{"title":"Philosophy and theory of education Books","description":"","products":[{"product_id":"how-children-succeed-9780099588757","title":"How Children Succeed","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWhy \u003cb\u003echaracter\u003c\/b\u003e, \u003cb\u003econfidence, and curiosity\u003c\/b\u003e are more important to your child's success than academic results. The \u003ci\u003eNew York Times\u003c\/i\u003e bestseller. For all fans of Oliver James or Steve Biddulph's \u003ci\u003eRaising Boys\u003c\/i\u003e, \u003ci\u003eRaising Girls\u003c\/i\u003e, and \u003ci\u003eThe Complete Secrets of Happy Children.\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eIn a world where academic success can seem all-important in deciding our children's success in adult life, Paul Tough sees things very differently.\u003cbr\u003e\u003cbr\u003eInstead of fixating on grades and exams, he argues that we, as parents, should be paying more attention to our children's characters.\u003cbr\u003e\u003cbr\u003eInner resilience, a sense of curiosity, the hidden power of confidence - these are the most important things we can teach our children, because it is these qualities that will enable them to live happy, fulfilled and successful lives.\u003cbr\u003e\u003cbr\u003eIn this personal, thought-provoking and timely book, Paul Tough offers a clarion call to parents who are seeking to unlock their child's true pote\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eI wish I could take this compact, powerful, clear-eyed, beautifully written book and put it in the hands of every parent, teacher and politician. At its core is a notion that is electrifying in its originality and its optimism: that character – not cognition – is central to success, and that character can be taught. \u003ci\u003eHow Children Succeed \u003c\/i\u003ewill change the way you think about children. But more than that: it will fill you with a sense of what could be. -- Alex Kotlowitz, author of There Are No Children Here\u003cbr\u003eEvery parent should read this book – and every policymaker, too. -- Charles Duhigg, author of The Power of Habit\u003cbr\u003eA timely and essential message … a brilliantly readable account of the growing evidence that inner resources count more than any amount of extra teaching support or after-school programmes when it comes to overcoming education disadvantage * Independent *\u003cbr\u003eAbsorbing and important. * New York Times *\u003c\/p\u003e","brand":"Cornerstone","offers":[{"title":"Default Title","offer_id":48732317614423,"sku":"9780099588757","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780099588757.jpg?v=1719996389"},{"product_id":"innumeracy-9780140291209","title":"Innumeracy","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWhy do even well-educated people often understand so little about maths - or take a perverse pride in not being a ''numbers person''?\u003cbr\u003e\u003cbr\u003eIn his now-classic book \u003ci\u003eInnumeracy\u003c\/i\u003e, John Allen Paulos answers questions such as: Why is following the stock market exactly like flipping a coin? How big is a trillion? How fast does human hair grow in mph? Can you calculate the chances that a party includes two people who have the same birthday? Paulos shows us that by arming yourself with some simple maths, you don''t have to let numbers get the better of you.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eJohn Allen Paulos is the maths teacher I found twenty-five years too late -- Sean French * Independent *\u003cbr\u003e\u003ci\u003eInnumeracy\u003c\/i\u003e would improve the quality of thinking of virtually anyone * Isaac Asimov *\u003cbr\u003ePaulos provides much in this book that is thought-provoking and informative. Markets can sucker even a maths professor. At least he can explain why * Financial Times *\u003cbr\u003ePaulos mixes high mathematics with the kind of stories that make you laugh * Daily Telegraph *\u003cbr\u003eTaught me more about the handling of numbers in real life than a thousand hours of maths teaching -- Simon Jenkins * The Times *\u003cbr\u003eThis elegant little survival manual is brief, witty and full of practical applications -- Stefan Kanfer * Time *","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":48732355035479,"sku":"9780140291209","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780140291209.jpg?v=1719996538"},{"product_id":"emile-or-on-education-9780140445633","title":"Emile or On Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eJEAN-JACQUES ROUSSEAU was born in Geneva in 1712. His remarkable novel\u003ci\u003e La nouvelle Héloise\u003c\/i\u003e (1761), met with immediate and enormous success. In this and in \u003ci\u003eÉmile\u003c\/i\u003e, which followed a year later, Rousseau invoked the inviolability of personal ideals against the power of the state and the pressures of society. The crowning achievement of his political philosophy was \u003ci\u003eThe Social Contract\u003c\/i\u003e, published in 1762. That same year he wrote an attack on revealed religion, the \u003ci\u003eProfession de foi du vicaire savoyard\u003c\/i\u003e. He was driven from Switzerland and fled to England where he only succeeded in making an enemy of Hume and returned to his continental peregrinations. In 1770 Rousseau completed his Confessions. His last years were spent largely in France where he died in 1778.","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":48732375548247,"sku":"9780140445633","price":11.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780140445633.jpg?v=1719996610"},{"product_id":"imagine-if-9780141990972","title":"Imagine If...","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eAn urgent manifesto for re-defining human potential in our turbulent times, from the bestselling author of \u003c\/b\u003e\u003cb\u003e\u003ci\u003eThe Element\u003c\/i\u003e\u003c\/b\u003e \u003cbr\u003e\u003cbr\u003e\u003ci\u003e''As we face an increasingly febrile future, the answer is not to do better what we''ve done before. We have to do something else . . . We must urgently re-imagine education and schools'' \u003c\/i\u003e \u003cbr\u003e\u003cbr\u003eImagination and creativity are at the root of every uniquely human achievement and those achievements have brought us to this present moment. As we reckon with the extractive practices that have depleted our natural resources and threaten our survival as a species, Sir Ken Robinson argues that we must also find a better way of cultivating human potential in order to navigate our uncertain future.  \u003cbr\u003e\u003cbr\u003eThis incisive book distills the thought and expertise that underpinned Sir Ken''s influential work as educator, speaker and adviser; grounded in his unwavering belief in the indispensable value of human potential. \u003ci\u003eImagine If . . .\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA change-maker . . . for forty years he persuasively made the case for more creativity in teaching and the curriculum * Guardian *\u003cbr\u003eHe makes us rethink what real schooling, learning and creativity means -- Malala Yousafzai\u003cbr\u003eThe world's most well-known education luminary * Forbes *\u003c\/p\u003e","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":48732512780631,"sku":"9780141990972","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780141990972.jpg?v=1719997210"},{"product_id":"the-main-enterprise-of-the-world-rethinking-education-walter-strauss-lecture-humanities-9780190928971","title":"The Main Enterprise of the World Rethinking","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePhilip Kitcher''s The Main Enterprise of the World offers a sweeping vision of the goals of education. Kitcher considers the ways in which schools and universities should advance their goals, explores the social changes required to make high-quality education available to all, and argues that these reforms are economically sustainable. Kitcher build his arguments from three broad goals of education as an institution: career development and professionalization, civic participation, and human fulfilment. He shows that shifts in the workplace provide opportunities to focus on the latter two goals, and to liberate education from supposed economic constraints. By tying education to the strengthening of both individual lives and the foundations of democracy, he offers a humanistic rethinking of what education should try to achieve. Drawing on figures like Dewey, Mill, Atkinson, and others who have written deeply on education, both in theory and in practice, Kitcher offers an extensive reconsideration of how we might change our educational institutions to respond not just to the twenty-first century economy, but to the deeper need for lifelong human flourishing. The Main Enterprise of the World renews classical Pragmatism: with one eye on the ideal, and the other on the world, it presents a picture of education appropriate for our century.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA towering achievement, worthy of a place beside the classic works of John Dewey, J. S. Mill, and Rabindranath Tagore. Kitcher's radical and compelling idea is that contemporary societies have been designing education to suit jobs that currently exist, when instead we should be imagining an education system that serves the needs of personal fulfillment and interactive democratic citizenship, and designing other social institutions to support those goals. This is ideal theory in the very best sense: a clear-eyed road map of a difficult destination, together with practical proposals for reaching it, articulated with both clarity and an inclusive love of human beings. * Martha C. Nussbaum, University of Chicago *\u003cbr\u003ePhilosophy of education, so vital and so neglected, receives a shot in the arm from Philip Kitcher's foundational, radical, and absolutely essential The Main Enterprise of the World. It also invigorates political theory, ethics, and wide range of other questions, as education—the building of a person—takes its place at the centre of human life. * Cheryl Misak, University of Toronto *\u003cbr\u003eA remarkable achievement that will attract the attention of philosophers of all stripes, including but not limited to philosophers of education, as well as economists, psychologists, and other social scientists and policy experts. Arguing for a radical reconceptualization of both educational practice and its philosophical, economic, and social underpinnings, Kitcher's Deweyan vision insists that educational activities must aim at the improvement of both individual and collective lives, and reconceives educational ideals as tools of diagnosis and improvement rather than utopian goals to be imperfectly approximated. Kitcher defends that vision artfully and brilliantly. His call for serious educational experimentation, and the several proposed experiments, are important and potentially game changing. The Main Enterprise of the World is a masterful book. * Harvey Siegel, University of Miami *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents List of Abbreviations Preface Introduction  Part I Chapter 1. Overload Chapter 2. Individuality Chapter 3. Fulfillment Chapter 4. Citizens Chapter 5. Moral Development Chapter 6. A Role for Religion? Part II Chapter 7. The Natural Sciences Chapter 8. The Arts Chapter 9. Understanding Ourselves Part III Chapter 10. Social Change Chapter 11. Utopia? Appendix 1 Appendix 2","brand":"Oxford University Press Inc","offers":[{"title":"Default Title","offer_id":48732549841239,"sku":"9780190928971","price":34.67,"currency_code":"GBP","in_stock":true}]},{"product_id":"education-9780198859086","title":"Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSince the early Egyptians human beings have formalised the business of learning, setting up a designated environment of some form to pass knowledge and learning on to groups of students. In this second edition of his Very Short Introduction, Gary Thomas explores how and why education has evolved as it has, examining the ways in which it has responded over the centuries to various influences in politics, philosophy, and the social sciences. Focussing on education today, he considers especially the controversies over progressive versus formal teaching, and also examines education worldwide, assessing the accelerating trend on both sides of the Atlantic of the move to charter, academy, and ''free'' schools.The COVID-19 pandemic has dramatically accelerated moves to online learning in schools and universities, and in this new edition Thomas looks again at curriculums and what shape they should take in a rapidly changing world. He asks why action on race, gender and social inequality has borne so little fruit thus far, questioning the oft-made claim of education to be a force for social mobility, and offering an analysis on how education may develop over the coming century.\u003cb\u003eVery Short Introductions\u003cb\u003e: Brilliant, Sharp, Inspiring \u003c\/b\u003eABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eIts stimulating, readable approach...make[s] sense of the principles, themes and connections in the continuing complex story of how contested ideas around education are put into policy and realised in practice. * William Scott, Professor Emeritus, University of Bath *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface 1: Beginnings 2: Oil and water: the formal and the progressive 3: The traditions unfold: ideas into practice 4: Big ideas from the 20th century 5: Analysts and theorists: what did they ever do for us? 6: The curriculum 7: School's out! References and further reading Index\u003c\/b\u003e","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732816736599,"sku":"9780198859086","price":9.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780198859086.jpg?v=1719998523"},{"product_id":"touchy-subject-9780226822167","title":"Touchy Subject","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA case for sex education that puts it in historical and philosophical context.    In the United States, sex education is more than just an uncomfortable rite of passage: it's a political hobby horse that is increasingly out of touch with young people's needs. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen unpack debates over sex education, explaining why it's worth fighting for, what points of consensus we can build upon, and what sort of sex education schools should pursue in the future.    Andersen surveys the history of school-based sex education in the United States, describing the key question driving reform in each era. In turn, Bialystok analyzes the controversies over sex education to make sense of the arguments and offer advice about how to make educational choices today. Together, Bialystok and Andersen argue for a novel framework, Democratic Humanistic Sexuality Education, which exceeds the current conception of comprehensive sex education \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“\u003ci\u003eTouchy Subject\u003c\/i\u003e tackles an incredibly important and vexing subject: sex education and its place in public schooling. Andersen and Bialystok team up to provide an engaging look back at the mostly terrible ways that we have approached sex education in North America. They examine the aims and arguments for sex education in public schools and propose an enlightened but politically liberal approach they call ‘Democratic Humanistic Sexuality Education.’ This approach foregrounds children’s interests and needs in health and well-being, and a pluralistic society’s interest in religious neutrality.\" -- Ann E. Cudd, University of Pittsburgh\u003cbr\u003e“To casual observers, it might seem as if Americans are hopelessly divided on sex education in public schools. Bialystok and Andersen do an admirable job of moving beyond the standard assumption of a simple, implacable culture-war divide on the issue and pave the way for productive discussion.” -- Adam Laats, Binghamton University, SUNY\u003cbr\u003eCoauthored by a historian (Anderson) and a philosopher (Bialystok), Touchy Subject’s unique premise is built on two parts: three chapters explaining the trajectory of sex education in the US in the 20th century and three chapters making the normative case for a version of robust sex education in which the state balances the needs of adolescents and the rights of parents . . . This is a book for public school teachers and academics, and it will be particularly useful for advanced undergraduates and graduate students in the fields of education and women, gender, and sexuality studies. Recommended.\" * Choice *\u003cbr\u003e\"\u003ci\u003eTouchy Subject\u003c\/i\u003e is a brisk, lively, accessible introduction to a vast field of scholarly inquiry.\" * Theory and Research in Education *\u003cbr\u003e\" . . . .co-authors Lauren Bialystok and Lisa M. F. Andersen tackle the always delicate subject of sex education with admirable clarity and scholarly insight.\" -- Josh Corngold, Philosophical Inquiry in Education\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 1\u003cbr\u003e 1 Prudish or Prudent:\u003cbr\u003e\u003ci\u003e    The Origins of Classroom-Based Sex Education, 1880–1922\u003c\/i\u003e\u003cbr\u003e 2 Happiness or Public Health:\u003cbr\u003e\u003ci\u003e    Sex Education’s Shifting Purposes, 1920–1970\u003c\/i\u003e\u003cbr\u003e 3 Peers or Professionals:\u003cbr\u003e\u003ci\u003e    Authority, Activism, and Sex Education, 1970–2000\u003c\/i\u003e\u003cbr\u003e 4 How Much Room Is There for Disagreement?\u003cbr\u003e 5 Who’s the Boss?\u003cbr\u003e 6 What Are Schools For?\u003cbr\u003e Conclusion: \u003ci\u003eWe’re Out of Touch\u003c\/i\u003e\u003cbr\u003e Acknowledgments\u003cbr\u003e Notes\u003cbr\u003e Index","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":48732928377175,"sku":"9780226822167","price":64.6,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226822167.jpg?v=1719998989"},{"product_id":"pedagogy-of-the-oppressed-9780241301111","title":"Pedagogy of the Oppressed","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e''The  foremost work on the key democratic task: helping people to identify  and challenge the sources of their oppression ... a transformative text''  George Monbiot, \u003ci\u003eGuardian\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eArguing that ''education is freedom'', Paulo  Freire''s radical international classic contends that traditional  teaching styles keep the poor powerless by treating them as passive,  silent recipients of knowledge. Grounded in Freire''s own experience  teaching impoverished and illiterate students in his native Brazil and  over the world, this pioneering book instead suggests that through  co-operation, dialogue and critical thinking, every human being can  develop a sense of self and fulfil their right to be heard.\u003cbr\u003e\u003cbr\u003e''Truly revolutionary'' Ivan Illich\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA transformative text -- George Monbiot\u003cbr\u003eTruly revolutionary -- Ivan Illich\u003cbr\u003eBrilliant methodology of a highly charged and politically provocative character -- Jonathan Kozol","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":48732990734679,"sku":"9780241301111","price":9.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780241301111.jpg?v=1719999182"},{"product_id":"the-evidence-liberal-arts-needs-lives-of-consequence-inquiry-and-accomplishment-9780262543101","title":"The Evidence Liberal Arts Needs Lives of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eEmpirical evidence for the value of a liberal arts education: how and why it has a lasting impact on success, leadership, altruism, learning, and fulfillment.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eIn ongoing debates over the value of a college education, the role of the liberal arts in higher education has been blamed by some for making college expensive, impractical, and even worthless. Defenders argue that liberal arts education makes society innovative, creative, and civic-minded. But these qualities are hard to quantify, and many critics of higher education call for courses of study to be strictly job-specific. In this groundbreaking book, Richard Detweiler, drawing on interviews with more than 1,000 college graduates aged 25 to 65, offers empirical evidence for the value of a liberal arts education. Detweiler finds that a liberal arts education has a lasting impact on success, leadership, altruism, learning, and fulfillment over a lifetime.  \u003cbr\u003e  Unlike other defenders of a liberal arts educat","brand":"MIT Press Ltd","offers":[{"title":"Default Title","offer_id":48733473505623,"sku":"9780262543101","price":33.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780262543101.jpg?v=1720000210"},{"product_id":"lockdown-drills-connecting-research-and-best-practices-for-school-administrators-teachers-and-parents-9780262544160","title":"Lockdown Drills Connecting Research and Best","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eA comprehensive resource on what lockdown drills are, why they are necessary, and how best to conduct them.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eThe first book to offer a comprehensive examination of lockdown drills in K–12 schools, \u003ci\u003eLockdown Drills\u003c\/i\u003e balances research findings with practical applications and implications. Schildkraut and Nickerson, school safety experts with complementary backgrounds in criminology and school psychology, review the historical precedents for lockdown drills, distinguish school lockdowns from other emergency procedures (such as active shooter drills), explain why they are conducted, present evidence-based research on their effectiveness, and describe how to conduct them according to best practices. Proponents of lockdown drills as a life-saving necessity, the authors help to bring much-needed standardization to how these drills are studied and conducted.\u003cbr\u003e \u003cbr\u003eThe authors present common arguments for and against the inclusion of lockdown drills in emergency p","brand":"MIT Press Ltd","offers":[{"title":"Default Title","offer_id":48733475111255,"sku":"9780262544160","price":24.0,"currency_code":"GBP","in_stock":false}]},{"product_id":"cultivating-humanity-a-classical-defense-of-reform-in-liberal-education-paper-9780674179493","title":"Cultivating Humanity  A Classical Defense of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHow can higher education today create a community of critical thinkers that transcends the boundaries of class, gender, and nation? Martha Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe best answer to attacks on multiculturalism can be found in Martha C. Nussbaum’s \u003ci\u003eCultivating Humanity\u003c\/i\u003e. The book is a passionate, closely argued and classical defense of multiculturalism: drawing on the ideas of Socrates, the Stoics and Seneca (from whom she derives her title), she steers a narrow course between cranky traditionalists and anti-Western radicals who would reject her Socratic method out of hand… [The] book is a formidable, perhaps definitive defense of diversity on American campuses. -- James Shapiro * New York Times Book Review *\u003cbr\u003eNussbaum provides an accessible examination of recent curricular reforms. Her assessments are enriched by a detailed discussion of the development of specific courses at a wide range of ‘test case’ colleges and universities. Extreme partisans in the ‘culture wars’ will take little comfort in Nussbaum’s dispassionate defense of Socratic education and citizenship. But general readers, those interested in thinking about the larger purpose of higher education and how this country’s colleges and universities are both fulfilling and failing that mission, will find Nussbaum’s assessment both reassuring and challenging. Perhaps most important, her articulation of the classical ideal of ‘cultivating humanity’ will serve as a valuable guidepost for directing future reforms. -- Timothy P. Duffy * Washington Post *\u003cbr\u003e[A] judicious and empirically grounded defence of recent curricular innovations… Martha Nussbaum’s book moves beyond the wars over PC and the curriculum, transcending the terms in which they were fought… [H]er report should end the tired brandishing of caricatures that has marked the academic culture wars. -- Dennis Wrong * Times Literary Supplement *\u003cbr\u003e\u003ci\u003eCultivating Humanity\u003c\/i\u003e is the most potent salvo yet in the academic culture wars launched back in 1987 by Allan Bloom’s \u003ci\u003eClosing of the American Mind\u003c\/i\u003e. Nussbaum reveals herself to be an expert practitioner of intellectual judo, taking the most powerful thrusts of the opposition and using them to stake out an eminently sensible defense of ongoing reform in higher education. -- Scott Stossel * Boston Phoenix *\u003cbr\u003eNussbaum has succeeded in saying something fresh, forceful, and interesting about curricular reform and the culture wars. \u003ci\u003eCultivating Humanity\u003c\/i\u003e is persuasively argued, philosophically well-grounded, and firmly based on Nussbaum’s own experiences as a visitor, lecturer, and teacher at a wide range of colleges and universities. She draws upon the best elements of current work in feminism and the study of race and ethnicity even as she calls attention to excesses and errors in new pedagogy and scholarship that need to be remedied… Throughout \u003ci\u003eCultivating Humanity\u003c\/i\u003e (the title adapts a phrase from the Stoic philosopher Seneca), Nussbaum emphasizes reason, careful argument, logical analysis, self-questioning, the pursuit of truth and objectivity, and critical inquiry. -- William E. Cain * Boston Sunday Globe *\u003cbr\u003eOver the last decade or so, Nussbaum’s work has gone off in a new…direction and one that once again draws on her remarkable feeling for the ancient world. She started reading the Stoics… Nussbaum discovered in Cicero, Seneca and Marcus Aurelius a much richer and more subtle moral and political theory than they are usually given credit for. More importantly, perhaps, they prompted her to start thinking about what the Stoics’ ideals of global citizenship—their belief in the fundamental equality of all people—would look like in practice. The results can be seen in her insistence, in \u003ci\u003eCultivating Humanity\u003c\/i\u003e, on the importance of a multi-cultural liberal education which opens its students to alternative values and traditions. -- Ben Rogers * Independent on Sunday *\u003cbr\u003eOne of the strengths of \u003ci\u003eCultivating Humanity\u003c\/i\u003e is that it explores the conflict between authority and reason explicitly—even if it doesn’t entirely resolve it. Nussbaum’s untrammeled confidence in both the universality of reason and the diversity of human life makes hers a challenging and novel book, one that strongly endorses multicultural study while distancing itself from nearly everything typically associated with it, including postmodernism, identity politics, and the critique of philosophical universalism… If her book is read as carefully and as sympathetically as it was written, it just might give humanism a good name in the academy again… For secular intellectuals who agree that the unexamined life is not worth living, it seems only human to hope that Nussbaum’s vision of higher education will guide American universities in the twenty-first century. -- Michael Bérubé * Lingua Franca *\u003cbr\u003eNussbaum’s wide ranging discussion of liberal education and its evolution at the end of the century is both thoughtful and concrete. She supports the idea of liberal education, suggesting that it should be shaped by institutional realities at individual colleges and universities, and by broader intellectual trends in American and world society… Nussbaum does not have a specific program to promote. Rather, she reflects on the state of American undergraduate education and advocates continued change and reform as part of a commitment to the core values of liberal education. -- P. G. Altbach * Choice *\u003cbr\u003eNussbaum is a culture warrior who earned her stripes defending universities from charges of caving in to the demands of politically correct multiculturalists. In this vigorous response to critics, Nussbaum adopts an unusual approach in her defense of the college-level multicultural curriculum. Instead of casting multicultural instruction as a type of payback for the sins of Western racism and sexism, she artfully argues how the Western philosophical tradition itself leads directly to a multicultural agenda… Nussbaum’s arguments are convincing. She is careful to avoid the pitfalls of cultural relativism, and there is no debating the cosmopolitan effects of the educational process she supports. Her work is a welcome addition to the ongoing debate about culture and curriculum. * Publishers Weekly *\u003cbr\u003eMartha Nussbaum defends a Socratic view of education, which places the examined life at its heart. Her vision also has elements rooted in Stoic cosmopolitanism and stresses the centrality of the ability to think what it might be like to be in the shoes of a person different from oneself. Because she is not only a fine philosopher but also a distinguished classicist, Nussbaum roots her argument in a serious defense of the deep continuing relevance of classics. This is a marvelous book, which should be read by all who care about the present and the future of the university. -- K. Anthony Appiah, Professor of Afro-American Studies and Philosophy, Harvard University\u003cbr\u003e\u003ci\u003eCultivating Humanity\u003c\/i\u003e is as important a book on the nature and needs of higher education as I have read in the past decade. Deeply grounded in classical thought, it demonstrates a remarkable openness to the ongoing experience of human history and culture. This is a book not only of luminous intelligence, but of compassion and love. -- J. Robert Barth, S.J., Dean of the College of Arts and Sciences, Boston College\u003cbr\u003eIf Socrates had come back to help us think through the culture wars, he would have written Martha Nussbaum’s brilliant, grounded book. -- Vartan Gregorian, President Emeritus, Brown University\u003cbr\u003eMartha Nussbaum has skillfully used her familiarity with the classics of Western philosophy, particularly the ideas of Socrates and Seneca, to demonstrate both the educational aptness and the imperative importance of the study of non-Western cultures, gender, and race in liberal education today. Her study provides an excellent refutation of the views of those who would mummify the great authors of the past instead of learning and teaching in their true and timeless spirit. This is a valuable guidebook for educating ‘citizens of the world.’ -- Nannerl O. Keohane, President, Duke University\u003cbr\u003eThis is a vital, timely, and much needed contribution to the debate on the nature of undergraduate education. Few people are more qualified than Martha Nussbaum to write on this topic. Here she manages to combine a fine appreciation of what the past teaches us, and what we need to create for the future of liberal education. -- Walter E. Massey, President, Morehouse College\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e* Preface \t\t* Introduction: The Old Education and the Think-Academy \t\t*1. Socratic Self-Examination \t\t*2. Citizens of the World \t\t*3. The Narrative Imagination \t\t*4. The Study of Non-Western Cultures \t\t*5. African-American Studies \t\t*6. Women's Studies \t\t*7. The Study of Human Sexuality \t\t*8. Socrates in the Religious University \t\t* Conclusion: The  New  Liberal Education \t\t* Notes \t\t* Index","brand":"Harvard University Press","offers":[{"title":"Default Title","offer_id":48735975866711,"sku":"9780674179493","price":27.86,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780674179493.jpg?v=1723810424"},{"product_id":"are-you-strong-lass-youll-need-to-be-working-here-memoirs-from-a-1970s-yorkshire-classroom-9780993510144","title":"Are You Strong Lass Youll Need to be Working Here","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe trials, tribulations and occasional successes of a newly qualified teacher in the early 1970s at an urban school in West Yorkshire, the characters she comes across in the classroom and staffroom accompanied by a series of letters to and from parents\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction                                                             Chapter One - Yorkshire Roots                                 Chapter Two - Yorkshire Terriers                               Chapter Three - Yorkshire Dialect                             Chapter Four - Yorkshire Grit                                    Chapter Five - Yorkshire Regiment                            Chapter Six - Yorkshire Ridings...and Beyond             Chapter Seven - A Yorkshire Rose                             Chapter Eight - Yorkshire Lads and Lasses                                  Chapter Nine - Yorkshire Life                                    Chapter Ten - Yorkshire Relish                                Chapter Eleven - Yorkshire Puddings                       Chapter Twelve - Yorkshire Folk                              Chapter Thirteen - A Right Yorkshire Mixture            Chapter Fourteen - Yorkshire Tykes                                    Chapter Fifteen - Yorkshire Days                            Chapter Sixteen - Yorkshire Post","brand":"Scratching Shed Publishing Ltd","offers":[{"title":"Default Title","offer_id":48737968030039,"sku":"9780993510144","price":13.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780993510144.jpg?v=1720074028"},{"product_id":"seen-heard-and-valued-9781071841853","title":"Seen Heard and Valued","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eDedication About the Author Acknowledgments Foreword Introduction Chapter 1: Planning for Variability Chapter 2: Emotionally Safe Environments Chapter 3: Options for Expression Chapter 4: Engaging Classrooms Chapter 5: Developing Expert Learners Chapter 6: Flexible Support and Intervention Chapter 7: Mastery Assessment and Grading Chapter 8: Looking Forward References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738209136983,"sku":"9781071841853","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071841853.jpg?v=1723811819"},{"product_id":"the-cambridge-handbook-of-the-learning-sciences-9781108744669","title":"The Cambridge Handbook of the Learning Sciences","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences, first published in 2006, is the definitive introduction to this innovative approach to teaching, learning, and educational technology. In this significantly revised third edition, leading scholars incorporate the latest research to provide seminal overviews of the field. This research is essential in developing effective innovations that enhance student learning - including how to write textbooks, design educational software, prepare effective teachers, and organize classrooms. The chapters illustrate the importance of creating productive learning environments both inside and outside school, including after school clubs, libraries, and museums. The Handbook has proven to be an essential resource for graduate students, researchers, consultants, software designers, and poli\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface R. Keith Sawyer; 1. An introduction to the learning sciences R. Keith Sawyer; Part I. Foundations: 2. Foundations of the learning sciences Mitchell J. Nathan, R. Keith Sawyer; 3. Scaffolding Brian J. Reiser, Iris Tabak; 4. Project-based learning Joseph S. Krajcik, Namsoo Shin; 5. Metacognition and self-regulated learning Philip H. Winne, Roger Azevedo; 6. A history of conceptual change research: Threads and fault lines Andrea A. diSessa; 7. Learning in activity Yrjö Engeström; 8. Cognitive apprenticeship Allan Collins, Manu Kapur; Part II. Methodologies: 9. Design-based research: A methodological toolkit for engineering change Sasha Barab; 10. Analyzing collaboration Noel Enyedy, Reed Stevens; 11. Microgenetic methods Bruce L. Sherin, Clark A. Chinn; 12. A learning sciences perspective on the design and use of assessment in education James W. Pellegrino; 13. Learning analytics and educational data mining Ryan S. Baker, George Siemens; Part III. Grounding Technology in the Learning Sciences: 14. Videogames and learning Constance Steinkuehler, Kurt Squire; 15. Embodiment and embodied design Dor Abrahamson, Robb Lindgren; 16. Tangible and Full-body interfaces in learning Narcis Pares, Michael Eisenberg; 17. Augmented reality in the learning sciences Bertrand Schneider, Iulian Radu; 18. Mobile learning Roy Pea, Mike Sharples; Part IV. Learning Together: 19. Knowledge building and knowledge creation Marlene Scardamalia, Carl Bereiter; 20. Computer-supported collaborative learning Gerry Stahl, Timothy Koschmann, Daniel Suthers; 21. Arguing to learn Jerry Andriessen, Michael Baker; 22. Informal learning in museums Palmyre Pierroux, Karen Knutson, Kevin Crowley; Part V. Learning Disciplinary Knowledge: 23. Research in mathematics education: What can it teach us about human learning? Anna Sfard, Paul Cobb; 24. Science education and the learning sciences: A coevolutionary connection Nancy Butler Songer, Yael Kali; 25. Complex systems and the learning sciences: Educational, theoretical, and methodological implications Michael J. Jacobson, Uri Wilensky; 26. Learning history Mario Carretero, Everardo Perez-Majarrez; 27. Learning to be literate Peter Smagorinsky, Richard E. Mayer; 28. Arts education and the learning sciences Erica Halverson, Kimberly Sheridan; 29. Learning as a cultural process: Achieving equity through diversity Na'ilah Suad Nasir, Ann S. Rosebery, Beth Warren, Carol D. Lee; 30. Designing for meaningful learning: Interest, motivation, and engagement K. Ann Renninger, Sanna Järvelä; 31. Advances in teacher learning research in the learning sciences Barry J. Fishman, Carol K. K. Chan, Elizabeth A. Davis; 32. Learning sciences and policy: A decade of mutual engagement William R. Penuel, James P. Spillane, Min Sun; 33. The learning sciences in the 2020s: Implications for schools and beyond R. Keith Sawyer.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738329559383,"sku":"9781108744669","price":55.09,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108744669.jpg?v=1723811935"},{"product_id":"learning-and-teaching-in-early-childhood-9781108821117","title":"Learning and Teaching in Early Childhood","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eLearning and Teaching in Early Childhood: Pedagogies of Inquiry and Relationships is an introduction for early childhood educators beginning their studies. Reflecting the fact that there is no single correct approach to the challenges of teaching, this book explores teaching through two lenses: teaching as inquiry and teaching as relating. The first part of the book focuses on inquiry, covering early childhood learning environments, learning theories, play pedagogies, approaches to teaching and learning, documentation and assessment, and the policy, curriculum and regulatory requirements in Australia. The second part explores relationships in early childhood contexts and covers topics such as fostering meaningful and respectful relationships with children, and working with families, staff and the wider community. Written by well-respected academics in the field, Learning and Teaching in Early Childhood is a vital resource for those entering the early childhood education and care profes\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I: Teaching as Inquiry; 1. The early childhood teacher; 2. Working within early childhood learning environments; 3. Co-constructing learning with children; 4. Approaches to teaching and learning; 5. Agentic documentation and assessment in the 21st century; 6. Advocacy with early childhood policy, curriculum and regulatory requirements; Part II: Teaching as relating; 7. Fostering meaningful and respectful relationships with children; 8. Engaging with families and working in partnership; 9. Working collaboratively with staff; 10. Being with and connecting to community; 11. Sustainability and connecting to nature; 12. Inquiring and relating in the everyday life of an early childhood teacher.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738335949143,"sku":"9781108821117","price":59.84,"currency_code":"GBP","in_stock":true}]},{"product_id":"partnerships-with-families-and-communities-9781108829694","title":"Partnerships with Families and Communities","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePartnerships with Families and Communities: Building Dynamic Relationships is a comprehensive and accessible resource that provides pre-service teachers with the tools required to build effective, sustainable and proactive partnerships in both early childhood and primary educational settings.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Exploring partnerships with families and communities; 2. Diversity in partnership work; 3. Exploring models of partnerships; 4. Skills for engagement in effective partnership work; 5. Plans for implementing effective partnerships; 6. Strategies and challenges for implementing partnerships; 7. Reflective practice in partnership work; 8. Tools for evaluation of partnership work; 9. Leading effective partnerships.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738338046295,"sku":"9781108829694","price":52.24,"currency_code":"GBP","in_stock":true}]},{"product_id":"spelling-it-out-9781009112871","title":"Spelling It Out","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFeaturing new illustrations and updated references, Spelling It Out Revised edition is an indispensable guide for anyone who lacks confidence in spelling, and an essential resource for parents and teachers of children at all stages of their spelling journey.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Redefining spelling; 2. How do words work? Unravelling the threads; 3. How do we learn to spell?; 4. Planning a spelling program; 5. Assessing spelling; Appendix 1. Some stories about words; Appendix 2. Common English morphemes; Appendix 3. Ways into words; Appendix 4. Spelling scope and sequence.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738517123415,"sku":"9781009112871","price":21.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781009112871.jpg?v=1720049115"},{"product_id":"how-writing-works-9781316636060","title":"How Writing Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFrom the invention of the alphabet to the explosion of the internet, Dominic Wyse takes us on a unique journey into the process of writing. Starting with seven extraordinary examples that serve as a backdrop to the themes explored, it pays particular attention to key developments in the history of language, including Aristotle''s grammar through socio-cultural multimodality, to pragmatist philosophy of communication. Analogies with music are used as a comparator throughout the book, yielding radically new insights into composition processes. The book presents the first comprehensive analysis of the Paris Review interviews with the world''s greatest writers such as Louise Erdrich, Gabriel Garcia Márquez, Ted Hughes, and Marilynne Robinson. It critically reviews the most influential guides to styles and standards of language, and presents new research on young people''s creativity and writing. Drawing on over twenty years of findings, Wyse presents research-informed innovative practices \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'This is an insightful and far ranging book on writing, its history, and how to teach it. Drawing on the insights of philosophers, scientists, educators, and accomplished writers, Dominic Wyse lays bare the power, mystique, and the pleasures of writing.' Steve Graham, Arizona State University\u003cbr\u003e'Wyse's deep dive into the history of writing will make this book an instant classic and a must-read for scholars who study any aspect of writing. It is not an ordinary history of a discipline, but a rigorous and creative text that will make readers rethink relationships between music, composing, creativity and writing across our lifespans.' Jessica Pandya, California State University, Long Beach\u003cbr\u003e'Like music of the soul with an original melody, replete with philosophical and historical notes, this book captures the very essence of writing and composition processes. Dominic Wyse's new volume switches up the tempo of current research to consider writing differently.' Kathy A. Mills, Learning Sciences Institute Australia, Australian Catholic University\u003cbr\u003e'A comprehensive survey and a meaningful proposal for future practices in education.' Andrew Caines, The Times Literary Supplement\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Introduction; 2. A history of writing; 3. Writing guidance; 4. Expert writers; 5. Creativity and writing; 6. Novice writers and education; 7. The process of writing.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738567586135,"sku":"9781316636060","price":24.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781316636060.jpg?v=1720049494"},{"product_id":"a-history-of-western-philosophy-of-education-in-antiquity-9781350074415","title":"A History of Western Philosophy of Education in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today.\u003cb\u003eAbout A History of Western Philosophy of Education:\u003c\/b\u003eAn essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, conne\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e[About the series] Not since Robert Ulich's groundbreaking \u003ci\u003eA Thousand Years of Educational Wisdom \u003c\/i\u003ehas there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign\/Urbana, USA. *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures Series Introduction, \u003ci\u003eMegan J. Laverty and David T. Hansen\u003c\/i\u003e General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: A Story of Educational Philosophy in Antiquity, \u003ci\u003eAvi I. Mintz\u003c\/i\u003e 1. The Sophistic Movement and the Frenzy of a New Education, \u003ci\u003eM.R. Engler\u003c\/i\u003e 2. Plato: Philosophy As Education, \u003ci\u003eYoshiaki Nakazawa\u003c\/i\u003e 3. Xenophon the Educator, \u003ci\u003eWilliam H.F. Altman\u003c\/i\u003e 4. Isocrates: The Founding and Tradition of Liberal Education, \u003ci\u003eBruce A. Kimball and Sarah M. Iler\u003c\/i\u003e 5. Educating for Living Life at Its Best: Aristotelian Thought and the Ideal \u003ci\u003ePolis\u003c\/i\u003e, \u003ci\u003eMarianna Papastephanou\u003c\/i\u003e 6. Ancient Schools and the Challenge of Cynicism, \u003ci\u003eAnsgar Allen\u003c\/i\u003e 7. Roman Educational Philosophy: The Legacy of Cicero, \u003ci\u003eJames R. Muir\u003c\/i\u003e 8. Seneca, Epictetus, and Marcus Aurelius: Education and the Philosophical Art of Living, \u003ci\u003eAnnie Larivée\u003c\/i\u003e 9. St. Augustine’s Pedagogy as the New Creation, \u003ci\u003eYun Lee Too\u003c\/i\u003e Notes on Contributors Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738585542999,"sku":"9781350074415","price":75.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350074415.jpg?v=1720049561"},{"product_id":"reinventing-pedagogy-of-the-oppressed-9781350117174","title":"Reinventing Pedagogy of the Oppressed","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSince its publication in 1968 Paulo Freire's \u003ci\u003ePedagogy of the Oppressed\u003c\/i\u003e has maintained its relevance well into the 21st century. This book showcases the multitude of ways in which Freire's most celebrated work is being reinvented by contemporary, educators, activists, teachers, and researchers. The chapters cover topics such as: spirituality, teacher identity and education, critical race theory, post-truth, academic tenure, prison education, LGBTQ educators, critical pedagogy, posthumanism and indigenous education. There are also chapters which explore Freire''s work in relation to W.E.B Du Bois, Myles Horton, Martin Luther King, Jr., and Simone de Beauvoir. Written by leading first and second-generation Freirean scholars, the book includes a foreword by Ira Shor and an afterword by Antonia Darder.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eI would recommend this book as a must-have for teacher educators to reflect and explore alternative models of teacher education as well as teachers and educational researchers committed to critical theory and literacies as it provides an excellent overview of the world through a Freirean lens and within different settings. * Educational Review *\u003cbr\u003eAt a time of growing authoritarian movements across the globe, the work of Paulo Freire stands out as a prescient beacon of struggle and hope. \u003ci\u003eReinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives \u003c\/i\u003ebuilds on that political ideal and memory of resistance and in doing so brilliantly reinvents and extends Freire work by engaging it from a variety of disciplines, studies, and emancipatory concerns. In this book, theory and practice emerge in a fresh and original appropriation of Paulo’s work at a time when education as the foundation for critical thought and practice is in crisis.  This is a brilliant and important addition to a Freire’s work that should be read by everyone who believes that education is central to politics and those modes of resistance that make a radical democracy possible. * Henry Giroux, Professor for Scholarship in the Public Interest and Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster University, Canada *\u003cbr\u003e\u003ci\u003eReinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives \u003c\/i\u003eis written in an accessible manner and is empirically rich. * International Review of Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword: On the Road to Social Justice: Reinventing Paulo Freire Ira Shor \u003ci\u003e(City University of New York, USA)\u003c\/i\u003e Introduction: James D. Kirylo \u003ci\u003e(University of South Carolina, USA)\u003c\/i\u003e \u003cb\u003ePart I: The Criticality of Teacher Preparation\u003c\/b\u003e 1. Preparing Foundational Phase Educators: Reading the Word and World through Transect Walks   Deidre Geduld, Ivor Baatjes, and Heloise Sathorar (\u003ci\u003eNelson Mandela University, South Africa)\u003c\/i\u003e 2. W.E.B. DuBois and Paulo Freire: Toward a ‘Pedagogy of the Veil’ to Counter Racism in Early Childhood Education Meir Muller\u003ci\u003e (University of South Carolina, USA) \u003c\/i\u003eand Nathaniel Bryan\u003ci\u003e (Miami University Ohio, USA)\u003c\/i\u003e 3. The Community as a Teacher Educator: Preparing Critically Conscious Teacher Candidates in Detroit Kaitlin Popielarz\u003ci\u003e (Wayne State University, USA)\u003c\/i\u003e \u003cb\u003ePart II: Pedagogy and Practice\u003c\/b\u003e 4. Making Meaning in the Carceral Space: Freirean Dialogue and Existential Becoming in the Jail or Prison Classroom   Gregory Bruno \u003ci\u003e(Kingsborough Community College, City University of New York, USA)\u003c\/i\u003e 5. Critical Race Counterstories and Freire’s Critical Pedagogy: Navigating Race in an Interdisciplinary Literature and Religious Studies Course   Soumitree Gupta\u003ci\u003e (Carroll College, USA) \u003c\/i\u003eand Gerardo Rodríguez-Galarza\u003ci\u003e (St. Norbert College, USA)\u003c\/i\u003e 6. Toward a Software of the Oppressed: A Freirean Approach to Surveillance Capitalism  Erin Rose Glass\u003ci\u003e (UC San Diego, USA)\u003c\/i\u003e 7. Freirean Cultural Circles in a Contemporary Social Studies Class Shelley Martin-Young\u003ci\u003e (Oklahoma State University, USA)\u003c\/i\u003e 8.The Liberatory Potential for Teacher Mindfulness  Amy E. Laboe \u003ci\u003e(University of Virginia, USA)\u003c\/i\u003e 9. Who’s in Charge?: Teacher Authority and Navigating the  Dialogical-Based Classroom  A.J. Tierney\u003ci\u003e (Oklahoma State University, USA)\u003c\/i\u003e \u003cb\u003ePart III: The Intersection of Paulo Freire and Myles Horton, Martin Luther King, jr., and Simone De Beauvoir\u003c\/b\u003e 10. “To Speak a Book”: Lessons from Myles Horton and  Paulo Freire’s We Make the Road Walking Jon Hale and Alexandra Bethlenfalvy\u003ci\u003e (University of South Carolina, USA)\u003c\/i\u003e 11. The Beloved Community and Utopia: Hope in the Face of Struggle as Envisioned by Martin Luther King, Jr. and Paulo Freire  Drick Boyd\u003ci\u003e (Eastern University, USA)\u003c\/i\u003e 12. Less Certain But No Less Committed: Paulo Freire and Simone  de Beauvoir on Ethics and Education  Peter Roberts\u003ci\u003e (University of Canterbury, New Zealand)\u003c\/i\u003e \u003cb\u003ePart IV: Policy, The Environment, and Liberation Theology\u003c\/b\u003e 13. Ley de Reforma Educativa de Puerto Rico: A Freirean Perspective  Patricia M Virella \u003ci\u003e(Sarah Lawrence College, USA) \u003c\/i\u003eand Jennie Weiner\u003ci\u003e (University of Connecticut, USA)\u003c\/i\u003e 14. Overcoming (In)Difference: Emancipatory Pedagogy and Indigenous Worldviews toward Respectful Relationships with the More-Than-Human World  Jennifer Markides\u003ci\u003e (University of Calgary, Canada)\u003c\/i\u003e 15. We Write on the Earth as the Earth Writes on Us: Paulo Freire the (Post)Humanist  \u003ci\u003eTricia M. Kress (Molloy College, USA) and Robert Lake (Georgia Southern University, USA)\u003c\/i\u003e 16.The Postdigital Challenge of Paulo Freire’s Prophetic Church   Peter McLaren\u003ci\u003e (Chapman University, USA) \u003c\/i\u003eand Petar Jandric\u003ci\u003e (Zagreb University of Applied Sciences, Croatia)\u003c\/i\u003e \u003cb\u003ePart V: Reflections, Experiences, And Considerations\u003c\/b\u003e 17. Pursuing Critical Consciousness on the Tenure Track: Toward  a Humanizing Praxis within the Neoliberal University  Rolf Straubhaar, Sara Torres, Sascha Betts\u003ci\u003e (Texas State University, USA)\u003c\/i\u003e 18. Living in the Contradictions: LGBTQ Educators and Critical Pedagogy  Dena Lagomarsino\u003ci\u003e (Tulane\/New York University, USA)\u003c\/i\u003e 19. An Eye-Witness Account of Freire’s Return Back to Brazil after the Exile: Personal Reflections on Fighting Oppression  Nelio Bizzo\u003ci\u003e (University of São Paulo, Brazil)\u003c\/i\u003e 20. Dare to Hope: The Art of Untying the Tongue and Awakening the Resilient Spirit  Débora B. Agra Junker \u003ci\u003e(Garrett-Evangelical Theological Seminary, USA)\u003c\/i\u003e Afterword: Paulo Freire Fifty Years Later   Antonia Darder\u003ci\u003e (Loyola Marymount University, USA)\u003c\/i\u003e References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738590720343,"sku":"9781350117174","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350117174.jpg?v=1720049577"},{"product_id":"everyday-acts-of-design-9781350162396","title":"Everyday Acts of Design","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFrom 2016-2018, teachers and students at the State University of Rio de Janeiro in Brazil found themselves at the center of a crisis. A new right-wing government suspended payment of staff salaries and student scholarships and stopped funding basic maintenance. Everyday Acts of Design tells the story of how the university's design school reacted to the crisis: not with despondency or despair, but by promoting a series of radical teaching experiments.   Working together, students, alumni, teachers, and staff embraced hope as a method, demonstrating that it is possible to find positive answers even in a situation of imminent collapse. The case histories narrated in the book provide alternatives to conventional forms of design teaching, but also prove that education can be a site for democracy and the practice of freedom.  Deprived of the activity of creating for an imagined future, design can still assert a way forward through practices of making and experimenting. Drawing on their perso\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eZoy Anastassakis and Marcos Martins take us on a personal journey through the challenges of leadership, management and teaching in a design school during times of uncertainty, precariousness and government neglect in Brazil. Weaving together stories of everyday experiences demonstrating at once alternative ways of thinking design acts, the resilience of educators and students, and the bonds that are developed when a situation and a state is on the brink of collapse, this book is an urgent read for all design students and educators. -- Dana Abdullah, University of the Arts London, UK\u003cbr\u003eIn this account of a present intensively lived, Anastassakis and Martins reveal the individual struggles and collective actions of ESDI’s prodigious community of precarious lives. Reimagining the first and foremost design education institution in Brazil, Latin America and the Portuguese language demanded shuffling functions, challenging privileges and questioning conventions. But also claiming resistance, vulnerability, care, interdependence, coexistence and solidarity as essential terms of a design lexicon they generously share with us in this momentous book. -- Frederico Duarte, University of Lisbon, Portugal\u003cbr\u003eHope is perhaps the element to be harnessed in a time that insists on oppressing and in which different ways of doing things are designed to circumvent the investments of domination. In these margins, scribbling is the act of imprinting life, whether it be to inscribe battles and continuity, or to strike through the logics that paint a world obsessed with a single, exclusive method. Education, when it becomes an inventive and radical stroke of life, affirms itself as an ordinary task, as everyday acts that give other contours to the margins. -- Luiz Rufino, Rio de Janeiro State University, Brazil\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures Foreword, \u003ci\u003eTimothy Ingold (University of Aberdeen, UK)\u003c\/i\u003e Acknowledgements Historical Background Map and ESDI Ground Plan Introduction  1. Landing 2. Curriculum 3. A Land-slipping panic 4. Drawing Together 5. Crisis 6. Design Research 7. Impasses and Correspondences 8. How do you get to the university? 9. Walking barefoot  Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738598191447,"sku":"9781350162396","price":16.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350162396.jpg?v=1720049601"},{"product_id":"critical-childhood-studies-9781350163201","title":"Critical Childhood Studies","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe book provides an advanced, accessible text for childhood studies, which is suitable and challenging for those coming from practice, different parts of the world and from a range of disciplines. Key ideas within childhood studies are introduced, from agency to intersectionality to children's rights. Addressing children and young people under the age of 18, the book combines concepts from seminal texts with challenging, critical views and alternatives, to stimulate readers to develop their own analysis and apply the results to their own interests. It reveals how childhood studies draws on a rich and diverse range of perspectives from child development, educational studies, history, human rights, media studies, philosophy, public health, race and ethnicity studies, to social anthropology. The book is organised around five sections: Foundations of Childhood Studies Childhood Studies Meets Other Disciplines Childhood Studies Meets Children's Rights Studies Intersectional Perspectives on\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eRigorous, scholarly and engaging... it is one of those rare texts that combines critical examination of the field of childhood studies with a lively pedagogic approach that invites students to explore some of the contemporary debates and themes within the field. -- Michael Wyness, Reader in the Department of Education Studies, University of Warwick, UK\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Introduction: Childhood Studies, A Welcoming Field, \u003ci\u003eLaura Weiner (University of Edinburgh, UK) and John M. Davis (University of Strathclyde, UK)\u003c\/i\u003e 2. Foundations of Childhood Studies, \u003ci\u003eE. Kay M. Tisdall \u003c\/i\u003e\u003ci\u003e(University of Edinburgh, UK)\u003c\/i\u003e Commentary on Foundations of Childhood Studies, \u003ci\u003eSarada Balagopalan (Rutgers Camden University, USA)\u003c\/i\u003e 3. Childhood Studies Meets Other Disciplines, \u003ci\u003eMarlies Kustatscher and Deborah Fry (University of Edinburgh, UK)\u003c\/i\u003e Commentary on Childhood Studies Meets Other Disciplines, \u003ci\u003eTendai Charity Nhenga (Africa University, Zimbabwe)\u003c\/i\u003e 4. Childhood Studies Meets Children’s Rights Studies, \u003ci\u003eE. Kay M. Tisdall and Kristina Konstantoni (University of Edinburgh, UK)\u003c\/i\u003e Commentary on Childhood Studies Meets Children’s Rights Studies, \u003ci\u003eIrene Rizzini (International Centre for Research and Policy on Childhood at PUC-Rio, Brazil)\u003c\/i\u003e 5. Intersectional Perspectives on Childhood, \u003ci\u003eMarlies Kustatscher and Kristina Konstantoni (University of Edinburgh, UK)\u003c\/i\u003e Commentary on Intersectional Perspectives on Childhood, \u003ci\u003eErica Burman (University of Manchester, UK)\u003c\/i\u003e 6. Childhood Studies in Practice, \u003ci\u003eM. \u003c\/i\u003e\u003ci\u003eCatherine Maternowska and Deborah Fry \u003c\/i\u003e\u003ci\u003e(University of Edinburgh, UK)\u003c\/i\u003e Commentary on Childhood Studies in Practice, \u003ci\u003eAmanda Third (Western Sydney University, Australia)\u003c\/i\u003e 7. Conclusion: Using Childhood Studies Concepts to Further Emancipatory Praxis, \u003ci\u003eLaura Weiner (University of Edinburgh, UK) and John M. Davis \u003c\/i\u003e\u003ci\u003e(University of Strathclyde, UK)\u003c\/i\u003e Glossary Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738598486359,"sku":"9781350163201","price":26.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350163201.jpg?v=1720049604"},{"product_id":"education-for-critical-consciousness-9781350190153","title":"Education for Critical Consciousness","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFamous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed. This edition includes a substantial new introduction by Carlos Alberto Torres, Distinguished Professor and Founding Director of the Paulo Freire Institute, UCLA, USA.   Translated by Myra Bergman Ramos.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eFreire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility... Most of all he has a vision of man. * Times Higher Educational Supplement *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eEducation for Critical Consciousness and Deliberative Democracy: A Critical Reading of Paulo Freire’s Hermeneutic Contributions, \u003ci\u003eIntroduction by Carlos Alberto Torres, 2021\u003c\/i\u003e Introduction by Denis Goulet, 1973 Preface by Jacques Chonchol, 1968 \u003cb\u003ePart I: Education as the Practice of Freedom\u003c\/b\u003e 1. Society in Transition 2. Closed Society and Democratic Inexperience 3. Education versus Massification 4. Education and Conscientização 5. Postscript 6. Appendix \u003cb\u003ePart II: Extension or Communication\u003c\/b\u003e Chapter I Chapter II Chapter III","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738601959767,"sku":"9781350190153","price":18.04,"currency_code":"GBP","in_stock":true}]},{"product_id":"pedagogy-of-the-heart-9781350190245","title":"Pedagogy of the Heart","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePedagogy of the Heart\u003c\/i\u003e represents some of the last writings by Paulo Freire. In this work, perhaps more so than any other, Freire presents a coherent set of principles for education and politics. For those who have read Freire's other works the book includes new discussions of familiar subjects including community, neoliberalism, faith, hope, the oppressed, and exile. For those coming to Freire for the first time, the book will open up new ways of looking at the interrelations of education and political struggle. Freire reveals himself as a radical reformer whose lifelong commitment to the vulnerable, the illiterate and the marginalised has had a profound impact on society and education today. The text includes substantive notes by Ana Maria Araújo Freire, a foreword by Martin Carnoy, a preface by Ladislau Dowbor, as well as a substantive new introduction by Antonia Darder, who holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book gives evidence that when Freire died he was, at 75, at the height of his intellectual maturity. * Australian Journal of Teacher Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction by Antonia Darder (Loyola Marymount University, USA) Foreword by Martin Carnoy (Stanford University, USA) 1. \u003ci\u003eUnder the Shade of the Mango Tree\u003c\/i\u003e 2. Solitude-Communion 3. Life Support and the World 4. My First World 5. Hope 6. The Limit of the Right 7. Neoliberals and Progressives 8. Democratic Administration 9. Lessons from Exile 10. The \"Lefts\" and the Right 11. Seriousness and Happiness 12. \u003ci\u003eDialogism \u003c\/i\u003e13. My Faith and Hope \u003ci\u003eNotes by Ana Maria Araujo Freire\u003c\/i\u003e","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738602123607,"sku":"9781350190245","price":18.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350190245.jpg?v=1720049617"},{"product_id":"pedagogy-in-process-9781350190290","title":"Pedagogy in Process","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePedagogy in Process presents a first-hand account of the most comprehensive attempt yet to put into practice Paulo Freire's theory of education within a real societal setting. When Guinea Bissau on the West African coast declared independence in 1973 the rate of illiteracy in its adult population was ninety percent. The new government faced the enormous task of educating its citizens. With Freire as collaborator and advisor the government launched a huge grass-roots literacy campaign and this book is Freire's memoir of that campaign. Those familiar with Freire's work will identify his ongoing insistence on the unity between theory and practice, mental and manual work, and past and present experience. This is essential reading for anyone interested Freire's revolutionary ideas on education and the transformative power they hold when applied to society and the classroom. This edition includes a substantive introduction by Michael Apple who is Professor Emeritus of Curriculum and Instruct\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe book, for which these letters provide both core and rationale, will not only broaden the already substantial audience for Freire's work. It will also clarify his views and humanize the man himself ... apart from all else, the book provides the best, most idiomatic English version of his writing to date ... The conversational tone made possible by an exchange of correspondence provides, for the first time, an appropriate metaphor for the man who has made 'dialogue' almost a synonym for 'education'. \u003ci\u003ePedagogy in Process \u003c\/i\u003eis, therefore - while not his classic work - unquestionably his most accessible. By my own taste, it is also his most powerful - and human. * From the Foreword by Jonathan Kozol *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction by Michael Apple (University of Wisconsin–Madison, USA) Foreword by Jonathan Kozol Introduction The Letters to Guinea-Bissau Postscript Final Word Notes","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738602189143,"sku":"9781350190290","price":22.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350190290.jpg?v=1720049616"},{"product_id":"critical-pedagogy-for-healing-9781350192683","title":"Critical Pedagogy for Healing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis is the first book to explicitly link healing and wellness practices with critical pedagogy. Bringing together scholars from Brazil, Canada, Malta and the USA, the chapters combine critical pedagogy and social justice education to reorient the conversation around wellness in teaching and learning. Working against white Eurocentric narratives of wellness in schools which focus on the symptoms, not the causes, of society''s sickness, the authors argues for a soul revival of education which tackles, head on, the causes of dis-ease in society, from institutional racism, colonialism, xenophobia and patriarchy. The contributors provide fresh perspectives that address short-term goals of wellness alongside long-term goals of healing\u003ci\u003e \u003c\/i\u003ein schools and society by attending to underlying causes of social sickness. The chapters bridge theory and practice, bringing diverse historical and contemporary philosophical discussions around wellness into contact with concrete examples of the inter\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eEach of the contributors to this courageous and ground-breaking book grapple with the question of what it means to be human. Drawing on their own unique histories they carefully choreograph a set of powerful ideas and arguments to lay the foundations for a different kind of social imaginary based on the values of radical love. * Barry Down, Adjunct Professor of Education, University of South Australia, Australia *\u003cbr\u003e\u003ci\u003eCritical Pedagogy for Healing\u003c\/i\u003e is well constructed, deep and detailed. It focuses on much needed attention to healing and self in academia, community, and school-based educational settings. The strengths of the book are the vast array of knowledge and representation of communities. Powerful chapters offer insights not usually available to educational communities. * Patricia Paugh, Associate Professor of Curriculum and Instruction, University of Massachusetts Boston, USA *\u003cbr\u003eA stimulating and overdue introduction to pedagogies for healing justice. Grounded in the world of learning practices located outside the force field of heteropatriarchal white Eurocentric education that obscures them, this book re-orients critical pedagogy towards the reverence and defence of life itself. * Sarah Amsler, Associate Professor in Education, University of Nottingham, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Illustrations List of Contributors Introduction: Pathways toward a Soul Revival in Teaching and Learning, \u003ci\u003eTricia M. Kress (Molloy College, USA), Christopher Emdin (Teachers College, Columbia University, USA) and Robert Lake (Georgia Southern University, USA)\u003c\/i\u003e \u003cb\u003ePart I: Spirituality, Faith, and Hope\u003c\/b\u003e  1. And Let the Church Say, “Amen”: Racio-Spiritual Re-membering as a Pedagogy of Healing \u003ci\u003eJamila Lyiscott (University of Massachusetts Amherst, USA)\u003c\/i\u003e  2. Towards a Critical Pedagogy of Spirituality and Healing,\u003ci\u003e Irwin Leopando (LaGuardia Community College, USA)\u003c\/i\u003e  3. A Spirituality of Inclusion and Six Dispositions of Significance: Bringing Eternal Meanings to Our Pedagogical Practice\u003ci\u003e James D. Kirylo (University of South Carolina, USA)\u003c\/i\u003e  4. Pentacostal Pedagogy and the Rights of the Body as Restoration in Education, \u003ci\u003eChristopher Emdin (Teachers College, Columbia University, USA)\u003c\/i\u003e  5. Buddhist Practices for Embodied Awareness, Healing, and Racial Justice, \u003ci\u003eHelen Kwah (New York University, USA)\u003c\/i\u003e \u003cb\u003ePart II: Physical \u0026amp; Mental Well-Being\u003c\/b\u003e  6. Mindfully Running the Course(s): Self-Care as Critical Praxis, T\u003ci\u003ericia Kress and Jennifer Somma-Coughlin (Molloy College, USA) \u003c\/i\u003e  7. Immanence and a Pedagogy of Vulnerability: Teaching with Anxiety and Panic Disorder, \u003ci\u003eKathryn Strom (California State University, USA)\u003c\/i\u003e  8. In the ‘Being’ and the ‘Doing’: Teachers’ Critical Embodied Pedagogies of Care, \u003ci\u003eVictoria Restler (Rhode Island College, USA)\u003c\/i\u003e  9. Healing in Collaboration with School Counselors: Hip Hop and Spoken Word Therapy\u003ci\u003e, Ian Levy (Manhattan College, USA)\u003c\/i\u003e 10. Sexual Healing: Confronting Disembodiment in Public Schooling, \u003ci\u003eCarolyne Ali-Khan and John W. White (University of North Florida, USA)\u003c\/i\u003e \u003cb\u003ePart III: Arts \u0026amp; Creativity\u003c\/b\u003e  11. (In)Souling Music, Self Care And Empathic Resonance, \u003ci\u003eRobert Lake (Georgia Southern University, USA)\u003c\/i\u003e  12. Creating the Play Space: Human Encounters Explored through Theatre Processes,\u003ci\u003e Isabelle Gatt (University of Malta, Malta)\u003c\/i\u003e  13. “What Happens if I Open that Door?”: Art, Truth-Telling and Healing in a Poetry Course for Prospective Teachers, \u003ci\u003eLaura Apol (Michigan State University, USA)\u003c\/i\u003e  14. The Distresses and Hopes of Beginning Teachers: Five Arts-Based Research Explorations, \u003ci\u003eGene Fellner (City University of New York, USA)\u003c\/i\u003e  15. Committing Ourselves to Black Girl Joy: A Hip-Hop Feminist Approach, \u003ci\u003eDamaris C. Dunn (University of Georgia, USA)\u003c\/i\u003e \u003cb\u003ePart IV: Community \u0026amp; Connection\u003c\/b\u003e  16. Folding Cranes of Hope: Assembling Leadership through Critical Pedagogy, \u003ci\u003eRobin Brandehoff (University of Colorado, USA)\u003c\/i\u003e 17. Healing Ourselves through Black Mothers’ Wisdom, \u003ci\u003ee alexander (Ohio State University, USA)\u003c\/i\u003e  18. Between Wholeness and Restoration,\u003ci\u003e dorothy vaandering, (Memorial University of Newfoundland, Canada)\u003c\/i\u003e  19. Fraying Lives: Toward a Pedagogy of Healing, \u003ci\u003eGregory Tewksbury (Brooklyn College, USA)\u003c\/i\u003e  20. An Autoethnographic Account: How Black Teacher-Coaches Counter-Narrate New Social Constructs to Inform Pedagogy for Healing, \u003ci\u003eAlex Chisholm (University of Georgia, USA)\u003c\/i\u003e  \u003cb\u003ePart V: Space, Place \u0026amp; Land\u003c\/b\u003e  21. The Politics of a Revolutionary and Humanizing Praxis: The Story of Liberation, Victory and Regression in Tucson, \u003ci\u003eCurtis Acosta (University of Arizona, USA)\u003c\/i\u003e 22. Schools for Liberation: Creating Leadership for a New World, \u003ci\u003eDavid Greene and Janet Greene (Freedom School, USA)\u003c\/i\u003e 23. “The Gift of Setting Alight the Sparks of Hope in the Past”: Ancestry and History in Pedagogical Praxis in the Brazilian Amazon, \u003ci\u003eInny Accioly, Benedito Alcântara, Aldinea Fernandes Monteiro, Aldenice Monteiro (Fluminense Federal University, Brazil)\u003c\/i\u003e 24. Thy Will Be Done: Radical Love as Self-Other Healing Praxis, \u003ci\u003ePatricia Krueger-Henney and Perpetual Hayfron (University of Massachusetts, Boston, USA)  \u003c\/i\u003e25. Deflecting the echoes of settler-colonialism: Stories of resilience and healing while working with Maya youth, \u003ci\u003eDonna DeGennaro (University of North Carolina, Wilmington, USA)\u003c\/i\u003e  26. Urban Nature: Reconciling our notions of nature and Relationships to Land in Contemporary North American Urban Landscapes, \u003ci\u003eJennifer D. Adams (University of Calgary, Canada)\u003c\/i\u003e Afterword: Healing the Soft Tissue of Critical Pedagogues with a Radical Love, \u003ci\u003eShirley R. Steinberg (University of Calgary, Canada)\u003c\/i\u003e References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738602484055,"sku":"9781350192683","price":19.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350192683.jpg?v=1720049619"},{"product_id":"education-for-social-change-9781350192843","title":"Education for Social Change","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list.   The book includes a foreword\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThere is growing awareness of the need for constructive social change. Education could play a major role, but what it was missing, is now offered by this must-read book: A pedagogy of global social justice that would empower teachers, academics, and civil society organizations across diverse settings. * Namrata Sharma, Adjunct Professor of Education, State University of New York, USA *\u003cbr\u003eIn his inspiring book Doug Bourn engages academics and practitioners with the ongoing debate over interpretations of social change approaches. His pedagogy of global social justice demonstrates in a hard-hitting, insightful and heartening way that a more just and sustainable world is possible through education. * Massimiliano Tarozzi, Full Professor, University of Bologna, Italy *\u003cbr\u003eWith this book, Douglas Bourn makes a valuable contribution to the burgeoning field of global justice and education. By pulling together a range of traditions within the social reconstructionist camp, this work provides an expansive view of the democratic purposes of schooling. Highly readable, this timely scholarship promises to strengthen the relationship between schools and contemporary world issues. * John Myers, Associate Professor of Social Science Education, Florida State University, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures Foreword, \u003ci\u003eTania Ramalho (State University of New York, USA)\u003c\/i\u003e Acknowledgements List of Abbreviations  Introduction 1. Changing Role and Relationship of Education to Societal Change  2. Education for a Democratic Society  3. Education for Liberation  4. Education for Socialism and a New Society   5. Education for a Global Society   6. Pedagogy for Global Social Justice  7. Education for Transformation, Sustainable Future and Being Global Citizens  8. Teachers as Agents of Social Change  9. Global Youth Work and Young People as Social Activists  10. The Role of the Academic Tutor  11. Civil Society Organisations as Agents for Change  12. International Organisations, UNESCO, Earth Charter and Putting the Sustainable Development Goals into Practice  Conclusion   References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738602549591,"sku":"9781350192843","price":21.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350192843.jpg?v=1720049619"},{"product_id":"culture-and-the-university-9781350193000","title":"Culture and the University","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eNot long ago, it was understood that universities and culture were intimately related.  However, to a large extent, that understanding has faded. \u003ci\u003eCulture and the University\u003c\/i\u003e confronts this situation. Written by three leading scholars of higher education and the philosophy of higher education, the book opens the debate about the cultural purpose of universities and higher education. The authors argue that the university should be and can be an institution of culture, of great cultural significance in the digital age, and exercise cultural leadership in society. This wide-ranging and polemic text addresses a range of subjects including environmentalism, citizenship, post-truth, the ethical implications of technology and feminist philosophy. The authors build on the work of key philosophers of the university from Aristotle, Nietzsche and Heidegger to Donna Haraway, Terry Eagleton and Martha C. Nussbaum to conceive of an entirely modern vision of the university. This is a must-read f\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe cultures of universities are what allow them to be effective producers and disseminators of knowledge. Knowing what these cultures consist of, and how they are created, is therefore central to understanding universities’ roles in society. This book probes these important questions and challenges our thinking on what the university actually is. * Paul Temple, Associate Professor, IOE – UCL’s Faculty of Education and Society, UK *\u003cbr\u003eUniversities continue to be institutions in a state of flux confronting multiple disruptions. Many have responded with slick marketing material which places style over substance. In this insightful book, the authors ask, ‘why do we exist?’ And in response, they unpack the cultural foundations of the university and chart an uncertain future * James Arvanitakis, Professor, Western Sydney University, Australia *\u003cbr\u003eThis book fills an important gap in the literature by examining the varied and multifaceted intersections between culture and the university and comes at a critical moment as institutions of higher education grapple with the fact that they are not neutral players in society\u003ci\u003e. \u003c\/i\u003e * Professor David J Hornsby, Carleton University, Ottawa, Canada *\u003cbr\u003eA profound reconsideration of the university\/culture relationship that reaches far beyond training for civil society or teaching fundamental values, the book brilliantly treats culture as the practice of searching, frictions, and openness leading us to new horizons. Maintaining three distinctive authorial voices, the book is both unified and exciting. * Davydd J. Greenwood, Goldwin Smith Professor of Anthropology Emeritus Cornell University, USA *\u003cbr\u003eThis volume provides a detailed, nuanced, multifaceted exploration of the cultural purposes of the university.  Both conceptual and practical in its approach, \u003ci\u003eCulture and the University\u003c\/i\u003e prompts us to think deeply about the roles and responsibilities of institutions of higher education in the 21st century. * Peter Roberts, Professor of Education, University of Canterbury, New Zealand *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 1. Whatever Happened to the University for Culture? \u003cb\u003ePart I:  Warring cultures and a universal culture - (Ronald Barnett, University College London, UK)\u003c\/b\u003e 2. The Cultural Crisis of the University 3. Culture Wars: Multiplication and (possible) Re-unification 4. A Common Culture - No and Maybe 5. For the University and the World: a Culture of the Earth \u003cb\u003ePart II:  Designing for cultural places - (Rikke Toft Nørgård, Aarhus University, Denmark)\u003c\/b\u003e 6. Placeful Cultures and Cultural Places 7. The Atmospheric University and Cultural Atmospheres 8. Cultures for Collective Visioning and Future-Making 9. Future-Scaping Alternative Universities \u003cb\u003ePart III:  Within and beyond culture - (S\u003c\/b\u003e\u003cb\u003eø\u003c\/b\u003e\u003cb\u003eren Bengtsen, Aarhus University, Denmark)\u003c\/b\u003e 10. Higher Education as Cultural Formation 11. Cultural Leadership 12. The Indivisible 13. Beyond Culture \u003cb\u003ePart IV:  Dialogical Imaginings\u003c\/b\u003e 14. University Culture as Force, Coexistence, Endeavour and Entanglement \u003ci\u003eRikke Nørgård\u003c\/i\u003e 15. A University of One’s Own \u003ci\u003eS\u003c\/i\u003eø\u003ci\u003eren Bengtsen\u003c\/i\u003e 16. An Ecological Culture for a Non-Comprehending World \u003ci\u003eRonald Barnett\u003c\/i\u003e Endnote: Uniting the University and Even the Earth: the Twin Cultures Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738602582359,"sku":"9781350193000","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350193000.jpg?v=1720049618"},{"product_id":"justice-matters-9781350268814","title":"Justice Matters","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSocial justice has become a buzzword to suggest we are serious about racism, sexism, classism, heterosexism, and ableism. But justice remains elusive and contested. It is written in founding documents, street soldiers declare it: ''no justice, no peace!'', but is absent from public interactions. Building on Cornel West's notion of race matters' and the Black Lives Matter movement, \u003ci\u003eJustice Matters \u003c\/i\u003estrips away the rhetoric that keeps us from understanding what justice is, particularly in education, but also in relation to health, race, economy, and environment.Ladson-Billings interrogates the meaning of justice, looking at Western notions of justice from Aristotle to Kant to Rorty, alongside Eastern notions of Justice, from Lao Tzu, to Rumi to Frantz Fanon and W.E.B. Dubois. She shows how the pandemic has exposed deep injustices in society, and how schooling and the curriculum are largely blind to the race, White supremacy, and the racial trauma that plagues marginalized people. S\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eInsightful and timely. Ladson-Billings challenges us to think again about concepts like ‘social justice’ that have become buzz words while robustly interrogating own understandings of what justice means. At last a book that explores the concept of justice from a global perspective, drawing from thinkers from the East and West. For me, this is a basic reader for those involved in educating for justice and against discrimination and should be read by every teacher, university\/college lecturer engaged in teacher preparation and those who shape and design curricular frameworks. -- Rowena Arshad CBE, Professor Emerita, University of Edinburgh, UK\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction  1. Saving the Language of Justice (Or the Meaning of the Word 'Justice')  2. Saving Justice During the Pandemic (Or How to Recognize Fundamental Injustice in Society) 3. Saving Justice in Curriculum (Or What We Teach)  4. Saving Justice in Instruction (Or How We Teach)  5. Saving Justice in Discipline (Or How We Dismantle the Carceral State)  6. Saving Justice In Popular Culture (Or How Hip Hop Can Rescue Justice)  7. Saving Justice In Social Activism (Or How it Has to be More Than a Hashtag)  Conclusion: The Future of a Society that Fails to Save Justice References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738612511063,"sku":"9781350268814","price":20.43,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350268814.jpg?v=1720049652"},{"product_id":"finding-froebel-9781350269231","title":"Finding Froebel","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eFriedrich Froebel, the father of kindergarten', is one of the most influential pedagogues of the 19th century. However, relatively little is known about his life, his successes and failures, and his personal relationships. Based on many untranslated and unknown letters, this new biography presents Froebel as a brilliant but also flawed man. Beginning with his childhood and the early death of his mother, as well as his difficult relationship with his father and stepmother, we see the early seeds of Froebel's interest in children and the training of early childhood practitioners. While Froebel lacked basic academic knowledge due to his poor early education, he was able to overcome these deficits and found an educational institute, and develop ground-breaking educational theories about play and pedagogy. He authored multiple books, including his most famous work \u003ci\u003eThe Education of Man\u003c\/i\u003e. The focus of this book, though, is not on Froebel's educational theories but on his complicated rel\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eAn important, well-written, and fascinating new edition to the story of Friedrich Froebel and the history of early childhood education. Much of this research was previously unavailable in English and is a treasure trove of materials for researchers and fans of Froebel alike. -- Scott Bultman, Director of the Froebel Foundation, USA\u003cbr\u003e170 years after his death this book is the first comprehensive account of the life of pioneering educator Friedrich Fröbel. Thoroughly researched and based on contemporary re-reading of period sources, this book is an invaluable resource for anybody interested in the history of education. -- Mathias Urban, Desmond Chair in Early Childhood Education, Dublin City University, Ireland\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction \u003cb\u003ePart I: The Young Froebel\u003c\/b\u003e 1. An Unfortunate Childhood and Finding a Purpose in Life 2. Suddenly an Educator 3. Becoming an Educator of Humankind \u003cb\u003ePart II: The Teaching Froebel   \u003c\/b\u003e4. The General German Educational Institute in Keilhau 5. An Existential Crisis \u003cb\u003ePart III: The Playing Froebel \u003c\/b\u003e 6. The First Kindergarten and the Establishment of a New Idea 7. The Prohibition of Kindergarten 8. Froebel’s Final Years and the Spread of Kindergarten Conclusion: Froebel in the 21st Century  References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738612937047,"sku":"9781350269231","price":18.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350269231.jpg?v=1720049654"},{"product_id":"pedagogies-of-punishment-9781350275690","title":"Pedagogies of Punishment","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWritten by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts. Much of the punishment of children occurs in non-criminal contexts, in educational and social settings, and schools are institutions where young people are subject to disciplinary practices and justifications that are quite unlike those found elsewhere. In addition to this, the discipline they receive is often discriminatory, being disproportionately focused on students of colour and other minoritized identities, and unjust in other ways.   This timely text is a comprehensive examination of punishment in schools, prompting discussions on racial equity, social justice in education and the school to prison pipeline. Each chapter offers empirically informed, theoretical investigations into punishment in educational settings, including how puni\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003ePunishment of students is a fact of school life.  Should it be? If so, what forms of punishment are justified and under what conditions?  In this superb, edited book, Thompson and Tillson bring together noted philosophers and teacher educators for a comprehensive and definitive response to those questions. * Larry Nucci, Adjunct Professor, School of Education, University of California, Berkeley USA *\u003cbr\u003eWhat punishment is and when and how it is justified in education are underexplored topics. This book dives deep into theories and practices of punishment in education, illuminating conceptual complexities as well as intended and unintended impacts of punishment on diverse young people. The book is foundational for understanding punishment in education from analytic and practical views. * Liz Jackson, Professor and Head of the Department of International Education, Education University of Hong Kong, Hong Kong *\u003cbr\u003eThere’s a rich literature on the justification of punishment, but its routine use by schools is unquestioned. This rich volume presents a persuasive case for thinking that schools can only fulfil their educational mission if their punishments are justified. Philosophers, educationalists and everyone who cares about children will find it illuminating. * Neil Levy, Professor of Philosophy, Macquarie University, Australia and Senior Research Fellow, Oxford Uehiro Centre for Practical Ethics, United Kingdom *\u003cbr\u003eThis collection of interdisciplinary literature is an insightful contribution to education fields and provides a valuable resource for educators, families, and communities. * CHOICE *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction \u003cb\u003ePart I: Punishing Children: Foundational Analyses\u003c\/b\u003e 1. Should School Children be Punished?, \u003ci\u003eJoan Goodman (University of Pennsylvania, USA)\u003c\/i\u003e 2. Punishment, Pupils, and School Rules, \u003ci\u003eJohn Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA)\u003c\/i\u003e 3. Responsibility and the Potential Punishment of Children, \u003ci\u003eLarisa Svirsky (Brandeis University, USA)\u003c\/i\u003e \u003cb\u003ePart II: Punishment in Practice and at the Margins\u003c\/b\u003e 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, \u003ci\u003eJenna Scaramanga (IOE, UCL's Faculty of Education and Society, University College London, UK)\u003c\/i\u003e 5. Racialized Childhoods, Educational Goods, and “No Excuses” Schools: In Defense of Play and Agency, \u003ci\u003eAbigail Beneke (University of Wisconsin-Madison, USA)\u003c\/i\u003e 6. Punishment in Early Childhood: Do Exclusionary Practices Threaten Children’s Moral Rights?, \u003ci\u003eJoy Dangora Erickson (Endicott College, USA)\u003c\/i\u003e 7. A New Look at Shaming in Schools, \u003ci\u003eClio Stearns (Massachusetts College of Liberal Arts, USA) and Peter Stearns (George Mason University, USA)\u003c\/i\u003e \u003cb\u003ePart III: Due Process, Standing, and the Authority to Punish\u003c\/b\u003e 8. Due Process: Fairness in Procedure and Substance in the Public Schools, \u003ci\u003eTodd A. DeMitchell (University of New Hampshire, USA)\u003c\/i\u003e 9. Taking Hypocrisy to School, \u003ci\u003eKartik Upadhyaya (Kings College London, UK) and John Tillson (Liverpool Hope University, UK) \u003c\/i\u003e 10. The Punitive Classroom: Punishment and Punitive Feelings Between Adults and Children, \u003ci\u003eRuth Cigman (IOE, UCL's Faculty of Education and Society, University College London, UK)\u003c\/i\u003e \u003cb\u003ePart IV: Exploring Alternatives to Punishment\u003c\/b\u003e 11. What We Talk About When We Talk About Punishments and Consequences, \u003ci\u003eAvi Mintz (Newlane University, USA)\u003c\/i\u003e 12. Praise and Positive Behavior Management, \u003ci\u003eZoë A.Johnson King (University of Southern California, USA)\u003c\/i\u003e 13. Nudging School Discipline, \u003ci\u003eViktor Ivankovic (Institute of Philosophy, Zagreb, Croatia)\u003c\/i\u003e 14. Making Sense of Student (Mis)behavior: A Critical Pragmatist Alternative to Pedagogies of Punishment, \u003ci\u003eBarbara S. Stengel, Elizabeth A. Self and Rebecca A. Peterson (Vanderbilt University, USA)\u003c\/i\u003e List of Contributors Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738613789015,"sku":"9781350275690","price":21.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350275690.jpg?v=1720049656"},{"product_id":"freire-and-environmentalism-9781350292093","title":"Freire and Environmentalism","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eBuilding on Paulo Freire's educational theory and critical pedagogy movements, this book provides a short and accessible introduction to ecopedagogy  Freirean environmental teaching and environmentalism overall. Ecopedagogy offers a political and educational vision that strives for a critical, culturally relevant forms of knowledge centred on sustainability for securing the future of our planet, ending all forms of oppression, and ensuring peace globally. Using examples from around the globe, Misiaszek shows how different populations (e.g., gender, race, ethnicity) are affected in unbalanced ways by ongoing environmental destruction and argues that these systematic socio-environmental inequalities are ignored in much of environmental teaching. He argues through reinventing Freire's work that environmental justice is inseparable to social justice and should be seen as part of wider debates around, for example, globalization, development, citizenship, racism, feminism, neo\/colonializatio\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eGiven the environmental dangers we face, a critical educational response is especially important now.  This makes \u003ci\u003eFreire and Environmentalism\u003c\/i\u003e is a truly timely book. * Michael W. Apple, author of Can Education Change and John Bascom Professor Emeritus of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editors’ Foreword Introduction 1. Freirean Foundations of Environmentalism 2. Ecopedagogical Teaching 3. Curricula Through Generative Themes 4. Ecopedagogical Praxis from Theories 5. Development for Justice and Sustainability 6. Environmental Citizenships 7. Final Words of Warning References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738616082775,"sku":"9781350292093","price":18.58,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350292093.jpg?v=1720049663"},{"product_id":"freire-and-childrens-literature-9781350292246","title":"Freire and Childrens Literature","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eBuilding on and inspired by the work of Paulo Freire, this book offers an accessible introduction to how children's literature can be used in classrooms to explore cultural diversity and nurture collective qualities of shared joy, love and agency. The authors show how critical pedagogy and culturally responsive instruction can create meaningful ways for parents, teachers, and community leaders to engage with children''s and young adult literature. The chapters include discussions of polyvocality, student voice, critical parent engagement, hip hop and digital popular culture. The authors demonstrate how readings of children's literature, particularly multicultural literature, increase student joy, and engagement, reduce prejudice, and help students develop critical consciousness. Unique and theoretically grounded, the book presents many opportunities to weave the ideas of Freire into the fabric of K-12 schooling.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe work of Paulo Freire is grounded in an epistemology of Love. This book is a testament to that grounding and serves as a book accessible to all – students, parents, teachers, and scholars – an opportunity to weave the ideas of Freire into the fabric of K-12 schooling, and more so into society for popular readership. -- Aly Juma, Associate Director at the Paulo Freire Institute, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editors’ Foreword Introduction: Freirian Approaches to Teaching Children’s Literature: Joy, Voice, Agency, Responsiveness and Love 1. Becoming Powerful Readers of the Word and the World: Multicultural Readings of Children’s and YA Literature 2. Multicultural Literature and the Promotion of Social Awareness in ELA Classrooms 3. Linking the Word to the World: Connecting Multicultural Children’s Literature to the Lives of 21st Century Youth 4. Student Voice and Agency in the Polyvocal Literature Classroom 5. Critical Family Engagement in Reading Multicultural Literature 6. Conclusion: The Future of Children’s Literature is Already Here References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738616115543,"sku":"9781350292246","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350292246.jpg?v=1720049664"},{"product_id":"responsibility-9781350302617","title":"Responsibility","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eStudents, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved.  In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leaders and policy makers. Using a critical pragmatist framing of the concept of responsibility, Stengel shows how greater attention to responsibility allows for a deeper understanding of diversity and equity as well as individual and common goods. It enables a deeper understanding of the moral dimensions of teaching and learning prospectively in growth rather than retrospectively in blame. The philosophical discussion of responsibility is coupled with discussion of the lived experiences of students, teachers, aides, and administrators and draws evi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eResponsibility\u003c\/i\u003e offers an accessible entry point for practitioners who are dissatisfied with the factory model of public schooling and want to create schools with heart, but don’t know where to start. Stengel’s philosophical discussion, together with narratives from Bailey Middle School staff, provide a compelling account of how response-ability can positively shape a whole school’s culture. -- Ann Chinnery, Associate Professor in the Faculty of Education, Simon Fraser University, Canada\u003cbr\u003eA leading authority on pragmatism and education, Barbara Stengel expertly theorizes from her real-life experience in a so called failing school to show the difference responsibility (rather than accountability) makes in education. Her account is convincing and illuminating, exemplifying the potential of pragmatic philosophy in reckoning with the educational challenges of our times. -- Liz Jackson, Professor of International Education, Education University of Hong Kong, Hong Kong\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editors Preface Introduction 1. Responsibility as Response-ability  2. Recognizing Response-ability 3. “OK, What Do We Have Control Over?” Cultivating the Critical in Response-ability  4. “We Can Make Mistakes and We Can Fix Them”: Interpreting-Responding in Community  5. “Everything was Intentional”: Attending to Relation and Responsiveness  6. “Let’s Remember Who We Are”: Making and Taking Responsibility  7. Embracing Uncertainty and Staying Open: Critical Pragmatist Optimism  Conclusion References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738617688407,"sku":"9781350302617","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350302617.jpg?v=1720049670"},{"product_id":"collaboration-9781350302730","title":"Collaboration","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eCollaboration is widely celebrated as an ability schools should teach children to practice. Yet collaboration has a darker side, as its use to refer to those complicit with Nazi occupiers and with colonial oppressors of many kinds suggests. In effect, collaboration is a contranym, a word that can mean something or its opposite. To collaborate can mean to work with one's friends and colleagues for the common good. It can also mean to sell out one's friends and colleagues for the sake of personal gain. What can schools do to encourage the first and discourage the second? The loyalty and commitment to shared ends that collaboration implies may seem a positive good only insofar as those loyalties and ends are also good  but how to judge?  This book asks: to whom should one be loyal and what are the limits of loyalty? What responsibility do collaborators bear for the outcomes of their joint projects? Should I make those friends and those responsibilities my own? These are questions children\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis beautifully written little book reminds us, at a time of threats to publicly funded education and democratic institutions, that schools are spaces where children learn to live and work together in the public sphere. Shuffelton explores the meaning and practice of collaboration, drawing on philosophy, history and literature to both confront collaboration’s dark side and affirm its central value for our social life. -- Judith Suissa, Professor of Philosophy of Education, IOE, UCL’s Faculty of Education and Society, University College London, UK\u003cbr\u003eIn education circles, collaboration tends to be presented as an unassailable good. Yet as Shuffelton shows in this engaging volume, it also has a dark side. Drawing from literary, cinematic, philosophical, and school-based examples, Shuffelton explores the ethical challenges of collaboration while describing key features of collaboration at its best: shared aims, agency, and mutual responsibility. This book is a great resource for educators who want to avoid uninspired group work and instead develop meaningful collaborative projects in schools. -- Kathy Hytten, Professor of Educational Leadership and Cultural Foundations, University of North Carolina Greensboro, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editors Preface 1. Introduction 2. Friendship and Loyalty 3. Collaboration and Responsibility 4. Living with Oneself References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738617819479,"sku":"9781350302730","price":18.58,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350302730.jpg?v=1720049672"},{"product_id":"freire-and-critical-theorists-9781350333710","title":"Freire and Critical Theorists","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book draws connections between Paulo Freire and some of the most influential critical scholars of the 20th century. Each chapter pairs Freire with one of eleven critical scholars, giving a biographical summary and expanding the shared themes in their work. The critical theorists covered are: Mikhail Bakhtin, Pierre Bourdieu, Enrique Dussel, Frantz Fanon, Michel Foucault, Nancy Fraser, Erich Fromm, Antonio Gramsci, Jürgen Habermas, bell hooks and Iris Young. The book takes up Freire's invitation to use his perspective as a lens into different contexts and offers an expanded look at Freire's contribution to critical theory. While introducing the connections between Freire and other critical scholars the book reveals the importance of Freire's work to political sociology, critical race theory, decolonial theory, feminist theories and critical linguistics.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA book containing Paulo Freire’s primary educational thoughts about dialogue invariably provides renewed insights into his epistemological-cum-political proffering. By connecting Freirean educational praxis to the seminal thoughts of prominent critical educational theorists, this book opens a reflexive and dyadic pathway through which Freire’s understandings of educational and deliberative engagement can be reimagined. * Yusef Waghid, PhD, Distinguished Professor of Philosophy of Education, Stellenbosch University, South Africa *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction  1. Freire and Fromm  2. Freire and hooks  3. Freire and Dussel   4. Freire and Fanon  5. Freire and Gramsci   6. Freire and Habermas   7. Freire and Fraser  8. Freire and Bakhtin  9. Freire and Foucault  10. Freire and Bourdieu   11. Freire and Young   12. Unfinished Conversations  References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738620277079,"sku":"9781350333710","price":14.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350333710.jpg?v=1720049679"},{"product_id":"the-disaster-of-resilience-9781350342408","title":"The Disaster of Resilience","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe past decade has seen a vast expansion of resilience pedagogies, policies, and products in public education, from the Every Student Succeeds Act to social and emotional learning to grit. Educational apps, avatars, and games as well as behaviorist techniques, meditation programs, and biometric devices claim to teach resilience to adverse social conditions while new cyber schools, education brokers, global democracy promotion companies, and dropout recovery firms promise schools resilience to disaster and disruption. \u003ci\u003eThe Disaster of Resilience\u003c\/i\u003e shows how resilience discourse is interwoven with the new digital directions of educational privatization. Saltman argues that resilience has provided the justification for new educational profiteering, creating a climate which individualizes collective responsibilities, depoliticizes and dehistoricizes knowledge and curriculum, and falsely grounds its politics in a mashup of pseudoscience and human capital theory. He argues that we must \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eTeachers, students and parents are required to be excitedly resilient in the face of radical reforms that are destroying their relationship with each other in schools and communities. Saltman shows in detail the relationship between seemingly benign interventions about bodies and practices, and the unfolding disasters occurring as a result of the relocation of responsibility to the private world of the individual. This book is shockingly important for understanding and explaining the dismantling of public education. -- Helen M. Gunter, Professor Emerita, University of Manchester, UK\u003cbr\u003eIf you’re excited about promoting resilience among the youth, read this book. Educators, parents, students, and researchers all need to consider what Saltman unveils. Resilience pedagogy, no matter what its form, may just be that trojan horse for even more privatization, and even less democracy. -- Mark Garrison, Professor of Education, West Texas A\u0026amp;M University, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: The Politics of Resilience and Disaster 1. Microschools, UberEd and the Dropout Recovery Industry 2. From Venture Philanthropy to Digital Privatization: New Schools Venture Fund, Leap Innovations and the Selling of Digital Student Resilience 3. Democracy International, Inc.: Selling Resilience and Education in the Global Influence Peddling Industry 4. Trauma-Informed Pedagogy, Grit, and Biometrics: The Denial of Educational Politics and Racial Politics  5. Student Resilience, Social Emotional Learning, Testing as Teaching, and the Displacement of Intellectual Traditions Conclusion: From the Disaster of Resilience to Becoming Resilient to Resilience References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738621915479,"sku":"9781350342408","price":16.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350342408.jpg?v=1720049685"},{"product_id":"insurrections-9781350350816","title":"Insurrections","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWith this book Henry A. Giroux argues that insurrection has become a dominant motif for the USA and other countries torn between the promises and ideals of democracy and an emergent authoritarianism. He argues that education is central to the idea of insurrection, showing how on the one hand it contributes to an insurrectional authoritarianism, wedded to a fascist legacy that calls for racial purity, militarism, ultra-nationalism, and state terrorism. On the other hand he presents the idea of insurrectional democracy which has a long legacy in the battle for racial justice, economic equality, and a politics of inclusion. The book explores how both positions are motivated by specific visions, values, and particular understandings of education and agency. He also shows how powerful images, social media, and the internet are in merging political education, power, and cultural politics. Giroux makes an impassioned call for an insurrectional democracy that makes education central to politic\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eInspiring! Henry Giroux is essential reading in today’s political climate when democracy is at risk, and \u003ci\u003eInsurrections \u003c\/i\u003elays it all out. Giroux makes startlingly clear that the insurgent forces of anti-democracy need our attention immediately. Right-wing extremism and White Supremacy must be met by organizing common cause against catastrophes ranging from environmental collapse and armed mobs overtaking our national institutions to racism, sexism, xenophobia, and homophobia. Most fundamentally, Giroux spotlights the Right’s central strategy of reimagining education in line with a Goldman Sachs vision through book banning and “Anti-Woke” legislation, and the urgent imperative that educators have to fight back. As Giroux outlines our dire need for critical thought, there is no thinker with more of a finger on the pulse! * Robin Goodman, Professor of English, Florida State University, USA *\u003cbr\u003eTo say this book is topical and socially important would be vast understatements as the stakes include democracy itself. This book is excellent for typifying Giroux’s habitually careful scholarship, hard-hitting and compelling arguments, analytic and systematic thought, wide-ranging use of critical scholarship, literary references, and mass media, and devising of new terms to describe new social realities and imagine alternatives.  A terrific read, an extremely important intervention.  I can’t wait to teach it. * Kenneth J. Saltman, Professor of Educational Policy Studies, University of Illinois Chicago, USA *\u003cbr\u003eThe James Baldwin quote that comes at the end of I\u003ci\u003ensurrections:\u003c\/i\u003e \u003ci\u003eEducation in an Age of Counter-Revolutionary Politics \u003c\/i\u003emight easily have been one of its beginning epigrams: “Not everything that is faced can be changed, but nothing can be changed until it is faced.” In this latest book, Giroux fearlessly stares down the implications of the extremely alarming conditions that led to the January 6th attack on the Capital and analyzes the very real threat they pose to democracy. This is an extremely brave, startlingly lucid and terrifying book that nonetheless offers a path forward and a much-needed infusion of hope. * Carol Becker, Professor of the Arts, Dean of Columbia University School of the Arts, USA *\u003cbr\u003eIn this courageous and urgent book, Henry Giroux sets out an unsparing overview of the ghastly forces now coalescing into a merciless and uniquely American fascism. He shatters any grounds for complacency or resignation and persuasively outlines the forms of collective action and imagination essential for resistance. * Jonathan Crary, Meyer Schapiro Professor of Modern Art and Theory, Columbia University, USA *\u003cbr\u003eHenry Giroux's phenomenal book couldn't be more urgent, as it calls us to imagine, dream, learn, act, and build against ascendant fascism. Vitally, Insurrections also illuminates a vision of insurrectional democracy grounded in critical education, lighting a path forward in these perilous times. Brilliant! * Maya Schenwar, editor-in-chief of Truthout and co-author of Prison by Any Other Name, USA *\u003cbr\u003e\u003ci\u003eInsurrections \u003c\/i\u003eis a passionate argument for an “insurrectional democracy” to counter-act and triumph over today’s massively violent anti-democratic forces. Erudite, encyclopedic, and carrying forth Giroux’s unflagging indictment of violence, this book is an indispensable tool-kit for hope, health, and radical education. * David Palumbo-Liu, Stanford University, author of Speaking Out of Place: Getting Our Political Voices Back, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003ePart I: Politics in the Age of Counter-Revolution\u003c\/b\u003e 1. Introduction 2. Necropolitics, and the Politics of White Nationalism 3. The Rebranding of Fascist Politics in the Digital Age 4. The Threat of Remembering    5.  Counter-Revolutionary Politics   \u003cb\u003ePart II: Social Media and The Fascist Threat\u003c\/b\u003e 6.  Social Media as a Disimagination War Machine  7. Capitalism’s Observation Posts and the Politics of Denial 8. Politics as Civil War and the Culture of Violence 9. Weaponizing Culture   10. Civil Wars and the Politics of Ethicide  \u003cb\u003ePart III: The Public Imagination Under Siege\u003c\/b\u003e 11. Cultural Apparatuses and the Politics of Commonsense 12. Anti-Capitalist Consciousness and the Crisis of Education 13. Politics Under Siege 14. The Necessity of a Comprehensive Politics \u003cb\u003ePart IV: Toward an Insurrectional Democracy\u003c\/b\u003e 15. Hideous Freedoms— Lessons to be Learned from the Convoy Movement 16. Making Education Central to Politics and Everyday Politics 17. Insurrectional Democracy and the Politics of Education 18. Conclusion Notes Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738622505303,"sku":"9781350350816","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350350816.jpg?v=1720049687"},{"product_id":"c-s-lewis-on-higher-education-9781350355118","title":"C.S. Lewis on Higher Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhy pursue a university education? Some people answer in terms of the purpose of getting a good job. Others respond in terms of the aim of earning more money. Still others answer in terms of the goal of promoting social justice. Drawing on C. S. Lewis's belief that the purpose of life is the experience of perfect happiness, Stewart Goetz explains Lewis's simple but overlooked view that a person should pursue a university education for the pleasure that comes from higher-level intellectual activity. Goetz not only sharpens our understanding of Lewis's life and work in higher education, but also leads us to question why we attend, study, teach, or research at a university.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eVery few Lewis scholars capture the richness of Lewis’s thought in the way Owen Barfield described it: “somehow what he thought about everything was secretly present in what he said about anything.”  In his provocative and illuminating treatment of Lewis’s view of higher education, Goetz has done exactly that. * Justin D. Barnard, Professor of Philosophy, Union University, USA *\u003cbr\u003eThoughtful and thought-provoking. Stewart Goetz provides an important contribution both to Lewis scholarship and to the wider conversation about the purpose and value of education. * Michael Ward, Faculty of Theology and Religion, University of Oxford, UK *\u003cbr\u003eStewart Goetz has emerged as a leading Lewis scholar, particularly with respect to Lewis’s philosophical writing.  In this book he makes a convincing case that Lewis saw the fundamental purpose of higher education to be the pleasure and happiness it brings.  Lovers of Lewis will naturally find this book to be a delight! * Jerry L. Walls, Professor of Philosophy, Houston Christian University, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface Acknowledgements   Introduction: Why Higher Education?   1. The Intrinsic Goodness of Pleasure 2. The Pleasure of Higher Education 3. Higher Education and Being a Christian  4. Higher Education and Naturalism 5. Lewis and Higher Education Today 6. What Do I Think?  Notes Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738622669143,"sku":"9781350355118","price":20.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350355118.jpg?v=1720049688"},{"product_id":"the-good-writing-guide-for-education-students-9781473975675","title":"The Good Writing Guide for Education Students","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eGrappling with grammar? Worrying about referencing? \u003cbr\u003e  \u003cbr\u003e  This handy guide is packed with practical advice on how to search for reading materials, structure your academic writing, think critically, reference appropriately and use language effectively. Top Tips' throughout the book help eradicate all the common mistakes that bring your marks down. \u003cbr\u003e  \u003cbr\u003e  What's new to the fourth edition? \u003c\/p\u003e  \u003cul\u003e      \u003cli\u003etwo brand new chapters on reading and writing critically \u003c\/li\u003e      \u003cli\u003eactivities at the end of each chapter to let you check and assess your own writing. \u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eWith real life examples of academic work, and plenty of dos' and don'ts', this is the perfect writing manual for students studying at all levels, and the ideal book to help you get top marks for all your education course assignments. \u003cbr\u003e  \u003cbr\u003e  \u003cbr\u003e  \u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eThe\u003c\/strong\u003e\u003cstrong\u003e Student Success\u003c\/strong\u003e series are essential guides for students of all levels. From how to think critica\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eSTUDENT REVIEW:\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e\u003c\/strong\u003eThis is a comprehensive and engaging book for self-study. It has introduced me to the basis  of good academic writing, in particular because it uses simple language to explain the many steps taken while reading and writing critically. It goes from reading widely, planning, developing your own voice, critically organizing thoughts to writing a dissertation and proofreading.  In other words,  I would say that this book goes from A to Z. I feel as if my anxieties, doubts and insecurities with regard to writing have been clarified by a friend. I wish I had read this book before taking a Master’s course. \u003cbr\u003e \u003cbr\u003e Notes on Specific Chapters\u003cbr\u003e \u003cbr\u003e The book is very well organized giving very clear steps to writing your own essay. \u003c\/p\u003e \u003cp\u003eThe top tips in boxes are important as they draw your attention to relevant points that might otherwise not be noticed if they were in middle of the text. In the same way, the Key Fact, which gives a brief explanation, helps foreign students in particular to understand the basic terminology used in the academic field. \u003c\/p\u003e \u003cp\u003eThe examples given to illustrate the explanation are very useful because they show in practice how to apply the explanation.\u003c\/p\u003e \u003cp\u003eAnother strong point of the book is its reference to the chapters, in order to gather more information about what has been explained. In this sense, this book covers all the points that enable students to become effective critical readers and writers. The interesting point is that when you start to read, some questions may be raised but they are then answered through your reading on, so it can be suggested that the book engages in a conversation with you. \u003c\/p\u003e \u003cp\u003eIt brings to our attention the number of times that an article is cited, which is an indication that the article is relevant academically.\u003c\/p\u003e \u003cp\u003eThe chapter on criticality, an area which most students find challenging, gives a clear explanation of how to apply critical thinking constructively. It differentiates between the subjective role of the reader and the reader’s ability to offer objective criticism.\u003c\/p\u003e \u003cp\u003eAlthough planning your essay beforehand is one of the most important steps, it can be quite tricky but in chapter 4 the book gives a clear idea of how to plan and from where to start. \u003c\/p\u003e \u003cp\u003eWriting Chapter: The relevance of the introduction and its connection with the conclusion are given. What I find extremely useful is the guide to writing a strong conclusion, in that it explains that the information contained in it is a reiteration of the points mentioned in the introduction, but with critical engagement. Moreover, the example of subheadings, writing a topic sentence at the beginning of each paragraph in the main body of the essay, is a useful guide as this has clarified to me how to organise my arguments in a more coherent fashion.\u003c\/p\u003e \u003cp\u003e The activity proposed in the reference chapter is useful as it checks our understanding and draws our attention to the most common mistakes made while citing.\u003c\/p\u003e \u003cstrong\u003e\u003c\/strong\u003e -- Viviane Pereira Zanini\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePART I: READING AND THINKING Reading Widely Searching for Reading Materials\t Reading Critically Planning for Writing PART II: WRITING Structuring Your Writing Writing Critically\t Referencing Writing a Dissertation Proofreading\t Assessment and Learning from Feedback","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739584475479,"sku":"9781473975675","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781473975675.jpg?v=1720052661"},{"product_id":"the-student-guide-to-freires-pedagogy-of-the-oppressed-9781474255622","title":"The Student Guide to Freires Pedagogy of the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book serves as an important companion to Freire's seminal work, providing powerful insights into both a philosophically sound and politically inspired understanding of Freire's book, supporting application of his pedagogy in enacting emancipatory educational programs in the world today.  Antonia Darder closely examines Freire's ideas as they are articulated in\u003ci\u003e Pedagogy of the Oppressed\u003c\/i\u003e, beginning with a historical discussion of Freire's life and a systematic discussion of the central philosophical traditions that informed his revolutionary ideas. She engages and explores Freire's fundamental themes and ideas, including the issues of humanization, the teacher\/student relationship, reflection, dialogue, praxis, and his larger emancipatory vision. Questions are included throughout Chapter 3, Reading the Text Chapter-by-Chapter, to enable greater discussion of, and engagement with, the text itself. The book includes an incisive interview with Freire's widow, Ana Maria Araujo Fr\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eDarder does the masterful work of combining the personal and the political which both situates Paulo as a freedom fighter and his work as a deep and moving expression of the radical and social imagination. This is a manuscript that both theorizes pedagogy while it performs it in an accessible way that Paulo would have loved. Pedagogy in this sense is rooted in both a historical context and functions as a text to address the immensity of the burden that education as the practice of freedom has to address in the current moment of repression. This book should be considered a national treasure and will be read by future generations as a crucial text in both their understanding of Paulo’s classic work and as a text that will inspire and energize them. * Henry Giroux, Professor for Scholarship in the Public Interest and Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster University, Canada *\u003cbr\u003eIn our current educational landscape of runway fetishization of methods, Antonia Darder’s exceptional book is must reading for all educators, particularly those who yearn to become agents of change. * Lilia I. Bartolomé, Professor of Education, University of Massachusetts Boston, USA *\u003cbr\u003ePaulo Freire’s Pedagogy of the Oppressed is widely acknowledged as one of the most important and influential works in the field of Education. Antonia Darder’s new book provides excellent scholarly company for the attentive reader of this classic text.  Darder sets Pedagogy of the Oppressed in its appropriate contexts, discusses its philosophical underpinnings, and demonstrates its continuing significance for educationists in the 21st century. This book will be welcomed by all who have an interest in Freire’s pedagogical theory and practice. * Peter Roberts, Professor of Education, University of Canterbury, New Zealand *\u003cbr\u003eIn this historical moment of enormous insolidarity, increasing injustices, authoritarianism and fanaticism, it is when one appreciates works like Antonia Darder’s The Student Guide to Freire’s Pedagogy of the Oppressed, in that she carefully reveals the great relevance of one of the seminal educational texts of all time. And there is no one better to illuminate the greatness and possibilities of Frerie’s ideas than Darder, an intellectual and activist committed to the popular classes and struggles of colonized and oppressed peoples. * Juliet Perumal, Vice Dean of Research and Internationalisation, University of Johannesburg, South Africa *\u003cbr\u003eImpressive, pristine, inspiring, and transformative, Antonia Darder strikes again, with a timeless extraordinary dialogical reading of Freire’s intellectual masterpiece, the Pedagogy of the Oppressed. In light of the book’s 50th anniversary publication—amid a Western radical fascist turn—leading international Freirean scholar and political activist Darder dissects what should be considered the ‘declaration of independence’ of the oppressed to its most minute theoretical levels. In doing so, she pushes the Freirean debate to a new level, issuing a clarion call against the hegemonic institutionalization of Freire and his powerful legacy. * João Paraskeva, Professor of Educational Leadership, University of Massachusetts Dartmouth, USA *\u003cbr\u003eDarder’s book is truly an essential guide that chronicles Paulo Frerie’s seminal ideas with veracity, including his gratitude to those who informed his work and daily life. Freire’s Pedagogy of the Oppressed, persist as a seminal text in the world today and Darder skillfully weaves his critical message of hope and love, with deep philosophical understanding of Freire’s ideas and a clear sensibility to the needs of both novice and advanced readers of Freire work. * Jurjo Torres-Santomé, Professor of Curriculum Studies, University of A Corunna, Spain *\u003cbr\u003eIn this important book, Antonia Darder perceptively provides the reader a further contextualization of Freire’s seminal work, which features a fuller picture into the experiences that shaped his existential lens, the philosophies and thinkers that deeply influenced him, and the soul that illuminated his path to walk his journey living in hope, love, and faith in cultivating the humanization of humanity.  Well-research, timely, accessibly written and on the 50th Anniversary of the original release of Pedagogy of the Oppressed, Darder’s book can now be considered the official companion to that text moving forward. * James D. Kirylo, Associate Professor, University of South Carolina, USA *\u003cbr\u003eInvaluable to students who find Freire's language and ideas difficult. * Robert Dahlgren, Associate Professor (Chair), SUNY Fredonia, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface \u003ci\u003eDonaldo Macedo, University of Massachusetts, Boston, USA\u003c\/i\u003e 1. Context: Historical \u0026amp; Philosophical Foundations 2. Overview of Major Themes 3. Reading the Text Chapter-by-Chapter 4.  Influence and Lasting Relevance: An Interview with Ana Maria Freire Araujo Bibliography: List of books and articles written about \u003ci\u003ePedagogy of the Oppressed\u003c\/i\u003e Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48739590406487,"sku":"9781474255622","price":19.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781474255622.jpg?v=1720052677"},{"product_id":"a-prison-called-school-9781475815764","title":"A Prison Called School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhy are our educational institutions and practices such a poor fit for so many students?A Prison Called Schooladdresses the complex issues that place many students at a disadvantage as they try to survive yet another hurdle in lifeschool. Although some students are able to navigate and succeed in the current system, other students struggle to survive a system that is unable to meet their needs. For those students, school can feel like a twelve-year prison sentence.Students who cannot fit the outdated, one-size-fits-all model, are further penalized by a system that blames the struggling student rather than holding the institution accountable. For students to thrive in school, the system, not the students, must change in deep and substantial ways.A Prison Called Schoolis a powerful catalyst for creating the empowering, engaging, and effective learning environments that all students need to succeed in school and life.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eMetzger builds this study on multiple sources: interviews with high school students (from her doctoral research and earlier); observations of young adults struggling in schools; literature reviews; and personal experiences in education—as a teacher, psychologist, and youth advocate.  Her aim is to raise the visibility of high school students by describing their experiences; pose questions about school effectiveness; suggest changes in schooling; and emphasize the need to value, empower, and engage young adults in educational settings.  The four chapters in part 1 describe the struggles, challenges, and attributes of high school students; the six chapters in part 2 discuss the elements, features, and requirements for transforming (versus reforming) schools.  Metzger chastises schools—specifically, staff and teachers—for creating and maintaining high school environments and curricula that are sterile, disengaging, marginalizing, outdated, oppressive, disconnected, standardized, impersonal, passive, and devaluing.  Metzger suggests that though one can find research and literature that provide the bases to transform schools, the educational system continues to exist for itself and for the adults responsible for educating young adults.  In fact, schools ought to exist for the students—for supporting, empowering, engaging, respecting, and trusting them and for fostering inquiry and partnerships using strategies leading to ‘succeeders,’ i.e., skilled graduates with dispositions to be active, participatory citizens. Summing Up: Highly recommended. All readers. * CHOICE *\u003cbr\u003eMaure Ann Metzger presents a compelling narrative of the many difficulties encountered in schools by disadvantaged students. Especially effective is her analysis of how poverty affects a student’s ability 'to navigate the system' and find success in school. The use of extensive student anecdotal data provides strong support for her characterization of schools as prisons.... [T]he book is a brilliant and valuable presentation of why disadvantaged students feel imprisoned in school. * School Administrator *\u003cbr\u003eDespite 100 plus years of continuous \"reform\",  teenagers still experience high school as something akin to \"reform school\".  Especially the least advantaged.  Metzger puts it all together with both eloquence and force.  She has the anecdotal detail, empathy for all the actors,  and ideas and examples for how it could be different.   We'll repeat the same-old reform cycle again unless we pay attention to what's really happened in the past and happens daily in the schools we have at present.   Thanks Maure Ann Metzger for this sympathetic, hard-hitting and well-documented account. -- Deborah Meier, McArthur Fellowship recipient, Steinhardt School of Education, New York University, author \"In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization\"\u003cbr\u003eA Prison Called School provides a comprehensive roadmap for school transformation for all students including the complex and frequently unmet needs of the most disempowered, disadvantaged and at-risk learners. Dr. Metzger identifies a variety of critical and empirically supported components of effective educational reform that are currently missing in many of the current school reform movements. Specifically, A Prison Called Schools expertly and passionately articulates the vitally important but frequently overlooked need for student empowerment and engagement in creating effective schools for all. Dr. Metzger weaves the powerfully true stories of disempowered and underserved students with her extensive experience in schools and comprehensive research-based paradigm for school transformation that will profoundly impact schools, educators and students. -- Doug Anderson, PhD, LP, consultant, keynote speaker, professional coach and founder of Solutions and Strengths, LLC\u003cbr\u003eI am impressed with A Prison Called School as the author identifies the key causes of problems with our schools today. I know of no other book about schooling so readable, grounded in research and practice, and thoroughly documented. It also suggests directions for a better system. An absolute must read for educators and the public. -- Wayne B. Jennings, PhD, director, International Association for Learning Alternatives\u003cbr\u003eA Prison Called School is a must read book for anyone interested in wanting to make school a safe non-corporate inclusive space for all students and end the school to prison pipeline. -- Anthony J. Nocella II, Fort Lewis College\u003cbr\u003eA Prison Called School is a dynamic and vigorous examination of America’s oppressive school system. Dr. Metzger, based on her extensive experience within the educational system in a variety of roles, her research examining student leadership, as well as her comprehensive examination of current research in the field of school reform, exhibits a courageous and comprehensive strategy in challenging the status quo of our country’s educational system.   The strength in the book, however, rests not only with Dr. Metzger’s expertise and writing skill, but with the voices of students; voices that are often either ignored or not solicited in mainstream education. These students’ voices reflect their pain, confusion, and inherent recognition of the need for school change, not the least of which is for their humanity to be respected, and their need for learning, development, and engagement in becoming productive citizens of the world. Dr. Metzger outlines a holistic strategy to ensure that students are the hub and the catalyst to transform schools. -- Susan Strauss, RN, EdD, harassment and bullying consultant, author \"Sexual Harassment and Bullying: A Guide to Keeping Kids Safe and Holding Schools Accountable\"\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements Introduction  Part One  1                    Life on the Inside  2                    From Idealism to Institutionalism  3                    The Prisoners   4                    Disempowered to Disengaged  Part Two  5                    New Form, Not Reform    6                    Valuing Our Youth, Valuing Our Future    7                    The Power of Empowerment    8                    Real Learning for Real Life   9                    Engaged for Learning   10                  Partnerships that Transform  Conclusion  Notes  Bibliography  Resources","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":48739628253527,"sku":"9781475815764","price":26.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475815764.jpg?v=1720052770"},{"product_id":"global-citizenship-education-9781487506377","title":"Global Citizenship Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDrawing 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 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","brand":"University of Toronto Press","offers":[{"title":"Default Title","offer_id":48739688022359,"sku":"9781487506377","price":40.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781487506377.jpg?v=1720052903"},{"product_id":"ivan-illich-fifty-years-later-9781487545062","title":"Ivan Illich Fifty Years Later","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIn 1971, priest, theologian, and philosopher Ivan Illich wrote \u003ci\u003eDeschooling Society\u003c\/i\u003e, a plea to liberate education from schooling and to separate schooling from the state. On the occasion of the fiftieth anniversary of its publication, \u003ci\u003eIvan Illich Fifty Years Later \u003c\/i\u003elooks at the theological roots of Illich’s thought and the intellectual and ideological strands that contributed to his ideas.\u003c\/p\u003e \u003cp\u003eGuided by the central question of how Illich reached the point of writing \u003ci\u003eDeschooling Society\u003c\/i\u003e, the book sheds light on how Illich produced a critique of schooling that can be defined by its eclecticism. Bruno-Jofré and Igelmo Zaldívar explore how this controversial book was framed by Illich’s early neo-scholastic and anti-modern foundation, his discovery of St. Thomas through Jacques Maritain, and the existential turning points that influenced his public life and intellectual direction in moving from a critique of the Church as institution to a critique of s\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Introduction 1. Ivan Illich: From the Dalmatian Coast, through Vienna, to Rome (1926–1951) 2. Beyond a Unilinear Development of Illich’s Thinking: An Inquiry into Temporal Layers of Thought Forming His Critical View of the Church and the School 3. CIDOC as an Independent Intellectual Hub and the Conflict with the Church  4. Completing the Journey to Deschooling Society: A Radical Critique of Schooling 5. Going Back to Deschooling Society Index\u003c\/p\u003e","brand":"University of Toronto Press","offers":[{"title":"Default Title","offer_id":48739694281047,"sku":"9781487545062","price":35.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781487545062.jpg?v=1720052922"},{"product_id":"rethinking-freire-and-illich-9781487550431","title":"Rethinking Freire and Illich","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eMarking the fiftieth anniversary of two of the most influential books in modern educational and social theory, \u003ci\u003eRethinking Freire and Illich\u003c\/i\u003e introduces readers to the results of the symposium of Paulo Freire’s \u003ci\u003ePedagogy of the Oppressed\u003c\/i\u003e and Ivan Illich’s \u003ci\u003eDeschooling Society\u003c\/i\u003e. 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.\u003c\/p\u003e \u003cp\u003eDrawing 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 \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 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\u003c\/p\u003e","brand":"University of Toronto Press","offers":[{"title":"Default Title","offer_id":48739695558999,"sku":"9781487550431","price":44.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781487550431.jpg?v=1720052925"},{"product_id":"factories-for-learning-making-race-class-and-inequality-in-the-neoliberal-academy-9781526116192","title":"Factories for Learning: Making Race, Class and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eOver half of England’s secondary schools are now academies. While their impact on achievement has been debated, the social and cultural outcomes prompted by this neoliberal educational model has received less scrutiny. This book draws on original research based at Dreamfields Academy, a celebrated flagship secondary school in a large English city, to show how the accelerated marketization and centralization of education is reproducing raced, classed and gendered inequalities. The book also examines the complex stories underlying Dreamfields’ glossy veneer of success and shows how students, teachers and parents navigate the everyday demands of Dreamfields’ results-driven conveyor belt. Hopes and dreams are effectively harnessed and mobilized to enact insidious forms of social control, as education develops new sites and discourses of surveillance.\u003cbr\u003eThis book is relevant to United Nations Sustainable Development Goal 4, Quality education\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e'Kulz's brilliant and chilling ethnography of Dreamfields Academy shows that students no longer merely \u003ci\u003elearn to labour\u003c\/i\u003e, as Paul Willis once put it, but rather education itself becomes a factory.  Schools do not foster critical intelligence but rather make, shape and discipline young people in the doctrine and dream world of neoliberal capitalism.  The book reveals the cruel hopes and authoritarian aspects of a modern urban academy schooling. It left me with a sense of outrage because these black, white and Asian working-class students, and every student for that matter, deserve so much more from education than this.  This book outlines with sociological precision and keen attentiveness the shape of that educational betrayal.'\u003cbr\u003eProfessor Les Back, Goldsmiths, University of London\u003cbr\u003e\u003cbr\u003e'This book is a ‘must read’ for all, particularly for teachers and parents. Christy Kulz’s ethnographic study unmasks how education practice within an urban academy school is raced, classed and gendered. This timely and exceptional book reveals how inequity is sedimented within the academies policy.  It reveals a complex picture of how this academy is led and managed; how the relentless pursuit of better outcomes drives the ambitious aspirations of the headteacher and how the ethos of “structure liberates” reflects the zealous drive to educate and civilise ‘urban’ children to become units of economic productivity to attain social mobility.  The headteacher’s evangelistic zeal is realised through disciplinary and regimented processes which subjugate teachers and pupils.\u003cbr\u003eChristy Kulz shows how inequality is perpetuated in the school through the panoptic architecture of the school buildings, the stark surveillance of pupils and the enforcement of draconian rules which re-inscribe gender, race and class stereotypes within a regimen that serves to ‘normalise’ or whiten pupils’ identities.  She shows how this results in symbolic violence on Black and minority ethnic bodies and how, for some pupils, the promise of social mobility remained an unrealised aspiration given the insurmountable structural inequalities they encountered every day.\u003cbr\u003eThis book will be a seminal text documenting the effects of the academies policy on schools, teachers and a generation of young people.'\u003cbr\u003eProfessor Vini Lander, Edge Hill University\u003cbr\u003e\u003cbr\u003e'Christy Kulz has produced an incendiary and detailed account of the reality of life in an Academy school. Kulz’s ethnographic research, using a single school case study to explore wider issues of education reform, control and the creation of inequity, is in the best traditions of British sociology of education. The book is essential reading for anyone interested in the grim reality of education on the conveyor belt that lies behind the shiny deceitful rhetoric of aspirations and social mobility.'\u003cbr\u003eProfessor David Gillborn, University of Birmingham\u003cbr\u003e\u003cbr\u003e‘Kulz writes well and engagingly, and the book offers an intelligent and sensitive reflexivity—the student researcher could learn a lot here about good writing, and the possibilities of a diverse and lively form of presentation “which seeks to blend theory with rich pictures of the social world”. Interviews, observations, pictures, and other data are set alongside one another to produce a vibrant sense of what Dreamfields is like and how it is experienced by the students and teachers…This book is the most exciting and engaging example of sociology of education that I have read for a long time. It works on a variety of levels. Its blend of traditional methods and contemporary problems, its historical sensibilities and theoretical sophistication, make it a very satisfying, provocative, and pertinent read.’\u003cbr\u003eStephen J Ball, University College London, \u003ci\u003eSocial Forces\u003c\/i\u003e, Vol 97, Issue 1, September 2018\u003cbr\u003e\u003cbr\u003e‘This is a book about an academy, but it is also a book about authority and discipline; about neoliberal education; about new incarnations of racism; and about how people make sense of living under an oppressive regime. The polemic of the title, describing academies as ‘factories for learning’, makes sense after reading it. Overall, this book serves as a powerful and convincing rebuttal to the ‘celebratory imperial histories' of Conservative education policy (2017, 15), all the while retaining a vivid sense of the humour and energy of the young people that it describes.’\u003cbr\u003eAnna Bull, University of Portsmouth, \u003ci\u003eThe Sociological Review\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e'The book is provocative, emotionally affecting, and a noteworthy read to sociologically understand the education system in the UK. During my first reading as an undergraduate, and in re-reading as a doctoral student, it is inspirational to see how the blood, sweat and tears that go into a thesis can create an important and engaging work.'\u003cbr\u003eLuke Zavrou-Blackstock, \u003ci\u003eEducational Review \u003c\/i\u003e(Feb 2022)\u003c\/p\u003e -- .\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1 Building new narratives: academies, aspiration and the education market\u003cbr\u003e2 Research frameworks: historical representations and formations of race and class meet neoliberal governance \u003cbr\u003e3 Disciplining Dreamfields Academy: a ‘well-oiled machine’ to combat urban chaos \u003cbr\u003e4 Cohering contradictions and manufacturing belief in Dreamfields’ ‘good empire’ \u003cbr\u003e5 ‘Urban children’ meet the ‘buffer zone': mapping the inequitable foundations of Dreamfields’ conveyor belt\u003cbr\u003e6 Students navigating and negotiating the conveyor belt: aspiration, loss, endurance and fantasy\u003cbr\u003e7 Urban chaos and the imagined other: remaking middle-class hegemony\u003cbr\u003e8 Remaking inequalities in the neoliberal institution\u003cbr\u003eIndex\u003c\/p\u003e","brand":"Manchester University Press","offers":[{"title":"Default Title","offer_id":48739914547543,"sku":"9781526116192","price":23.84,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781526116192.jpg?v=1720053412"},{"product_id":"sociology-of-education-9781526445124","title":"Sociology of Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis textbook explains the basic principles of sociology and how a sociological understanding is vital for understanding how ideas about education and schooling have developed over time and how these issues directly affect our own lives today. \u003c\/p\u003e \u003cp\u003eThis fully updated second edition will encourage students to think critically about hotly contested debates in education and what has influenced different perspectives on these issues.\u003c\/p\u003e \u003cp\u003eNew to this edition:\u003c\/p\u003e \u003cp\u003e·        Two new chapters on early approaches to sociological research and social class and social mobility\u003c\/p\u003e \u003cp\u003e·        A new case study feature throughout the book \u003c\/p\u003e \u003cp\u003e·        Enhanced coverage of recent education policy, child poverty, political extremism and the politics of independent and grammar schools.\u003c\/p\u003e \u003cp\u003eThis is essential reading for students on undergraduate Education Studies degrees, and for sociology courses covering educational issues.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis remains a key textbook in Sociology of Education studies within undergraduate and postgraduate studies. The authors continue to increase understandings of the complexity of educational sociology in domestic and  international contexts. Boronski and Hassan should be praised again for this undertaking and the second edition is both necessary and welcome.\u003c\/p\u003e \u003cbr\u003e -- Dr. Richard Race\u003cbr\u003eThis is a superb textbook that is engaging, clearly written and well-structured with the student reader firmly in mind.  Wide-ranging in scope, it is steeped in the scholarly literature, situating the study and concerns of education within a rich, dynamic and up-to-date sociological context. This is a must-read for students and lecturers alike. -- Dr Ayo Mansaray\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1: Introduction Chapter 2: Early Sociology of Education Chapter 3: Early Approaches to Sociological Research Chapter 4: Developments in Sociology of Education Chapter 5: Critical and Radical Pedagogies Chapter 6: Differential Educational Attainment and the Debate about Intelligence Chapter 7: Social Class and Social Mobility Chapter 8: Multiculturalism, race and power Chapter 9: Re-imaniging Gender Roles Chapter 10: Inclusion: Disability and Special Educational Needs Chapter 11: The Social Construction of Childhood Chapter 12: Education Policy Chapter 13: Young People and Pupil Voice Chapter 14: Transformations","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739936403799,"sku":"9781526445124","price":26.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781526445124.jpg?v=1720053462"},{"product_id":"dive-into-deep-learning-tools-for-engagement-9781544361376","title":"Dive Into Deep Learning: Tools for Engagement","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe leading experts in system change and learning, with their school-based partners around the world, have created this essential companion to their runaway best-seller,\u003cem\u003e Deep Learning: Engage the World Change the World.\u003c\/em\u003e This hands-on guide provides a roadmap for building capacity in teachers, schools, districts, and systems to design deep learning, measure progress, and assess conditions needed to activate and sustain innovation. \u003cbr\u003e  \u003cbr\u003e  \u003cem\u003eDive Into Deep Learning: Tools for Engagement\u003c\/em\u003e is rich with resources educators need to construct and drive meaningful deep learning experiences in order to develop the kind of mindset and know-how that is crucial to becoming a problem-solving change agent in our global society. Designed in full color, this easy-to-use guide is loaded with tools, tips, protocols, and real-world examples. It includes:\u003cbr\u003e  \u003cbr\u003e   • A framework for deep learning that provides a pathway to develop the six global competencies needed to flourish in a complex world — \u003cstrong\u003echaracter, citizenship, collaboration, communication, creativity\u003c\/strong\u003e, and \u003cstrong\u003ecritical thinking\u003c\/strong\u003e.\u003cbr\u003e   • Learning progressions to help educators analyze student work and measure progress.\u003cbr\u003e   • Learning design rubrics, templates and examples for incorporating the four elements of learning design: learning partnerships, pedagogical practices, learning environments, and leveraging digital.  \u003cbr\u003e   • Conditions rubrics, teacher self-assessment tools, and planning guides to help educators build, mobilize, and sustain deep learning in schools and districts. \u003cbr\u003e  \u003cbr\u003e  Learn about, improve, and expand your world of learning. Put the joy back into learning for students and adults alike. Dive into deep learning to create learning experiences that give purpose, unleash student potential, and transform not only learning, but life itself.\u003c\/p\u003e   \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eSlow down to go fast. Joanne Quinn and her colleagues take the guess work out of Deep Learning by showing how we can transform our schools into Deep Learning cultures steeped in rigor and joy. This is the rare book that concretely shows how to build classrooms and schools infused with Deep Learning. Chock-full with resources, tips, rubrics, and more, this book provides both a road map and a set of tools that will accelerate the work of educators around the world who are transforming our industrial-age structures into passion-filled deeper learning environments. -- Jal Mehta\u003cbr\u003eAt a time when many schools are searching for ways to ensure equity in academic and developmental outcomes, this book will be a helpful guide and an invaluable resource. \u003cem\u003eDive Into Deep Learning\u003c\/em\u003e provides educators with practical insights that can be applied at the classroom, school, and district level, to assess the impact of strategies aimed at developing the higher-order thinking skills of students. Written in a clear, accessible manner, this book will be a helpful guide to educators who seek to ensure that they are meeting the needs of all of their students. -- Pedro Noguera\u003cbr\u003eDrawing on experiences, expertise, and evidence from a \"living laboratory\" consisting of educators from across the globe, Quinn and her colleagues paint a clear picture of how to construct Deep Learning in ways that impact all students. The examples shared throughout this book not only demonstrate the different ways in which Deep Learning can be realized, but they also provide evidence of impact in places where it’s actually occurring. This book is a must-read for teams who are collaborating in an effort to make significant improvements in educational settings. -- Jenni Donohoo\u003cbr\u003eJoanne Quinn, Joanne McEachen, Michael Fullan, Mag Gardner, and Max Drummy have created a critical companion to \u003cem\u003eDeep Learning: Engage the World Change the World.\u003c\/em\u003e Having done a masterful job laying out the need for educators, schools, and districts to embrace and move to a continuous improving system that embraces deeper learning, the authors have now have taken the critical next step in the process. It’s one thing to document the need; the real trick is providing practical solutions. In this companion, Quinn and her colleagues have given educators a practical guide to implementing lasting change for improvement. This should be required reading (and implementing) in districts throughout the country. -- Rich Miller\u003cbr\u003eThe perennial question of school and system improvement is how do we do this work? We’re convinced of the why—yes, we want to make a profound difference in the learning lives of young people—and we know the what—a knowledge-rich curriculum that attends to the needs of diverse learners—but please explain how to do this work well. This is a page turner for leaders and teachers, laying out with clarity and precision how to create powerful learning environments for deeper learning. -- Bruce Armstrong\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSection One. Diving Into Deep Learning Chapter 01. GOOD AT LEARNING AND GOOD AT LIFE    The Urgency    What Is Deep Learning?    Why Deep Learning Works    Systems Change and the Way Forward    Getting Started Chapter 02. HOW TO USE THIS GUIDE    Getting Started    Organization of the Guide    Building Capacity for Deep Learning Section Two. A Framework for Deep Learning Chapter 03. THE DEEP LEARNING FRAMEWORK    The Deep Learning Framework    Final Thoughts Chapter 04. THE GLOBAL COMPETENCIES FOR DEEP LEARNING    Defining the Competencies    Unique Characteristics of the Global Competencies (6Cs)    Global Competencies in Action    Emerging Insights    Getting Started    Final Thoughts Chapter 05. THE FOUR ELEMENTS OF LEARNING DESIGN    Learning Partnerships    Learning Environments    Leveraging Digital    Pedagogical Practices    Final Thoughts Chapter 06. THE COLLABORATIVE INQUIRY PROCESS    What Is Collaborative Inquiry?    Collaborative Inquiry in Learning Design    Collaborative Assessment    Collaborative Assessment of School and District Conditions    Final Thoughts Section Three. Learning Progressions Chapter 07. USING LEARNING PROGRESSIONS    Organization    Designing Learning    Assessing Learning    Feedback    Final Thoughts Section Four. Designing Deep Learning Chapter 08. DEEP LEARNING DESIGN    Learning Design: The Key Components    Backward Design    The Learning Design Rubric    Final Thoughts Section Five. Assessment Practices Chapter 09. COLLABORATIVE ASSESSMENT    The Collaborative Assessment Process    Establishing Norms    Managing the Process    Final Thoughts Section Six. Building Capacity for Deep Learning Chapter 10. TEACHER CAPACITY FOR DEEP LEARNING    Reflective Practice    Coaching for Success    Final Thoughts Chapter 11. SCHOOL CAPACITY FOR DEEP LEARNING    The School Conditions Rubric    Getting Started With Deep Learning    Planning for Deep Learning    Final Thoughts Chapter 12. DISTRICT CAPACITY FOR DEEP LEARNING    The District Conditions Rubric    Developing a District Deep Learning Plan    Leveraging the Power of School Visits    Final Thoughts Epilogue: Act Now References Acknowledgments About the Authors","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740477665623,"sku":"9781544361376","price":31.34,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544361376.jpg?v=1720054802"},{"product_id":"complete-guide-to-service-learning-proven-practical-ways-to-engage-students-in-civic-responsibility-academic-curriculum-social-action-9781575423456","title":"Complete Guide to Service Learning: Proven","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Complete Guide to Service Learning is the go-to resource in the fast-growing field of service learning. It is an award-winning treasury of service activities, community service project ideas, quotes, reflections, and resources that can help teachers and youth workers engage young hearts and minds in reaching out and giving back. Author and internationally known service learning expert Cathryn Berger Kaye presents service learning its importance, steps, essential elements, and challenges within a curricular context and organized by theme. This second edition maintains the easy-to-use format of the original and is enhanced with updated information on service learning programs and pedagogy. Benefits include:  A blueprint for service learning, from getting started to assessing the experience  Integration of K 12 service learning standards  Inspiring quotations, background information and resources, preparation activities, real-life examples, and community service project ideas that have worked for other teachers  13 thematic chapters covering topics commonly selected for service learning projects such as animal protection and care, elders, emergency readiness, the environment, hunger and homelessness, literacy, special needs, and more  Hundreds of real-life field-tested service learning projects  Ideas for fortifying service learning programs by incorporating global literacy and creating a culture of serviceThe online digital content has over 200 pages of forms and bonus materials and includes:  All of the planning and tracking forms from the book, many customizable  39 sample planning templates for all service learning themes at each grade level  10 original essays written by experts in the field  22 author interviews, including interviews with authors Laurie David, Cynthia Lord, Jordan Sonnenblick, Kathe Koja, Danica Novgorodoff, Janet Tashjian, Deborah Ellis, Sonia Levitin, Ellen Senisi, and more!  More than 300 additional  Bookshelf  recommendations that describe books that offer teachable moments about community service, responsibility, caring, and helping, as well as ways to encourage discussion and combine literature and service learning.Drawing on her years as a classroom teacher and international service learning consultant, trainer, speaker, and program developer, Cathryn Berger Kaye tells you everything you want and need to know about service learning. Recommended for K 12 teachers and administrators, college and university faculty, youth group leaders, government agencies and nonprofits, and after-school programs. Teachers, parents, and group leaders: Use this valuable resource in a classroom or youth-serving organization, after-school program, or as a family.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"The Complete Guide to Service Learning\" has been my go-to resource for sharing ideas with our partner organizations and with anyone who says, Tell me about service learning. Rich in information, ideas, and practical suggestions, this guide inspires and reminds me how important our youth are and what valuable contributors they can be. Cathryn s book brings learning and service to life.\" Elaine Leibsohn, America s Promise Alliance\"","brand":"Free Spirit Publishing Inc.,U.S.","offers":[{"title":"Default Title","offer_id":48740516823383,"sku":"9781575423456","price":31.49,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781575423456.jpg?v=1720054911"},{"product_id":"agentes-secretos-de-bondad-como-pequenos-actos-de-bondad-realmente-pueden-cambiar-al-mundo-9781608082117","title":"Agentes secretos de bondad: Como pequenos actos","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eMovida por la tragedia de Sandy Hook Elementary School, Ferial Pearson se preguntÓ si un simple acto de amabilidad podrÍa\u003cbr\u003e cambiar una vida. PensÓ en la escuela donde enseÑaba y en los estudiantes a los que guiaba todos los dÍas y se preguntÓ ¿quÉ\u003cbr\u003e pasarÍa si comenzÁramos a realizar pequeÑos actos secretamente de bondad en la escuela? ¿PodrÍa un modesto acto de\u003cbr\u003e compasiÓn realmente cambiar el curso de una vida? Ella planteÓ la pregunta a sus estudiantes. No tenÍan las respuestas pero\u003cbr\u003e estaban dispuestos a descubrirlas.\u003cbr\u003e\u003cbr\u003e Y asÍ se convirtieron en los Secret Kindness Agents (Agentes Secretos de Bondad). Aprendieron lo que podrÍa ser la bondad, lo\u003cbr\u003e que se siente ser amable con los demÁs sin esperanza de reconocimiento, y los efectos gigantes de sus pequeÑas bondades, no\u003cbr\u003e solo en la vida de los demÁs, sino tambiÉn en las suyas. Su esperanza, su corazÓn y su voracidad para la felicidad lo inspirarÁn\u003cbr\u003e a cambiar su pequeÑo rincÓn del mundo, a su manera, para lo mejor. Deja que le muestren cÓmo lo hicieron y cÓmo puede\u003cbr\u003e hacer lo mismo.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"In an age where teens are passionately plugged into virtual reality, but tragically tuned out to the world revolving around them, the Secret Kindness Agents prove that it is possible to unplug, reconnect, and spread love and joy. Inspiring and heart-warming, Secret Kindness Agents will leave any reader feeling hopeful.\"Erin Gruwell, author of The Freedom Writers Diary , on the English-language edition","brand":"Boutique of Quality Books","offers":[{"title":"Default Title","offer_id":48740608049495,"sku":"9781608082117","price":10.46,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781608082117.jpg?v=1720055142"}],"url":"https:\/\/bookcurl.com\/collections\/philosophy-and-theory-of-education.oembed?page=130","provider":"Book Curl","version":"1.0","type":"link"}