Philosophy and theory of education Books

Book SynopsisIn Where Teachers Thrive, Susan Moore Johnson outlines a powerful argument about the importance of the school as an organization in nurturing high‐quality teaching. Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable results. It explores the challenges that administrators and teachers faced and describes what worked, what didn't work, and why. Johnson draws on vivid portraits of schools to highlight an array of school‐based systems and practices that support teachers' professional growth and effectiveness. These include a rich and interactive hiring process; team‐based curriculum planning and assessment; and informative feedback and ongoing professional learning. Critical to all of these is the role of the principal as an essential agent in a school's success. Although these elements may vary from school to school, Johnson argues that together these systems provide a comprehensive, mutually reinforcing set of well-orchestrated strategies that can help schools deliver results that exceed the sum of teachers' individual efforts. Since 2000, policy makers and education officials have diligently sought to improve schools by improving the quality of individual teachers. However, even if those teachers are skilled and committed, the schools where they work are all too often disjointed, dysfunctional organizations that serve no one well. Where Teachers Thrive explains clearly how educators within a school can join together to adopt systems of practice that ensure growth and success by all teachers and their students.

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Book SynopsisPrincipled Resistance: How Teachers Resolve Ethical Dilemmas brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The book provides vivid examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors: teachers who reflect on their acts of principled resistance; teacher educators who study teachers and support their professional growth; and historians who demonstrate that a tradition of teachers’ principled resistance has had a significant impact on American society, not only on schools and teaching. They also show the steps teachers take, in their reasoning and in their actions, to resist policies and mandates they are expected to enact.This volume offers a critical and unique resource for teacher educators who are preparing prospective teachers to navigate the contentious terrain of education politics, teachers who are interested in leading change, and others interested in educational ethics.Table of Contents Table of Contents INTRODUCTION Doris A. Santoro and Lizabeth Cain Part 1 Pedagogical Principles 1. THE CHICAGO TEACHERS UNION’S REJECTION OF THE COMMON CORE A Case History of Teacher Resistance Michelle Strater Gunderson 2. PRINCIPLED RESISTANCE TO SYSTEM MANDATES AMONG EARLY-CAREER TEACHERS Clive Beck, Clare Kosnik, Judy Caulfield, and Yiola Cleovoulou 3. RESISTING NO-EXCUSES CULTURE AS A BLACK MALE TEACHER Valuing Critical Thinking and Relationships over Compliance Randy R. Miller, Sr. 4. WORKING THE SYSTEM Teacher Resistance in a Context of Compliance Alisun Thompson and Lucinda Pease-Alvarez Part 2 Professional Principles 5. THE UNITED TEACHERS OF NEW ORLEANS STRIKE OF 1990 Emma Long 6. PROFESSIONAL PREPARATION Principled Responses to an Ethos of Privatization in Teacher Education Margaret Smith Crocco< 7. BUILDING FOUNDATIONS FOR PRINCIPLED RESISTANCE Tom Meyer, Christine McCartney, and Jacqueline Hesse 8. TEACHER RESISTANCE Personal or Professional? Jocelyn Weeda Part 3 Democratic Principles 9. DEDICATED, BELOVED, AND DISMISSED Teachers as Public Intellectuals in New York City Public Schools of the 1950s Lizabeth Cain 10. STAKING A CLAIM IN MAD RIVER Advancing Civil Rights for Queer America Karen Graves and Margaret A. Nash 11. TEACHING AND LEADING AS A PRINCIPLED ACT How Ethel T. Overby Built Foot Soldiers of the Civil Rights Movement, 1910–1957 Adah Ward Randolph and Dwan V. Robinson 12. TWEETING TO TRANSGRESS Teachers on Twitter as Principled Resisters Jessica Hochman, Doris A. Santoro, and Stephen Houser 13. NAVIGATING DILEMMAS IN A DEMOCRACY Lizabeth Cain and Doris A. Santoro Notes About the Editors About the Contributors Index

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Book SynopsisVocational Education and Training for a Global Economy investigates the greatly varying ways in which four countries-Singapore, Switzerland, China, and the United States-prepare young people for the twenty-first-century workplace. The book looks first at the highly successful vocational education and training (VET) systems in Singapore and Switzerland, describing them in revealing detail and accounting for the assumptions and social arrangements that account for their unique features. It then turns to the two largest-and arguably the most dynamic-nations in the world, China and the United States, and examines the differing conditions, goals, and arrangements that have affected their respective programs for preparing their citizens for present and future work. At a time when a highly competitive global economy is prompting profound changes in the workplace and in the skills required for professional success, all countries feel a heightened sense of urgency in finding ways to guide and prepare young people for work. As this book makes clear, however, the resulting preparatory systems within these four countries differ dramatically-and for a wide range of economic, cultural, and political reasons. A detailed and incisive look at VET systems in the United States and abroad, Vocational Education and Training for a Global Economy will be indispensable reading for all who are concerned with preparing youth for today’s competitive and demanding modern workplace.

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Book SynopsisIn A Single Garment, Genevieve Siegel-Hawley explores the leadership, policies, and practices that support contemporary school integration. Drawing on a wide range of sources, as well as her own experience as a parent, former student, and teacher, Siegel‐Hawley provides a richly layered account of four Richmond, Virginia schools, each committed to building successful, diverse communities as a foundation for a just, democratic society. Siegel-Hawley explores a range of internal and external considerations for promoting integration through portraits of four schools: a preschool, a suburban elementary school, an urban middle school, and a regional high school. She takes an in-depth look at how students are assigned to classrooms, how families are engaged, and who gets access to what curricula and which teachers. Siegel-Hawley also delves into what it takes to bring students together in the first place, and how policies and practices regarding student assignment and school choice, transportation, and outreach can work to support or undermine integration. Timely and compelling, A Single Garment, makes a powerful argument in favor of local, intentional integration efforts at a critical moment. The book illuminates a way forward for school leaders, policy makers, and others interested in pursuing equitable education in an age of shifting demographics and divisive politics.

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Book SynopsisSchooling for Critical Consciousness addresses how schools can help youth of color resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people like these in learning to analyze, navigate, and challenge racial injustice.Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.

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Book SynopsisCareer pathways (CP) has gained prominence as a strategy to ensure that high school students and displaced workers acquire the college and career readiness skills needed in a fast-changing, globalized economy. In an effort to ensure future success for CP, Stephen F. Hamilton examines the School-to-Work (STW) movement of the 1980s and 1990s and explores how the lessons learned from that campaign's demise can pave the way for a CP program that endures and serves the most deserving. Hamilton recounts the history and trajectory of STW and CP and outlines the components of a career pathways program that can stand the test of time. He recommends a plan that includes work-based learning, dual enrollment opportunities, coordination at the K-12 and post-secondary levels, private and public funding, and above all, the creation of a CP infrastructure or "system" rather than a loose collection of programs that characterized the earlier STW initiative. Guided by the latest research, Career Pathway for All Youth features vignettes and interviews with educators, leaders, and career-to-work industry veterans, including High-Tech High, YouthBuild, Linked Learning, CareerWise Colorado, and Apprenticeship Carolina. Showcasing CP's many guises and possibilities, the book should help educators learn from the past and secure a more equitable future.

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Book SynopsisImprovement in Action, Anthony S. Bryk's sequel to Learning to Improve, illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country. The organizations featured in the book have addressed, with remarkable results, long-standing inequitable educational outcomes in high school graduation rates, college readiness, and absenteeism. The cases emphasize the measures the educators took and the thinking that motivated their actions. Bryk describes how improvers, working in different contexts and confronting different problems, used select principles, tools, and methods to make improvement come to life. Brief analytic reflections are embedded throughout the narratives, and each chapter concludes with an analysis of a set of larger lessons illuminated by the organization's story. Taken as a set, these examples offer readers valuable insights about the actual dynamics of doing improvement work.Improvement in Action, paired with Learning to Improve, provides readers with a comprehensive understanding of the practice, method, and theory of large-scale continuous improvement in education.Table of Contents Introduction 1 Attacking Inequities in Postsecondary Opportunities 2 Supporting Improvement Through an Analytic Hub 3 Becoming a Learning Organization 4 Infusing Improvement into a Charter Network 5 Advancing Instructional Improvement 6 Transforming a School District 7 Charting Paths Forward Notes Acknowledgments About the Author About the Contributing Authors Index

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Book SynopsisEquity and Quality in Digital Learning identifies and presents specific strategies and practices for using digital tools to reduce inequities in educational opportunities and improve student outcomes. Based on the authors' ten-year research-practice partnership with both the Dallas and Milwaukee public school districts, the book highlights the factors that can support or impede the effective implementation of digital learning in K-12 schools at all levels: district, school, classroom, and student. Digital initiatives can boost higher levels of learning, the authors advocate, but require planning, monitoring and assessment, and revamping and refinement. As public schools in the United States continue to make major investments in digital learning, the variability in how it's rolled out, accessed, and supported, both during and outside of the regular school day, threatens to exacerbate rather than reduce inequities in learning opportunities, the authors argue. It is critical to ensure that the chosen digital tools are effectively leveraged to enhance learning and reduce achievement gaps, especially for those students historically underserved in K–12 schools. The authors offer concrete ways to use evidence from the book to increase the effectiveness of digital learning.Equity and Quality in Digital Learning contributes critical insights and tools needed for educators and policy makers to deliver on the promise of digital learning in American schools.Table of ContentsIntroduction Chapter 1 Contexts and Drivers of Digital Learning Chapter 2 Launching Digital Learning Initiatives Chapter 3 Unlocking Successful Technology Integrationin the Classroom Chapter 4 Ensuring Access to Quality Learning for Historically Marginalized Students Chapter 5 Changing Achievement Trajectories with Digital Learning Chapter 6 Acting on the Evidence Appendix A Classroom Observation Instrument Appendix B Classroom Walk-Through Instrument Appendix C Cultural Relevance and Responsiveness Instrument Appendix D Authentic Online Work Rubric Notes Acknowledgments About the Authors Index

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Book SynopsisIn Evidence, Politics, and Education Policy, political scientists Lorraine M. McDonnell and M. Stephen Weatherford provide an original analysis of evidence use in education policymaking to help scholars and advocates shape policy more effectively. The book shows how multiple types of evidence are combined as elected officials and their staffs work with researchers, advocates, policy entrepreneurs, and intermediary organizations to develop, create, and implement education policies.Evidence, Politics, and Education Policy offers an in-depth understanding of the political environment in which evidence is solicited and used. Two key case studies inform the book's findings. The primary case - a major, multimethod study - examines the development and early implementation of the Common Core State Standards at the national level and in four states: California, Indiana, Massachusetts, and Tennessee. A comparative case analyzes the evidence used in Congressional hearings over the twenty-year history of the Children's Health Insurance Program. Together, the two cases illustrate the conditions under which different types of evidence are used and, in particular, how federalism, the complexity of the policy problem, and the policy's maturity shape evidence use. McDonnell and Weatherford focus on three leverage points for strengthening the use of research evidence in education policy: integrating research findings with value-based policy ideas; designing policies with incentives for research use built into their rules and organizational structures; and training policy analysts to promote the use of research in policymaking venues.

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Book SynopsisIn The Teacher Insurgency, Leo Casey addresses how the unexpected wave of recent teacher strikes has had a dramatic impact on American public education, teacher unions, and the larger labor movement. Casey explains how this uprising was not only born out of opposition to government policies that underfunded public schools and deprofessionalized teaching, but was also rooted in deep-seated changes in the economic climate, social movements, and, most importantly, educational politics. With an eye to maintaining the momentum of the insurgency, the author examines four key strategic questions that have arisen from the strikes: the relationship of mobilization to organizing; the relationship between protests and direct action; the conditions under which teacher strikes are most likely to be successful; and the importance of 'bargaining for the common good.' More broadly, Casey examines how to organize teachers for collective action, focusing on four discourses of teaching: teaching as nurturance; as professionalism; as labor and craft; and as a vocation of democratic intellectual work.

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Book SynopsisIn Challenging the One Best System, a team of leading education scholars offers a rich comparative analysis of the set of urban education governance reforms collectively known as the 'portfolio management model.' They investigate the degree to which this model-a system of schools operating under different types of governance and with different degrees of autonomy-challenges the standard structure of district governance famously characterized by David Tyack as 'the one best system.' The authors examine the design and enactment of the portfolio management model in three major cities: New Orleans, Los Angeles, and Denver. They identify the five interlocking mechanisms at the core of the model-planning and oversight, choice, autonomy, human capital, and school supports-and show how these are implemented differently in each city. Using rich qualitative data from extensive interviews, the authors trace the internal tensions and tradeoffs that characterize these systems and highlight the influence of historical and contextual factors as well. Most importantly, they question whether the portfolio management model represents a fundamental restructuring of education governance or more incremental change, and whether it points in the direction of meaningful improvement in school practices. Drawing on a rigorous, multimethod study, Challenging the One Best System represents a significant contribution to our understanding of system-level change in education.

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Book SynopsisCollaborative Action for Equity and Opportunity provides a how-to guide for education, government, and community leaders interested in creating cross-sector systems of support for students. These collaborations strive to close achievement and opportunity gaps and to help children overcome problems stemming from poverty, racism, and other societal ills. Based on a framework developed at Harvard's By All Means Initiative, Paul Reville and Lynne Sacks walk readers through the process of jump-starting a successful collaboration between school, government, and community leaders. The authors describe how to form a local Children's Cabinet to lead the effort, identify goals and strategies, and ensure the long-term sustainability of the collaboration. In addition to a clear sequential set of implementation steps, Reville and Sacks provide field-tested tools, examples of communities that have undertaken this work, and specific strategies and guidance gleaned from their collaborations with more than thirty communities across the country.Collaborative Action for Equity and Opportunity highlights the roles that school and municipal leaders play in creating comprehensive systems of support and opportunity for all children in a community.

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Book SynopsisAm I My Brother’s Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx males in New York City public high schools, covers what worked, what didn’t, and what we can learn from the experience. The ESI model, a precursor to President Obama’s My Brother’s Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Most critically, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population. As sustained protests across the United States call attention to the ravages of systemic racism, Am I My Brother’s Keeper? highlights concrete steps that school districts can take to confront racist structures and support young people of color.

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Book SynopsisAm I My Brother’s Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx males in New York City public high schools, covers what worked, what didn’t, and what we can learn from the experience. The ESI model, a precursor to President Obama’s My Brother’s Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Most critically, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population. As sustained protests across the United States call attention to the ravages of systemic racism, Am I My Brother’s Keeper? highlights concrete steps that school districts can take to confront racist structures and support young people of color.

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Book SynopsisIn Districts That Succeed, long-time education writer Karin Chenoweth turns her attention from effective schools to effective districts. Leveraging new, cutting-edge national research on district performance as well as in-depth reporting, Chenoweth profiles five districts that have successfully broken the correlation between race, poverty, and achievement. Focusing on high performing or rapidly improving districts that serve children of color and children from low-income backgrounds, the book explores the common elements that have led to the districts’ successes, including leadership, processes, and systems. Districts That Succeed reveals that helping more students achieve is not a matter of adopting a program or practice. Rather, it requires developing a district-wide culture where all adults feel responsible for the academic well-being of students and adopt systems and processes that support that culture. Chenoweth explores how districts, from urban Chicago, Illinois to suburban Seaford, Delaware, have organized themselves to look at data to guide improvement. Her research highlights the essential role of districts in closing achievement gaps and illustrates how successful outliers can serve as resources for other districts. With important lessons for district leaders and policy makers alike, Chenoweth offers the hard-won wisdom of educators who understand the power of schools to, as one superintendent says, “change the path of poverty.”

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Book SynopsisContinuous Improvement in High Schools gives educators and policymakers an accessible, actionable framework to address one of the nation's most important educational priorities: improving high school graduation and postsecondary preparedness rates. Martha Abele Mac Iver and Robert Balfanz, national experts in dropout prevention, apply the Carnegie Foundation’s continuous improvement framework to the issue of student success in high school, starting with the critical ninth-grade year. A proven tool for organizational change, the continuous improvement framework provides a systematic structure for examining the root causes of problems and testing possible solutions. Mac Iver and Balfanz draw on their decades of experience working with educators and their deep knowledge of challenges faced by high schools to customize the framework to the high school context. They model the use of improvement science principles such as establishing practical measures, conducting disciplined inquiry, and accelerating learning through networked communities. With real-world examples and ideas for change, the authors show how attention to five key areas can enrich student educational experience and improve high school outcomes. These areas include: early warning and intervention systems; family engagement; students’ sense of connectedness to school; social, emotional, and academic development; and teacher instructional practices. The guidance offered in this useful work will enable educators and their collaborating partners to create their own powerful solutions for student success.

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Book SynopsisThis inspiring account of bipartisan political success delivers an expert breakdown of how and why Kansas—a politically conservative state—was able to craft a stable, balanced, and equitable system of funding for its public schools. Beyond a chronicle of one state’s achievements, School Finance and Education Equity provides invaluable policy guidance and lays out a blueprint that other states can use to strengthen their own public education systems. Readers are given an insider’s tour of the Kansas story by Bruce D. Baker, an academic researcher and expert witness in school finance litigation who has more than two decades of involvement with the state. Baker combines historical background, legal analysis, and political and economic contextual data—along with a gleaming wit—to present a thorough, enlightening narrative of Kansas’s K–12 funding journey. As Baker points out, other states can find much to learn here. He shows that, when it comes to school finance, Kansas serves as an exemplar in aligning resources to meet the promises of its constitution. State leaders rejected the pervasive notion that “money doesn’t matter” in education, and they gathered the data to prove that it does. Baker emphasizes that this kind of slow and steady success hinges on the ability of stakeholders to remain involved over time. Continuity is vitally important. Baker’s account highlights how persistence can overcome opposition, continuity can aid reform, and incremental gains can lead to big change. In an era of national ideological polarization and political and economic volatility, the lessons from Kansas are especially illuminating.

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Book SynopsisIn Confessions of a School Reformer, eminent historian of education Larry Cuban reflects on nearly a century of education reforms and his experiences with them as a student, educator, and administrator. Cuban begins his own story in the 1930s, when he entered first grade at a Pittsburgh public school, the youngest son of Russian immigrants who placed great stock in the promises of education. With a keen historian's eye, Cuban expands his personal narrative to analyze the overlapping social, political, and economic movements that have attempted to influence public schooling in the United States since the beginning of the twentieth century. He documents how education both has and has not been altered by the efforts of the Progressive movement of the first half of the twentieth century, the Civil Rights Movement of the fifties through the seventies, and the standards-based school reform movement of the eighties through today. Cuban points out how these dissimilar movements nevertheless shared a belief that school change could promote student success and also forge a path toward a stronger economy and a more equitable society. He relates the triumphs of these school reform efforts as well as more modest successes and unintended outcomes. Interwoven with Cuban's evaluations and remembrances are his "confessions," in which he accounts for the beliefs he held and later rejected, as well as mistakes and areas of weakness that he has found in his own ideology. Ultimately, Cuban remarks with a tempered optimism on what schools can and cannot do in American democracy.

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Book SynopsisIn the updated edition of Smarter Budgets, Smarter Schools, Nathan Levenson proposes fresh strategies for more efficient, equitable resource allocation within school districts.Budgets, according to Levenson, can be a surprisingly powerful lever for improved student achievement outcomes and equity. Readers of this revised edition will find practical advice for funding equity initiatives and social-emotional services, among other student needs. Levenson also discusses how to accommodate common, necessary school expenses and district improvement measures such as capital purchases, personnel costs, and campus renovations within tight funding models. The key is creativity: Levenson invites readers to shift their mindsets and embrace innovative ideas for using limited resources strategically.An indispensable guide, Smarter Budgets, Smarter Schools delivers proven, successful practices for school leaders—superintendents, central office leaders, building principals, and school board members—who hope to make smarter, better informed financial decisions and stretch declining district budgets. It outlines budget management tactics for working around financial constraints brought on by shrinking tax revenues, rising health care and pension costs, and increased special education needs. The book also addresses how to manage declining or increasing enrollment numbers.Throughout this useful and timely work, Levenson provides real-world examples, critical worksheets, and actionable suggestions to help decision-makers apply these concepts and realize a greater academic return on their investments.

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Book SynopsisNot Paved for Us chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators.This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie at the intersection of race and education. Urban education scholar Camika Royal deftly analyzes decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017.Royal interrogates the history of education and educational reforms, recounting city, state, and federal interventions. She covers SDP's connections with the Common School Movement and the advent of the Philadelphia Freedom Schools, and she addresses federal policy shifts, from school desegregation to the No Child Left Behind and Every Student Succeeds Acts. Her survey provides sociopolitical context and rich groundwork for a nuanced examination of why many large urban districts struggle to implement reforms with fidelity and in ways that advance Black students academically and holistically.In a bracing critique, Royal bears witness to the ways in which positive public school reform has been obstructed: through racism and racial capitalism, but also via liberal ideals, neoliberal practices, and austerity tactics. Royal shows how, despite the well-intended actions of larger entities, the weight of school reform, here as in other large urban districts, has been borne by educators striving to meet the extensive needs of their students, families, and communities with only the slightest material, financial, and human resources. She draws on the experiences of Black educators and community members and documents their contributions.Not Paved for Us highlights the experiences of Black educators as they navigate the racial and cultural politics of urban school reform. Ultimately, Royal names, dissects, and challenges the presence of racism in school reform policies and practices while calling for an antiracist future.

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Book SynopsisA Dream Defaulted explores how the student loan crisis disproportionately affects Black borrowers and why rising student debt is both a cause and consequence of social inequality in the United States.Jason N. Houle and Fenaba R. Addo offer a deft analysis of the growing financial crisis in education, examining its sources and its impacts. Based on more than five years of ongoing qualitative and quantitative research, this incisive work illustrates how the student loan system has not benefited all students equally. The authors tell the story of how first-generation college students, low-income students, and students of color are disadvantaged in two opposing phases of the process: debt accumulation and debt repayment. They further demonstrate that policies intended to mitigate financial burden and prevent default have failed to assist the people who most need help.Houle and Addo present these social and racial disparities within a broader context, tracing how centuries of institutionalized racism have contributed to social and economic inequities, perpetuating the racial wealth gap and leading to intergenerational inequality. Through interviews with borrowers, they illuminate the ways in which racial disparities affect who has college access, how and why people take on debt, and who has the ability to repay student loan debt after leaving college.Recognizing that the affordability crisis cannot be solved by higher education reform alone, Houle and Addo consider solutions. They argue that policy must extend beyond debt reduction and financial aid to address entrenched patterns of racial inequality and racial discrimination, both inside and outside institutions of higher education.

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Book SynopsisEquality or Equity sets forth a compelling argument urging us to shift our understanding of the role of our education system from providing equal opportunity to building an equitable society.A leading scholar-practitioner and ardent proponent of culturally responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to settle the debates over whether we should work toward a public education system built on the goal of equality, in which identical resources are provided for all students, or equity, in which different resources are offered in response to differences in student interests and needs. Duncan-Andrade centers his argument on the importance of creating meaningful education experiences for all students, particularly for low-income students of color and immigrant students, who have gained relatively fewer benefits from decades of equality-focused education reform.Drawing on research from across a range of disciplines, including neuroscience, social epidemiology, public health, and social work, Duncan-Andrade introduces three essential domains of a pedagogy that are both culturally and community responsive: relationships, relevance, and responsibility. He enlists the voices of practitioners to provide grounded examples of what community-responsive pedagogy looks like in each of these domains. These examples demonstrate how equitable classroom practices can enrich student engagement, enhance trauma responsiveness, and improve educational outcomes.Equality or Equity makes an urgent appeal for designing and implementing a truly equitable school system and shows us how we can begin to accomplish that goal.Trade ReviewIn this volume, Duncan-Andrade cogently demonstrates what happens when you 'mathematize' a social/cultural problem. His admonition that equity is the 'superior growth model' is the watch phrase every educator must embrace. This book is a tour de force!"—Gloria Ladson-Billings, professor emerita, University of Wisconsin and fellow of the British Academy“One of the most influential educators of our generation provides a thought-provoking work that asks who we are as a nation and where we want to go when it comes to educational opportunity. Duncan-Andrade provides an important historical analysis of school inequities that are essential to understanding today’s realities. He reminds us that giving our students what they need, when they need it matters, and is at the heart of educational equity. Duncan-Andrade provides a compelling, personal, and robust interdisciplinary analysis of how our education system can and must do better. Put this book at the top of your reading list!”—Tyrone C. Howard, Pritzker Family Endowed Chair in Education for Strengthening Children and Families, University of California, Los Angeles“At a time when there is so much contestation over questions of social justice within schools and society, Equality or Equity shines a bright light on the hidden realities of a system historically designed to perpetuate educational apartheid in this country. In doing so, Duncan-Andrade not only issues a passionate clarion call for culturally democratic change, he skillfully provides us sound theoretical and practical directions for putting our commitment to educational justice into daily practice within our communities."—Antonia Darder, Leavey Presidential Endowed Chair of Ethics and Moral Leadership, Loyola Marymount University“A powerful, challenging book. Equality or Equity dissects (or rather disembowels) the current educational system in a masterful combination of storytelling and scholarly insight that helps the reader understand the structural and cultural intention of public education: to support and maintain the historical and existing power structures in our society. But more than simply illuminating these issues, Equality or Equity offers hope for meaningful transformation in education…This important book should be required reading for all educators, administrators, school boards and anyone who cares about children and our future.”—Bruce D. Perry, principal, Neurosequential Network“Lays out clear recommendations—mandates—for student success and zeroes in on creating an environment that prioritizes student health over standard markers of achievement like grades and test scores.——Truthout“Andrade brings together his real-life experience working with students of color together with his years of working with systems in his groundbreaking book. He guides the reader to explore the fundamental elements or root causes of the educational systems failure, especially with Black and Brown students. It pushes us to decide as individuals and systems, in earnest, whether we are ready to truly honor, embrace, and prepare all children for a life of health, healing, life fulfillment, and success.”—Jerry Tello, award-winning author and Director, National Compadres Network“Duncan-Andrade makes a provocative, persuasive, and deeply researched argument for equity in education—defined as what each and every student needs and deserves. Thoughtful and thought-provoking, much needed, and as nuanced a perspective as I've seen on the past, present, and future of public education.”—Angela Duckworth, Rosa Lee and Egbert Chang Professor of Psychology, University of Pennsylvania, and New York Times bestselling author of Grit

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Book SynopsisMaking Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields.Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph’s unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education.In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black girls and women; confronts the problematic history of mathematics education policy; and considers imbalances in the current teacher workforce in US mathematics programs. She then provides practical, actionable suggestions for reform.Joseph invites students, families, and educators, as well as researchers, policy makers, and other relevant stakeholders to disrupt systems, structures, and ideologies. She calls for an end to racism and sexism in many areas of mathematics education, including learning environments, curriculum design and implementation, and testing and assessments.An essential read for anyone concerned about supporting the mathematical learning and development of Black girls and women, this work advocates for coalition-building so that greater, more equitable opportunities for learning and engagement may be offered to Black female students.Trade Review“Joseph’s book is a comprehensive and forceful account of the ways that current educational practices devalue Black girls rather than positioning them as flourishing mathematical thinkers. She offers a compelling, potent, and joyful vision for Black girl education that is grounded in research, thoughtful, and full of heart.”—Francis Su, former President, Mathematical Association of America and author of Mathematics for Human Flourishing “With its focus on strategies and recommendations to improve mathematics attainment among Black girls and women, this book is groundbreaking.”—Jacqueline Leonard, professor emeritus of elementary and early childhood education, University of Wyoming “This book will be important for those interested in Black girls’ and women’s education, minorities and STEM education, and the development of girls and women in STEM careers. It fills a void in teacher education and higher education. For anyone working in community-based organizations that serve to increase the capacity of girls in math, it will prove to be an asset.”—Venus Evans-Winters, professor and author of Teaching Black Girls “Educators must understand the contextual and cultural backgrounds of Black girls and find ways to incorporate these into mathematics teaching and learning. In this work, Joseph provides historical, methodological, and theoretical framing for centering Black girls in mathematics. I appreciate how she is nuanced in sharing the brilliance and challenges of Black girls in mathematics.”—Robert Q. Berry, III, dean of the College of Education at the University of Arizona

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Book SynopsisA vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities.Edited by two prominent figures in trans studies, Mario I. SuÁrez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities.The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators.Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals.Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.

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Book SynopsisHighlights innovative partnership practices that help create educational opportunities for students in rural schools across the United States.As editors Sarah L. Hartman and Bob Klein acknowledge, rural places have long experienced systemic inequities that decrease rural students' access to education, yet many rural schools and communities have found creative means to make up for the dearth of outside resources. The Middle of Somewhere brings to light a wide variety of partnerships that have been forged between K–12 schools, communities, and postsecondary institutions to improve educational access.The book showcases collaborations that address three different areas of need: partnerships that prepare and support teacher candidates and educators who work in rural areas; partnerships that extend the work of rural education networks; and partnerships that promote equity, justice, and inclusion within rural populations. Using case studies of rural educational partnerships from communities across the United States, the book's contributors share their experiences of how strong partnerships have formed both organically and through thoughtful and intentional planning, and they recommend supportive strategies for their development and sustainment.The contributors also explore the many ways in which university–school–community partnerships incubate solutions to challenges common to rural education systems, such as access to STEM education and higher education. The programs featured here may serve as replicable models for practitioners, researchers, and policy makers who want to enrich the experiences of children in their schools and communities.Trade Review“This volume highlights the unique opportunities rural communities, rural schools, rural universities, and regional providers have to establish partnerships to give all rural stakeholders a seat at the table to improve their communities. The spotlight of stories of challenge and success becomes the blueprint for regional change.”—Allen Pratt, executive director, National Rural Education Association“Hartman and Klein have assembled a coherent set of work that comprehends and affirms the assets that rural context offers. This book has much to teach us all—not just in terms of the findings presented by the editors and the contributing chapter authors, but in terms of how to do authentically rural research that can produce actionable results that impact schools and communities.”—Jerry Johnson, Phoebe Moore Dail Distinguished Professor in Rural Education, East Carolina University

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Book SynopsisSTEM Education Reform in Urban High Schools gives a nuanced view of the obstacles marginalized students face in STEM education—and explores how schools can better support STEM learners.Reporting the results of a nine-year ethnographic study, the book chronicles the outcomes of various STEM education reforms in eight public high schools with nonselective admissions policies and high proportions of low-income and minoritized students: four schools in Denver, Colorado, and four in Buffalo, New York.Margaret A. Eisenhart and Lois Weis follow the educational experiences of high-ability students from each school, tracking the students' high school-to-college-to-career trajectories. Through interviews with students, educators, and parents, as well as classroom and campus observations, the authors identify patterns in the educational paths of students who go on to great success in STEM occupations and those who do not. They discuss common mechanisms that undermine the stated goals of STEM programming—opportunity structures that are inequitable, erosion of program quality, and diversion of resources—as well as social and cultural constructs (the figured worlds of STEM) that exclude many minoritized students with potential for success from the STEM pipeline.On a broader scope, the book explores how and why STEM education reform efforts fail and succeed. With an eye toward greater access to STEM learning, the authors show how lessons of past measures can inform future STEM initiatives.

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Book SynopsisA comprehensive analysis of the astonishing changes that elevated the Chicago public school system from one of the worst in the nation to one of the most improved. How a City Learned to Improve Its Schools tells the story of the extraordinary thirty-year school reform effort that changed the landscape of public education in Chicago. Acclaimed educational researcher Anthony S. Bryk joins five coauthors involved in Chicago-based education reform, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, and Timothy Knowles, to illuminate the many factors that led to the ultimate success of Chicago Public Schools.Beginning in 1987, Bryk and team lay out the civic context for reform, outlining the systemic challenges such as segregation, institutional racism, and income and resource disparities that reformers grappled with as well as the social conflicts they faced. Next, they analyze continuous improvement to teaching and learning, including the recruitment and retention of high-quality educators and leadership, a transformation validated by unprecedented increases in benchmarks such as graduation rates and college matriculation. This riveting account introduces key actors within the schools, city government, and business community, and the partnerships they forged. It also reveals the surprising yet essential role of Chicago's innovative information infrastructure in aligning disparate initiatives.In making clear how elements such as advocacy, expanded civic capacity, improvement research, and strong democracy contributed to large-scale progress in the system's 600-plus schools, the book highlights the greater lessons that the Chicago story offers for system improvement overall.Trade ReviewIn this compelling account of Chicago school reform, key players join forces to build a promising future for the city’s students. Policymakers empowered local communities. Funders invested in promising programs. Researchers studied pressing problems. Administrators cultivated capacity. And teachers delivered for kids. Despite daunting challenges and setbacks, these reformers achieved remarkable success." - Susan Moore Johnson, Jerome T. Murphy Research Professor, Harvard Graduate School of Education"How a City Learned to Improve Its Schools is a book of monumental importance. At a time when more is asked of public education than ever before, when racialized inequality continues to threaten the promise of public schooling, and when the fastest growing sector of the student population are youngsters of color, school districts should be looking for new approaches to do better for all students. In their new book, Tony Bryk joins some of the most important scholars working in education today to treat us to a panoramic overview of how systems can move the needle in serving all students. This book is the antimony to facile silver bullets, tired old quick-fixes, and magical thinking in education. It is the book every scholar, policy maker, superintendent, teacher, parent and concerned citizen needs to read." - Marcelo M. SuÁrez-Orozco, chancellor, University of Massachusetts, Boston, the UCLA Wasserman Dean Emeritus, and author of Education: A Global Compact for a Time of Crisis

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Book SynopsisEquity as Praxis in Early Childhood Education and Care aims to map, deconstruct, and engage with different models of equity as they pertain to the early childhood education landscape in Ontario. Drawing on marginalized narratives of gender, race, Indigeneity, dis/ability and inclusion, and migration, immigration, and displacement, the authors discuss how to advance the field and make it more equitable for children, families, early childhood educators, and all other practitioners. This edited collection outlines the current political climate of early childhood education and care in Ontario through a critical analysis of policies and dominant discourses of equity and inclusion. By prompting readers to reflect on and critique their understandings of children, families, communities, and practices in the field, the authors seek to provide counternarratives to Eurocentric developmentalist hegemonies and an alternative strength-based approach to critical and transformative praxis.This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs. FEATURES: Includes perspectives from multiple positionalities in the field to provide a critical and interdisciplinary approach Draws on a reconceptualist lens to present a critique of developmentalist approaches Encourages readers to engage with the content by practising critical self-examination and considering social factors and forces that inform their own concepts Table of Contents Foreword - Judith K. Bernhard Introduction: Healing and Hoping in Community and Love as a Tool for Advancing Equity as Praxis - Zuhra Abawi, Ardavan Eizadirad, and Rachel Berman Chapter 1: State of Emergency: Mapping Inequities in Early Childhood Education and Care in Canada - Ardavan Eizadirad and Zuhra Abawi Chapter 2: Low-Income Racialized Children and Access to Quality ECEC in Ontario - Alana Butler Chapter 3: Troubling Dominant Discourses and Stories that Shape Our Understanding of the Child Refugee - Nidhi Menon Chapter 4: Equity Enacted: Possibilities for Difference in ECEC through a Critical Ethics of Care Approach - Alana Powell, Lisa Johnston, and Rachel Langford Chapter 5: Planning Time for Equity: A (Re)Examination of a Study of ECEs' Perspectives on Planning Time in Southern Ontario - Lisa Johnston Chapter 6: Using Femme Theory to Foster a Feminine-Inclusive Early Childhood Education and Care Practice - Adam Davies and Rhea Ashley Hoskin Chapter 7: Making Space for Indigenous Knowledge in an Urban Child-Care Centre - Maya-Rose Simon Chapter 8: Failure and Loss as a Methodological, Relational, and Ethical Necessity in Teaching and Learning in the Early Years - Maria Karmiris Chapter 9: Reflect, Enact, and Transform: A Preliminary Anti-Racism Guide for Early Childhood Educators - Kerry-Ann Escayg Conclusion: Some Concluding Thoughts on Equity as Praxis - Rachel Berman Contributor Biographies

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Book SynopsisChemical Pedagogy introduces core principles from research into human cognition and learning to provide a theoretical perspective on how to best teach for engagement and understanding.

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Book SynopsisAn Open Access edition of this book is available on the Liverpool University Press website and through Knowledge Unlatched.Our Civilizing Mission is at once an exploration of colonial education and a response to current anxieties about the historical and conceptual foundations of the ‘humanities’. On the one hand, it treats colonial education as a facet of colonialism. It draws on a rich body of work by ‘colonized’ writers – starting with Edward Said, then focusing on Algeria – that attests to the suffering inflicted by colonialism, to the shortcomings of colonial education, and to the often painful mismatch between the world of the colonial school and students’ home cultures. On the other hand, it asks what can be learned by treating colonial education not just as an example of colonialism but as a provocative, uncomfortable example of education, and its powers of transformation.Trade Review'This is a deeply insightful, stimulating and scholarly book — uncompromisingly reflective, finely argued and carefully referenced, it deepens our understanding of colonial education and legacies in a number of mutually enriching ways that consistently draw out complexity and urge us to think about the teaching of literature. This is a book that will last the test of years and will prompt better scholarship (and, possibly, classroom practice) from the rest of us.' Patrick Crowley, University College CorkTable of ContentsAcknowledgementsIntroduction Our Civilizing MissionChapter 1 Lessons from SaidChapter 2 ‘Nos ancêtres les colons’Chapter 3 Teaching in a Time of CrisisChapter 4 Unfamiliar WorldsChapter 5 French LessonsConclusion Education’s ImpactBibliographyIndex

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Book SynopsisThis book has been written for teachers, teacher trainers and their students, and others working with children and young people. It provides a valuable resource for those engaged in religious studies and South Asian studies, comprising a rich library of data relevant to current debates in these fields. Drawing on field studies of children of South Asian and other backgrounds in Britain, Nesbitt argues the value to schools of teachers adopting an ethnographic approach in intercultural education. Examples from primary, secondary and higher education demonstrate the urgent need for teachers and others to be better informed of cultural diversity and to understand the interconnections between ethnographic studies, pastoral care, the curriculum, and international events. "Intercultural Education" examines a wide variety of issues, including spirituality, identity formation, the ways in which beliefs' and practices' are represented, stereotyping communities, being a Christian at school, and the role of caste. The book contains Practical Guidelines for teachers, as well as a Glossary, covering pastoral care, racism, liaison with parents, recognising the diversity of language, etc.Trade Review"This is a treasury of keenly observed signals of meanings that matter to children and young people, and which therefore need to matter and be understood by their teachers and wider community. It draws on a quarter of a century's field work by the author, well matched with the relevant scholarship of others. Its warning against misleading generalisation is made in the best possible way: vivid illustration of deeper significance. This book is an invaluable resource for teacher education and community relations generally, as well as for those with a particular concern for RE and Citizenship." -- Brian Gates, Professor of Religious and Moral Education, St Martin's College, Lancaster."Eleanor Nesbitt succeeds in vividly bringing to life the traditional plurality (ethnic, cultural and linguistic, etc.) of different communities of faith, and the modern plurality related to the intellectual climate of late modernity or post modernity. She also makes absolutely explicit the gap between the rhetoric and reality of religions, and the urgent need for a religious and cultural literacy that takes us beyond, on the one hand, multiculturalism and, on the other, antiracism. She offers a set of educational ideals which are inspiring. At a time when religion is often deeply politicised and the integrity of scholars challenged as never before this book on intercultural education is timely, accessible and immensely rewarding." -- Journal of Punjab Studies. "In this book Eleanor Nesbitt puts strong emphasis on diversity, syncretism, and the lived reality of religion. She stresses the need for these to be taken into account in RE teaching, alongside the presentation of orthodox religious ideals. It is an immensely enriching book and it is hard to think of anyone working in education who would not find reading it an enlightening and enjoyable experience." -- Dr Sarah Smalley, Chair of AREIAC (Association of RE Inspectors, Advisers and Consultants)."...clearly written: challenging, yet very accessible. ...warns against those convenient, misleading generalisations we often make, as it explores the richness of religious and ethnic diversity." -- Alan Brown, Church Times 11 February 2005.Table of ContentsContents: Acknowledgements; A Note on Transliteration; Introduction: Cultural Diversity and Intercultural Education; Birthdays -- A Spectrum of Difference; Young Hindus and Vegetarianism; The Diversity of Experience within a Faith Tradition; Festivals -- Schools' Involvement in Tradition'; Belief and Practice -- God and Holy Water; Tradition and Choice -- What Young Hindus Believe; Caste, Hindus and Sikhs; British, Asian and Hindu -- Multiple Identities; Spirituality and Religious Experience; Ethnography as Reflective Practice; Appendix: Practical Guidelines for Teachers -- Cultural Diversity and the School; Glossary; Bibliography; Index.

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Book SynopsisIn Value-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policy makers understand this innovative approach to assessment. Written in straightforward language and illustrated with actual student achievement data, this essential volume shows how value-added measurement can help schools make better use of their data and discusses the strengths and limitations of this approach.

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Book SynopsisWritten in an accessible style by highly respected scholars, the papers in this volume document and analyse particular components of the Children First reforms, including governance, community engagement, finance, accountability, and instruction.The education reforms in New York City’s public schools begun under the administration of Mayor Michael Bloomberg and School Chancellor Joel Klein have been among the most ambitious of any large urban system in the country. Aimed at instituting evidence-based practices to produce higher and more equitable outcomes for all students, the policies that comprise the Children First initiative represent an attempt at organisational improvement and systemic learning that is unparalleled in U.S. public education. The tremendous scope of the reforms, the multiple and interrelated challenges involved in their implementation, and their undeniable impact all underscore their importance in providing lessons for the field and in framing the conversation about the next level of work in district-based reform.The editors explore the theory of action behind each phase of reform, and examine the tensions and tradeoffs that played out as these reforms were implemented. Together, these thoughtful and thoroughly researched analyses promise to inform improvement in other urban systems and add to our understanding of systemic learning and change in education.Contributors include Stacey Childress, Sean P. Corcoran, Ronald F. Ferguson, Margaret E. Goertz, Eva Gold, Jeffrey R. Henig, Monica Higgins, Paul T. Hill, Ann Ishimaru, James J. Kemple, Henry M. Levin, Susanna Loeb, Marion Orr, Amy Ellen Schwartz, Megan Silander, Elaine Simon, Leslie Santee Siskin, Leanna Stiefel, Sola Takahashi, Joan E. Talbert, and Jim Wyckoff.

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Book SynopsisThe interwoven futures of humanity and our planet are under threat. Urgent action, taken together, is needed to change course and reimagine our futures. Education, long acknowledged as a powerful force for positive change, has new, urgent and important work to do. This report, two years in the making, invites governments, institutions, organizations, and citizens around the world to forge a new social contract for education that will help us build peaceful, just, and sustainable futures.

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Book SynopsisThe first two editions of Finnish Lessons described how a small Nordic nation built a school system that provided access to a world-class education for all of its young people. In this third edition, Pasi Sahlberg updates the story of how Finland sustains its exemplary educational performance, including how it responds to turbulent changes.Trade ReviewInternational Praise for Previous Editions of Finnish Lessons!"Finland’s approach to education reform shows we must address student inequality before we can expect student excellence." - The 2013 Grawemeyer Award Committee"For both educators and non-educators alike, Finnish Lessons 2.0 poses provocative ideas for reflection when contemplating the necessary inputs that contribute to educational success." - Teachers College Record"The story of Finnish educational success as told by Sahlberg in the slim volume Finnish Lessons is remarkable…this is an important book and educators need to read it." - Educational Researcher"Finnish Lessons 2.0 is compelling and well-written. It will be of particular interest to those involved in developing education policy, although the book is also highly accessible and should be recommended reading for principals, teachers and parents—even in Finland." - Limina: A Journal of Historical and Cultural Studies"Sahlberg’s work is enlightening in that it espouses an education system that is different from many other systems in advanced countries across the world and provides solid background on the historical context that allowed Finland’s education system to transform into a powerhouse." - Education Review"If you are interested in how to help your students be better citizens and part of a dynamic society, please read Finnish lessons 2.0." - British Journal of Educational Technology"What I find encouraging in Sahlberg’s book is his recurring note that no matter how dismal a country’s system may seem, there is hope and room for reform." - Philippine Daily Inquirer"Sahlberg’s book contains important lessons for a broad range of academics, educators, politicians, and the public." - Science"This book will give hope, vision, and strategies to anyone who is sincere in bringing a great education to every child. Pick it up and read it." - Education Week's BookMarks"With Version 3.0 of Finnish Lessons, Pasi Sahlberg has made yet another invaluable contribution to creating education policies based on teacher professionalism, trust, respect, equality, and student engagement. The Finnish example offers a real alternative to the punitive education accountability systems found in far too many parts of the world. Every policymaker, parent, and teacher should read this book." - Tony Wagner, senior research fellow, Learning Policy InstituteTable of Contents Foreword by Howard Gardner Preface Acknowledgments Introduction: Where There’s a Will There’s a Way Northern Exposure Finland as an Inspiration Learning From Others The Plan of This Book 1. The Finnish Dream: A Good School for All Postwar Finland Universal Basic Education The New School Is Born Expanding Upper-Secondary Education Improving Educational Attainment Four Phases of Educational Change The Finnish Education System in 2020 The Finnish Dream Challenged 2. The Finnish Paradox: Less Is More From Periphery to Limelight Educational Attainment Equity of Outcomes Learning Cost of Education Finnish Paradoxes of Education The Perils of PISA 3. The Finnish Advantage: The Teachers The Culture of Teaching Becoming a Teacher Research-Based Teacher Education Teachers as Researchers Professional Development Teachers Are Leaders School Leaders Are Teachers Good Teachers, Great Schools What If Finland’s Great Teachers Taught in Your Schools? 4. The Finnish Way: Competitive Welfare State The Power of Globalization The Global Educational Reform Movement An Innovation Economy Welfare, Equality, and Competitiveness Foreign Innovation, Finnish Implementation Myths About The Finnish School 5. Is the Future Finnish? Success by Being Different Successful Educational Reform The Transfer of Change Knowledge Stress Test for Finnish Schools The Future of Finnish Education Postscript by Sir Ken Robinson Notes References Index About the Author

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Book SynopsisRaewyn Connell is Professor Emerita at the University of Sydney. She is a highly-cited researcher in social science and an experienced teacher who has worked in universities around the world. She remains an active trade unionist and advocate for workers' rights, student autonomy and educational reform. Her books include Masculinities (2005), Southern Theory (2007) and Gender: In World Perspective (2015).Trade ReviewIn The Good University Raewyn Connell provides a powerful and expansive critique of the current state of higher education. This lucid and important book makes clear that the global state of higher education is at a crossroads. * LSE Review of Books *A uniquely revealing global account of the actual work done by university workers, and a searing critique of the false promises made by current ideologies. A must read for those interested in progressive university reform. * D.W. Livingstone, author of The Education-Jobs Gap *Raewyn Connell’s case for the good university will resonate with the people who do the work to make good education and research happen, who care about the students and their colleagues and know their responsibility to the public who rightly expect so much of our universities. Her good university values the labour of all staff with decent, secure jobs. * Jeannie Rea, National Tertiary Education Union *One victim of Western modernity and corporate ambition is the university. Raewyn Connell convincingly demonstrates what many are sensing and others are ignoring: that knowledge for peace and joy is being overruled by competing knowledges of war and death. * Walter Mignolo, Duke University *Table of ContentsIntroduction 1. Making the Knowledge: Research Being a researcher The work of research The knowledge formation Research and truth 2. Learning and Teaching The work of learning The course being run The work of teaching 3. The Collective Intellectual: University Workers Intellectuals Operations workers Academic workers Sustainability crisis 4. The Global Economy of Knowledge Imperial science Making a world university system Making a worldwide workforce Multiple knowledge formations and Southern theory 5. Privilege Machines The dark side of the university Making advantage happen Breaching the walls Machine limits 6. The University Business The maelstrom What enterprise universities sell The managers Telling lies about universities Maelstrom reconsidered 7. Universities of Hope Histories of invention Contemporaries Struggle and joy: lessons of experience 8. The Good University The choice of futures Criteria for a good university... ...and a good university system Manifestos and visions Taking action

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Book SynopsisHenry A. Giroux holds the Chair for Scholarship in the Public Interest in English and Cultural Studies at McMaster University, Canada. His books include On Critical Pedagogy, 2nd Edition (2020), Race, Politics, and Pandemic Pedagogy (2021), Pedagogy of Resistance (2022), Insurrections (2023) and Fascism on Trial (2024), all published by Bloomsbury.

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Book SynopsisThe discipline of education in India has developed over 150 years, beginning in the colonial period, when the British government established the first schools in the Presidencies that responded to the growth of the discipline in the West. Following Independence, the discipline's growth has been shaped in response to education policies of successive governments, which has changed the direction of the discipline of education as a field of scholarship and practice. Education, Teaching, and Learning brings together leading teachers, researchers, and practitioners in the field of education, whose work represent instances of significant departures in the discipline of Education in India over the last thirty years. The chapters focus on two core practices that define the discipline of education in the university: the practice of preparing teachers, and educational research as social inquiry.

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