network for Youth Success, I am thrilled to see such a comprehensive view of current best practices and research on social-emotional learning (SEL) in OST programs. It is exciting and encouraging to see so much documented progress with SEL in OST condensed into one comprehensive book that furthers understanding of both research-informed practices and systems building around policy. This book, edited by two leading researchers in the field, Elizabeth Devaney and Deborah Moroney, should be required reading for any practitioners, policy makers, and educators in the field. Both the editors' and contributors' emphasis on making SEL an ""intentional practice"" is the exact conversation we all should be having right now."" —Kelly Malone Sturgis Executive Director, New York State Network for Youth Success.""Social Emotional Learning and Out-Of-School-Time: Foundations and Futures is an extremely important and timely publication. The scope and depth of this work makes it a must read for any serious out-of-school-time or K-12 educator. In 2014 California identified social emotional learning as the most promising bridge to bring coherence between expanded learning programs and the school day. (A Vision for Expanded Learning in California – Strategic Plan 2014-2016) I have found this to be the exact case. All across California, school day and out-of-school-time professionals are having deep and authentic conversations about youth centered collaborative efforts. We also know that providing social emotional development opportunities is a corner stone for any high quality out-of-school-time program. I plan to share this publication widely with K-12 educators, policy makers, parents and so many others."" —Michael Funk, Director, Expanded Learning Division, California Department of Education.Table of Contents Foreword: Social and Emotional Learning In and Out of School Benefits Young People, Joseph l. Mahoney and Roger P. Weissberg. Section I: Sel In Ost: Background And Frameworks. Focusing and Framing SEL in OST: An Introduction to the Volume, Elizabeth Devaney and Deborah Moroney. The Challenges of Blending Youth Development and Social and Emotional Learning: Getting More Intentional About How Competencies Are Both Caught and Taught in Out-of-School Time, Dale A. Blyth. Section II: Research-Informed Sel Practice. From Quality to SEL: A Community in Motion, Christina Dandino, Luiz A. Perez, and Carla Stough Huffman. Social and Emotional Learning in Elementary School, Bridget Durkan Laird, Jolie Logan, and Elizabeth Mester. A Combined Approach to Summer, SEL, and STEM in Boston and Providence, Hillary Salmons and Chris Smith. Supporting Social and Emotional Learning Among Teens Through Instructor Practice, Mary Ellen Caron and Jill Young. Social and Emotional Learning and Connections to the School Day, Katie Brohawn and Saskia Traill. How Out-of-School Time Can Support College and Career Readiness Through Social and Emotional Learning, Jennifer Brown Lerner and Carinne Deeds. Section III: Sel Systems And Policy. Building a System of SEL: A Pathway to Change, Leona Hess, Denice Williams, J. Tyler McCormick, and Jessica Jackson. The Role of Statewide After-School Networks in Social and Emotional Learning Systems Building, Ken Anthony. Building Capacity for Social and Emotional Learning at the District and State Level, Katie Brackenridge. Social and Emotional Learning in Out-of-School Time: Public Opinion and Policy Landscape, Jodi Grant and Dan Gilbert. SEL: Fertile Ground for Philanthropy, Rebecca Goldberg, Haviland Rummel Sharvit, and Polly Singh. Section IV: Sel Research, Measurement, And Assessment. The Measurement of Youth Social and Emotional Competencies in OST Settings, Gil G. Noam, Patricia J. Allen, and Bailey Triggs. Describing and Measuring Adult Instructional Practice in OST Settings for Middle and High School Youth, Kiley Bednar, Karen Pittman, Joseph Bertoletti, Poonam Borah, Stephen C. Peck, and Charles Smith. Measuring Social and Emotional Skills in OST Settings: Opportunities and Challenges, Neil Naftzger and Sarah Terry. Closing Commentary, Karen Pittman.
£87.40
Information Age Publishing Competing Frameworks: Global and National in
Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.
£47.45
Information Age Publishing Competing Frameworks: Global and National in
Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.
£87.40
Information Age Publishing How to Transform Workplace Bullies into Allies
Book SynopsisThe rash of bullying incidents within schools, universities, and workplaces has prompted a public outcry and a call to action. To address the growing problem of interpersonal violence, schools have engaged in anti -bullying rallies, businesses have enacted civility policies, states have passed legislation, and efforts have been made to educate individuals on what constitutes good behavior. Increasingly, institutions are realizing from a cost/benefit perspective that a hurtful environment can negatively impact their bottom line. Correspondingly, the rising number of climate surveys to address bullying at work is a testament to the importance of this topic and its potential negative impact.Colleges and universities confirm the need to create a more welcoming culture, as reflected in the current dialogue to promote civility. Publisher offerings in business ethics are inadequate to address this issue, as they focus on the importance of social responsibility and the fallout from moral turpitude. There is a pressing need for materials that will educate students on “civil” concepts and provide them with applied learning. Institutions of higher education would like to inform students about bullying, its ramifications, and how it can be avoided, but a compendium of related exercises is in most cases non-existent.To solidify student learning about positive citizenship, an established author (and anti-bullying activist) has proposed How to Transform Workplace Bullies into Allies. This unique groundbreaking text will provide hands-on, experiential exercises that will engage students with the material, and create a multi-dimensional focus to enable concept retention. Considered a hallmark of applied education, “learning by doing” will be this book’s primary emphasis. Exercises are designed to sharpen critical thinking, immerse students in real world dilemmas, and provide them with tools for conflict resolution. The emotional intelligence promoted by working through in-text scenarios is a soughtafter employee trait—one that is desired by classmates and career centers alike. Unfortunately, people skills at work have long been ignored in traditional college curricula. As a result, schools are creating graduates who possess technical know-how but not the skill set to effectively navigate personal encounters. The “soft skills” of people savvy, which have been deemed crucial to employee success, are in large part absent from college offerings.By navigating carefully constructed scenarios, web quests, learning modules, and “teachable moments,” readers will develop a keen awareness of what it takes to be a respectful person. Moreover, they will gain expertise in what The Society for Human Resource Management has deemed a critical skill set. Exercises to strengthen incivility awareness are designed not only to prevent potential conflict, but to create change agents within the business arena. Completion of this workbook will provide people with a competitive advantage—and their institution and workplace with a more courteous populace.
£47.45
Information Age Publishing How to Transform Workplace Bullies into Allies
Book SynopsisThe rash of bullying incidents within schools, universities, and workplaces has prompted a public outcry and a call to action. To address the growing problem of interpersonal violence, schools have engaged in anti -bullying rallies, businesses have enacted civility policies, states have passed legislation, and efforts have been made to educate individuals on what constitutes good behavior. Increasingly, institutions are realizing from a cost/benefit perspective that a hurtful environment can negatively impact their bottom line. Correspondingly, the rising number of climate surveys to address bullying at work is a testament to the importance of this topic and its potential negative impact.Colleges and universities confirm the need to create a more welcoming culture, as reflected in the current dialogue to promote civility. Publisher offerings in business ethics are inadequate to address this issue, as they focus on the importance of social responsibility and the fallout from moral turpitude. There is a pressing need for materials that will educate students on “civil” concepts and provide them with applied learning. Institutions of higher education would like to inform students about bullying, its ramifications, and how it can be avoided, but a compendium of related exercises is in most cases non-existent.To solidify student learning about positive citizenship, an established author (and anti-bullying activist) has proposed How to Transform Workplace Bullies into Allies. This unique groundbreaking text will provide hands-on, experiential exercises that will engage students with the material, and create a multi-dimensional focus to enable concept retention. Considered a hallmark of applied education, “learning by doing” will be this book’s primary emphasis. Exercises are designed to sharpen critical thinking, immerse students in real world dilemmas, and provide them with tools for conflict resolution. The emotional intelligence promoted by working through in-text scenarios is a soughtafter employee trait—one that is desired by classmates and career centers alike. Unfortunately, people skills at work have long been ignored in traditional college curricula. As a result, schools are creating graduates who possess technical know-how but not the skill set to effectively navigate personal encounters. The “soft skills” of people savvy, which have been deemed crucial to employee success, are in large part absent from college offerings.By navigating carefully constructed scenarios, web quests, learning modules, and “teachable moments,” readers will develop a keen awareness of what it takes to be a respectful person. Moreover, they will gain expertise in what The Society for Human Resource Management has deemed a critical skill set. Exercises to strengthen incivility awareness are designed not only to prevent potential conflict, but to create change agents within the business arena. Completion of this workbook will provide people with a competitive advantage—and their institution and workplace with a more courteous populace.
£87.40
Information Age Publishing Voices of Social Education: A Pedagogy of Change
Book SynopsisThere is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world.Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice.Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter—a common space—where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
£49.95
Information Age Publishing Voices of Social Education: A Pedagogy of Change
Book SynopsisThere is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world.Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice.Voices of Social Education: A Pedagogy for Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter—a common space—where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
£87.40
Information Age Publishing School is Life, Not a Preparation for Life —
Book SynopsisTeacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
£44.96
Information Age Publishing School is Life, Not a Preparation for Life —
Book SynopsisTeacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress. The intent of this volume of Middle Level Education and the Self-Enhancing School titled, “School is Life, Not a Preparation for Life”-John Dewey: Democratic Practices in Middle Grades Education, is to take the thoughts about the middle grades school curriculum presented in volume one (Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School) and demonstrate the efforts taking place in teacher education programs and middle grades classrooms today. Volume two is organized into two parts, efforts within teacher education programs and efforts of practitioners in the middle grades classrooms.We asked authors in both contexts to address the following questions: 1. Antecedents: What knowledge, skills and dispositions must be in place in all stakeholders to have teacherpupil planning serve a central role in the middle grades teacher education program or middle grades classroom? 2. Implementation: What does the teacher-pupil planning process look like within your teacher education program or middle grades classroom? 3. Outcomes: What benefits (knowledge, skills, and dispositions) are derived from the implementation of teacher-pupil planning in your teacher education program or your middle grades classroom?
£82.80
Information Age Publishing (Re)Designing Programs: A Vision for
Book SynopsisGiven the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students.The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.Trade ReviewJennifer Jacobs and Rebecca West Burns' book, (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation, is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators."" —D. John McIntyreTable of Contents Foreword, Bernard Badiali Chapter 1: Introduction Chapter 2: Policy Guidelines Chapter 3: Partnerships Chapter 4: Clinical Experiences Chapter 5: Coherence Chapter 6: Coursework and Curriculum Chapter 7: University-based Teacher Educators Chapter 8: School-based Teacher Educators Chapter 9: Teacher Candidate Supervision and Evaluation Chapter 10: Research Chapter 11: Instructional Leadership Chapter 12: Conclusion: A Lexicon for Equity-Driven, Clinically Based Teacher Preparation Appendix
£47.45
Information Age Publishing (Re)Designing Programs: A Vision for
Book SynopsisGiven the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students.The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation.While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.Trade ReviewJennifer Jacobs and Rebecca West Burns' book, (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation, is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators."" —D. John McIntyreTable of Contents Foreword, Bernard Badiali Chapter 1: Introduction Chapter 2: Policy Guidelines Chapter 3: Partnerships Chapter 4: Clinical Experiences Chapter 5: Coherence Chapter 6: Coursework and Curriculum Chapter 7: University-based Teacher Educators Chapter 8: School-based Teacher Educators Chapter 9: Teacher Candidate Supervision and Evaluation Chapter 10: Research Chapter 11: Instructional Leadership Chapter 12: Conclusion: A Lexicon for Equity-Driven, Clinically Based Teacher Preparation Appendix
£87.40
Information Age Publishing Lessons for Creating a Culture of Character and
Book SynopsisThe intent of this playbook is to enable PK-12 teachers, teachers-in-training, counselors, and coaches to use character and peace education lessons to enrich their curriculum and help students expand their knowledge and understanding of themes and content in each of the book's chapters.The lesson plans will help students discover, learn, reflect on, and make connections between and among each of the chapters in the book, such as Character Development, Peace Awareness, Special Skills, and Selfdiscipline, Respect, Responsibility, Relationships, and Conflict Resolution.This playbook is designed in such a way that you may take any one of the lessons and implement it at any time you find a teachable moment or want to focus on a particular topic or theme. The lessons have been designed to help you and your students ""reflect" upon and make ""connections"" between the content and activities of each lesson.At the end of each chapter is a stop-sign symbol suggesting one "read/reflect/respond." The playbook is rich in references, research, and resources.
£44.96
Information Age Publishing Lessons for Creating a Culture of Character and
Book SynopsisThe intent of this playbook is to enable PK-12 teachers, teachers-in-training, counselors, and coaches to use character and peace education lessons to enrich their curriculum and help students expand their knowledge and understanding of themes and content in each of the book's chapters.The lesson plans will help students discover, learn, reflect on, and make connections between and among each of the chapters in the book, such as Character Development, Peace Awareness, Special Skills, and Selfdiscipline, Respect, Responsibility, Relationships, and Conflict Resolution.This playbook is designed in such a way that you may take any one of the lessons and implement it at any time you find a teachable moment or want to focus on a particular topic or theme. The lessons have been designed to help you and your students ""reflect" upon and make ""connections"" between the content and activities of each lesson.At the end of each chapter is a stop-sign symbol suggesting one "read/reflect/respond." The playbook is rich in references, research, and resources.
£82.80
Information Age Publishing At the Schoolhouse Gate: Stakeholder Perceptions
Book SynopsisThe objective of this edited volume is to shed light upon K-12 perspectives of various school stakeholders in the current unique context of increasing political polarization and heightened teacher and student activism. It is grounded in academic freedom case law and the majority of opinion of the Supreme Court in the Tinker v. Des Moines Independent Community School District (1969) that held that certain forms of expression are protected by the First Amendment. Justice Fortas wrote in the majority opinion that "it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate."This volume is timely and instructive, as protections afforded by the First Amendment are a topic of enduring concern, with such freedoms requiring vigilant advocacy and protection from each generation. Paulo Freire stated, "Citizenship is not obtained by chance: It is a construction that, never finished, demands we fight for it" (1998, p. 90). There is confusion and much debate in and outside of schools about how and when these and other rights described in the First Amendment may or may not be limited, and the time is now to clarify the place of such rights in public education.At the Schoolhouse Gate is divided into three sections: Foundations, Case Studies of Rights in Schools, and Choices to Act. The "Foundations" section presents the case law pertaining to the rights of both teachers and students, setting the tone for what presently is permissible and chronicling the ongoing struggle with defining rights and responsibilities in schools. In "Case Studies of Rights in Schools," various authors examine teacher and student interactions with rights and responsibilities in schools, including the interest of students in participating with their teachers in the democratic experiment of schooling, the promise of student-led conferences, a new teacher's success with democratizing her classroom, and student views of news and technology. "Choices to Act" includes a portrait of teacher activism during the Oklahoma Walkout, a general counsel's advice to teachers for availing themselves of their rights, a story of a civic education curriculum generating student agency, and vignettes of two public high school students who took action in their schools and communities.
£44.96
Information Age Publishing At the Schoolhouse Gate: Stakeholder Perceptions
Book SynopsisThe objective of this edited volume is to shed light upon K-12 perspectives of various school stakeholders in the current unique context of increasing political polarization and heightened teacher and student activism. It is grounded in academic freedom case law and the majority of opinion of the Supreme Court in the Tinker v. Des Moines Independent Community School District (1969) that held that certain forms of expression are protected by the First Amendment. Justice Fortas wrote in the majority opinion that "it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate."This volume is timely and instructive, as protections afforded by the First Amendment are a topic of enduring concern, with such freedoms requiring vigilant advocacy and protection from each generation. Paulo Freire stated, "Citizenship is not obtained by chance: It is a construction that, never finished, demands we fight for it" (1998, p. 90). There is confusion and much debate in and outside of schools about how and when these and other rights described in the First Amendment may or may not be limited, and the time is now to clarify the place of such rights in public education.At the Schoolhouse Gate is divided into three sections: Foundations, Case Studies of Rights in Schools, and Choices to Act. The "Foundations" section presents the case law pertaining to the rights of both teachers and students, setting the tone for what presently is permissible and chronicling the ongoing struggle with defining rights and responsibilities in schools. In "Case Studies of Rights in Schools," various authors examine teacher and student interactions with rights and responsibilities in schools, including the interest of students in participating with their teachers in the democratic experiment of schooling, the promise of student-led conferences, a new teacher's success with democratizing her classroom, and student views of news and technology. "Choices to Act" includes a portrait of teacher activism during the Oklahoma Walkout, a general counsel's advice to teachers for availing themselves of their rights, a story of a civic education curriculum generating student agency, and vignettes of two public high school students who took action in their schools and communities.
£82.80
Harvard Educational Publishing Group Teach for Climate Justice: A Vision for
Book SynopsisA proactive, inclusive plan for the cross-disciplinary teaching of climate change from preschool to high school.In Teach for Climate Justice, accomplished educator and social and emotional learning expert Tom Roderick proposes a visionary interdisciplinary and intersectional approach to PreK–12 climate education. He argues that meaningful instruction on this urgent issue of our time must focus on climate justice—the convergence of climate change and social justice—in a way that is emotionally safe, developmentally appropriate, and ultimately empowering.Drawing on examples of real-life educators teaching climate change, Roderick identifies eight key dimensions of climate education that will prepare students to face the challenges of the climate crisis and give them the means to take action. These dimensions include not only educating for a deep understanding of the scientific, geopolitical, and socioeconomic equity issues that surround global warming, but also cultivating appreciation for the environment, building a supportive community, and fostering active hope for the future. Roderick's intentional layering of skills will help students develop the knowledge and sense of agency necessary to engage in civil resistance and nonviolent activism. In support of this crucial endeavor, Roderick suggests evidence-based teaching strategies, practices that promote inclusivity, and tools for social and emotional learning.This timely and uplifting book lays out a powerful vision for teaching, learning, and curriculum development to nurture a generation of courageous, informed advocates for climate justice.Trade Review“Teach for Climate Justice is a powerful ‘how to’ guide for environmental education. It is full of practical advice on how to teach students about the urgency of our climate crisis and what they can do to address it, with many illustrative vignettes of the best work in our classrooms and schools. It will be a vital resource for educators working in this critical area.”—Randi Weingarten, president, American Federation of Teachers“Tom Roderick has written a timely and invaluable new book on the most important issue of our time—climate justice. Aimed at educators, he makes it clear that despite the numerous other expectations and responsibilities that have been foisted upon schools, this is a subject that cannot be ignored. Written in a clear and compelling manner, Teach for Climate Justice is a call to action supported by strategies that show us how to take on this important work.”—Pedro Noguera, Emery Stoops and Joyce King Stoops Dean, Rossier School of Education, University of Southern California“This is not a book that tries to scare us into caring about the climate emergency. Tom Roderick shows how the most effective way to teach for climate justice is to turn schools into sites of joy and justice. The book weaves an urgent analysis of the causes and impact of our climate crisis with inspiring classroom stories of teachers who seek to make a difference. Teach for Climate Justice is a festival of wisdom, imagination—and hope.”—Bill Bigelow, curriculum editor, Rethinking Schools and codirector, Zinn Education Project“A viable future depends on young people being more informed as to the root causes of climate change and knowing how to take action. Tom Roderick's Teach for Climate Justice makes the case for why climate education should be central in our curriculum and is filled with informative and inspirational stories of teachers who provide clear examples of how to teach for climate justice. These teachers offer a road map of how to be honest without leaving young people in despair. This is an invaluable book which will hopefully lead to teachers adding many more stories of their own.”—Deborah Menkart, executive director, Teaching for Change
£29.56
Canadian Scholars Professional Ethics and Law in Education: A
Book SynopsisDesigned as a guide for pre-service education students and in-service teachers, Professional Ethics and Law in Education: A Canadian Guidebook provides an accessible and accurate source of information on the ethical and legal frameworks of the teaching profession while encouraging the examination of fundamental issues that underpin key debates in Canadian schooling and education.Divided into four sections, this guidebook is grounded in the idea that teacher professionalism requires a solid understanding of the ethical and legal expectations that society has of teachers. Written for both the student and the professional, this text is an essential companion to both aspiring and active teachers. It provides clear guidance on how to navigate the complex regulatory framework of contemporary teaching while highlighting the indispensable contribution that individual judgment and shared values make to thoughtful, informed, and well-reasoned decision making in teaching, making it necessary reading for educators in Canada.Table of Contents Preface and Dedication Introduction Section I: Teacher Ethics beyond Common Sense Chapter 1. Ethical Values and the Practice of Teaching Chapter 2. Teaching, a Profession? Chapter 3. Practicing Professional Judgement Section II: Ethical and Legal Sources of Teacher Professionalism Chapter 4. Good Teachers, Professional Values, and Codes of Ethics Chapter 5. Legal and Regulatory Frameworks for Education in Canada Section III: Responsibilities to Students and Their Families Chapter 6. Student Safety and Well-Being Chapter 7. Treating Students Fairly Chapter 8. Treating Students Respectfully Chapter 9. Professional Distance in Teacher–Student Relations Chapter 10. Physical Touch in Schools Section IV: Responsibilities to Colleagues and the Profession Chapter 11. Teacher Accountability between Professional Autonomy and Academic Freedom Chapter 12. Navigating Disagreements, Complaints, and Teacher Free Speech in Schools Chapter 13. Off-Duty Conduct and Being a Teacher 24/7 References Acknowledgements Index
£54.00
ISTE Ltd and John Wiley & Sons Inc Competence and Program-based Approach in
Book SynopsisThe controversies that have developed in recent years in the field of education and training around program and competency-based approaches are not without reminiscent of those which are at the origin of a reflection on the question of methods to monitor, control, organize and shape innovation in science and technology "and led to the emergence of the notion of responsibility for innovation and research "(Pellé & Reber, 2015). This book is clearly part of this type of approach. Starting from a current state of play on the issues and controversies raised by curricular and competency-based approaches (Chapters 1 and 2), this book aims at presenting new theoretical frameworks, allowing to account for the processes implied by the implementation of these pedagogical innovations and, in particular, those which, at the very heart of the skills mobilized, promote a "responsibility" dimension. Based on a developmental approach to individual and collective competencies and their evaluation (Chapters 3, 4 and 5), it attempts to show how this approach can mobilize educational practices on strong societal issues, such as "sustainable development "(Chapter 5). Lastly, it aims to provide theoretical and practical benchmarks to help engage educational teams and institutions in these innovative and responsible approaches by providing a coherent framework for doing so (Chapters 6, 7 and 8).Table of ContentsForeword xiBernard REBER Preamble xviiCatherine LOISY and Jean-Claude COULET Introduction xixCatherine LOISY and Jean-Claude COULET Chapter 1 Program-based Approach, Curriculum and Competency-based Approach: Sense and Nonsense in the Light of Neoliberalism 1Yves LENOIR 1 1 Introduction 1 1 2 The program-based approach 2 1 2 1 Its origins and context of its deployment in international assistance 2 1 2 2 The transfer of the concept to education 5 1 3 The PBA, the course of study and curriculum: differences and similarities 6 1 3 1 The PBA: a rejection of the concept of course of study 6 1 3 2 The PBA and the curriculum 7 1 3 3 Two distinct socio-educational logics 10 1 4 Attributes of the program-based approach 15 1 4 1 Positive attributes 15 1 4 2 A program-based approach for what school education purposes? 21 1 5 Conclusion 34 1 6 References 36 Chapter 2 Can a Competency-based Curriculum be a Humanistic Curriculum? 57Xavier ROEGIERS 2 1 Introduction: challenges 57 2 2 Competency: a polysemic term 57 2 3 What is a humanistic curriculum? 59 2 3 1 Empowerment goals 61 2 3 2 Work for common good 63 2 4 What is a humanistic curriculum? 63 2 4 1 Awareness level of school challenges 63 2 4 2 Promotion of citizen awareness, rather than citizen submission 65 2 4 3 Progressive changes rather than radical changes 66 2 4 4 Explicit rather than implicit course of study 66 2 4 5 Choice, implicit or explicit, of graduate attributes 67 2 4 6 Prioritize the issue of meaning 67 2 4 7 Prioritize actions over speeches 68 2 4 8 Being clear with the status of innovations introduced 70 2 4 9 A consistent and long-term evaluation consideration for reform rather than a short-term, diffuse evaluation policy 71 2 5 Can a competency-based curriculum be humanistic? 72 2 5 1 Effectiveness at the benefit of meaning 73 2 5 2 Equity for itself, but also for more efficiency 75 2 5 3 What can be done for a humanistic curriculum? 77 2 6 Conclusion 78 2 7 References 78 Chapter 3 Developing Competencies: Theoretical Detour in Favor of a Humanistic-based Competency Approach 81Jean-Claude COULET 3 1 Introduction 81 3 2 A competency model 82 3 2 1 Main limitations of the literature data 82 3 2 2 Presentation of MADDEC 83 3 3 MADDEC's interest in the implementation of a CBA 85 3 3 1 Elucidating the relationships between competencies and knowledge 85 3 3 2 The formalization of competencies 86 3 3 3 Procedures for guiding the development of competencies 90 3 4 Towards the building of a collective competency 93 3 4 1 Implementation of the CBA: a productive activity 94 3 4 2 Implementation of the CBA: a constructive activity 96 3 5 Conclusion 96 3 6 References 97 Chapter 4 A Developmental Perspective of Competency Assessment 101Christian CHAUVIGNÉ 4 1 Introduction 101 4 2 Competency: an assessment object that is difficult to grasp 102 4 2 1 Convergence in the concepts of competency 102 4 2 2 Scheme as a model of intelligibility 103 4 2 3 Competency: its properties and resources 104 4 2 4 Subtle assessment of an elusive and changing object 105 4 3 The need for a reference system characterized by its incompleteness 106 4 3 1 Identification and description of reference competencies 107 4 3 2 Co-developed reference system 110 4 3 3 Non-exhaustive and scalable reference system 111 4 4 Building a cluster of relevant indicators 112 4 4 1 Observable fields 112 4 4 2 Methodological conjugation 114 4 4 3 Qualitative approach 115 4 5 Adaptability, main focus of competency assessment 116 4 5 1 Adaptability assessment 116 4 5 2 From the analysis of uncertainty to acceptability judgment 117 4 6 Development, challenge and end purpose of assessment 118 4 6 1 Classifying versus dynamic use of value attribution 119 4 6 2 An assessment participating in learning 120 4 7 Conclusion 121 4 8 References 122 Chapter 5 Anchoring Social and Environmental Responsibilities in Educational and Training Practices 125Jean-Claude COULET 5 1 Introduction 125 5 2 Reference theoretical models 128 5 2 1 Need to define the concept of competency 128 5 2 2 Modeling the dynamics of the evolution of competencies within organizations and territories 134 5 3 Operational tools 138 5 3 1 Implementing change within the activity of organizations and territories 138 5 3 2 Initiating change within education and training activities 145 5 4 Conclusion 151 5 5 References 153 Chapter 6 Program-based Approach in Teacher Development Perspective 157Catherine LOISY 6 1 Introduction 157 6 2 Implementation of the PBA in France 159 6 2 1 The Bologna process and its translation into French national politics 160 6 2 2 Pedagogical transformation in educational policy discourses 161 6 2 3 DevSup: case study of a training system 163 6 3 Potential learning and development of teachers involved in the PBA clarification based on development theories 167 6 3 1 What do teachers involved in a PBA do? 167 6 3 2 Learning made possible for teachers 169 6 3 3 Potential development of teachers involved in a PBA 172 6 4 Research watch points and perspectives 176 6 4 1 Watch points 176 6 4 2 Research perspectives 179 6 5 Conclusion 181 6 6 References 182 Chapter 7 Implementing the Program-based Approach: a Development Perspective of the Quality of University Education 189Mariane FRENAY, Philippe PARMENTIER, Léticia WARNIER and Pascale WOUTERS 7 1 Introduction 189 7 2 PBA at UCL: presentation and context 190 7 2 1 Bologna phase (2004–2010) 191 7 2 2 EQF phase – adoption of the European qualifications framework (2011–2014) 192 7 2 3 “Paysage” decree phase (since 2014) 193 7 3 What institutional levers supported PBA implementation? 194 7 4 Supporting PBA as a strategy for educational development at the institutional level? 197 7 5 PBA involved in the current trends of curriculum models? 198 7 6 The Louvain-Laval Collaborative Research Project on PBA, or how to view the project through a sustainability perspective 199 7 7 Conclusion 201 7 8 References 202 Chapter 8 Benchmarks for Operationalizing Program-based and Competency-based Approaches in Universities 205Catherine LOISY, Émilie CAROSIN and Jean-Claude COULET 8 1 Introduction 205 8 2 Benchmarking between program-based and competency-based approaches 206 8 2 1 Transition to an articulation between program-based and competency-based approaches 207 8 2 2 Some pitfalls to be avoided 211 8 3 Articulating program-based and competency-based approaches from the diachronic perspective of competency 213 8 3 1 Targeted, effective and explicated competencies 214 8 3 2 The backbone of the articulation between program-based and competency-based approaches 220 8 4 General approach to be implemented 222 8 5 References 223 Conclusion 227Catherine LOISY and Jean-Claude COULET Postface 233Jean-Paul BRONCKART List of Authors 249 Index 251
£125.06
Liverpool University Press Livres d’école et littérature de jeunesse en
Book SynopsisRiche de ses éditeurs scolaires et de ses collections enfantines, le dix-neuvième siècle a-t-il inventé le marché du livre pour enfants? Dans la France du dix-huitième siècle, de nombreux acteurs s’efforcent déjà de séparer, au sein de la librairie, les lectures adaptées aux enfants et aux jeunes gens. Les rituels pédagogiques des collèges et des petites écoles, les stratégies commerciales des libraires, les préoccupations des Églises, les projets et les politiques de réforme scolaire, tous poussés par la fièvre éducative de la noblesse et de la bourgeoisie, produisent alors d’innombrables bibliothèques enfantines, plurielles et plastiques, avec ou sans murs. Cet ouvrage montre comment, à un ordre des livres dominé par les logiques des institutions scolaires et des métiers du livre, se surimpose à partir des années 1760 une nouvelle catégorie, celle du « livre d’éducation », qui ne s’identifie plus à un lieu, mais à un projet de lecture, et s’accompagne de l’émergence de nouvelles figures d’auteurs.Alors que les études sur la littérature de jeunesse poursuivent partout leur développement et leur structuration, ce livre dialogue avec les dernières recherches européennes sur la question. À l’inverse des travaux littéraires, il part, non des auteurs et des textes, mais des objets et de leurs manipulations. Son originalité est d’apporter un regard historien sur ces questions, en articulant histoire du livre et de la librairie, histoire de l’éducation, histoire des milieux littéraires et de la condition d’auteur.---With its wealth of educational publishers and children's collections, did the nineteenth century invent the children's book market? In eighteenth-century France, many people were already trying to separate the literature suitable for children and young people within the bookstore. The pedagogical rituals of colleges and small schools, the commercial strategies of booksellers, the concerns of the churches, the projects and policies of school reform, all driven by the educational fever of the nobility and the bourgeoisie, produced countless children’s libraries, plural and plastic, with or without walls. At the beginning of the century, the ordering of books was dominated by the rationale of educational institutions and the book trade: this book shows how a new category emerged from the 1760s onwards, that of the "educational book", which was no longer identified with a place, but with a literacy project, and which was accompanied by the emergence of new authors.As studies on children's literature continue to be developed and shaped in many areas, this book is in dialogue with the latest European research on the subject. In contrast to literary studies, this research does not start from authors and texts, but from objects and their uses. Its originality lies in the fact that it provides a historical perspective on these issues, articulating the history of books and bookshops, the history of education, the history of literary circles and the status of the author.
£98.30
Edward Elgar Publishing Ltd Handbook of Civic Engagement and Education
Book SynopsisUnderscoring the complex relationship between civic engagement and education at all stages of life, this innovative Handbook identifies the contemporary challenges and best approaches and practices to encourage civic engagement within education.Chapters cover the theoretical and historical background of civic engagement and education, ideological and social movements, civic-oriented education, curriculum, and outcomes. Using empirical comparative data and unique context-specific studies, the Handbook explores ecopedagogy, education in emergencies, and the novel concept of social contract pedagogy. Addressing contemporary challenges to civic engagement in education, it examines polarization and extremism, accelerating planetary and societal changes, environmental crises, the digital divide, and post-Covid civic education. Ultimately, it finds that civic engagement is best supported by education practices that are characterized by humanizing, negotiated, collaborative, and dialogical approaches which encourage students to develop civic knowledge, critical thinking skills, and moral and ethical values.Interdisciplinary and international in scope, this Handbook will prove vital to students and scholars of sociology and education studies. Its holistic understanding of how civic engagement and education interrelate at local, regional, and global levels will also be useful to policymakers concerned with improving civic and student support, engagement, and participation in education.Trade Review‘A thought-provoking and significant contribution to the thinking on civic engagement and education that successfully integrates empirical knowledge with sophisticated theoretical perspectives. The editors should be congratulated for assembling such a stellar collection of authors. This book is an indispensable source for established scholars as well as students new to the field.’ -- Kjell Rubenson, University of British Columbia, Canada‘Since the Enlightenment, education’s influence on citizenship has been a constant topic of policy debate, theoretical reflection, and empirical research. As well as taking stock of our current understanding, this stimulating, interdisciplinary collection by outstanding scholars sheds new light on this complex relationship in a changing and often challenging global context.’ -- John Field, University of Stirling, UKTable of ContentsContents: Introduction: civic engagement and education 1 Richard Desjardins and Susan Wiksten PART I BACKGROUND AND THEORY 1 Civic education agendas: from popular education and nationalism to global efforts 12 Susan Wiksten 2 Habermas and civic education 28 Raymond A. Morrow 3 Seeking moral high ground – global citizenship education: the quest for a global planetarian ethics 42 Carlos Alberto Torres 4 Social contract pedagogy: enabling communication and governance for the negotiation of balanced outcomes 56 Richard Desjardins PART II SOCIAL MOVEMENTS AND ORIENTATIONS FOR SOCIAL CHANGE 5 Education as social movement tactic, target, context, and outcome 68 Tricia Niesz 6 Community engagement, feminist movements, and academia: the development of women’s studies in the United States 83 Sondra Hale 7 Ecopedagogy: teaching for socio-environmental civic actions through local, global and planetary lenses 94 Greg William Misiaszek and Syed Nitas Iftekhar 8 Global citizenship education to disrupt neo-nationalism 106 Amy Pojar, Yuqing Hou and Jason Nunzio Dorio PART III CIVIC-ORIENTED EDUCATION, CURRICULUM AND OUTCOMES 9 Civic education and voting 123 David E. Campbell 10 Education and tolerance: a review of recent research 133 Jan Germen Janmaat 11 Youth civic engagement 152 Xavier Mellet 12 Critical media literacy for civic engagement in the United States 162 Jeff Share and Trent M. C. McBride 13 Aims, concepts, and assessment of the citizenship education curriculum in northern Europe 173 Najat Ouakrim-Soivio and Jan Löfström 14 Politics and ethics of civic and citizenship education curricula in Denmark, Finland, Iceland, Norway and Sweden 182 Jan Löfström and Najat Ouakrim-Soivio 15 Intercultural citizenship education in university settings 191 Irina Golubeva PART IV STUDIES USING COMPARATIVE DATA 16 The IEA International Civic and Citizenship Education Study 211 Wolfram Schulz and Ralph Carstens 17 Review of International Civic and Citizenship Survey data analyses of student political efficacy 234 Eva Kosberg and Tessa Eriksen Grevle 18 Volunteer participation, STEM background, and basic skills among adults in the United States 247 Takashi Yamashita, Wonmai Punksungka and Phyllis A. Cummins PART V STUDIES IN SPECIFIC CONTEXTS 19 Civic and social engagement outcomes of education in emergencies: perspectives from varied contexts 265 Andrew Swindell, Brian McCommons and Kathlyn Elliot 20 Learning for change in health and social care: expertise by experience as a new form of civic engagement 279 Hanna Toiviainen and Elina Weiste 21 Civic engagement during the biographical transition to retirement in Germany 294 Bernhard Schmidt-Hertha and Veronika Thalhammer 22 Integral education in Brazil: the main elements of the debate applied to an adult and youth school in São Paulo 305 Aline Zero Soares Index
£187.00
Emerald Publishing Limited International perspectives in social justice
Book SynopsisUniversities and faculty members play a vital role in providing education that helps build a strong foundation for a society where people are respected, treated equally, and get equal opportunities for upward social mobility. This book addresses the role of education in uplifting people out of poverty and oppression by imparting social justice education at the institution and community level. Including chapters dedicated to human rights education, the authors consider how educators can help to foster a sense of awareness among learners about the dignity of human life through various interventional programmes. Discussing human rights with respect to migrant workers, foster youth and prisoners in different countries, the chapters demonstrate how students from all levels can benefit from social justice education.Trade Review'The book is comprised of excellent papers on one of the most crucial concepts, that is, social justice, for humanity in a global context. The chapters show the value of equity, activism, gender equality and humanity from the views of not one part of the world, but Global South, Europe, Australia and North America. Social justice is stressed to be taught in different educational contexts, even in prisons. A great book with very-well practiced approaches to the needs of the world!' -- Serpil Meri̇ Yilan, PhD, Assistant Professor, School of Foreign Languages, Department of Interpretation and Translation, AICU, TurkeyTable of ContentsPART I. EDUCATION AS A FUNDAMENTAL RIGHTChapter 1. Introduction to international perspectives in social justice programs at the institutional and community level; Enakshi Sengupta and Patrick Blessinger Chapter 2. Education in human rights: changing the way we think and how we feel; Alan Vogelfanger Chapter 3. Bridges to Zambia–teaching human rights through immersion experience; Alia Sheety, Erin McLaughlin, and Susan Pierson Chapter 4. What next? Skill development for livelihood – a study of Bangladeshi immigrant workers in Kurdistan; Enakshi Sengupta Chapter 5. Prison education through open and distance learning: experiences from India; Umesh Chandra Pandey Chapter 6. Widening participation in service learning; Faith Valencia–Forrester and Bridget Backhaus PART II. PROMOTING SOCIAL JUSTICE AMONG STUDENTS Chapter 7. Flux of digital activism to leverage peace and human rights; Anil Shukla and Kshama Pandey Chapter 8. Promoting international human rights values through reflective practice in clinical legal education: a perspective from England and Wales; Irene Antonopoulos and Omar Madhloom Chapter 9. Bridging the gap: the case for implementing equity–minded academic and mentoring support services for foster youth within university writing programs; Paul Beehler and Rory Moore Chapter 10. Promoting gender equality in colleges of education in Ghana using a gender– responsive scorecard; Wisdom Kwaku Agbevanu, Hope Pius Nudzor, Sharon Tao, and Francis Ansah Chapter 11. Ethical issues and the Nordic education model: learning–driven ecosystems applied to international cohorts; Bruno F. Abrantes, Thomas D. Eatmon, and Charlotte Forsberg
£73.99
Collective Ink In the Small Places
Book SynopsisA compelling, heartwarming case for teachers as global changemakers in everyone's backyard - nothing short of a lesson plan for hope.
£14.99
Emerald Publishing Limited Heart Work
£71.25
Emerald Publishing Limited Heart Work
£40.00
Emerald Publishing Limited Social Innovation and Welfare State Retrenchment
Book SynopsisNavigating the context of welfare regimes undergoing transformation, Social Innovation and Welfare State Retrenchment examines the evidence and questions the capacity of Social Innovation initiatives to tackle social inequalities, especially when it comes to the domain of early childhood education and care.
£76.00
Springer International Publishing AG Transforming Education for Sustainability:
Book SynopsisThis book investigates how educators and researchers in the sciences, social sciences, and the arts, connect concepts of sustainability to work in their fields of study and in the classrooms where they teach the next generation. Sustainability, with a focus on justice, authenticity and inclusivity, can be integrated into many different courses or disciplines even if it is beyond their historical focus. The narratives describe sustainability education in the classroom, the laboratory, and the field (broadly defined) and how the authors navigate the complexities of particular sustainability issues, such as climate change, water quality, soil health, biodiversity, resource use, and education in authentic ways that convey their complexity, the sociopolitical context, and their hopes for the future. The chapters explore how faculty engage students in learning about sustainability and the ways in which working at the edge of what we know about sustainability can be a significant source of engagement, motivation, and challenge. The authors discuss how they create learning experiences that foster democratic practices in which students are not just following protocols, but have a stake in creative decision-making, collecting and analysing data, and posing authentic questions. They also describe what happens when students are not just passively receiving information, but actively analysing, debating, dialoguing, arguing from evidence, and constructing nuanced understandings of complex socioscientific sustainability issues. The narratives include undergraduate student perspectives on what it means to engage in sustainability research and learning, how students navigate the complexities and contradictions inherent in sustainability issues, what makes for authentic, empowering learning experiences, and how students are encouraged to persevere in the field.This is an open access book.Table of ContentsIntroductionPart I: Framing and reframing sustainabilityChapter 1: Sustainability, research, and the undergraduate science curriculumMaria S. Rivera Maulucci, Barnard College, Education Chapter 2: Ecology’s White nationalism problemRalph Ghoche, Barnard College, Architecture; Unyimeabasi Udoh, School of the Art Institute of Chicago Part II: Environmental justice and the undergraduate science curriculumChapter 3: Teaching chemistry in context: Environmental lead exposure – quantification and interpretation. Rachel Narehood Austin1, Ann McDermott2, Katrina Korfmacher3, Laura Arbelaez1, Jamie Bousleiman1, Arminda Downey-Mavromatis1, Rahma Elsiesy1, Sohee Ki1, Meena Rao1, Shoshana Williams1 (1: Department of Chemistry, Barnard College; 2: Department of Chemistry, Columbia University; 3: Department of Environmental Medicine, University of Rochester Medical Center) Chapter 4: What does cell biology have to do with saving pollinators?Jonathan Snow, Barnard College, Biology Chapter 5: Finding the most important places on Earth for birdsTerryanne Maenza-Gmelch, Barnard College, Environmental Science Chapter 6: Brownfield action: A web-based active learning simulationPeter Bower, Barnard College, Environmental Science; Sedelia Rodriguez, Barnard College, Environmental Science Part III: Undergraduate students, sustainability, and health in the urban environmentChapter 7: What We Make and What We Use: Environmental Impacts of Reuse in Design and ProductionSandra Goldmark, Barnard College, Theater Chapter 8: It turned into a BioBlitz: urban data collection for understanding and connectionKelly O’Donnell, Macaulay Honors College, CUNY; Lisa Brundage, Macaulay Honors College, CUNY Chapter 9: Going up: Incorporating the local ecology of New York City green infrastructure into biology laboratory coursesMatthew Rhodes; Krista McGuire, Chapter 10: The everyday action project: Teaching hygiene through artEmma Ruskin, Barnard College; Tal Danino, Columbia University Part IV: Climate change, politics, students, and the undergraduate curriculumChapter 11: Perspectives on teaching climate change: Two decades of evolving approachesStephanie Pfirman, Barnard College, Environmental Science; Gisela Winckler, Columbia University, Lamont–Doherty Earth Observatory Chapter 12: Moved to teach beyond political and geographic polarizationDeborah Becher, Barnard College, Sociology Chapter 13: Volcanoes, climate change, and societySedelia Rodriguez, Barnard College Chapter 14: Teaching about climate change from an astronomical perspectiveLaura Kay, Barnard College, Physics and Astronomy Chapter 15: Barnard’s fossil fuel divestment decision: Aligning endowments with institutional valuesRobert Goldberg, Barnard College, Chief Operating Officer; Stephanie Pfirman, Barnard College, Environmental Science; Rajiv Sethi,, Barnard College, Economics; Sandra Goldmark, Barnard College, Theatre Part V: Ecojustice pedagogies and enhancing college accessChapter 16: The UNPAK project: fostering friendships in scienceHilary Callahan, Barnard College, Biology; Michael Wolyniak, Hampden-Sydney College, Biology Chapter 17: Inclusive Pedagogy: Marching from Classroom to CommunityJoshua Drew, Columbia University, Ecology, Evolution and Environmental Biology; Jonathan Richardson Providence College, Biology; Laura Williams, Providence College, Biology Chapter 18: Collaboration, communication, and creativity: Practicing scientific values and skills in Environmental Science classroomsMary Heskel, Woods Hole Marine Biological Laboratory Chapter 19: Lamont-Doherty Secondary School Field Research ProgramRobert Newton, Columbia University, Lamont-Doherty Earth Observatory; Susan Vincent, Columbia University, Lamont-Doherty Earth Observatory Chapter 20: The Intercollegiate Partnership: Fostering Future Scientists and Responsible Citizenship through Experiential and Collaborative Learning in SciencePaul E. Hertz, Barnard College; Kyoko M. Toyama, LaGuardia Community College, City University of New York
£42.74
Information Age Publishing Conceptualizing Truth: Implications for Teaching
Book SynopsisIt has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared "post-truth" as its international word of the year, defined as: 'relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief'. Living in a world that is post-truth has direct implications on the education of a society's youth.This book will examine several broad conceptions of truth and present them as truth profiles considering their implications for education. This survey will consider the role of truth as it relates to teaching and the act of being a teacher, engage with challenging questions about what curriculum will be learned and its implications for our understanding of truth and specific consideration is attended to the impacts that one's conception of truth has for what they prioritize in the classroom, their instructional practice, and on learning itself. This book will take a focused look at the concept of truth and how varied conceptions of truth impact teaching and learning through theoretical, analytic, and practical examples.Table of Contents Introduction CHAPTER 1: Truth and Broad Truth Profiles CHAPTER 2: The Role of Truth in Education CHAPTER 3: Who Decides? Truth and the Curriculum CHAPTER 4: Learning and Truth CHAPTER 5: Instructional Priorities and Truth CHAPTER 6: Instructional Practice and Truth CHAPTER 7: Equipping Learners to Engage in a Post-Truth World References About the Author
£45.60
Information Age Publishing Conceptualizing Truth: Implications for Teaching
Book SynopsisIt has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared "post-truth" as its international word of the year, defined as: 'relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief'. Living in a world that is post-truth has direct implications on the education of a society's youth.This book will examine several broad conceptions of truth and present them as truth profiles considering their implications for education. This survey will consider the role of truth as it relates to teaching and the act of being a teacher, engage with challenging questions about what curriculum will be learned and its implications for our understanding of truth and specific consideration is attended to the impacts that one's conception of truth has for what they prioritize in the classroom, their instructional practice, and on learning itself. This book will take a focused look at the concept of truth and how varied conceptions of truth impact teaching and learning through theoretical, analytic, and practical examples.Table of Contents Introduction CHAPTER 1: Truth and Broad Truth Profiles CHAPTER 2: The Role of Truth in Education CHAPTER 3: Who Decides? Truth and the Curriculum CHAPTER 4: Learning and Truth CHAPTER 5: Instructional Priorities and Truth CHAPTER 6: Instructional Practice and Truth CHAPTER 7: Equipping Learners to Engage in a Post-Truth World References About the Author
£81.60
Information Age Publishing How We Take Action: Social Justice in PK-16
Book SynopsisHow We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.
£62.40
Information Age Publishing How We Take Action: Social Justice in PK-16
Book SynopsisHow We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.
£101.70
Information Age Publishing I'll See You in Court: Supporting Social Justice,
Book SynopsisCreating and managing an effective classroom management and discipline system in today's urban classroom can be an arduous task for even the most competent teacher, let alone those who are new to the classroom. Urban teachers are faced with unique challenges, (poor working conditions, limited administrative support, and under resourced environments), that impact implementation and supervision of an effective classroom management plan, and often influences the teacher to transfer to another school or district or leave the profession all together.The basis of "I'll See You in Court": Supporting Social Justice, Diversity, Equity, and Critical Thinking Through Classroom Management and Discipline in Urban Schools, is to provide aspiring and veteran teachers with a classroom model that highlights an instructional and relational approach for managing the urban classroom. Authentic learning opportunities are centered, and provide the means to integrate social justice, cultural responsiveness, problem solving, and communication skills.This classroom management text is using a legal framework in order to catch the reader's attention, and to get the reader and in turn, classroom students, to understand that just as "societal management" has rules and consequences, it also includes the promise of due process which hopefully leads to equitable and fair outcomes. "I'll See You In Court" is a fun way for teachers and students to make sense of classroom management in a practical and analogous application.
£45.60
