Philosophy and theory of education Books

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Book SynopsisKnowings and Knots presents a range of interdisciplinary perspectives on the methodology of research-creation and asks how those who make knowledge think about and value it. Not just a method but a site of ongoing experimentation around what counts as knowledge, research-creation is a meeting place of academia, artistic creation, and the wider public. The contributors argue that academic institutions and funders must recognize research-creation as innovative knowledge-making that leaps over the traditional splitting of theory from practice while considering how gender/feminist studies, Indigenous practices, and new materialism might inform and develop the conversation. Through this book, readers can transform the way they experience both art and education. Contributors: Carolina Cambre, Owen Chapman, Paul Couillard, T.L. Cowan, John Cussans, Randy Lee Cutler, Petra Hroch, Rachelle Viader Knowles, Natalie Loveless, Glen Lowry, Erin Manning, Sourayan Mookerjea, Natasha Myers, Simon Pope, Stephanie Springgay, Sarah E. TrumanTrade Review"The editor and authors engage themselves, each other, and wider communities creating a wealth of intricate insights, understandings, and possibilities about research-creation... Knowings and Knots promotes research-creation discourse and contributes to research discussions and debates in 21st century universities. Its value to K-12 educational environments, teachers, and teacher educators comes from persons sharing ideas about arts and humanities research-creation here." -- Robert C. Kleinsasser, The Journal of Educational Research, July 2020"This book opens up to the doing and undoing involved in the generation of research-creation, the makings of new forms of knowledge, and what it is to work at the interstices -- the interstices of thinking-feeling, of bodies, human, nonhuman, entangling with places and other communities, ecologically." -- Jennifer Clarke, The Journal for Artistic Research, July 2020Table of ContentsPreface | Natalie Loveless Foreword | Owen Chapman First pairing 1 | Open and Wide: Figuring Digestion as Research-Creation (Provocation) Randy Lee Cutler 2 | Tasting Notes: Gastroenterological Ecologies and Working Knowledges (Response) Petra Hroch Second Pairing 43 | From No-ing to Knowing, from Naughts to Knots (Provocation) Paul Couillard 75 | Crisis of Literacies: How Does the Orchid Cite the Bee? (Response) Carolina Cambre Third pairing 97 | Anthropologist as Transducer in a Field of Affects (Provocation) Natasha Myers 127 | Intermedia Research-Creation and Hydrapolitics Counter-Environments of the Commons (Response) Sourayan Mookerjea Fourth pairing 161 | Provoking Failure: Un-Settling a Research-Creation Framework (Provocation) Glen Lowry 191 | Collaboration, Dialogues, and Wild Knowledge (Response) Rachelle Viader Knowles Dialogues 211 Research-Creation as Interdisciplinary Praxis Natalie Loveless in Conversation with Erin Manning 221 The Intimacies of Doing Research-Creation Sarah E. Truman in Conversation with Natalie Loveless, Erin Manning, Natasha Myers, and Stephanie Springgay 251 Demonstrating the Ineffable: Paul Couillard in Conversation with T.L. Cowan 265 Special Investigations Randy Lee Cutler in Conversation with John Cussans 277 “Dear Simon…” Letters back and forth, between Simon Pope, Glen Lowry, and Rachelle Viader Knowles on Creative Practice–Led Research 299 Afterwords: Research-Creation and the University in Knots Natalie Loveless 305 Contributors 313 Index

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Book SynopsisIn the face of social inequalities, digital divides, hegemonic power relations, capitalist conflicts of interests, asymmetric gender relations and international border and migration regimes, educational and social actions are becoming more challenging. Mediating these social challenges demands new methods and approaches. Thus, the contributors to this volume use critical pedagogies to reflect on art, literature, storytelling, and digital methods as a means to mediating social challenges in teaching practices. The contributions challenge normative perceptions of identity while also promoting students' multiliteracy skills.

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________How do you teach a subject that has no right' answers? Philosophical and ethical concepts can be overwhelming to students who have not encountered them before, and complex arguments can be difficult to navigate. John L. Taylor''s book will help you to engage your class and have them reading, writing, talking and thinking philosophically. Starting with introductory ideas such as ''a guided tour of philosophy land'', the book moves on to ideas for stimulating and managing student discussions and debates, guidance for effective reseTrade ReviewWith traditional and new philosophical puzzles, clever tips on teaching and technique, and a panoply of references to electronic and other resources, John Taylor has written an excellent 'how-to' guide on getting students hooked on philosophy, grounded in years of classroom experience. Full of gems that will inspire and inform. -- Michael Lacewing * Founder of A Level Philosophy *John Taylor is an inspirational and imaginative teacher. This book is a superb resource for anyone who wants to teach philosophically. It's full of practical advice derived from classroom experience. Highly recommended. -- Nigel Warburton * Interviewer for the Philosophy Bites podcast *In this invaluable resource, John L. Taylor offers clear, practical and witty suggestions on how to engage school students in philosophical analysis, argument and reflective enquiry. His ideas incorporate thought experiments, movies and stories, and will stimulate the curiosity and imagination of students and teachers alike.' * Angie Hobbs, Professor of the Public Understanding of Philosophy at Sheffield University *Table of ContentsPart 1: Starting points/ Teach Philosophically/ The power of pod casts/ Model thinking for your students/ Dual purpose lessons/ Part 2: Stimulating inquiry/ Philosophical games/ Make philosophy real/ Experimenting with thought/ Everyday ethics/ Brain games/ Part 3: Talking philosophy/ From discussion to debate/ Teaching oral presentation skills/ Part 4: Reading and researching/ Argument identification/ Easy citations and bibliographies/ The two-stage research rocket/ Part 5: Philosophical argument/ Concept mapping/ Can you move the universe?/ Par 6: Writing philosophy/ ACE essays/ SEAL those paragraphs/ Teaching academic register/ Thinking about the reader/ {art 7: Philosophy projects/ The power of projects/ Part 8: Beyond the philosophy classroom/ Visiting speakers/ Philosophy cafe/ Philosophical drop-in

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Book SynopsisTrade Review"Rescuing Socrates is a warm, appealing narrative of how it feels to be ‘thrust into a conversation’ with fellow students about life’s most ‘serious and unsettling questions.’"---Martha Bayles, Wall Street Journal"[A] combination memoir and call to arms. . . . Despite those who claim that these are merely works by dead, possibly irrelevant white men, Montás argues that the Great Books approach has a fundamentally democratizing impulse."---John McWhorter, New York Times"Thanks to Montás . . . Socrates had a good 2021."---George F. Will, Washington Post"[An] earnest defense of the humanities, which is also a personal testament to the power of a liberal education."---Thomas Chatterton Williams, The Atlantic"One can only hope that Rescuing Socrates rescues others as well."---Naomi Schaefer Riley, Commentary"Montás undertakes his defense of the great books with simplicity and humility. . . . In the face of public conversations marked by fear, anger, and hostility, Montás chooses the path of vulnerability. In that, he shows the wisdom of a person who has navigated real conflict, away from the seminar table."---Zena Hitz, Commonweal Magazine"This is an important, and timely, book about why the western canon still matters and about how great books can change lives, especially impoverished black and brown ones."---Lindsay Johns, Times Literary Supplement"A heartbreakingly honest immigrant tale of displacement, loss, wrenching readjustment and self-discovery, this book also offers a gripping account of how participation in the great conversation over justice, ethics, citizenship and the nature of the good life can subvert hierarchies of privilege, redeem lost souls, open minds and transform lives."---Steve Mintz, Inside Higher Ed"Rescuing Socrates is a valuable and thoughtful book both sociologically and educationally, making a contribution to the ongoing debate over the past, present, and future of liberal-arts education in the United States."---M. D. Aeschliman, National Review"[Montás] weaves a compelling personal narrative together with a forceful argument that reading classic texts, even those originating in predominantly white, Eurocentric cultures, is an important opportunity for underserved students of color to transform themselves and transform the inequitable social structures within which they are embedded"---Brian Rosenberg, Chronicle of Higher Education"Montás returns the humanities to its revolutionary home, reminding us that we are, after all, talking about such radical and subversive thinkers as Augustine, Plato, Freud, and Gandhi. He teaches us, presumably like he teaches his Core Curriculum students, what those thinkers were after—and what reading them makes possible."---Jonathan Tran, Christian Century ​"[An] insightful work. . . . Few colleges and universities still require study of Great Books as part of their curricula, but Montás makes a compelling case for the life-changing results of such pedagogy; he notes how, as an émigré from the Dominican Republic, he benefited from the breadth and depth of these approaches." * Library Journal *"That’s why the perspective of Roosevelt Montás, author of Rescuing Socrates: How the Great Books Changed My Life and Why They Matter for a New Generation, is so badly needed. . . . In this part memoir, part call to action, Montás argues that reading great literature and philosophy can make working-class people’s lives more meaningful and that everyone should have the opportunity to read great books."---Liza Featherstone, Jacobin"By taking us through his reading and rereading of books over the course of a life, Montás can articulate what is rarely articulated well about great books education."---Jonathan Marks, Washington Examiner"The strength of Montás’ argument lies in his acknowledgement of the power and responsibility of undergraduate education."---Grace Phan Jones, American Purpose"A timely and much-needed book. . . . If administrators and education advocates take the message of Rescuing Socrates to heart, then our students, our schools, and our nation might yet see a brighter future."---Matthew Levey, City Journal"Montás convincingly makes the argument that the classics enrich any life pursuit. By doing so, his story should appeal to anyone who cares about education. There is something here to illuminate and inspire."---Nathaniel Grossman, Fordham Institute"[An] important book."---Matthew Bianco, Circe Institute"Rescuing Socrates turns out to be a magnificent exercise in rescuing us."---Douglas V. Henry, Law & Liberty"Here is the very model of intellectual dialogue: Freud speaking to Montás and Montás considering thoughtfully and speaking back—a demonstration of the fact that the value of liberal arts education is to be found in the experience itself rather than in bean-counter terms such as ‘learning outcomes’ or starting salaries."---Matthew Stewart, James G. Martin Center for Academic Renewal"Montás’ defense of the great books is both disarming and brave."---Benjamin Storey and Jenna Storey, American Purpose"Montás’s inspiring defense of the humanities is as galvanizing as his own story. . . . Even if one is not fond of a liberal arts and humanistic education, he may still want to read Roosevelt Montás for the sheer humanity of his book."---Paul Krause, Merion West"Eminently quotable and engagingly written, Rescuing Socrates is a rich resource for those who care about liberal education."---Eric Adler, Front Porch Republic"Rescuing Socrates is the best defence of a liberal education I have read. . . . Montás writes so movingly, and with such erudition, that he himself is the best advertisement for the liberal education he champions."---Daniel James Sharp, Areo Magazine"A robust and unapologetic argument that liberal education, centered around the great books, should be the foundation of every university education. . . . Rescuing Socrates makes a strong case for liberal education at a time when it needs ardent defenders."---Nathaniel Peters, Law & Liberty ​​​​​​​"An impassioned argument for the essential value of the humanities in education."---David Luhrssen, Shepherd Express"Whereas many today see an irreversible crisis in higher education, Montás sees fertile ground for renewal."---Luis Parrales, Public Discourse"A beautiful, powerful, personal argument on behalf of great books programs."---William Deresiewicz, Liberties"Rescuing Socrates is a fascinating and illuminating read that foregrounds the value of the liberal arts, in particular for students from low-income and other disenfranchised backgrounds. Montás exposes the lie that the great works are unsuitable for or irrelevant to people from such backgrounds, and in fact demonstrates the exact opposite: exposure to these texts is most essential for the most disenfranchised."---Finnian Murphy, AC Review of Books

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Book SynopsisA new addition to the growing body of work on radical pedagogies, decolonial options and decolonising the universityTrade Review'Murrey and Daley take no prisoners in their sharp decolonial analysis, they are not apologetic in their decolonial critique development, and they are fired up in their envisioning of the future. 'Learning Disobedience' is far from a post-development treatise, it is a work of dismantlement of that which harms humanity in the name of humanity.' -- Sabelo J. Ndlovu-Gatsheni, author of 'Beyond the Coloniality of Internationalism: Reworlding the World from the Global South''This is the book we’ve all been waiting for to divest from Development Studies. It engages the abolitionist imperative as imaginable, intelligible, and doable; as a labour of love, solidarity and abundance rather than refusal or 'cancel culture'.' -- Olivia Umurerwa Rutazibwa, Assistant Professor in Human Rights and Politics, Department of Sociology, London School of Economics and Political Science'Invites us to abolish development, not as simple rejection, but as a life-affirming pathway into liberation and freedom beyond coloniality. Development is violence actively producing impoverishment, epistemic dispossession, and erasing peoples of the Global South knowledges, experiences, and sensibilities. Through a plurality of African intellectual anticolonial and decolonial archives and musical soundtracks of liberation, Murrey and Daley enacts a practice of epistemic disobedience that refuses colonial heteropatriarchal and racial global imaginaries of international aid and humanitarian interventions. Full of intellectual energy and radical love for the learning possibilities of autonomy, communities of struggle and marronage … a must-read’ -- Dr Rosalba Icaza, Professor of Global Politics, Feminisms and Decoloniality, Erasmus University of Rotterdam, NetherlandsTable of ContentsAcknowledgements Introduction: Learning Disobedience from the Heart of Empire 1. Coloniality, Racial Logics and the Ethos of International Development 2. Impoverishment is an Active Process: Capitalism and Development 3. Development and Violence/Development as Violence 4. Development Without the Peoples of the Global South 5. Resistance and Autonomous Spaces Beyond the NGO: Marronage, Social Movements and Hashtag Dissent 6. Critiquing Heteronormativity and the Male Gaze: Queering Development and Beyond 7. Decolonizing the State and Reworlding: Global Imaginaries of Liberated Futures 8. Beyond Tokenism: Pluriversals and Decolonizing Solidarity for Thriving and Dignified Futures Conclusions Index

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Book SynopsisIn 1971, priest, theologian, and philosopher Ivan Illich wrote Deschooling Society, a plea to liberate education from schooling and to separate schooling from the state. On the occasion of the fiftieth anniversary of its publication, Ivan Illich Fifty Years Later looks at the theological roots of Illich’s thought and the intellectual and ideological strands that contributed to his ideas. Guided by the central question of how Illich reached the point of writing Deschooling Society, the book sheds light on how Illich produced a critique of schooling that can be defined by its eclecticism. Bruno-Jofré and Igelmo Zaldívar explore how this controversial book was framed by Illich’s early neo-scholastic and anti-modern foundation, his discovery of St. Thomas through Jacques Maritain, and the existential turning points that influenced his public life and intellectual direction in moving from a critique of the Church as institution to a critique of sTable of ContentsForeword Introduction 1. Ivan Illich: From the Dalmatian Coast, through Vienna, to Rome (1926–1951) 2. Beyond a Unilinear Development of Illich’s Thinking: An Inquiry into Temporal Layers of Thought Forming His Critical View of the Church and the School 3. CIDOC as an Independent Intellectual Hub and the Conflict with the Church 4. Completing the Journey to Deschooling Society: A Radical Critique of Schooling 5. Going Back to Deschooling Society Index

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Book SynopsisJim Crow’s Pink Slip exposes the decades-long repercussions of a too-little-known result of the Brown v. Board of Education decision: the systematic dismissal of Black educators from public schools.In 1954, the Supreme Court’s Brown decision ended segregated schooling in the United States, but regrettably, as documented in congressional testimony and transcripts, it also ended the careers of a generation of highly qualified and credentialed Black teachers and principals. In the Deep South and northern border states over the decades following Brown, Black schools closed and Black educators were displaced en masse. As educational policy and leadership expert Leslie T. Fenwick deftly demonstrates, the effects of these changes stand contrary to the democratic ideals of an integrated society and equal educational opportunity for all students.Jim Crow’s Pink Slip provides a trenchant account of how tremendous the loss to the US educational system was and continues to be. Despite efforts of the NAACP and other civil rights organizations, congressional hearings during the Nixon administration, and antiracist activism of the 21st century, the problems fomented after Brown persist. The book draws the line from the past injustices to problems that the educational system grapples with today: not simply the underrepresentation of Black teachers and principals, but also salary reductions, teacher shortages, and systemic inequality.By engaging with the complicated legacy of the Brown decision, Fenwick illuminates a crucial chapter in education history. She also offers policy prescriptions aimed at correcting the course of US education, supporting educators, and improving workforce quality and diversity.

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Book SynopsisDeep in Thought provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom. With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues in the classroom to facilitate deeper learning, encourage lifelong learning, and enrich teacher practice. Baehr profiles nine key virtues that enable learners to initiate the process of learning, maintain forward momentum, and overcome common obstacles. With engaging anecdotes and concrete examples, he presents a wealth of principles, postures, and practices that educators can employ in promoting essential habits of mind such as critical thinking and problem solving. Baehr illustrates how opportunities to practice these intellectual habits can be integrated into the classroom in ways that align with current teaching practices. In addition, he shows how educators can adapt these practices to accommodate students’ identities, developmental abilities, and interests. This thought-provoking book supports all educators, especially middle and high school teachers, in teaching for intellectual virtues. Deep in Thought is a philosophical and yet practical guide to one of the most important aims of education: helping students become skilled thinkers and learners.

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Book SynopsisThis book opens up new theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory and focus in different ways on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts. The book begins with four chapters which locate the renewed interest in transfer and the emerging interest in boundary crossing in the context of knowledge society in terms of the following: the historical development of learning theories, the theoretical advances made in socio-cultural approaches as regards learning, transfer and boundary crossing, and sociological approaches to links between school and workplace learning. Part II contains seven chapters that present studies on learning and transfTable of ContentsBoundary Crossing as a Theoretical Basis for Research on Transfer. Learning and Transfer in Vocational Education. Learning in Workplaces.

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Book SynopsisTrade Review"Revised and expanded edition’s forty-two papers examine issues related to the funding and provision of resources in education, discussing returns to education, determinants of test scores, the behavioral economics of education, and recent policy developments." --Journal of Economic LiteratureTable of ContentsEducation Markets, Choice, and Incentives 1. The Economic Role of the State in Education 2. Educational Privatization 3. Tiebout Sorting and Competition 4. The Economics of Catholic Schools 5. Competition and Student Performance 6. The Economics of Charter Schools 7. The Economics of Parental Choice 8. The Efficacy of Educational Vouchers 9. The Economics of School Accountability 10. Student Incentives Overview 1. Theoretical Concepts in the Economics of Education 2. Empirical Research Methods in the Economics of Education 3. Data in the Economics of Education Private and Social Returns to Human Capital Investments 1. Human Capital 2. Signaling in the Labor Market 3. Returns to Education in Developed Countries 4. Returns to Education in Developing Countries 5. School Quality and Earnings 6. Education and Economic Growth 7. The External Benefits of Education 8. Education and Health 9. Education and Civic Engagement 10. Education and Crime 11. Education and Inequality 12. Race Earnings Differentials 13. The Economics of High School Dropouts Production, Costs, and Financing of Education 1. Education Production Functions Concepts 2. Education Production Functions Evidence from Developed Countries 3. Education Production Functions Evidence from Developing Countries 4. Family Environment in the Production of Schooling 5. Parental Socioeconomic Status, Child Health, and Human Capital 6. Neighborhoods and Peers in the Production of Schooling 7. Desegregation, Academic Achievement, and Earnings 8. Teacher Quality in Education Production 9. The Economics of Class Size 10. The Economics of Early Childhood Interventions 11. Cost-Benefit Analysis and Cost-Effectiveness Analysis 12. Economic Approaches to Adequacy 13. Economic Approaches to School Efficiency 14. School Finance: An Overview 15. School Finance Reform 16. The Economics of Tuition and Fees in American Higher Education Teachers and Teacher Labor Markets 1. Teacher Labor Markets: An Overview 2. Teachers in Developing Countries 3. Teacher Supply 4. Economic Approaches to Teacher Recruitment and Retention 5. Compensating Differentials in Teacher Labor Markets 6. Teacher Incentives 7. The Economics of Teachers Unions in the United States 8. Teacher Training and Preparation in the United States

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Book SynopsisRethinking Music Education and Social Change asseses music education's relation to societal transformation and offers an imaginative, yet critical, vision for music education as utopian theory and practice.Trade ReviewUnlike any other author, Alexandra Kertz-Welzel has a unique, distinctive way of advocating for music education as an agent of social change that, within limits, holds the potential for developing more just and imaginative societies. Embracing philosophical, sociological, and political perspectives, the insights she presents redefine music education's goals in ways that will stimulate and challenge music educators internationally. * Gary McPherson, University of Melbourne *With this compelling, if sometimes startling, work, Alexandra Kertz-Welzel has staked her place among leading scholars internationally in calling for a reconceptualization of music education in ways that are nested in utopian thinking that is both imaginative yet honest, visionary yet realistic. It is a brilliant assessment of music's complement of social and artistic-aesthetic dimensions, and it lands squarely on an imperative for professional musician-educators to harness their utopian energies to rethink, refine and reinvent music education's societal mission. * Patricia Shehan Campbell, University of Washington *Table of ContentsPreface 1 Introduction 2 The arts and social change 2.1 What is social change? 2.2 The social impact of the arts 2.3 Music education and social change 3 The power of utopian thinking 3.1 What is utopia? 3.2 Political thinking and utopia 3.3 The arts and utopia 4 Transforming society 4.1 The sociology of social change 4.2 The politics of change 4.3 The utopian power of education 5 Music education and utopia 5.1 Utopia as method in music education 5.2 Music education as utopian theory and practice 5.2.1 Politically and socially responsive music education 5.2.2 Esthetic music education 5.3 Challenges of music education, social change and utopia 6 Conclusion Bibliography Index

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Book SynopsisHistory of Universities Volume V: 1985Table of ContentsARTICLES ; OBITUARY: PEARL KIBRE ; ESSAY REVIEW ; BOOK REVIEWS ; NOTICES ; PUBLICATIONS RECEIVED

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Book SynopsisPeshkin examines the role played by ethnicity in the daily life of a town he calls Riverview and its only high school. Immersing himself in the daily life of halls and classrooms of Riverview's high school and the streets of its neighborhoods, Peshkin coaxes from both young and old their own reflections on the town's early days, on the period of ethnic strife sparked by the assassination of Martin Luther King, Jr., and on the way they see Riverview today. Peshkin strikes a hopeful cord, revealing what social encounters among ethnic groups--at their best--can be like in America.--Education Digest

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Book SynopsisAll of humanity'sproblems stem fromman'sinability to sit quietly in a room alone, Blaise Pascal wrote in 1654. But then there's Walt Whitman, in 1856: Whoever you are, come forth! Or man or woman come forth! / You must not stay sleeping and dallying there in the house. It is truly an ancient debate: Is it better to be active or contemplative? To do or to think? To make an impact, or to understand the world more deeply? Aristotle argued for contemplation as the highest state of human flourishing. But it was through action that his student Alexander the Great conquered the known world. Which should we aim at? Centuries later, this argument underlies a surprising number of the questions we face in contemporary life. Should students study the humanities, or train for a job? Should adults work for money or for meaning? And in tumultuous times, should any of us sit on the sidelines, pondering great books, or throw ourselves into protests and petition drives? With Action versus ContemplatioTrade Review“Engaging. . . . Not guidance counselors but intellectual guides, Summit and Vermeule trace their students’ predicament to the origins of Western philosophy. ‘The rhetoric of action and contemplation,’ they proclaim, ‘is nothing less than the unacknowledged medium of self-understanding in the modern world.’ In their telling, it becomes a medium in which to understand, and criticize, not just the culture of fuzzies and techies at Stanford, but the nature of stress, the appeal of cowboy politicians, the point of education, and the search for meaningful work.” * LA Review of Books *“Summit and Vermeule taught a course at Stanford on this dichotomy between the cultivation of wisdom and the demonstration of skills. Action Versus Contemplation: Why an Ancient Debate Still Matters begins with an appeal for balance rather than conflict when these two realms are juxtaposed. . . . Activity without leisure proves meaningless; downtime without engagement turns purposelessness. Summit and Vermeule, trained as literary critics, aim this brief book towards those who seek to recover a wise balance while never dismissing the life of the mind.” * PopMatters *"Though the book will be valuable to a wide readership, the recurring theme of current trends in education makes it particularly important within the academy. This engaging and clever book will generate important conversations. Highly recommended." * Choice *Shortlist * Phi Beta Kappa: Ralph Waldo Emerson Award *"A fascinating and inspiring tour of big ideas--worth both contemplating and acting on." -- Sarah Bakewell, author of At the Existentialist Cafe"Action versus Contemplation brings a cooling sense of balance to a whole range of important and often highly polarized arguments about technology, work, education, and more. How liberating to discover that we don’t need to choose between nostalgia and philistinism, Captain Ludd and Dr. Pangloss. Even better, the authors give us not just historical elaborations of the theoretical complementarity of action and contemplation, but actual, already-existing examples of the middle position at work today. They show us that, no matter how 'soulless' society seems to become, meaning-seeking behavior does and always will continue." -- William Deresiewicz, author of Excellent Sheep"This is a very subtle and surprising book that nevertheless goes down easy because you expect it to take a side in a binary (i.e., to take your side), but instead it seeks to transcend that binary. There's great generosity of spirit in their writing and thinking, and that generosity will have a salutary effect on all those whose thinking this book will touch. Action versus Contemplation is itself a contemplative document meant to intervene in the world it addresses, to get us to rethink practical matters, and to act in ways that will promote thinking. It urges action as a way of thinking, and thinking as a way of acting, and is a model of what it advocates for." -- William Flesch, Brandeis University"Action Versus Contemplation grew out of an Introduction to Humanities course the authors co-taught at Stanford. They saw beneficial effects in both students’ lives and their own when that 'versus' gave way to an 'and.' They also see evidence—in student surveys, 'locavore' movements, and emerging workplace cultures—that people are searching for new syntheses of action and contemplation. They make keen suggestions throughout the study about how the university should facilitate that search." * Commonweal *"This book will surely appeal to so many categories of intellectuals, from the humanities as well as the sciences, university faculty as well as administrators, and even ordinary people who are [in] search of overcoming the uneasy features of a one-sided life." * Philosophia *Table of ContentsIntroduction1. From Action and Contemplation to Stress and Relaxation2. The Action Bias and the Human Condition3. Science and Humanities4. Work and Leisure5. Public and Private6. A Life of Meaning in a Market WorldConclusion: The University and the WorldAcknowledgmentsNotesBibliography

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Book SynopsisA case for sex education that puts it in historical and philosophical context. In the United States, sex education is more than just an uncomfortable rite of passage: it's a political hobby horse that is increasingly out of touch with young people's needs. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen unpack debates over sex education, explaining why it's worth fighting for, what points of consensus we can build upon, and what sort of sex education schools should pursue in the future. Andersen surveys the history of school-based sex education in the United States, describing the key question driving reform in each era. In turn, Bialystok analyzes the controversies over sex education to make sense of the arguments and offer advice about how to make educational choices today. Together, Bialystok and Andersen argue for a novel framework, Democratic Humanistic Sexuality Education, which exceeds the current conception of comprehensive sex education Trade Review“Touchy Subject tackles an incredibly important and vexing subject: sex education and its place in public schooling. Andersen and Bialystok team up to provide an engaging look back at the mostly terrible ways that we have approached sex education in North America. They examine the aims and arguments for sex education in public schools and propose an enlightened but politically liberal approach they call ‘Democratic Humanistic Sexuality Education.’ This approach foregrounds children’s interests and needs in health and well-being, and a pluralistic society’s interest in religious neutrality." -- Ann E. Cudd, University of Pittsburgh“To casual observers, it might seem as if Americans are hopelessly divided on sex education in public schools. Bialystok and Andersen do an admirable job of moving beyond the standard assumption of a simple, implacable culture-war divide on the issue and pave the way for productive discussion.” -- Adam Laats, Binghamton University, SUNYCoauthored by a historian (Anderson) and a philosopher (Bialystok), Touchy Subject’s unique premise is built on two parts: three chapters explaining the trajectory of sex education in the US in the 20th century and three chapters making the normative case for a version of robust sex education in which the state balances the needs of adolescents and the rights of parents . . . This is a book for public school teachers and academics, and it will be particularly useful for advanced undergraduates and graduate students in the fields of education and women, gender, and sexuality studies. Recommended." * Choice *"Touchy Subject is a brisk, lively, accessible introduction to a vast field of scholarly inquiry." * Theory and Research in Education *" . . . .co-authors Lauren Bialystok and Lisa M. F. Andersen tackle the always delicate subject of sex education with admirable clarity and scholarly insight." -- Josh Corngold, Philosophical Inquiry in EducationTable of ContentsIntroduction 1 1 Prudish or Prudent: The Origins of Classroom-Based Sex Education, 1880–1922 2 Happiness or Public Health: Sex Education’s Shifting Purposes, 1920–1970 3 Peers or Professionals: Authority, Activism, and Sex Education, 1970–2000 4 How Much Room Is There for Disagreement? 5 Who’s the Boss? 6 What Are Schools For? Conclusion: We’re Out of Touch Acknowledgments Notes Index

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Book SynopsisWhat are the ties that bind the 'good youth citizen' and the youth activist in the twenty-first century?Trade Review"This richly theorised, fascinating study of young activists should be read by all social scientists. It reinvigorates debates on social movements and the problem of youth, whilst providing a much-needed antidote to the current pessimism about the possibilities of activism and the political engagement of young people." - Diane Reay, Professor of Education, Cambridge UniversityTable of ContentsCitizen Youth' in the Twenty-First Century Understanding Youth Political Engagement: Unpacking Youth Citizenship as Governance Constructing the Good Youth Citizen: A History of the Present Good Citizen/Bad Activist: The Cultural Role of the State in Youth Political Participation Class Exclusions, Racialized Identities: The Symbolic Economy of Youth Activism Becoming Actors: Agency and Youth Activist Subcultures

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Book SynopsisTrade Review"This book makes important contributions to scholarship in the fields of anthropology and refuge/migration studies. Most ethnographies of forced migration tend to focus on adult refugees. Lems provides an intimate, close-up look into the experiences of teenage unaccompanied minors."—Nell Gabiam, Iowa State University"Frontiers of Belonging beautifully and tragically renders the concept of 'exclusive inclusion' by exploring the stories of several unaccompanied refugee youth in Switzerland. . . . It calls our attention to the vast discrepancy between who refugees know themselves to be and what the Swiss bureaucracy, and the pedagogical agents (pedagogues) who come into everyday contact with refugees believes they are. . . . It is emotionally evocative and thought provoking."—Jennifer Riggan, Arcadia UniversityTable of ContentsAcknowledgmentsIntroduction1. On Doing "Being Normal"2. The Model(led) Pupil3. The Poster Child of Integration4. The Unlucky Many5. The Integration Pilot6. Existential Balancing ActsBibliographyIndex

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Book SynopsisTable of Contents1 Front Matter; 2 Executive Summary; 3 1.0 The Gathering Storm, Revisited; 4 2.0 Efforts to Avert the Storm; 5 3.0 Changing Circumstances; 6 4.0 The Ingredients of Innovation; 7 5.0 A Category 5 Storm; 8 Appendix A: Some Perspectives; 9 Appendix B: Report Reviewers; 10 Appendix C: Project Staff; 11 Appendix D: Bibliography

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Book SynopsisPierre Bourdieu has been making a distinguished contribution to European sociology for the past 25 years. In a cross-disciplinary collaboration Richard Harker, Cheleen Mahar and Chris Wilkes provide the reader with the necessary tools to understand this complex and rewarding body of French sociology.Table of ContentsNotes on the Contributors - Introduction; R.Harker, C.Mahar & C.Wilkes - The Basic Theoretical Position; C.Mahar, R.Harker & C.Wilkes - Pierre Bourdieu: An Intellectual Project; C.Mahar - Pierre Bourdieu and Ethnography: Reflexivity, Politics and Praxis; H.B rnard - Bourdieu and Education; R.Harker - Class, Dispositions and Bourdieu; C.Wilkes - Making Distinctions: An Outline of Bourdieu's Sociology of Art; J.Codd - Language, Truth, and Power: Bourdieu's Ministerium; I.Snook - Bourdieu on Bourdieu: Learning the Lesson of the Le on; I.Duncan - Conclusion: Critique: Friday Morning Group - Bibliography - Index

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Book SynopsisWhilst recognition of the role and nature of creativity and interest in creative pedagogical practice has grown, tensions persist at several levels, particularly in accountability cultures, where international comparisons of literacy, numeracy and science frame, shape and often limit policy, practice and curricula. Responding to this context, the book draws together the work of a number of eminent scholars of creativity and creative pedagogies. It offers diverse perspectives from Colombia, Denmark, England, France, Poland, Hong Kong, and the USA and highlights differences as well as similarities across cultural contexts. Individually and collectively, the authors reveal both the complexities and the possibilities of creative pedagogies. While some focus more upon conceptual challenges, others examine classroom practice, both that of teachers and visiting artists, and identify difficulties as well as potential possibilities. In offering hope as well as challenge, creative approaches Table of ContentsIntroduction: Perspectives on creative pedagogy: exploring challenges, possibilities and potential 1. Widening our understanding of creative pedagogy: a North–South dialogue 2. Creative potential in educational settings: its nature, measure, and nurture 3. Development of children’s creative visual imagination: a theoretical model and enhancement programmes 4. Creativity in Hong Kong classrooms: transition from a seriously formal pedagogy to informally playful learning 5. Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science6. ‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classroom 7. ‘It’s a real journey – a life changing experience.’ A comparison case study of Creative Partnership and other primary schools

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Book SynopsisThe story of an academic discipline is usually conveyed in grand movements and long spans, but it can also be told through the lives of individual scholars, through the development of specialties, through the creation and change of departments, and through the formation and transformation of organizations. Using twelve histories of micro-dimensions of communication studies, this volume shows how sometimes small decisions, single scholars, individual departments, and marginalized voices can have dramatic roles in the history and future of an academic discipline. As a compilation of micro-histories with macro-lessons this volume stands alone in communication studies. Read as a companion to A Century of Communication Studies, the National Communication Associationâs centennial volume, it offers rich detail, missing links, and local narratives that fully flesh out the discipline. In either case, no education in communication studies is complete without an understanding of the themes, challenges, and triumphs embodied by the twelve micro-histories offered in this book. This book was originally published as two special issues of Review of Communication. Table of ContentsIntroduction: A Hundred Paths, a Shared Journey 1. A Well-Trained Tongue: The Origins of the Public Speaking Curriculum at the University of Minnesota, 1890-1910 2. Herbert A. Wichelns at the Discipline’s Centennial Mark: Re-Reading a Prospectus for Rhetoric As an Independent Discipline 3. Lambda Pi Eta: The Founding and Evolution of Communication’s Undergraduate Honor Society from a Systems Perspective 4. The Rhetoric of James J. Murphy: Continuity, Commitment, Community 5. Anonymity, Confidentiality, Privacy, and Identity: The Ties That Bind and Break in Communication Research 6. Narrative Theory and Criticism: An Overview Toward Clusters and Empathy 7. Exploring Organizational Communication (Micro) History Through Network Connections 8. Mapping a History of Applied Communication Research: Themes and Concepts in the Journal of Applied Communication Research 9. Forging a Path: Past and Present Scope of Critical Race Theory and Latina/o Critical Race Theory in Communication Studies 10. An LCSD & La Raza Microhistory: The Latina/o Communication Studies Division & La Raza Caucus of the National Communication Association 11. Experience Is the Best Teacher: the NCA Experiential Learning in Communication Division 12. Disciplining Communication Study at the University of Illinois at Chicago, 1973-2007

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Book SynopsisFirst published in 1978. The world religions movement gave way to a new form of religious education which was wide ranging in content and open in approach. This development raised a number of issues. How broad should the syllabus be? Should Humanism and Marxism be included? How should Christianity be taught? What role has the believer of any one faith in the teaching of RE? As curriculum development gathers momentum so the need to discuss such questions becomes urgent. This book is devoted to examining the place of world faiths in education by members of a variety of faiths. It will help students and teachers to think their way through the many challenges facing RE today. The book argues a new framework for the subject. The contributors hope that they have provided a sign-post pointing to a future in which all who are concerned that children should grow up with an understanding of the ultimate meaning of life, whatever their own faiths, may be able to work together to make the subject vital and worthwhile. Table of ContentsIntroduction; Part One; 1. Towards a Total View of Religion in School Owen Cole 2. Approaching Someone Else’s Beliefs – Some Criteria Owen Cole 3. The Problem of Commitment Edward Hulmes 4. Please, Sir, Do You Believe in God? Brian Gates; Part Two; 5. Why World Religions – and Which? A Beginning, a Middle and an End Owen Cole 6. Bangles, Beads and Fairy Tales: The Use of Ritual Objects outside their Faith Context Owen Cole 7. A Thematic Approach to Teaching World Religions Roy Pitcher 8. World Religions in the Multi-Faith School Owen Cole 9. Dialogue and Religious Education Owen Cole 10. Teaching about Buddhism Dave Williams 11. Teaching about Marxism David Naylor and Jaroslav Krejci 12. What about Christianity? Owen Cole; Part Three; 13. Religious Education: A Humanist Insight Harry Stopes-Roe 14. Religious Education: A Jewish Insight Douglas Charing 15. Religious Education: A Muslim Insight Riadhe el-Droubie 16. Removing the Illogicalities Owen Cole; Appendix: Teaching World Religions in England and Wales Brian Gates; Booklist; Index

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Book SynopsisThis book discusses the role of gesture painting and the sculpture related to the painting in the development of distinctive artistic tendencies by the members of the second generation of the New York School during the second part of the fifties.Table of ContentsIntroduction 1. The Milieu of the New York School in the Early Fifties 2. The Community of the New York School 3. The Colonization of Gesture Painting 4. Frankenthaler, Mitchell, Leslie, Resnick, Francis, and Other Gesture Painters 5. Gestural Realism 6. Rivers, Hartigan, Goodnough, Muller, Johnson, Porter, Katz, Pearlstein, and Other Gestural Realists 7. Assemblage: Stankiewicz, Chamberlain, di Suvero, and Other Junk Sculptors 8. The Duchamp-Cage Aesthetic 9. Rauschenberg and Johns 10. Environments and Happenings: Kaprow, Grooms, Oldenburg, Dine, and Whitman 11. Hard-edge and Stained Color-field Abstraction, and Other Non-gestural Styles: Kelly, Smith, Louis, Noland, Parker, Held, and Others 12. The Recognition of the Second Generation 13. The New Academy 14. Circa 1960: A Change in Sensibility

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Book SynopsisInstead of simply following the current neoliberal mantra of proclaiming economic growth as the single most important factor for maintaining well-being, Education and Schmidâs Art of Living revisits the idea of an education focused on personal development and the well-being of human beings. Drawing on philosophical ideas concerning the good life and recent research in positive psychology, Teschers argues in favour of shifting the focus in education and schooling towards a beautiful life and an art of living for today's students. Containing a thorough discussion of the ideas of contemporary German philosopher Wilhelm Schmid, this book considers the possible implications of developing a more humanistic and life-centred approach to educational policy, research and practice, showing that Schmidâs concept of Lebenskunst provides a firm philosophical basis for this endeavour. Among others, this book draws on analytical and continental traditions to challenge current views and assumptions in regard to education and the role of schooling for contemporary societies. As a result, Teschersâ work is sure to spark a debate about the direction of educational policy and practice in the 21st century. Education and Schmidâs Art of Living is essential reading for academics and students with an interest in education. Given the importance of such topics as the relationship between education and society, teacher education and how best to structure schools and learning environments, Teschersâ work will appeal to academics and students in a diverse range of fields, including education, philosophy, sociology and psychology.Trade Review‘Teschers introduces the reader to the work of Wilhelm Schmid, a German theorist who urges us to develop our own art of living in order to live a beautiful life. With this pedagogical aspiration in mind, Teschers takes seriously the idea that we are individuals living in a social context and that learning is something we do throughout our lives, and not solely in the classroom. Using a clear and accessible writing style, Teschers offers practical and theoretical suggestions as to what a contemporary education should look like, and invites us to reflect upon individual and societal values as we aim at developing practical wisdom. This book will be of interest to a wide audience, particularly those interested in philosophy, education, psychology and well-being.’ – Laura D’Olimpio, Senior Lecturer in Philosophy, The University of Notre Dame, Australia. ‘Teschers’ Education and Schmid’s Art of Living is a welcomed perspective to education at a time that tends to be dominated by narrow economic interests. Teschers’ book reinvigorates the ancient but perennial quest to seek a happy and good life – or in today’s terms, a sense of well-being. This rich and holistic notion of the good life involves engaging philosophically with emotions, feelings, attitudes, cognition, meaning-making, purposefulness, wisdom and spirituality, both for individuals and for society more generally. He explores these mainly through a dialogue between positive psychology and Schmid’s approach to a beautiful life. The result is a formulation of an art of living for education which is able to empower individual persons and all of society. Not only does an art of living require students to take a responsible role, but Teschers also explains how teachers might be able to offer a pedagogy that is able to educate for such an artful enterprise. I thoroughly recommend this book for those who are seeking how to make human life more meaningful and how education may once again serve this quest.’ – Scott Webster, Senior Lecturer in Curriculum and Pedagogy, Deakin University, Australia‘In this scholarly and readable work, Christoph Teschers brings the thoughts and ideas of contemporary German philosopher Wilhelm Schmid to an English–speaking audience. Drawing on rich philosophical traditions, which include the classical thinkers, Kant, and Foucault, Teschers argues that an education for the art of life is valuable, as it challenges the instrumentalist and economistic discourses dominating education, particularly at school level. Teschers builds a convincing case for showing that suffering and despair are part of human life, and can indeed be educative. The context of twenty-first century life that challenges traditional approaches to knowledge, opens the way to thinking differently about how to live life. How one may wish to live, rather than what it is one will do in life, is a central concern for Christoph Teschers, and this book makes a commendable contribution to addressing that concern.’ – Leon W. Benade, Senior Lecturer and Coordinator of Research, School of Education, AUT University, New ZealandTable of ContentsList of Figures Acknowledgements Preface 1. Introduction 2. Philosophical Concepts of the Art of Living 3. Emotions and the Good Life 4. Positive Psychology and the Art of Living 5. “Lebenskunst” - Schmid’s Concept of the Art of Living 6. Lebenskunst and Positive Psychology in Dialogue 7. An Educational Approach to the Art of Living 8. Beyond Schooling 9. Life-Pedagogy - An Education for Life Concept 10. Conclusion Bibliography

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Book SynopsisThis book pushes the boundaries in the way we approach people with profound intellectual and multiple disabilities, and in how we work with them in education and research. While it is grounded in diverse theoretical frameworks and disciplines, the book coheres around a commitment to seeing people with profound intellectual and multiple disabilities as equal citizens who belong in our classrooms, research projects and community lives. Each section covers policy contexts, key ideas and recent research. Featuring contributions from around the world, the book incorporates established and new voices, different disciplines and experiences. Additionally, it includes pieces from family members of people with profound intellectual and multiple disabilities. Divided into three parts, the book explores three main topics: Belonging in education Belonging in research Belonging in communities Belonging for People with Profound Intellectual and Multiple Disabilities is an invaluable resource for scholars, professionals and postgraduate research students with an interest in children or adults with profound intellectual and multiple disabilities. Trade Review"This book gives a glimpse into the lives of people with profound intellectual and multiple disabilities. It is a reality of many obstacles and challenges. In contrast, the focus of this book is on the positive possibilities. The message is that if we are willing, people in this situation can have playful lives, agency, choices and feel the joy of belonging."- Dr. Kjartan Skogly Kversøy, Journal of Educational ThoughtTable of Contents1 Changes in the lives of people with profound intellectual and multiple disabilities Part I Belonging in education Fellow Traveller Account 1: Belonging and segregation – the oxymoron of the special school 2 Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: A study of belonging 3 Inclusion and participation of students with profound intellectual and multiple disabilities 4 On "being" together as belonging: Inside Golden Tent Part II Belonging in research Fellow Traveller Account 2: Siblings belonging together 5 Crossing the wobbly bridge: An inclusive approach to researching playfulness and children with profound and multiple learning difficulties 6 A trip to the caves: Making life story work inclusive and accessible 7 Shifting the gaze: The use of wearable cameras in research Part III Belonging in communities Fellow Traveller Account 3: Are people with profound and multiple learning disabilities and their families welcome in the wider learning disability community? 8 Approaching a person with profound intellectual and multiple disabilities: What do you think, what do you do? 9 Singing together: Friends’ and families’ perspectives of possible ways to be included in society 10 Enabling people with profound and multiple learning disabilities to belong in public and community archive collections 11 Belonging and people with profound intellectual and multiple disabilities: Pushing the boundaries

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Book SynopsisPart of a growing group of works that addresses the burgeoning field of sound studies, this book attends not only to theoretical and empirical examinations, but also to methodological and philosophical considerations at the intersection of sound and education. Gershon theoretically advances the rapidly expanding field of sound studies and simultaneously deepens conceptualizations and educational understandings across the fields of curriculum studies and foundations of education. A feature of this work is the novel use of audio files aligned with the arguments within the book as well as the discussion and application of cutting-edge qualitative research methods. Table of Contents1 Introduction: Sound Curriculum: Breaking Frames and Opening Ears2 Sounds as Educational Systems of Being and Knowing3 Resonances and Reverberations: A Sonic Educational Philosophy4 Silencing Students: Wishing the Hearing Deaf and the Deaf Hearing5 Sound Methods in Education: Ethnographic, Cartographic, Narrative, and Otherwise6 Songs to Nowhere: When Critically Creative Processes Meet Impotent Curricular Products7 Students as Improvisers: The Extra-ordinary Negotiations of Daily Life in Schools8 Sound Art, Social Justice: Black Lives Matter/Aural Response 9 Conclusion

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Book SynopsisWhat are the purposes of education and what is the relationship between educational research and policy? Using the twin lenses of Visible Learning and educational philosophy, these are among the many fascinating topics discussed in extended conversations between John Hattie and Steen Nepper Larsen. This wide-ranging and informative book offers fundamental propositions about the nature of education. It maps out in fascinating detail a coming together of Hattie's empirical data and world-famous Visible Learning paradigm with the rich heritage of educational philosophy. Additionally, it explores the inevitable questions of the purpose of education and the development of students in a learning society. Part clash of cultures, part meeting of minds, always fascinating and illuminating, this intriguing book will inspire teachers, students, and parents at all levels of the educational system from kindergarten through school to university. ConTrade Review"This book offers a mind-stretching breadth of content, a refreshingly respectful approach to debate, and an insightful analysis of the perennial 'purposes' question." - Steve Turnbull, Schools Week"The book has good section divisions, with small illustrative comics woven in and good summarizing questions after the chapters. All in all, it is a book with a very inviting and readable form." - Lark Grandjean, folkeskolen"If you are yet to read Visible Learning, I would recommend starting here. Many of the chapters can be used at teacher training colleges and other areas of higher education. I myself plan to use chapters from the book in my teaching. It comes highly recommended." - Kirsten Hyldgaard, Unge Pædagoger"It is well-edited, lively and contains many interesting conversations, which partly follow the main thematic tracks, but which also include numerous concrete experiences and examples from completely different contexts, which are interesting in themselves." - Peter Østergaard Andersen, Dansk pædagogisk TidsskriftTable of ContentsIntroductionI The encounterII Does educational data speak for itself?III Is learning a visible phenomenon? IV Is it important to teach and learn specific subjects?V How not to objectify the students and pupils you are studyingVI What is the role of the teacher?VII What is the relationship between educational research and educational politics? VIII Is it possible to revitalize the German concept Bildung (i.e., the formation of character and the higher ideas and ideals of education)? IX How to differentiate between the how, what, and why of educationX Is there a purpose of education?XI Is it possible to understand pedagogy as an art of decentering? XII How to deal with neuroscienceXIII How to deal with critiqueXIV If schools didn’t exist – would we miss them?XV Why are we longing for predictability and security?XVI The conversation stops but must continueReferencesList of abbreviationsGlossaryIndex

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Book SynopsisReggio Emilia's educational services for 0-6 year olds are widely acclaimed as one of the best systems in the world.Now in an updated second edition, In Dialogue with Reggio Emilia offers a collection of the most important articles, lectures and interviews given by Carlina Rinaldi, who was President of Reggio Children for a decade, and pedagogical director of the Reggio Emilia Infant-toddler Centres and Preschools after working closely with Loris Malaguzzi, Reggio Children founder and inspirer of the Reggio Emilia Approach. She is currently President of Fondazione Reggio Children Centro Loris Malaguzzi.With a full introduction contextualising each piece of work, it offers a unique insight into many of the themes that characterise the early childhood curriculum of Reggio Emilia: participation, documentation and assessment; professional development; organisation; research; creativity; spaces and environments in education, and more. This second edition includes brTable of ContentsIntroduction: our Reggio Emilia Carlina Rinaldi: writings, speeches and interviews, 1984-2004 Staying by the children’s side: the knowledge of educators Participation as communication Malaguzzi and the teachers Documentation and assessment: what is the relationship? Dialogues The space of childhood Issues in educating today Documentation and research Continuity in children’s services Creativity as a quality of thought The construction of the educational project: an interview with Carlina Rinaldi Teachers as researchers: formation and professional development in a school of education The organisation, the method: a conversation with Carlina Rinaldi Crossing boundaries: reflections on Loris Malaguzzi and Reggio Emilia In dialogue with Carlina Rinaldi: a discussion between Carlina Rinaldi, Gunilla Dahlberg and Peter Moss Carlina Rinaldi: writings and speeches, 2007 – 2016 The Loris Malaguzzi International Centre. A metaproject The natural complexity of becoming children LEGO, Reggio Emilia. A Story, a Prize The city of Jerome Bruner A system

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Book SynopsisThe importance of the early years in young childrenâs lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young childrenâs language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the studyâs methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parentsâ and teachersâ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe â a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care. Table of ContentsIntroduction – Literacy and language: new developments in research, theory, and practice 1. Research, policy, and practice in early childhood literacy 2. Early reading and practice-inspired research 3. Creating mathematicians and scientists: disciplinary literacy in the early childhood classroom 4. Is dosage important? Examining Head Start preschoolers’ language and literacy learning after one versus two years of ExCELL 5. Testing a nested skills model of the relations among invented spelling, accurate spelling, and word reading, from kindergarten to grade 1 6. Young dual language learners’ emergent writing development 7. Quality standards matter: a comparative case study examining interactive writing in the preschool setting 8. Understanding influences on writing instruction: cases of two kindergarten teachers 9. Scaffolded writing and early literacy development with children who are deaf: a case study 10. Contributions of Skinner’s theory of verbal behaviour to language interventions for children with autism spectrum disorders 11. The effects of the Language for Learning programme on the social adjustment of kindergarten children 12. Are young children’s utterances affected by characteristics of their learning environments? A multiple case study 13. Translanguaging in a Reggio-inspired Spanish dual-language immersion programme 14. Conversation Compass© Communication Screener: a conversation screener for teachers 15. Talking about talk: reviewing oracy in English primary education 16. Talking the talk: translating research to practice 17. Language insights for caregivers with young children 18. Investigating predictors of fidelity of implementation for a preschool vocabulary and language curriculum 19. Parents’ shared storybook reading – learning to read 20. Multimodal play–literacy: a preschooler’s storytelling, drawing, and performing of dinosaur extinction theories 21. Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study 22. Informational and fictional books: young children’s book preferences and teachers’ perspectives 23. A small-scale, feasibility study of academic language time in primary grade language arts 24. Literacy in the twenty-first century: children, families and policy 25. Family literacy programmes and young children’s language and literacy development: paying attention to families’ home language 26. Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia 27. Early literacy programme as support for immigrant children and as transfer to early numeracy 28. Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States 29. Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration 30. The relative importance of English versus Spanish language skills for low-income Latino English language learners’ early language and literacy development 31. Assessing the early literacy skills of toddlers: the development of four foundational measures 32. Development of the language proficiency of five- to seven-year-olds in rural areas 33. Evidence-based reform: enhancing language and literacy in early childhood education

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Book SynopsisPhilosophy of Education in Action: An Inquiry-Based Approach (Second Edition) is an innovative introductory text that invites readers to explore philosophy of education through the lens of their own observations and experiences. Using the Wonder Model of Inquiry, readers investigate the purposes of education, how schools are designed to fulfill those purposes, and the influence of philosophy on educational practices.Grounded in authentic classroom vignettes and supported by examples from actual schools and educational programs, readers think critically and creatively about philosophical issues. Probing questions analyze the curriculum, examine pedagogy, conceptualize the role of the teacher and student in the learning process, and explore the role of school organization and design. Readers are guided to reflect upon their own practices and articulate their own philosophical beliefs. Readers also imagine and design a hypothetical school using project-bTrade ReviewPhilosophy of Education in Action: An Inquiry-Based Approach is a practical and holistic introductory guide to creating, articulating, and implementing your educational philosophy. A philosophy of education statement represents the teacher candidate’s first attempt to put their fundamental thoughts and attitudes into words that will form the foundation for future classroom decisions. Dr. Nicholson's text allows the reader to explore their philosophical leanings through observation and experience. Authentic, real-world examples encourage readers to reflect on practice and articulate their philosophical beliefs. My students have benefited from Dr. Nicholson's practical yet skilled approach to crafting their first educational philosophy.Thomas Brewster, Ed.D.Dean of the School of EducationBluefield College, VirginiaThis innovative book introduces philosophy of education by inviting readers to wonder "what if…" about the purpose of education, to explore related historical, philosophical, and pedagogical ideas, and evaluate multiple educational scenarios from the lens of one’s own perspective and experience. Nicholson’s approach fosters reflection that guides readers to examine and refine their views about teaching and learning and align those with classroom practices and the design of schools. The second edition contributes "other voices" for further critical engagement. This is a much-needed text in the field of teacher education. Justine M. Kane, Ph.D.Associate Professor of EducationAquinas CollegePhilosophy of Education in Action: An Inquiry-Based Approach (2nd edition) truly personalizes philosophy of education as readers analyze the influence and impact of philosophy on educational practices – at any level. This book engages teacher candidates, experienced teachers, school and district-based leaders, community members, and others in exploring philosophy of education through their educational experiences. Considering, understanding, and acting upon the connections between an educator’s philosophy of education and the philosophic basis of what occurs in schooling is most important. This book makes philosophy of education genuinely accessible and connected to all aspects of the teaching and learning process. Francis (Skip) Fennell, Ph.D.; D.H.L.L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies EmeritusMcDaniel College, Westminster, MDPast-President, National Council of Teachers of Mathematics (NCTM)Past-President, Association of Mathematics Teacher Educators (AMTE)Past-President, Research Council on Mathematics Learning (RCML)Past-Chair, U.S. National Commission on Mathematics InstructionThank you for Philosophy of Education in Action, 2nd edition. I just finished reading your absolutely wonderful text and I KNOW that this book will brilliantly fit the needs of my students in a graduate philosophy course that I teach, Educational Practices. I have been teaching such a course for many years. Through the years, the needs of my students have evolved. Currently, my students are in need of what this book delivers: a philosophical-based text grounded in solid scholarship with practical experience and thought-provoking questions. Thanks again for this wonderful read and sparking such creative thought.Steven W. Mackie, PhDProfessor of EducationJohn K. Martin Endowed ChairNorthwestern Oklahoma State UniversityTable of ContentsPreface; Part I: How Does Philosophy Influence Education?; 1. Why Study Philosophy of Education?; 2. How Do I Conduct Inquiry into Philosophies of Education?; Part II: What If … The Purpose of Education Were to Learn Objective, Universal Knowledge?; 3. What If … The Purpose of Education Were to Learn Enduring Ideas and Eternal Truths?; 4. What if … The Purpose of Education Were to Learn Structure and Principles?; 5. What if … the Purpose of Education were to Learn Essential Knowledge?; 6. Voices from Outside: What Do Others Wonder about the Perspectives?; Part III: What If … The Purpose of Education Were to Learn Subjective, Changing Knowledge?; 7. What If … The Purpose of Education Were to Learn According to Natural Development?; 8. What If … The Purpose of Education Were to Learn According to Feeling and Imagination?; 9. What If … The Purpose of Education Were to Learn to Solve Practical Problems?; 10. What If … The Purpose of Education Were to Learn as a Community?; 11. What If … The Purpose of Education Were to Learn to Transform Society?; 12. What If … The Purpose of Education Were to Learn to Develop Individual Identity and Personal Freedom?; 13. More Voices: What Do Others Wonder about the Perspectives?; Part IV: How Do I Synthesize What I Have Learned into My Own Philosophy of Education?; 14. What If … I Could Design My Own School?

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Book SynopsisWhat do we actually do when we research education policy and governance? Why do we tame the messy hinterland of research into smooth accounts and what do we lose in the process?In this volume, distinguished scholars in education policy and governance research discuss how the practice of methods is messy, subjective, and provisional. They approach methodology as riddled with tensions, doubts, troubles, and mundane decisions. Scholarship in this book shifts from recording the methodological hinterland to putting it to productive use as resources for thinking about the researched world and about research itself. This methodological openness helps to examine how research reproduces scholars' metaphysics, how research is a deeply embodied process encompassing all senses, how scholars' concerns interfere in the worlds they study, but also how these equally interfere with researchers. By challenging smooth methodological accounts which conceal the complex and provisional natuTable of ContentsForeword: From After Method to care-ful researchJohn Law What a mess: intimacies, metaphysics, multiple senses and matters of concern in education policy research (an introduction) Camilla Addey and Nelli Piattoeva Researching education elites twenty years on: Sex, Lies and… Skype Sotiria Grek Following European experts as an embedded researcher. Multiple commitments, contingencies, and asymmetries shaping the academic self Romuald Normand Positionality, power and the postcolonial context: Meditations on identity, access and relations in education policy research Aizuddin Mohamed Anuar Opening the black box of peer review Radhika Gorur Dressed for success? Making an appearance at an educational technology event. Anna Jobér Anecdotalization: From individual to collective learning through intimate accounts Marcella Milana A balancing act: the untold practice of network ethnography Marina Avelar, Anna Hogan, Carolina Junemann and Dimitra Pavlina Nikita Researching unsafe global education policy spaces in Mexico Rosanne Elisabeth Tromp Unboxing and unraveling in the archive of gender equity policy Susanne Gannon and Kerry Robinson Research encounters on the move: Reflecting on policy mobilities and researcher positionality in policy sociology in education Steven Lewis Disentangling fast school policy at a slow pace Samira Alirezabeigi, Jan Masschelein and Mathias Decuypere Encountering sociological theory in the field - a post-reflexive approach Helene RatnerNot the last word (an afterword)Jenny Ozga

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Book SynopsisThis book explores the multicultural and non-Western contexts behind the approaches, problems, and issues that arise in research methodologies when used in relation to educational administration and leadership.This volume argues that increasing internationalisation and diversity of the field requires research methods that better reflect the values, cultures, political systems, and conditions of non-Western communities and countries. Discussing the research methods, data collection practices, interpretive approaches, and research ethics that produce more accurate and authentic results, the book looks at a number of theoretical frameworks and epistemological approaches that inform the development of such methodologies. Traditional methods like sharing circles and storytelling are explored, as well as an examination of social space' in designing methodology aimed at spatial justice' and an exploration of methods for Indigenous communities in East Asia. A valuable resourceTable of ContentsIntroduction: exploring culturally sensitive and Indigenous research methods Part I: Foundational theories and approaches 1. Research traditions of local populations: towards an Islamic research paradigm for Muslim communities 2. Exploring the significance of ‘place’ for culturally sensitive research 3. Ethical, epistemic, relational, and emotional concerns in educational administration and leadership research with Indigenous and minority peoples 4. Meaningful discourse in an undergraduate Spanish capstone class: using critical race theory as a research frame and a bridge to graduate school Part II: Researching, teaching, and individual methods 5. An autoethographic journey into teaching qualitative research methods in the UAE: experiential, curricular and pedagogic, and societal dimensions 6. Collaborative autoethnography as a bricolage: an authentic approach to constructing the eastern-western bridge in educational research Part III: Contemporary and international issues and cases 7. Interviewing medical education leaders: methodological considerations for a Saudi Arabian context 8. Culturally sensitive imperatives for educational administration, leadership, and policy research: for the undocumented in the United States 9. Kia tūhonohono i a tātou: Indigenous research methodologies - early childhood research perspectives and policy initiatives underpinning educational administration and leadership in Aotearoa New Zealand 10. Conclusion: decolonising educational administration and leadership research to protect social institutions, culture, and identity

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Book SynopsisInternational Law on the Aims of Education is a practical and tangible guide to the international legal standards on the aim and content of education. Using Article 29 of The Convention on the Rights of the Child (CRC) as a reference point, the book provides a detailed legal analysis of international minimum standards on how a child should be educated. The book adopts a traditional legal positivist approach to explore the scope and nature of international law on the aims of education. It is divided into three main questions: 1) What is international law and are the aims of education valid legal obligations? 2) What is the content and scope of these laws on the aims of education? 3) What are the obligations of authorities and teachers to respect and fulfil the law? The book is unique as the first book on international law dedicated separately to the aims of primary and secondary school education, not only focusing on human rights education. This book will Table of ContentsAbbreviations Preface Chapter 1: Introduction 1.1 The Concept "International Law on the Aims of Education" 1.2 The Concept of "Education" 1.3 The first international provision 1.4 The most important human right of them all 1.5 CESCR article 13 (1) 1.6 The Convention on the Rights of the Child 1.6.1 CRC article 29 (1) 1.6.2 Overall objective of education 1.7 Rights and duties 1.8 Summary Chapter 2: International Law and its Jurisprudence 2.1 Natural law v. legal positivism 2.2 What is international law 2.3 Good faith and ordinary meaning 2.3.1 Good faith 2.3.2 Ordinary meaning 2.4 Context 2.5 The Committee on the Rights of the Child (CtRC) 2.5.1 General Comments 2.5.2 Concluding Observations 2.5.3 Individual Complaint Jurisprudence 2.6 Other conventions and their treaty bodies 2.7 Object and Purpose 2.8 Legal validity 2.8.1 Effectiveness and legal validity 2.9 Summary and conclusions Chapter 3: Individual Aims of Education 3.1 Personality 3.1.1 Will and duty 3.1.2 Human personality and sense of dignity 3.2 Talents 3.3 Mental abilities 3.3.1 Literacy 3.3.2 Numeracy 3.3.3 Critical thinking 3.4 Physical abilities 3.5 Individual v. Collective education aims 3.6 Summary and conclusions Chapter 4: Human Rights Education 4.1 Respect for human rights 4.2 Human Rights Education as a concept of its own 4.3 Education ‘about’ human rights 4.4 Education ‘through’ human rights 4.5 Education ‘for’ human rights 4.6 Fundamental freedoms 4.7 The UN Charter 4.7.1 Peace Education 4.7.2 HRE based on the UN Charter 4.8 Warning 4.9 Geographical Relevance 4.10 Means in the fight against prejudice 4.11 Not Just a School Subject 4.12 Santa Claus human rights 4.13 Enforcement of human rights 4.14 Summary and conclusions Chapter 5: Respect for Culture, Values and Civilisations 5.1 The concept of respect 5.2 "Parents" 5.3 Their own cultural identity 5.4 The right to language and mother tongue 5.5 The child’s own values 5.6 "national values" 5.7 Civilisations 5.8 Summary and conclusions Chapter 6: Tolerance and Understanding 6.1 "responsible life in a free society" 6.2 "in the spirit of" 6.3 Understanding 6.4 Peace 6.5 Tolerance 6.6 Equality of sexes 6.7 Friendship 6.8 Peoples 6.9 Ethnic and national groups 6.10 Religious groups 6.11 Persons of indigenous origin 6.12 Cultural relativism 6.13 The balance between the letters "c" and "d" 6.14 Hate speech and freedom of expression 6.15 Summary and conclusions Chapter 7: Respect for Nature 7.1 Climate change education 7.1.1 The rights of future generations 7.2 Biological diversity 7.3 Indigenous rights and protection of the environment 7.4 Summary and conclusions Chapter 8: History Education 8.1 History education as an end in itself 8.2 History education as a means to eliminate prejudice and promote HRE 8.3 How history education should be taught 8.4 Denial of genocide 8.5 Summary and conclusions Chapter 9: State Obligations of Conduct and Results 9.1 "States Parties agree […]" 9.2 Progressive realisation 9.3 Obligation of conduct v. result 9.3.1 Obligation of conduct 9.4 Minimum core result 9.4.1 How to measure the results 9.4.2 Priorities between aims 9.5 National Plan 9.6 Teachers 9.6.1 The duties of teachers 9.7 Curriculum Reform and textbooks 9.7.1 Textbooks 9.8 The mass media 9.8.1 The right to Internet 9.9 Summary and conclusions Chapter 10: Concluding visionary last words References Books and articles UN Documents Case law Other reports Websites

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Book SynopsisChildrenâs curiosity about their lives and worlds motivates many interests. Yet, adults often have fixed ideas about what childrenâs interests are and have been criticised for trivialising childrenâs interests. This book offers a critical and accessible engagement with research on childrenâs interests that challenges us to move beyond surface-level understandings. Childrenâs Interests, Inquiries and Identities argues that the powerful relationship between interests and informal learning has been under-recognised and undervalued. The book proposes new principles for understanding childrenâs learning. It provides evidence that we need to look beyond the activities or topics children may currently be selecting to find out who and what has stimulated their interests, how we might identify and interpret interests more analytically and deeply, and how we might respond and engage with these in ways that take childrenâs interests seriously. Moving beyond play-based activities, Helen Trade ReviewRaising critical questions about children’s interests, Helen Hedges invites deeper interpretations of a concept that has suffered from surface level understandings and simplistic practices for many years. She has created a thought-provoking book for all those who believe that we owe it to children to make their learning deep, relevant, and meaningful.Associate Professor Maria Birbili, Aristotle University of Thessaloniki, Greece This inspiring book presents a compelling case for taking children’s interests seriously. Drawing upon a wealth of examples, the book guides readers towards deeper analysis and understanding of children’s interests, inquiries, and identity development. Bringing together theory, research, and practice, the author demonstrates how interests can inform models of curriculum and pedagogy that have meaning and relevance for children. This is an essential resource for all involved in the education of young children.Dr Liz Chesworth, University of Sheffield, England A systematic theorisation of children’s interests has not received the attention it needs. Helen Hedges takes up this challenge and brings together interpretations of what we mean by "children’s interests". Vignettes add richness to the book, speaking directly to practice and building professional knowledge. By re-naming, re-claiming, and theorising children’s interests, she brings forward new ways of conceptualising foundational practices in early childhood education. Professor Marilyn Fleer, Monash University, Melbourne, Australia This original and scholarly book draws on sustained empirical research with a wealth of examples, a coherent theoretical framework that stands as a timely counterpoint to the dominant narratives of child development, and critical analysis of contemporary policy frameworks. The focus on children’s interests, inquiries, and identities brings attention to their diverse lives, experiences and capabilities. The strong theory-practice integration makes this book accessible for teachers, professionals who work with children and families, and for parents and kinship members. Students will benefit from the ethical and methodological reflections, as well as the scholarly justifications for engaging with alternative ways of understanding children’s possibilities and potential. Professor Elizabeth Wood, University of Sheffield, England Table of Contents1. Children’s interests: Beyond the activities of the moment 2. Interests and informal learning: A powerful relationship 3. Children’s interests: Debates, tensions, and possibilities in practice and policy 4. Understanding children’s interests: Relational, ethical research 5. Deeper understandings 1: Funds of knowledge as a framing for interests 6. Deeper understandings 2: Children’s inquiries and identities 7. Deeper understandings 3: Children’s working theories 8. (Re)Positioning teachers’ interests in curriculum and pedagogy 9. Interests, identities, and outcomes beyond childhood 10. Taking children’s interests seriously: Interests-related curriculum and pedagogy

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Book SynopsisDesigning and Implementing a Successful Undergraduate Research, Scholarship and Creative Activity Program is designed as a resource for faculty, administrators, and university leaders interested in developing new, or expanding existing, undergraduate research programs. The book provides a practical handbook addressing the many how to questions associated with running a successful undergraduate research enterprise â ranging from how to organize an undergraduate research office, to how to find funding, foster cross-campus relationships, and develop learning outcomes for students in order to maximize the benefits of the research experience. It also addresses best practices in mentoring, how faculty mentorship fits within the discussion of tenure and promotion, and the basics of assessment, for both funder reporting and program improvement.Containing a series of vignettes offering specific advice from program directors, faculty mentors, and university administrators from a diverse array of universities and colleges, this book showcases their hands-on tips, advice, and lessons learned. Addressing key issues through real-world experience, the authors show how to build effective cross-disciplinary undergraduate research programs with positive impacts for students and faculty.

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Book SynopsisThis book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment.Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCOâs Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society.This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability. Table of ContentsSeries Editor ForewordCARLOS ALBERTO TORRESForewordCHARLES A. HOPKINSIntroduction: Reconnecting research, policy and practice in education for sustainable development and global citizenship PHILIP BAMBERPART 1 VALUESChapter 1: In Search of Core ValuesSTEPHEN SCOFFHAMChapter 2: How do Teachers Engage with School Values and Ethos?ALISON CLARKChapter 3: Learning to Unlearn: Moving Educators from a Charity Mentality towards a Social Justice MentalityJEN SIMPSONChapter 4: Understanding Hospitality and Invitation as Dimensions of Decolonising Pedagogies when Working InterculturallyFATIMA PIRBHAI-ILLICH AND FRAN MARTINChapter 5: Restorative Practice: Modelling Key Skills of Peace and Global CitizenshipROSALIND DUKEChapter 6: Into the Vortex: Exploring Curriculum Making Possibilities that Challenge Children’s Responses to Extreme Climate EventsHELEN CLARKE AND SHARON WITTPART 2: CURRICULUMChapter 7: Moving Teachers’ Experience from the Edge to the CentreNEDA FORGHANI-ARANIChapter 8: Bridging 4.7 with Secondary Teachers: Engaging Critical Scholarship in Education for Sustainable Development and Global CitizenshipKAREN PASHBY AND LOUISE SUNDChapter 9: Bat Conservation in the Foundation Stage: An Early Start to Education for SustainabilityZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFFChapter 10: Advocating for Democratic, Participatory Approaches to Learning and Research for Sustainability in Early ChildhoodMALLIKA KANYAL, PAULETTE LUFF AND OPEYEMI OSADIYAChapter 11: Seeking to Unsettle Student Teachers’ Notions of Curriculum: Making Sense of Imaginative Encounters in the Natural WorldHELEN CLARKE AND SHARON WITTChapter 12: Reconceptualising Citizenship Education towards the Global, the Political, and the Critical: Challenges and Perspectives in a Province in Northern ItalySARA FRANCHPART 3 ASSESSMENTChapter 13: ‘Zero is where the Real Fun Starts’ - Evaluation for Value(s) Co-ProductionKATIE CARR AND LEANDER BINDEWALDChapter 14: Rating Education for Sustainable Development in the Early Years: a Necessity or a Challenge?ZOI NIKIFORIDOU, ZOE LAVIN-MILES AND PAULETTE LUFFChapter 15: Results, Results, Results: Seeking Spaces for Learning in a European Global Learning and STEM ProjectANGELA DALY AND JULIE BROWNChapter 16: Evaluating an International Approach within Teacher Education to the Refugee CrisisCHRIS KEELAN, JACQUELINE NEVE AND DAVID VERNONChapter 17: Measuring Teachers’ Impact on Young Peoples’ Attitudes and Actions as Global CitizensBARBARA LOWE AND LIZ ALLUMConclusion: Empathy, Adaptability, Moderation and SharingVICTORIA W. THORESEN

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Book SynopsisThe Routledge International Handbook of Work-Integrated Learning, third edition, provides an extensive overview of work-integrated learning (WIL) for practitioners and educators, and contains practical insights on how to improve everyday application of it.WIL is a diverse and complex subject, with much debate around what constitutes good practice. In this Handbook, well-established international WIL, an extensive compilation of relevant literature related to its application, and examples of good practice. The third edition has been substantively revised and restructured, presenting 11 different models of WIL along with supporting literature and examples, and discusses developing and managing WIL within a qualification and across the institution. The Handbook also presents evidence-based benefits for stakeholders and explores topics such as stakeholder engagement, risk management, and the role of national and international associations. This Handbook presents discussiTable of ContentsSection 1: History, definition and theoretical background of work-integrated learning1. Contemporary challenges and diverse practices of work-integrated learning in higher educationKarsten E. Zegwaard and T. Judene Pretti2. Work-integrated learning: A U.S. history with lessons learnedE. Sam Sovilla and Jim Varty3. Defining work-integrated learningKarsten E. Zegwaard, T. Judene Pretti, Anna D. Rowe and Sonia J. Ferns4. Applying educational thinking in work-integrated learningJared Carpendale and Ian Mitchell5. Organizational theory: Leveraging its explanatory potential for work-integrated learningPatrice Twomey and T. Judene PrettiSection 2: Benefits for stakeholders6. Benefits of work-integrated learning for studentsDenise Jackson and Elizabeth J. Cook7. Benefits of work-integrated learning for host organizationsJenny Fleming, Sonia J. Ferns and Karsten E. Zegwaard8. Benefits of work-integrated learning for educational institutionsKerry Aprile, Ian Sladen and James StellarSection 3: Models of work-integrated learning9. The practice of cooperative educationAnne-Marie Fannon10. The practice of block placementsKathryn Hay, Jo Borren, Jane Maidment, Raewyn Tudor and Dominic Chilvers11. Work-integrated learning through the practice of sandwich degreesJulie Udell, Vicki O’Brien, Sarah Flynn, Helen Hooper and Francesca Walker-Martin12. The practice of short-term and part-time work placementsAnna D. Rowe, Sonia J. Ferns, Patricia R. Lucas, Leanne Piggott and Theresa Winchester-Seeto13. The practice of apprenticeships as work-integrated learningSally Smith, Ella Taylor-Smith, Khristin Fabian and David Klotz14. The practice of entrepreneurship education and start-up creationAlon Eisenstein15. The practice of service learning as work-integrated learningFaith Valencia-Forrester16. The practice of non-placement work-integrated learningLaura Rook and Bonnie Amelia Dean17. The practice of simulations as work-integrated learningBelinda Judd, Jennie Brentnall, Anna Phillips and Melanie Aley18. The practice of online internshipsJoy Perkins and Amy Irwin19. The practice of international work-integrated learningKarima Ramji, Shabnam Surjitsingh Ivković, Nicole Miller, Farzana Karim-Haji and Sherilyn TrompetterSection 4: Developing and managing work-integrated learning programs20. Establishing a new work-integrated learning program in a degreeBonnie McBain, Paul Stolk, Kylie Twyford and Liam Phelan21. Establishing and managing a blended approach to institutional work-integrated learningMohna Baichoo, Jennifer Fane, Tania Loken and Aurelea Mahood22. Quality indicators of work-integrated learningMatthew Campbell and T. Judene Pretti23. Accreditation and quality in work-integrated learning: An international comparisonSonia J. Ferns and Christine Arsenault24. Learning ecosystems: Enhancing student understanding and agency through work-integrated learningNorah McRae and Jennifer Woodside25. Building sustainable partnerships and managing expectations of work-integrated learning stakeholdersElyce Green, Rebecca Barry, Jayne Lawrence, Brent Smith, Alicia Carey, Melanie Peelgrane and Zara Crawford26. Risk management of work-integrated learningCraig Cameron, Jenny Fleming, Kathryn Hay and Anne Hewitt27. Understanding the national context of work-integrated learningPhilip S. RoseSection 5: Topical challenges, opportunities and future directions28. Preparing students to thrive in work-integrated learningTheresa Winchester-Seeto and Anna D. Rowe29. Using instrumental mentoring to prepare students for work-integrated learningDawn Bennett and Cindy Ann Smith30. Learner assessment in work-integrated learning Jennie Brentnall, Belinda Judd, Jacqueline Raymond and Emma Ashcroft31. Adapting to an accelerating, disruptive future: Melding work and learning through the role of the T-ProfessionalPhilip Gardner and April L. Perry32. Applying principles of equity, diversity, inclusion, and access in work-integrated learningAinsley S. Goldman, Gifty MacKay, Vicki L. Lowes, Letitia Henville, Jewell Gillies, Cynthia Jairam-Persaud, Susan Soikie, Njamba J. M. Koffi, Naeemah Shah and Julie Walchli33. Supporting the wellbeing of students: A framework for work-integrated learning programsIro Konstantinou, Trevor Gerhardt and Elizabeth Miller34 Paid and unpaid work-integrated learning: Challenges and opportunitiesKatharine Hoskyn, Craig Cameron, Patricia R. Lucas, Franziska Trede, Loletta Yuen, Sally Rae, Holly Capocchiano and Michelle J. Eady35. Address complex global challenges: Developing cultural intelligence in work-integrated learningNorah McRae, Karima Ramji and Shabnam Surjitsingh Ivković36. Establishing sustainable national and global networks for promoting work-integrated learningJudie Kay, Norah McRae, Nancy Johnston and James Stellar37. Future directions for advancing work-integrated learning pedagogyKarsten E. Zegwaard and T. Judene Pretti

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Book SynopsisThis book lays out the principles and practices of transformative sustainability education using a relational way of thinking and being.Elizabeth A. Lange advocates for a new approach to environmental and sustainability education, that of rethinking the Western way of knowing and being and engendering a frank discussion about the societal elements that are generating climate, environmental, economic, and social issues. Highlighting the importance of Indigenous and life-giving cultures, the book covers educational theory, transformation stories of adult learners, social and economic critique, and visions of changemakers. Each chapter also has a strong pedagogical element, with entry points for learners and embodied practices and examples of taking action at micro/meso/macro levels woven throughout. Overall, this book enacts a relational approach to transformative sustainability education that draws from post humanist theory, process thought, relational ontology, decolonizationTable of Contents1 Seeding Life-Giving Cultures 2 How Did We Get Here? 3 Waves of Environmentalism, Development, and Backlash 4 Environmental Education 5 Sustainability Education 6 Transformative Sustainability Education 7 The Modern Story of Education 8 Our Great Work: Reimagining Education and our Future

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Book SynopsisUndertaking Capstone Projects in Education provides students with all of the information required to successfully design and complete a capstone project. Guiding the reader in a step-by-step process, this book covers how to create a question, select a topic of interest, and apply the best possible design solutions. Structured in a way that will help readers build their skills, chapters explore all aspects of the capstone project from the inception of the idea, to laying the foundations, designing the project, analysing the data, and presenting the findings. Filled with examples and written in a friendly and collaborative style, this key guide uses simple language and easy-to-understand examples to unpack complex research issues. This book is essential reading for students and anyone interested in undertaking a capstone project in the field of education. Trade Review"This book is a page-turner. At last we have a book that sets out a comprehensive range of useful issues in planning, doing and reporting a capstone project. The authors’ experiences of working on capstone projects shines clearly. Its positive style and graphics are first class for students and their supervisors: clear, down-to-earth, focused, practical and thought-provoking for every stage and type of capstone project. The advice is constructive, memorable and important. This book is a breath of fresh air, promoting and rewarding reflective practice. It should be the number one call for students doing capstone projects."Professor Keith Morrison, Vice-rector and Professor of Education, University of Saint Joseph, Macau, China"Undertaking Capstone Projects’ is an extremely valuable addition to education research. Supervisors everywhere will be thrilled to find an approach which brings together theory and practice for teachers and shows the huge benefits of evidence-based research. For teacher-researchers themselves, the book provides a self-study journey leading to research which applies evidence-based solutions to their work-related issues. Capstone projects are practical, flexible, and practice-based. I strongly recommend using this book as the key text for those embarking on research projects in education."Professor Elizabeth Rata, Director of Knowledge in Education Research Unit, University of Auckland, New Zealand"This is an excellent book for the early career researcher. Drs Burke and Dempsey have taken a really innovative fresh approach to education research methods for practitioners. Their book will fill the void missing in the current extensive range of publications for the students who are just about to embark on a research journey. At the early-stages students can be overwhelmed by the plethora of new language and ideas they encounter. By the time the novice researchers get to the end of this great book, they will know what phenomenology, mixed methods, quantitative analysis and much more are and where they fit in the big picture, leaving the new researcher ready to dig deeper and refine their own research journey." Dr Elaine Wilson, Senior Lecturer, Faculty of Education, University of Cambridge, UKAt last, there is a comprehensive body of work on how to undertake capstone projects in education. This much-needed resource not only fills a gap in the literature but also has a place in addressing the knowledge gap of students and staff who seek to understand the purpose and process of a capstone.Dr Kelly-Ann Allen, School of Education, Monash University, AustraliaTable of Contents1. The foundation 2. Developing skills 3. Getting ready, set, go 4. The interest 5. Positioning 6. Methodology spectrum 7. Methods 8. The analysis (empirical only) 9. The presentation

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Book SynopsisThis innovative book problematises the internal relationships within and between the intercultural and the political in education. It engages in a critical dialogue with current practices and discourses, and the focus on the political' offers an alternative trajectory to explore interculturality within education.Drawing on international research and consolidated with application of top interdisciplinary theories in the field, Dervin and Simpson alert us to the current dangers of treating interculturality loosely in education. The authors engage in a dialogue to encourage readers to examine the meaning of interculturality and the state of research in education today, suggesting that we move beyond merely rehearsing theories, concepts and methods. More importantly they urge researchers, teachers and students to question Western-centric ideologies of interculturality.Intercultural and the Political Within Education is a must read for those who arTable of Contents1. Characterising Interculturality 2. Who was influential in the ways we understand interculturality? 3. How does intercultural research and education influence experiences of interculturality? 4. Can we prepare / get prepared for interculturality? 5. What is the state of research on interculturality today? 6. The intercultural is always ideological and political

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