Philosophy and theory of education Books

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Book SynopsisAs early as 1884, while tutoring a boy with special needs, Steiner began a lifelong interest in applying spiritual knowledge to the practical aspects of life. Steiner originally published the essay at the core of this book in 1907. It represents his earliest ideas on education, in which he lays out the soul spiritual processes of human development, describing the need to understand how the being of a child develops through successive births, beginning with the physical body''s entry into earthly life, and culminating in the emergence of the I-being with adulthood.

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Book SynopsisThis book explores the purpose, role and function of the university and examines the disconnection between students' approaches to learning and university strategy. It centres on the idea that it is vital to explore what counts as a university in the twenty-first century, what it is for, and for whom, as well as how it can transcend social divisions. The universities of the twenty-first century need to have larger audiences, a broader voice, a shift away from othering and an effective means of progressing such shifts. What is central to such exploration is the idea that learning needs to be seen as postdigital. With a focus on how the growth of technology has and continues to affect university learning, this book: explores the concepts of the digital and the postdigital promotes just and inclusive pedagogies for higher education considers ways to ensure learning is an ethical and political experience studies how to understand community and collectiTable of ContentsPart I: The Digital and the Postdigital 1. The postdigital 2. Assemblages 3. Transformative technologies Part II: Learning in a Postdigital age 4. Dupery and scapegoating 5. On Screen 6. The Power and the platforms 7. Learning as a line of flight 8. Digital inequalities Part III: The Postdigital University 9. Absence and Presence 10. Postdigital ethics 11. Artificial intelligence 12. Postdigital Learning 13. Knowledge capitalism and the postdigital university 14. Postdigital Futures: fluid edges and new plateaus

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThe 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 poliTable of ContentsPreface 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.

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Book SynopsisTable of Contents( NOTE: Each chapter concludes with a Summary.) I. CONCEPTUAL FOUNDATIONS. 1. Introduction. Arguments. Reason, Rhetoric, and Argument Analysis. The Ways People Deal with Arguments. Impediments to Good Reasoning. 2. Truth and Rationality. Uses of Language. Truth and Correspondence to the Facts. Rational Belief. 3. Well-Formed Arguments. Argument Analysis. Well-Formed Arguments. Validity, Cogency, and the Truth Value of Premises. 4. Strong Arguments. Deductive Strength. Inductive Strength. II. THE METHOD OF ARGUMENT ANALYSIS. 5. Reconstructing Arguments. Argument Reconstruction and the Principle of Charity. Distinguishing Arguments from Non-Arguments. Identifying Premises and Conclusions. General and Specific Premises. Adding Implicit Premises. 6. Details of Argument Reconstruction. Improper Wording. Missing Premises. Including Unnecessary Premises. 7. Evaluating Arguments. Basic Rules of Argument Evaluation. Evaluating Specific Types of Premises. Argument, Analysis and Problems of Meaning. III. APPLICATIONS. 8. Arguments and Testimony. The Role of Testimony. Testimonial Arguments. Premises and Testimony. 9. Statistical Arguments and Predictions. Past to Future Arguments. Simple Statistical Statements. The Standard Pattern for Survey Arguments. Evaluating Survey Arguments. Correlations. 10. Causal Arguments. Causal Statements. The Meaning of General Causal Statements. Knowledge of General Causal Statements. Analyzing Causal Arguments. Common Errors in Causal Reasoning. 11. Moral Arguments. Moral Propositions. Morality, Rationality, and Truth. Analyzing Moral Arguments. Common Problems in Moral Reasoning. 12. Extended Examples. The Abortion Debate. Mathematical Reasoning Ability. Appendix A. The Steps of Argument Analysis. Appendix B. Principles, Definitions, and Patterns of Argument. Appendix C. Answers to Selected Exercises. Glossary.

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Book SynopsisBuilding 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.Trade ReviewThe 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, USATable of ContentsSeries 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

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Book SynopsisCritical pedagogy is a transformative approach to education, moving beyond a simple transmission model of teaching where the teacher imparts predetermined knowledge to students. This participatory and empowering pedagogy can ensure classrooms become places of opportunity. Students are encouraged to critique their world and develop the essential attributes needed to become consciously aware, politically knowledgeable and socially responsible.Critical Pedagogy: a teacher''s companion provides a refreshing perspective on English secondary education and discusses why critical pedagogy is more essential than ever for our marginalised and oppressed students. Realistic, pragmatic and sensitive suggestions enable the school leader and classroom teacher to consider critical pedagogy as an ongoing responsive, moral and political endeavour to fight social injustice. This book is a must-read for all those who value education as the practice of freedom and emancipation.

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Book Synopsis''This book is a must-read for parents and educators who want to refocus children''s attention to one of the greatest secrets to long-term happiness - discovering the extraordinary in the ordinary'' - Jessica Joelle Alexander, co-author of The Danish Way of ParentingChildren of the last twenty years have grown up in an increasingly frenzied and demanding environment so that, on one hand, education has been rendered more complicated, and on the other, the essentials have been lost to view. In order to ensure their future success, parents often feel that they must fill their children''s schedules with endless activities that cause leisure, spontaneous activity, and the experience of nature, beauty and silence, to fade out of their lives.This veritable race toward adulthood distances children more and more from the natural laws of childhood. A constant stream of loud and flashy stimuli disturbs the only true and sustainable learning that exists in them: thTrade Review'Brilliant' - Pilar Jericó, El País'In our increasingly overstimulated world, The Wonder Approach taps into one of the most profound wellsprings of learning, motivation and meaning in our children - their sense of wonder. Peeling back the screens, over scheduling and educational tools, this book is a must-read for parents and educators who want to refocus children's attention to one of the greatest secrets to long-term happiness - discovering the extraordinary in the ordinary. Highly recommended' - Jessica Joelle Alexander, co-author of The Danish Way of Parenting'One of the most respected voices in the educational world' - Educación Docente'Catherine L'Ecuyer is an island of common sense in a sea of people instructing you on the right way of parenting' - Rodrigo Gurtel, literary critic, Brazil'Catherine L'Ecuyer predicted many of the problems that we face today: the overstimulation caused by hyper-education and the digital world which is blinding our children. Catherine is gifted in two ways: she writes for the wider public about scientific foundations which have been extraordinarily consistent; and she rightfully criticises our ingenuity when it comes to incorporating digital technology in our children's lives, however she does this without being pessimistic but by offering practical and beautiful alternatives' - Vicente Bellver, Professor in Philosophy of Law and Politics, Valencia University, Spain'I highly recommend this book to all parents and teachers, to those in favour of immersing children in the natural world, to those concerned about the effects of excessive screen time and to everyone who cares about reclaiming childhood' - Kim Allsup, author of A Gift of Wonder'Gentle and evocative, at the same time it is deeply thought provoking, like everything that is good, true and beautiful. Compulsory reading for all educators' - Iñigo Pirfano, orchestra director'A pedagogical phenomenon ... a new education hypothesis' - COPE radio station'After so many pseudotheoretical insanities on education, I finally find myself with a proposal that makes sense and that is based in reality' - Nancibel Webber, Doctor of educational philosophy, Catholic University of Santa Fé, Argentina'Catherine L'Ecuyer's merits are not easily achieved in our times ... combining the rigour of the current neuropediatrician literature with the long-standing and consolidated expression of pedagogical and philosophical thoughts' - Hugo Lagone, Estadao newspaper, Brazil'Uncomfortable and opportune, its presence graces the shelves that are usually filled with superficiality and conventionalism' - Santiago Álvarez de Mon, Professor at IESE Business School, Spain'A breath of fresh air. The Wonder Approach is one of the educational bestsellers of the past few years' - Revista Magisterio'A phenomenon' - Carles Capdevila, Ara journal'An essential pedagogical testimony for a world with more screens than windows' - Pedagogía 350

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Book SynopsisThe 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, Deep Learning: Engage the World Change the World. 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. Dive Into Deep Learning: Tools for Engagement 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: • A framework for deep learning that provides a pathway to develop the six global competencies needed to flourish in a complex world — character, citizenship, collaboration, communication, creativity, and critical thinking. • Learning progressions to help educators analyze student work and measure progress. • Learning design rubrics, templates and examples for incorporating the four elements of learning design: learning partnerships, pedagogical practices, learning environments, and leveraging digital. • Conditions rubrics, teacher self-assessment tools, and planning guides to help educators build, mobilize, and sustain deep learning in schools and districts. 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. Trade ReviewSlow 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 MehtaAt 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. Dive Into Deep Learning 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 NogueraDrawing 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 DonohooJoanne Quinn, Joanne McEachen, Michael Fullan, Mag Gardner, and Max Drummy have created a critical companion to Deep Learning: Engage the World Change the World. 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 MillerThe 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 ArmstrongTable of ContentsSection 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

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Book SynopsisThis is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it, education is not about filling a bucket but about lighting a fire. It is there because students are not to be seen as objects to be moulded and disciplined, but as subjects of action and responsibility. The Beautiful Risk of Education is organised around a critical discussion of seven key educational concepts: creativity, communication, teaching, learning, emancipation, democracy, and virtuosity. By opposing the risk aversion that characterises many contemporary educational policies and practices, Gert J.J. Biesta makes a strong argument for giving risk a central place in our educational endeavours and brings risk taking to the forefront of a critical pedagogical practice.Trade Review"Beautiful Risk of Education is rhetorically ingenious and ironically quite powerful. Biesta's intellectual project does not just bid us to think differently about education, but suggests a more aspiring motivation to educate." —Teachers College Record “In his latest book, The Beautiful Risk of Education, Gert Biesta calls for a weak education. Instead of arguing for education to become stronger, more secure, more predictable, and risk-free, he returns to precisely those qualities of education that are bemoaned by current standardized testing and measurement trends as defects to be overcome. Indeed, Biesta makes the claim that the stronger education becomes, the more we lose sight of what education actually is: a practice that is slow, difficult, insecure, unpredictable, and full of risks and uncertainties...the clarity, exactitude, and formal rigor of his presentation embody a kind of philosophical beauty in its own right. The prose is nothing less than elegant.” —Educational Theory “This us a carefully crafted work that rewards an equally considered effort by the reader. Gert Biesta presents an elaborate, thoroughly referenced and researched critique of assumptions currently embedded in contemporary education. It’s a book of several unexpected twists and turns, wonderfully woven and often intensely rich. Frequently from a single paragraph a range of avenues emerge, each worth pursuing in its own right.” —Resurgence & Ecologist “Penned by a brilliant scholar with a generous heart, Beautiful Risk solidifies Biesta’s place as an international leader in philosophy of education.” —Lynda Stone, University of North Carolina “The Beautiful Risk of Education is a thought-provoking and riveting book by Gert Biesta, a book that gives education back to schools, colleges, universities, and adult or community education. Against the risk aversion of policy makers and politicians, in which education more or less evaporates from the practical settings, Biesta makes an argument for giving risk a central place in educational endeavors, hence preventing the subjects involved from turning into machine-like beings. The Beautiful Risk of Education will be read and re-read for decades to come as education is seen from new and unexpected angles.” —Dr. Herner Saeverot, University of BergenTable of ContentsPrologue On the Weakness of Education Chapter One Creativity Chapter Two Communication Chapter Three Teaching Chapter Four Learning Chapter Five Emancipation Chapter Six Democracy Chapter Seven Virtuosity, Epilogue For a Pedagogy of the Event

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Book SynopsisAcademic freedom is under siege, as our universities become the sites of increasingly fraught battles over freedom of speech. While much of the public debate has focussed on ‘no platforming’ by students, this overlooks the far graver threat posed by concerted efforts to silence the critical voices of both academics and students, through the use of bureaucracy, legal threats and online harassment. Such tactics have conspicuously been used, with particularly virulent effect, in an attempt to silence academic criticism of Israel. This collection uses the controversies surrounding the Israeli-Palestinian conflict as a means of exploring the limits placed on academic freedom in a variety of different national contexts. It looks at how the increased neoliberalisation of higher education has shaped the current climate, and considers how academics and their universities should respond to these new threats. Bringing together new and established scholars from Palestine and the wider Middle East as well as the US and Europe, Enforcing Silence shows us how we can and must defend our universities as places for critical thinking and free expression.Trade ReviewEnforcing Silence is a much-needed intervention in debates that have long raged about academic freedom in relation to the Palestine question and academic boycott. It provides a thoughtful critique of the usefulness of a liberal notion of academic freedom from a variety of disciplinary and geographic locations ... a thoughtfully curated and insightful collection of essays that will give scholars, students, and activists important lines of analysis to counter enforced silence. * Journal of Palestine Studies *This collection of essays deserves the attention of political theorists and civil liberties lawyers as well as Middle East area experts. Its arguments may also be of interest to a wider public in the wake of America’s long, hot summer of protests by Black Lives Matter. * The Middle East Journal *As global support for Palestinian justice grows steadily, the silencing of criticism of Israel takes new aggressive forms. To understand why this is the case, and how the politics of Israel-Palestine has become indelibly connected to academic freedom, read this valuable and wide-ranging collection. * Bashir Abu-Manneh, University of Kent *Criticism of Israel has become the litmus test of “academic freedom”. Anyone believing that this is, at bottom, a straightforward and unquestionable notion will change their mind after reading this very stimulating and useful book. * Gilbert Achcar, School of Oriental and African Studies *Table of ContentsPreface Introduction, Palestine and Academic Freedom Part I: Universities and Academic Governance 1. Whose University? Academic Freedom, Neoliberalism and the Rise of ‘Israel Studies’ 2. Disciplinarity and the Boycott 3. “The Academic Field must be Defended”: Excluding Criticism of Israel from Campuses. 4. Lebanese and American Law at the American University of Beirut: A Case of Legal Liminality in Neoliberal Times 5. Precarious Work in Higher Education, Academic Freedom and the Academic Boycott of Israel in Ireland Part II: Colonial Erasure in Higher Education 6. Colonial Apologism and the Politics of Academic Freedom 7. The Academic Boycott and Beyond: Towards an Epistemological Strategy of Liberation and Decolonization 8. Colonial Academic Control in Palestine and Israel: Blueprint for Repression? Part III: Interrogating Academic Freedom 9. Lawfare against Academics and the Potential of Legal Mobilization as Counterpower 10. Rethinking Academic Palestine Advocacy and Activism: Academic Freedom, Human Rights, and the Universality of the Emancipatory Struggle 11. Against Academic Freedom: “Terrorism,” Settler Colonialism, and Palestinian Liberation 12 Privilege, Platforms, and Power: Uses and Abuses of Academic Freedom

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Book SynopsisIn The Rise of Neoliberal Philosophy: Human Capital, Profitable Knowledge, and the Love of Wisdom, Brandon Absher argues that the neoliberal transformation of higher education has resulted in a paradigm shift in philosophy in the United States, leading to the rise of neoliberal philosophy. Neoliberal philosophy seeks to attract investment by demonstrating that it can produce optimal return. Further, philosophers in the neoliberal paradigm internalize and reproduce the values of the prevailing social order in their work, reorienting philosophical desire toward the production of attractive commodities. The aim of philosophy in the neoliberal university, Absher shows, has become the production of human capital and profitable knowledge.Trade Review"This is an important book that should be part of a national conversation at APA conferences and in all philosophy departments. Professional philosophers ought to ask ourselves what kind of philosophy we support and when (not if) will marginalized, especially BIPOC faculty, move to the center to reconceptualize the discipline from below. As someone who hosts a large philosophy for children’s project at various educational sites, including a forest school for unschooled children, I was pleased to learn that such an initiative is validated as 'two-dimensional' philosophizing. In fact, as Brandon Absher argues, the Neoliberal University tolerates only one-kind: one-dimensional philosophy that performs its performativity for optimization of ROIs, which, of course, is nothing short of sophistry in our late capitalist era. With a stirring call for action, he deftly critiques the monochromatic content and demographics of most philosophy departments and implores us to engage in a pedagogy of discontent." -- Mechthild Nagel, SUNY Cortland"Brandon Absher offers an important and timely update to John McCumber’s argument that American philosophy sold itself out to the political needs of Cold War America, except now it has succumbed to profit hungry neoliberalism. The author shows how this has fundamentally altered and adulterated what it is to do philosophy, further shifting it away from love and wisdom towards profitable knowledge." -- Justin Pack, CSU Stanislaus"Drawing upon thinkers such as Hebert Marcuse, Wendy Brown, and Jean-François Lyotard , The Rise of Neoliberal Philosophy diagnoses the many ills that have befallen philosophy in the contemporary market-driven university while proposing a radical cure. Returning to the roots of philosophy in the figure of Socrates, Absher argues that philosophy must work together with the oppressed masses that neoliberalism forgot in order to show how another world is possible." -- Corey McCall, Cornell Prison Education Program"Brandon Absher offers a thoughtful treatment of the effects of neoliberalism on the discipline of philosophy. While many in the humanities attempt to make the case for their discipline’s value to neoliberalism, Absher challenges us to chart a new path. After analyzing the transition from Cold War Philosophy to Neoliberal Philosophy, he imagines new possibilities for the practice of philosophy that are more capacious, inclusive of diverse publics, and liberatory. The Rise of Neoliberal Philosophy will be of interest to those outside the field of philosophy, as well, as Absher presents a helpful framework for understanding many of the troubling changes within higher education over the past century." -- Sarah Vitale, Ball State University"Absher rightly argues that the Neoliberal University has become 'one-dimensional' in adjusting us all to 'the prevailing social order.' We know that our social order has hurled us into global warming and that to stay our course is a 'suicide pact.' We need new philosophies and new theories of the university. A future is only possible if we become different, which begins with thinking differently." -- Tanya Loughead, Canisius CollegeAbsher’s writing is clear and his argumentation is solid. The focus of most books on neoliberalism and academia is on the university in general, but Absher narrows the attention to the discipline of philosophy. For philosophers this brings the analysis much closer to home. It enables the author to turn a critical eye to the language and practices of key institutional powerbrokers like the philosophical gourmet and the APA…. As Absher correctly notes, neoliberalism tends to suck everything into itself. Frankly it is not clear that academic philosophers have the integrity to do what needs to be done. Further analysis is needed on why not: if philosophers are thinkers, why does there seem to be so much thoughtlessness and inaction about neoliberalization? Of course, that the book leads to further questions is an indication that it is asking important ones. Hopefully it will be widely read and inspire change. * Radical Philosophy Review *Table of ContentsAcknowledgmentsIntroductionChapter 1: Philosophy in the Neoliberal UniversityChapter 2: The Performativity of Neoliberal PhilosophyChapter 3: The One-Dimensionality of Neoliberal PhilosophyChapter 4: Diversity and Neoliberal PhilosophyChapter 5: Toward an Alternative ParadigmConclusionBibliography

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Book SynopsisMaster storyteller Dorothy Harrer brings medieval history to life in this classic text for teachers of pupils aged 11 years and over. Covers the end of Roman influence, the influence of Christianity through Europe and the Crusades.

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Book SynopsisTeacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals. Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration. The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students. This timely book is a call to action for building teacher diversity to ensure student success.

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Book SynopsisBetween the State and the Schoolhouse examines the Common Core State Standards from the initiative’s promising beginnings to its disappointing outcomes. Situating the standards in the long history of state and federal efforts to shape education, the book describes a series of critical lessons that highlight the political and structural challenges of large-scale, top-down reforms. Education policy expert Tom Loveless argues that there are too many layers between the state and the classroom for a national standards approach to be effective. Specifically, he emphasizes the significant gap between states’ roles in designing education policy and teachers’ roles as implementers of policy. In addition, he asserts that top-down policies are unpredictable, subject to political and ideological pressures, and vulnerable to the pendulum effect as new reforms emerge in response to previous ones. One of the most ambitious education reforms of the past century, the Common Core aimed to raise student success, prepare larger numbers of students for both college and careers, and close achievement gaps. Yet, as Loveless documents, a decade later there remains a lack of significant positive impact on student learning.Between the State and the Schoolhouse marks an important contribution to the debate over the standards movement and the role of federal and state governments in education reform.

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Book SynopsisJULIE DIRKSEN is an international writer, speaker, and workshop facilitator for professional organizations like the Association for Talent Development, the Learning Guild, and others. She is an award-winning translator of research into practice to help workplace practitioners.Table of Contents1 TALKING TO THE ELEPHANT 2 TAKING A SYSTEMS VIEW 3 MOVING ALONG THE CHANGE PATH 4 COMMUNICATING VALUE 5 UNDERSTANDING MOTIVATION 6 ANALYZING BEHAVIORS 7 DETERMINING IF IT'S A TRAINING PROBLEM 8 MAPPING TO SOLUTIONS 9 USING PERSUASION AND MOTIVATION TECHNIQUES 10 USING PLANNING, PRACTICE & FEEDBACK 11 USING ENVIRONMENTAL AND SOCIAL SUPPORT 12 VALUES AND IDENTITY 13 DESIGNING RESPONSIBLY 14 PUTTING IT ALL TOGETHER: A CASE EXAMPLE 15 REAL-WORLD EXAMPLES

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Book SynopsisA collection of hand gesture and movement games focused around gnomes and pixies, to help connect young children to nature. With easy-to-follow instructions and illustrations, this is a practical resource for parents and teachers.

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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 SynopsisIn Visible Learning: Lesson Planning Hattie and Zierer make explicit how to implement the world-famous Visible Learning research into the bedrock of teaching and preparation â lesson planning.By implementing the Visible Learning data in everyday teaching, this book provides a practical guide to lesson planning that is unique and objective. Important planning steps are explained and described using example lessons in several different subjects. Success criteria are described, and simple strategies to implement, intervene and evaluate lessons effectively are provided including, critically how to switch from surface to deep learning and back again. This book: combines the largest body of empirical educational research to date (now informed by more than 2,100 meta-analyses and implementation in thousands of classrooms globally) with the everyday task of lesson planning includes empirical research on teaching and learning as well as theoretical studies

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Book SynopsisHave you ever wondered what the Reggio Approach is all about, why it works, and how it can be used to benefit the young children in your setting?The book describes how educators in Reggio Emilia work with young children, and looks at the connections between the Reggio Approach and the revised Early Years Foundation Stage framework. It provides practical examples involving children of different ages in a wide variety of settings, helping the reader to see the connection between practice and theory. This new edition has been fully updated to show the increasingly mirroring connections between the Reggio Approach and the principles and commitments of the recently revised Early Years Foundation Stage (EYFS) framework. Each chapter focuses on one important aspect of the Reggio Approach and includes: Practical examples involving children of different ages in a wide variety of settings, helping the reader to see the connection between practice and theory Questions to enable the reader to reflect on and develop his or her own practice in accordance with new statutory requirements References to sources of further reading and information. This convenient guide will help early years practitioners, students and parents to really understand what the Reggio Approach can offer their setting and children.Trade Review'This book provides really practical steps and examples involving children of various ages and in a variety of settings, effectively illustrating how to link theory and practice.'- Early Years Educator MagazineTable of Contents1. Background to the Reggio Approach 2. Relationships 3. Creativity 4. The Environment 5. Time 6. Learning and Teaching 7. Reflective Practice

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Book SynopsisClass Acts examines two often neglected aspects of Jacques Derrida's work as a philosopher, his public presentations at lectures and conferences and his teaching, along with the question of the speech act that links them. What, Michael Naas asks, is one doing when one speaks in public in these ways?The book follows Derrida's itinerary with regard to speech act theory across three public lectures, from 1971 to 1997, all given, for reasons the book seeks to explain, in Montreal. In these lectures, Derrida elaborated his critique of J. L. Austin and his own subsequent redefinition of speech act theory. The book then gives an overview of Derrida's teaching career and his famous seminar presentations, along with his own explicit reflections on pedagogy and educational institutions beginning in the mid-1970s. Naas then shows through a reading of three recently published seminarson life death, theory and practice, and forgivenessjust how Derrida the teacher interrogatedTable of ContentsAbbreviations of Works Cited | xi Introduction: The Program | 1 Part I: Derrida in Montreal (A Play in Three Speech Acts ) Argument and Dramatis Personae | 13 Act 1. The Context (1971) | 15 Intermission 1: Glyph 1 | 41 Act 2. The Signature (1979) | 45 Intermission 2: Glyph 2 | 55 Act 3. The Event (1997) | 59 Encore: Cocoon | 69 Part II: The Open Seminar The Counter-Program (Syllabus) | 75 Class 1. Agrégations: The Chance of Life Death (1975–76) | 93 Class 2. Education in Theory and Practice (1976–77) | 111 Class 3. Grace and the Machine: Perjury and Pardon (1997–98) | 127 Conclusion: Actes de naissance | 149 Acknowledgments | 157 Notes | 159 Index | 183

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Book SynopsisThis book opens with an overview of dieting and its relationship to self-esteem and body image. Here, the author explores the negative and destructive side effects frequently experienced by obese women as a result of dieting. Alternative interventions to dieting are then explored and the weekly Beyond Dieting programme, the core of this volume, is introduced. Subsequent chapters present an evaluation of the Beyond Dieting program (purpose, analyses, comparisons and variables of outcome) and a discussion of the characteristics of the sample study. The overall effects of the intervention and implications of the findings provide an illuminating perspective on the treatment of obesity one that suggests striving for positive self-image rather than thinness as the key to well-being for obese women. For the many health practitioners caring for obese women, this perspective, with its practical application, will prove to be an invaluable resource.Table of ContentsAcknowledgments, Introduction, 1. Is DIETING THE ANSWER?, 2. OBESITY—DEFINITION, MEASUREMENT, ETIOLOGY, AND ATTEMPTS AT REGULATION, 3. BEYOND DIETING: THE WEEKLY PROGRAM, 4. EVALUATION OF THE PROGRAM, 5. THE BEYOND DIETING PROGRAM: DISCUSSION AND IMPLICATIONS, Appendix A. PARTICIPANT'S INFORMATION SHEET AND CONSENT FORMS, Appendix B. ANALYSIS OF VARIANCE (ANOVA) TABLES, Appendix C. CORRELATIONS OF SELF-ESTEEM WITH BODY DISSATISFACTION BY GROUP, Appendix D. BEYOND DIETING—PROCESS EVALUATION, Appendix E. ANNOTATED BIBLIOGRAPHY, References, Index

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Book SynopsisThe third edition of Language for Learning in the Primary School is an indispensable resource, packed full of practical suggestions on how to support 5-11-year-old children with speech, language, and communication needs. Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping teachers to: Identify children with speech, language, and communication needs (SLCN) Understand speech, language, and communication skills Consider roles and responsibilities at primary school Plan a differentiated and adapted curriculum Consider the language demands across subjects Adopt a whole-school approach Make use of a wide range of positive strategies to support children in the classroom Empower children to access the curriculum Fully revised and updated, Language for Learning in the Primary School, 3rd edition, comes complete with a wealth of photocopiable and downaTable of ContentsAcknowledgmentsChapter 1 - IntroductionChapter 2 – Speech, Language and Communication SkillsChapter 3 – Identifying Speech, Language and Communication NeedsChapter 4 – A Whole School ApproachChapter 5 – Opportunities and Challenges across the CurriculumChapter 6 – Strategies and Interventions for Use across the CurriculumGlossaryReferencesAppendix 1Index

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Book SynopsisThis book provides a broad introduction to the critical work of leading Australian educator Garth Boomer, widely recognised as a significant figure in English teaching. This insightful text provides an accessible introduction to his work, with particular reference to English curriculum and pedagogy, and provides a fascinating account of his journey as a scholar-practitioner, from classroom teaching to the highest levels of the educational bureaucracy.Bill Green explores Boomer's huge influence on literacy education, teacher development, curriculum inquiry, and educational policy, and critically asks why Boomer's insights and arguments about English teaching from the last century have such importance for the field now. This text also focuses on the nature and significance of his curriculum thinking, specifically his arguments and provocations regarding English teaching, the English classroom, and the contexts that infuse and shape them. It constitutes a rich resource for rethi

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Book SynopsisThis interdisciplinary book uses key examples and specific case studies from the âTrailblazersâ of Anglia Ruskin University, UK, to address the successes and challenges experienced during the creation, development and running of breadth modules. Itâs been carefully written to support anyone looking to implement this innovative method into their own university setting.With content informed by the United Nations Sustainable Development Goals, and using active learning pedagogies, interdisciplinary student teams work together to develop sustainable solutions, allowing for the growth of skills vital for enhancing student employability. The chapters are grounded in theory, making the discussions transferable to a wide readership interested in interdisciplinary approaches at the higher education level. The theoretical underpinnings of the discussions in each chapter will open up questions relating to contemporary issues such as diversity and representation, poverty and sustainabili

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Book SynopsisThis book offers an in-depth exploration of explainable learner models, presenting theoretical foundations and practical applications in the context of educational AI. It aims to provide readers with a comprehensive understanding of how these models can enhance adaptive learning systems.Chapters cover a wide range of topics, including the development and optimization of explainable learner models, the integration of these models into adaptive learning systems, and their implications for educational equity. It also discusses the latest advancements in AI explainability techniques, such as pre-hoc and post-hoc explainability, and their application in intelligent tutoring systems. Lastly, the book provides practical examples and case studies to illustrate how explainable learner models can be implemented in real-world educational settings.This book is an essential resource for researchers, educators, and practitioners interested in the intersection of AI and education. It

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Book SynopsisAstonishing lessons of social psychology that can make the world a dramatically better placeTrade Review"This book shines piercing illumination on one of today’s most timely topics—the causes and consequences of belonging to modern social groups. Importantly, it maps scientifically grounded routes to minimizing the harmful consequences while optimizing the positive ones. The world needs this book." -- Robert B. Cialdini, author of Influence and Pre-Suasion"This book is a beacon of hope for our fractured times. A leading expert on belonging offers an engaging analysis of the science and practice of breaking down the barriers between people and building bridges to a more respectful world." -- Adam Grant, #1 New York Times bestselling author of Think Again"Belonging combines rich science, compelling stories, and beautiful prose to illuminate the social psychological principles behind the need to belong and how to foster belonging and connection in a fractured world. Reading this book will yield insights into your own motivation and behavior and will help you understand the source of many pressing problems of our time." -- Sonja Lyubomirsky, author of The How of Happiness"No one before Geoffrey L. Cohen has pulled together all the research relevant to diversity and inclusion in a single volume, helping us to understand belonging through a social psychological lens. The book is masterful, showcasing highly effective interventions. An inspiration!" -- Peter Salovey, president of Yale University

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Book SynopsisSince its publication in 1968 Paulo Freire's Pedagogy of the Oppressed 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.Trade ReviewI 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 *At a time of growing authoritarian movements across the globe, the work of Paulo Freire stands out as a prescient beacon of struggle and hope. Reinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives builds 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 *Reinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives is written in an accessible manner and is empirically rich. * International Review of Education *Table of ContentsForeword: On the Road to Social Justice: Reinventing Paulo Freire Ira Shor (City University of New York, USA) Introduction: James D. Kirylo (University of South Carolina, USA) Part I: The Criticality of Teacher Preparation 1. Preparing Foundational Phase Educators: Reading the Word and World through Transect Walks Deidre Geduld, Ivor Baatjes, and Heloise Sathorar (Nelson Mandela University, South Africa) 2. W.E.B. DuBois and Paulo Freire: Toward a ‘Pedagogy of the Veil’ to Counter Racism in Early Childhood Education Meir Muller (University of South Carolina, USA) and Nathaniel Bryan (Miami University Ohio, USA) 3. The Community as a Teacher Educator: Preparing Critically Conscious Teacher Candidates in Detroit Kaitlin Popielarz (Wayne State University, USA) Part II: Pedagogy and Practice 4. Making Meaning in the Carceral Space: Freirean Dialogue and Existential Becoming in the Jail or Prison Classroom Gregory Bruno (Kingsborough Community College, City University of New York, USA) 5. Critical Race Counterstories and Freire’s Critical Pedagogy: Navigating Race in an Interdisciplinary Literature and Religious Studies Course Soumitree Gupta (Carroll College, USA) and Gerardo Rodríguez-Galarza (St. Norbert College, USA) 6. Toward a Software of the Oppressed: A Freirean Approach to Surveillance Capitalism Erin Rose Glass (UC San Diego, USA) 7. Freirean Cultural Circles in a Contemporary Social Studies Class Shelley Martin-Young (Oklahoma State University, USA) 8.The Liberatory Potential for Teacher Mindfulness Amy E. Laboe (University of Virginia, USA) 9. Who’s in Charge?: Teacher Authority and Navigating the Dialogical-Based Classroom A.J. Tierney (Oklahoma State University, USA) Part III: The Intersection of Paulo Freire and Myles Horton, Martin Luther King, jr., and Simone De Beauvoir 10. “To Speak a Book”: Lessons from Myles Horton and Paulo Freire’s We Make the Road Walking Jon Hale and Alexandra Bethlenfalvy (University of South Carolina, USA) 11. The Beloved Community and Utopia: Hope in the Face of Struggle as Envisioned by Martin Luther King, Jr. and Paulo Freire Drick Boyd (Eastern University, USA) 12. Less Certain But No Less Committed: Paulo Freire and Simone de Beauvoir on Ethics and Education Peter Roberts (University of Canterbury, New Zealand) Part IV: Policy, The Environment, and Liberation Theology 13. Ley de Reforma Educativa de Puerto Rico: A Freirean Perspective Patricia M Virella (Sarah Lawrence College, USA) and Jennie Weiner (University of Connecticut, USA) 14. Overcoming (In)Difference: Emancipatory Pedagogy and Indigenous Worldviews toward Respectful Relationships with the More-Than-Human World Jennifer Markides (University of Calgary, Canada) 15. We Write on the Earth as the Earth Writes on Us: Paulo Freire the (Post)Humanist Tricia M. Kress (Molloy College, USA) and Robert Lake (Georgia Southern University, USA) 16.The Postdigital Challenge of Paulo Freire’s Prophetic Church Peter McLaren (Chapman University, USA) and Petar Jandric (Zagreb University of Applied Sciences, Croatia) Part V: Reflections, Experiences, And Considerations 17. Pursuing Critical Consciousness on the Tenure Track: Toward a Humanizing Praxis within the Neoliberal University Rolf Straubhaar, Sara Torres, Sascha Betts (Texas State University, USA) 18. Living in the Contradictions: LGBTQ Educators and Critical Pedagogy Dena Lagomarsino (Tulane/New York University, USA) 19. An Eye-Witness Account of Freire’s Return Back to Brazil after the Exile: Personal Reflections on Fighting Oppression Nelio Bizzo (University of São Paulo, Brazil) 20. Dare to Hope: The Art of Untying the Tongue and Awakening the Resilient Spirit Débora B. Agra Junker (Garrett-Evangelical Theological Seminary, USA) Afterword: Paulo Freire Fifty Years Later Antonia Darder (Loyola Marymount University, USA) References Index

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Book SynopsisFrom 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 persoTrade ReviewZoy 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, UKIn 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, PortugalHope 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, BrazilTable of ContentsList of Figures Foreword, Timothy Ingold (University of Aberdeen, UK) 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

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Book SynopsisIn the first scholarly exposition of Maria Montessori's moral philosophy, Patrick R. Frierson presents an empirically-grounded ethics that takes its start from our tendency to strive for excellence and emphasizes mutual respect, social solidarity, and love. Laying out a compelling, Montessorian approach to ethical life, Frierson constructs an account of human agency based on children, who when attentively at work on self-chosen tasks, have agency worthy of respect. Through this interpretation of children's agency, he introduces the core concept of Montessorian character: in Montessori's ethics, character provides the ultimate value worthy of direct respect, and those with character have a natural tendency to respect others. Character is enhanced through corporate forms of agency that Montessori calls social solidarity. Weaving this educationalist's ethics with theory from Nietzsche, Aristotle, Kant, Hegel, and Marx, Frierson places Montessori in the context of the history of philoTrade ReviewMaria Montessori revolutionized pedagogy by encouraging the teacher to "follow the child," rather than the other way around. In this detailed reconstruction of her philosophy, Frierson argues that the ideas underlying her practice can revolutionize our understanding of ourselves and our ideals. An original, rigorous, and provocative study that should be of interest to educators and philosophers alike. * Tamar Schapiro, Professor of Philosophy, Massachusetts Institute of Technology, USA *Table of ContentsAcknowledgements Introduction 1. The Moral Sense 2. Character and Agency 3. Respect for Others 4. Solidarity and Obedience 5. Adulthood, Abstraction, and Reflective Deliberation 6. Paternalism 7. Embodied Ethics 8. Love Notes Bibliography Index

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Book SynopsisNow in its 2nd edition, this book serves as companion to Freire's seminal work, supporting the application of his pedagogy in enacting emancipatory educational programs in the world today. The new edition includes a new chapter called Teaching Pedagogy of the Oppressed with additional dialogue questions and activities designed to support students and instructors. It also includes an updated Bibliography and further reading list. Antonia Darder closely examines Freire's ideas as they are articulated in Pedagogy of the Oppressed, beginning with a historical discussion of his life and a systematic discussion of the central philosophical traditions that informed his revolutionary ideas. Darder explores Freire's fundamental themes and ideas, including issues of humanization, teacher/student relationship, reflection, dialogue, praxis, and his larger emancipatory vision. The book also includes a chapter-by-chapter close reading of the text with sample questions to pr

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Book SynopsisThe 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. The Disaster of Resilience 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 Trade ReviewTeachers, 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, UKIf 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&M University, USATable of ContentsIntroduction: 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

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Book SynopsisSchools and other forms of education have significant impacts on people's views about emotions and emotional experiences. This book helps students and educators to better understand emotions and their significance in social life and in education. It shows how we often take it for granted that certain emotions, such as happiness, are positive', while others are negative' and how personal characteristics such as gender, ethnicity, and race, can make an unfair difference when it comes to what emotions are expected or accepted. It also focuses on how emotions are understood as functional and as moral by different theoretical traditions, from psychology to philosophy. Written in an accessible format, the book encourages broad reflection on what emotions are and why they matter, in relation to the aims of education, what it means to be a good person, and equality and social justice.

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Book SynopsisWith 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 politicTrade ReviewInspiring! Henry Giroux is essential reading in today’s political climate when democracy is at risk, and Insurrections lays 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 *To 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 *The James Baldwin quote that comes at the end of Insurrections: Education in an Age of Counter-Revolutionary Politics might 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 *In 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 *Henry 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 *Insurrections is 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 *Table of ContentsPart I: Politics in the Age of Counter-Revolution 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 Part II: Social Media and The Fascist Threat 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 Part III: The Public Imagination Under Siege 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 Part IV: Toward an Insurrectional Democracy 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

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Book SynopsisLearning is the soul of our species. From our first steps to our last words, we are what we learn. But for all its obvious importance, learning has lost touch with human progress. We live in an information age, work in a knowledge economy, yet our schools are relics of an industrial era. Education insider Alex Beard takes us on a dazzling tour of the future of learning to show how we can - and why we must - do better. Tackling everything from artificial intelligence to our growing understanding of the infant brain, Natural Born Learners is a user''s guide to transforming learning in the twenty-first century and roadmap to accessing our better future selves.Trade ReviewReaders should accompany Beard on his travels - not only because the subject of his inquiry is so important, but because after myriad engaging anecdotes and encounters, he arrives at some conclusions with universal relevance -- Miranda Green * FINANCIAL TIMES *Invigorating...one of the most optimistic, thought-provoking and ambitious educational books of recent years. Natural Born Learners is audacious, sassy, unafraid of big questions about what our children deserve and what our culture needs from education...bold and exuberant -- Geoff Barton, general secretary of the Association of School and College Leaders * TES *In this vital and vitalising exploration of the future of education, Alex Beard has written a compelling work of non-fiction. A meditation, a rallying cry and an inspirational call to cut a new educational path, this is an incredibly important book. As Beard powerfully illustrates, if we get education right for everyone then we'll be well on the way to solving so many of our other problems -- Owen Sheers * METRO *A timely and passionate book on the need for a global educational renaissance -- Jane Shilling * MAIL ON SUNDAY *Lively and provocative ... Beard is inspirational on the capabilities of the brain. Fizzing through the neuroscience he encourages readers to admire the potential for learning in even a lowly slug, and makes a powerful case against the old ideas of fixed or hereditary intelligence -- Helen Brown * DAILY TELEGRAPH *Fascinating -- Fiona Millar * GUARDIAN *A grand tour, looking for what works in an era in which traditional educational models bump up against acute societal change * TLS *A dazzlingly fast-paced journey through the classrooms and laboratories of the globe in an attempt to tackle the Big Questions of our age . . . This is a book that sets out to explore our deepest dreams and most profound possibilities -- Melissa Benn * NEW STATESMAN *Wide-ranging, often humorous and consistently fascinating, this is a book for all those interested in learning - a process that, as the author stresses, should be lifelong -- Stephanie Cross * THE LADY *By learning from educators on the vanguard all over the world, Alex Beard helps us understand what we need to do to ensure that today's children can shape a better future for themselves and all of us. We must prioritise and approach education in a totally different way to achieve this end, and Natural Born Learners helps us see the path forward * WENDY KOPP, CEO & Co-founder Teach For All *

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