Philosophy and theory of education Books

Book SynopsisEducation, as an academic field taught at universities around the world, emerged from a range of disciplines including philosophy, history, sociology, politics/policy, economics and law. Educational Foundations is the first reference work to provide an authoritative state-of-the-field mapping of these foundational disciplines, showing the ideas, methods, theories and approaches that each of them contributes to field of education. Each of the six volumes is devoted to the examination of a constituent discipline, namely: Philosophical Foundations of Education (Volume 1) Historical Foundations of Education (Volume 2) Sociological Foundations of Education (Volume 3)Policy Foundations of Education (Volume 4) Economic Foundations of Education (Volume 5)Legal Foundations of Education (Volume 6) Each volume covers the same set of key topics within education which also form the chapter titles, those topics/chapters are: Mapping the Field, Purpos

Read more less

Book SynopsisPedagogy in Process presents a first-hand account of the most comprehensive attempt yet to put into practice Paulo Freire's theory of education within a real societal setting. When Guinea Bissau on the West African coast declared independence in 1973 the rate of illiteracy in its adult population was ninety percent. The new government faced the enormous task of educating its citizens. With Freire as collaborator and advisor the government launched a huge grass-roots literacy campaign and this book is Freire's memoir of that campaign. Those familiar with Freire's work will identify his ongoing insistence on the unity between theory and practice, mental and manual work, and past and present experience. This is essential reading for anyone interested Freire's revolutionary ideas on education and the transformative power they hold when applied to society and the classroom. This edition includes a substantive introduction by Michael Apple who is Professor Emeritus of Curriculum and InstructTrade ReviewThe book, for which these letters provide both core and rationale, will not only broaden the already substantial audience for Freire's work. It will also clarify his views and humanize the man himself ... apart from all else, the book provides the best, most idiomatic English version of his writing to date ... The conversational tone made possible by an exchange of correspondence provides, for the first time, an appropriate metaphor for the man who has made 'dialogue' almost a synonym for 'education'. Pedagogy in Process is, therefore - while not his classic work - unquestionably his most accessible. By my own taste, it is also his most powerful - and human. * From the Foreword by Jonathan Kozol *Table of ContentsIntroduction by Michael Apple (University of Wisconsin–Madison, USA) Foreword by Jonathan Kozol Introduction The Letters to Guinea-Bissau Postscript Final Word Notes

Read more less

Book SynopsisThis book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list. The book includes a forewordTrade ReviewThere is growing awareness of the need for constructive social change. Education could play a major role, but what it was missing, is now offered by this must-read book: A pedagogy of global social justice that would empower teachers, academics, and civil society organizations across diverse settings. * Namrata Sharma, Adjunct Professor of Education, State University of New York, USA *In his inspiring book Doug Bourn engages academics and practitioners with the ongoing debate over interpretations of social change approaches. His pedagogy of global social justice demonstrates in a hard-hitting, insightful and heartening way that a more just and sustainable world is possible through education. * Massimiliano Tarozzi, Full Professor, University of Bologna, Italy *With this book, Douglas Bourn makes a valuable contribution to the burgeoning field of global justice and education. By pulling together a range of traditions within the social reconstructionist camp, this work provides an expansive view of the democratic purposes of schooling. Highly readable, this timely scholarship promises to strengthen the relationship between schools and contemporary world issues. * John Myers, Associate Professor of Social Science Education, Florida State University, USA *Table of ContentsList of Figures Foreword, Tania Ramalho (State University of New York, USA) Acknowledgements List of Abbreviations Introduction 1. Changing Role and Relationship of Education to Societal Change 2. Education for a Democratic Society 3. Education for Liberation 4. Education for Socialism and a New Society 5. Education for a Global Society 6. Pedagogy for Global Social Justice 7. Education for Transformation, Sustainable Future and Being Global Citizens 8. Teachers as Agents of Social Change 9. Global Youth Work and Young People as Social Activists 10. The Role of the Academic Tutor 11. Civil Society Organisations as Agents for Change 12. International Organisations, UNESCO, Earth Charter and Putting the Sustainable Development Goals into Practice Conclusion References Index

Read more less

Book SynopsisNot long ago, it was understood that universities and culture were intimately related. However, to a large extent, that understanding has faded. Culture and the University confronts this situation. Written by three leading scholars of higher education and the philosophy of higher education, the book opens the debate about the cultural purpose of universities and higher education. The authors argue that the university should be and can be an institution of culture, of great cultural significance in the digital age, and exercise cultural leadership in society. This wide-ranging and polemic text addresses a range of subjects including environmentalism, citizenship, post-truth, the ethical implications of technology and feminist philosophy. The authors build on the work of key philosophers of the university from Aristotle, Nietzsche and Heidegger to Donna Haraway, Terry Eagleton and Martha C. Nussbaum to conceive of an entirely modern vision of the university. This is a must-read fTrade ReviewThe cultures of universities are what allow them to be effective producers and disseminators of knowledge. Knowing what these cultures consist of, and how they are created, is therefore central to understanding universities’ roles in society. This book probes these important questions and challenges our thinking on what the university actually is. * Paul Temple, Associate Professor, IOE – UCL’s Faculty of Education and Society, UK *Universities continue to be institutions in a state of flux confronting multiple disruptions. Many have responded with slick marketing material which places style over substance. In this insightful book, the authors ask, ‘why do we exist?’ And in response, they unpack the cultural foundations of the university and chart an uncertain future * James Arvanitakis, Professor, Western Sydney University, Australia *This book fills an important gap in the literature by examining the varied and multifaceted intersections between culture and the university and comes at a critical moment as institutions of higher education grapple with the fact that they are not neutral players in society. * Professor David J Hornsby, Carleton University, Ottawa, Canada *A profound reconsideration of the university/culture relationship that reaches far beyond training for civil society or teaching fundamental values, the book brilliantly treats culture as the practice of searching, frictions, and openness leading us to new horizons. Maintaining three distinctive authorial voices, the book is both unified and exciting. * Davydd J. Greenwood, Goldwin Smith Professor of Anthropology Emeritus Cornell University, USA *This volume provides a detailed, nuanced, multifaceted exploration of the cultural purposes of the university. Both conceptual and practical in its approach, Culture and the University prompts us to think deeply about the roles and responsibilities of institutions of higher education in the 21st century. * Peter Roberts, Professor of Education, University of Canterbury, New Zealand *Table of ContentsIntroduction 1. Whatever Happened to the University for Culture? Part I: Warring cultures and a universal culture - (Ronald Barnett, University College London, UK) 2. The Cultural Crisis of the University 3. Culture Wars: Multiplication and (possible) Re-unification 4. A Common Culture - No and Maybe 5. For the University and the World: a Culture of the Earth Part II: Designing for cultural places - (Rikke Toft Nørgård, Aarhus University, Denmark) 6. Placeful Cultures and Cultural Places 7. The Atmospheric University and Cultural Atmospheres 8. Cultures for Collective Visioning and Future-Making 9. Future-Scaping Alternative Universities Part III: Within and beyond culture - (Søren Bengtsen, Aarhus University, Denmark) 10. Higher Education as Cultural Formation 11. Cultural Leadership 12. The Indivisible 13. Beyond Culture Part IV: Dialogical Imaginings 14. University Culture as Force, Coexistence, Endeavour and Entanglement Rikke Nørgård 15. A University of One’s Own Søren Bengtsen 16. An Ecological Culture for a Non-Comprehending World Ronald Barnett Endnote: Uniting the University and Even the Earth: the Twin Cultures Bibliography Index

Read more less

Book SynopsisInformed by Deleuze and Guattari's concepts of the assemblage and the wound-event, this book examines the complexity of educator subjectivity and social change within the higher education context in South Africa. The authors use arts-based methods to explore educators' experiences of personal and professional challenges in a rapidly changing context. The method is informed by critical, narrative and arts-based research traditions that extend into post-qualitative, autobiographical, performative and collaborative methods of inquiry. The book plays with the conflation of theory and methodology, to think about educator subjectivity as fluid and responsive to changing contexts. By understanding educator subjectivity as multiple and emergent rather than centered and fixed, the authors open new research avenues to explore themes of transformation, decolonisation and social change.Trade ReviewExcellently using theory and methodology to imagine novel ways of thinking about subjectivity and social change, this volume shows how Deleuze and Guattari’s philosophy provides a unique lens for re-considering higher education transformation. The rich ideas and evocative writing will be inspiring for educators and scholars who wish to enhance their instructional and theoretical repertoires of arts-based methodologies in higher education. * Michalinos Zembylas, Professor of Educational Theory and Curriculum Studies, Open University of Cyprus, Cyprus, and Honorary Professor and Chair of Critical Studies in Higher Education Transformation, Nelson Mandela University, South Africa *Table of ContentsList of Illustrations Series Editor’s Foreword 1. If You Want To Go Far, Go Together: An Introduction 2. Assembling Roots And Writing a Book: Theory and Methodology Meets 3. A Tale of the Assembled Subject: Exploring Whiteness 4. Finding What You Have Not Yet Lost: An Affective Inquiry into Educator Subjectivity 5. To Not Be Unworthy Of What Happens To Us, We Go To the Morgues Ourselves: Wounded Becomings 6. Can You Please Come Back Later? A Cartography of Becoming Educators 7. More than Human: An Exploration of the Entanglement of Educator Subjectivity and Space 8. We Are Not Statues: Becoming With Hope and Uncertainty Epilogue References Index

Read more less

Book SynopsisWritten by leading scholars and activists from Brazil, Chile, Greece, Italy, Malta, the UK, and the USA, this book shows how vitally important education is in addressing the complex social and political problems which have been exacerbated by the coronavirus pandemic. The growing protest and demonstrations worldwide, including the Black Lives Matter and environmental movements, have served as platforms to unmask the embedded racism, sexism, classism, and discrimination which are rooted in neo-colonial forms of exploitation. People are recognizing the intensification of the genocide of black youth, indigenous peoples, peasants and traditional communities in the global ghettos. The rising level of conscientization reached through these protests and demonstrations makes it clear that critical educators must refuse the return to neoliberal normality after pandemic. The chapters cover the tensions and contradictions that fuel debates in education concerning social distancing, collective illTrade ReviewCOVID is a virus caused by the larger virus of worldwide unmitigated greed and inequality run amok. This book eloquently shows that our only hope is curing the larger disease. * James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents Professor, Arizona State University, USA *The pandemic is not just an event; it is also a lens exposing long-standing injustices, and anyone thinking about life post-Covid must read Education, Equality, and Justice in the New Normal. This fascinating collection of essays rejects the dehumanization of the old normal under capitalism, challenging us to claim a new normal that embraces life and the wellbeing of the planet. Indeed, authors show how the pandemic has catalyzed radical grassroots work toward a humane and life-affirming future. * Christine Sleeter, Professor Emerita, California State University, Monterey Bay, USA *Table of ContentsList of Illustrations Notes on Contributors Foreword Antonia Darder (Loyola Marymount University, USA) 1. Moving Beyond the Slow Death of Neoliberalism to a Life-Centered Education: An Introduction, Inny Accioly (Fluminense Federal University, Brazil) and Donaldo Macedo (University of Massachusetts Boston, USA) 2. Chomsky on Trump’s Disastrous Coronavirus Response, Bernie Sanders and What Gives Him Hope, Amy Goodman (Democracy Now!) and Noam Chomsky (University of Arizona, USA) 3. Militarization in a Time of Pandemic Crisis, Henry A. Giroux (McMaster University, Canada) and Ourania Filippakou (University College London, UK) 4. The “New Normal’ in Education is Ultra-Neoliberal: In Defense of the Strategy that Breaks with the Time Continuum, Roberto Leher (Federal University of Rio de Janeiro, Brazil) 5. Xenophobic Europe: Racist Policy towards Refugees, Georgios Tsiakalos, Stavros Malichudis, and Iliana Papangeli (University of Thessaloniki, Greece) 6. Coronavirus Pandemic and the ‘Refoulment’ of Refugees and Asylum Seekers, Sheila L. Macrine (University of Massachusetts Dartmouth, USA) 7. Neoliberal Recrudescence Versus Radical Transformation of the Reality in Italy: What and Why Must We Learn from the Coronavirus Pandemic? Paolo Vittoria (Federico II University of Naples, Italy) and Mariateresa Muraca (Pará State University, Brazil) 8. The Lost Generation? Educational Contingency in Viral Times: Malta and Beyond, Carmel Borg and Peter Mayo (University of Malta, Malta) 9. Lessons from Teacher Organizing: Disputing the Meaning of Teaching and Teachers’ Work during the Coronavirus Pandemic in Chile, M. Beatriz Fernández and Ivan Salinas Barrios (University of Chile, Chile) and Andrea Lira (University of Magallanes, Chile) 10. Environmental Education: For a Critical Renovation alongside the Traditional Peoples Carlos Frederico B. Loureiro (Federal University of Rio de Janeiro, Brazil) 11. Resisting and Re-Existing on Earth: Politics for Hope and ‘Buen Vivir’, Luiz Katu (Indigenous Peoples Articulation of the State of Rio Grande do Norte, Brazil), Celso Sánchez (Federal University of the State of Rio de Janeiro, Brazil) and Daniel Renaud Camargo (Federal University of Rio de Janeiro, Brazil) Afterword, Inny Accioly (Fluminense Federal University, Brazil) and Donaldo Macedo (University of Massachusetts Boston, USA)

Read more less

Book SynopsisSocial justice has become a buzzword to suggest we are serious about racism, sexism, classism, heterosexism, and ableism. But justice remains elusive and contested. It is written in founding documents, street soldiers declare it: ''no justice, no peace!'', but is absent from public interactions. Building on Cornel West's notion of race matters' and the Black Lives Matter movement, Justice Matters strips away the rhetoric that keeps us from understanding what justice is, particularly in education, but also in relation to health, race, economy, and environment.Ladson-Billings interrogates the meaning of justice, looking at Western notions of justice from Aristotle to Kant to Rorty, alongside Eastern notions of Justice, from Lao Tzu, to Rumi to Frantz Fanon and W.E.B. Dubois. She shows how the pandemic has exposed deep injustices in society, and how schooling and the curriculum are largely blind to the race, White supremacy, and the racial trauma that plagues marginalized people. STrade ReviewInsightful and timely. Ladson-Billings challenges us to think again about concepts like ‘social justice’ that have become buzz words while robustly interrogating own understandings of what justice means. At last a book that explores the concept of justice from a global perspective, drawing from thinkers from the East and West. For me, this is a basic reader for those involved in educating for justice and against discrimination and should be read by every teacher, university/college lecturer engaged in teacher preparation and those who shape and design curricular frameworks. -- Rowena Arshad CBE, Professor Emerita, University of Edinburgh, UKTable of ContentsIntroduction 1. Saving the Language of Justice (Or the Meaning of the Word 'Justice') 2. Saving Justice During the Pandemic (Or How to Recognize Fundamental Injustice in Society) 3. Saving Justice in Curriculum (Or What We Teach) 4. Saving Justice in Instruction (Or How We Teach) 5. Saving Justice in Discipline (Or How We Dismantle the Carceral State) 6. Saving Justice In Popular Culture (Or How Hip Hop Can Rescue Justice) 7. Saving Justice In Social Activism (Or How it Has to be More Than a Hashtag) Conclusion: The Future of a Society that Fails to Save Justice References Index

Read more less

Book SynopsisWritten by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts. Much of the punishment of children occurs in non-criminal contexts, in educational and social settings, and schools are institutions where young people are subject to disciplinary practices and justifications that are quite unlike those found elsewhere. In addition to this, the discipline they receive is often discriminatory, being disproportionately focused on students of colour and other minoritized identities, and unjust in other ways. This timely text is a comprehensive examination of punishment in schools, prompting discussions on racial equity, social justice in education and the school to prison pipeline. Each chapter offers empirically informed, theoretical investigations into punishment in educational settings, including how puniTrade ReviewPunishment of students is a fact of school life. Should it be? If so, what forms of punishment are justified and under what conditions? In this superb, edited book, Thompson and Tillson bring together noted philosophers and teacher educators for a comprehensive and definitive response to those questions. * Larry Nucci, Adjunct Professor, School of Education, University of California, Berkeley USA *What punishment is and when and how it is justified in education are underexplored topics. This book dives deep into theories and practices of punishment in education, illuminating conceptual complexities as well as intended and unintended impacts of punishment on diverse young people. The book is foundational for understanding punishment in education from analytic and practical views. * Liz Jackson, Professor and Head of the Department of International Education, Education University of Hong Kong, Hong Kong *There’s a rich literature on the justification of punishment, but its routine use by schools is unquestioned. This rich volume presents a persuasive case for thinking that schools can only fulfil their educational mission if their punishments are justified. Philosophers, educationalists and everyone who cares about children will find it illuminating. * Neil Levy, Professor of Philosophy, Macquarie University, Australia and Senior Research Fellow, Oxford Uehiro Centre for Practical Ethics, United Kingdom *This collection of interdisciplinary literature is an insightful contribution to education fields and provides a valuable resource for educators, families, and communities. * CHOICE *Table of ContentsIntroduction Part I: Punishing Children: Foundational Analyses 1. Should School Children be Punished?, Joan Goodman (University of Pennsylvania, USA) 2. Punishment, Pupils, and School Rules, John Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA) 3. Responsibility and the Potential Punishment of Children, Larisa Svirsky (Brandeis University, USA) Part II: Punishment in Practice and at the Margins 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, Jenna Scaramanga (IOE, UCL's Faculty of Education and Society, University College London, UK) 5. Racialized Childhoods, Educational Goods, and “No Excuses” Schools: In Defense of Play and Agency, Abigail Beneke (University of Wisconsin-Madison, USA) 6. Punishment in Early Childhood: Do Exclusionary Practices Threaten Children’s Moral Rights?, Joy Dangora Erickson (Endicott College, USA) 7. A New Look at Shaming in Schools, Clio Stearns (Massachusetts College of Liberal Arts, USA) and Peter Stearns (George Mason University, USA) Part III: Due Process, Standing, and the Authority to Punish 8. Due Process: Fairness in Procedure and Substance in the Public Schools, Todd A. DeMitchell (University of New Hampshire, USA) 9. Taking Hypocrisy to School, Kartik Upadhyaya (Kings College London, UK) and John Tillson (Liverpool Hope University, UK) 10. The Punitive Classroom: Punishment and Punitive Feelings Between Adults and Children, Ruth Cigman (IOE, UCL's Faculty of Education and Society, University College London, UK) Part IV: Exploring Alternatives to Punishment 11. What We Talk About When We Talk About Punishments and Consequences, Avi Mintz (Newlane University, USA) 12. Praise and Positive Behavior Management, Zoë A.Johnson King (University of Southern California, USA) 13. Nudging School Discipline, Viktor Ivankovic (Institute of Philosophy, Zagreb, Croatia) 14. Making Sense of Student (Mis)behavior: A Critical Pragmatist Alternative to Pedagogies of Punishment, Barbara S. Stengel, Elizabeth A. Self and Rebecca A. Peterson (Vanderbilt University, USA) List of Contributors Index

Read more less

Book SynopsisWinston C. Thompson is Associate Professor of Philosophy of Education and Associate Professor of Philosophy (by courtesy) at Ohio State University, USA. He is the Editor of Philosophical Foundations of Education (Bloomsbury, 2022).John Tillson is Senior Lecturer of Philosophy of Education at Liverpool Hope University, UK. He is the author of Children, Religion and the Ethics of Influence (Bloomsbury 2019).Trade ReviewPunishment of students is a fact of school life. Should it be? If so, what forms of punishment are justified and under what conditions? In this superb, edited book, Thompson and Tillson bring together noted philosophers and teacher educators for a comprehensive and definitive response to those questions. * Larry Nucci, Adjunct Professor, School of Education, University of California, Berkeley USA *What punishment is and when and how it is justified in education are underexplored topics. This book dives deep into theories and practices of punishment in education, illuminating conceptual complexities as well as intended and unintended impacts of punishment on diverse young people. The book is foundational for understanding punishment in education from analytic and practical views. * Liz Jackson, Professor and Head of the Department of International Education, Education University of Hong Kong, Hong Kong *There’s a rich literature on the justification of punishment, but its routine use by schools is unquestioned. This rich volume presents a persuasive case for thinking that schools can only fulfil their educational mission if their punishments are justified. Philosophers, educationalists and everyone who cares about children will find it illuminating. * Neil Levy, Professor of Philosophy, Macquarie University, Australia and Senior Research Fellow, Oxford Uehiro Centre for Practical Ethics, United Kingdom *This collection of interdisciplinary literature is an insightful contribution to education fields and provides a valuable resource for educators, families, and communities. * CHOICE *Table of ContentsIntroduction Part I: Punishing Children: Foundational Analyses 1. Should School Children be Punished?, Joan Goodman (University of Pennsylvania, USA) 2. Punishment, Pupils, and School Rules, John Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA) 3. Responsibility and the Potential Punishment of Children, Larisa Svirsky (Brandeis University, USA) Part II: Punishment in Practice and at the Margins 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, Jenna Scaramanga (IOE, UCL's Faculty of Education and Society, University College London, UK) 5. Racialized Childhoods, Educational Goods, and “No Excuses” Schools: In Defense of Play and Agency, Abigail Beneke (University of Wisconsin-Madison, USA) 6. Punishment in Early Childhood: Do Exclusionary Practices Threaten Children’s Moral Rights?, Joy Dangora Erickson (Endicott College, USA) 7. A New Look at Shaming in Schools, Clio Stearns (Massachusetts College of Liberal Arts, USA) and Peter Stearns (George Mason University, USA) Part III: Due Process, Standing, and the Authority to Punish 8. Due Process: Fairness in Procedure and Substance in the Public Schools, Todd A. DeMitchell (University of New Hampshire, USA) 9. Taking Hypocrisy to School, Kartik Upadhyaya (Kings College London, UK) and John Tillson (Liverpool Hope University, UK) 10. The Punitive Classroom: Punishment and Punitive Feelings Between Adults and Children, Ruth Cigman (IOE, UCL's Faculty of Education and Society, University College London, UK) Part IV: Exploring Alternatives to Punishment 11. What We Talk About When We Talk About Punishments and Consequences, Avi Mintz (Newlane University, USA) 12. Praise and Positive Behavior Management, Zoë A.Johnson King (University of Southern California, USA) 13. Nudging School Discipline, Viktor Ivankovic (Institute of Philosophy, Zagreb, Croatia) 14. Making Sense of Student (Mis)behavior: A Critical Pragmatist Alternative to Pedagogies of Punishment, Barbara S. Stengel, Elizabeth A. Self and Rebecca A. Peterson (Vanderbilt University, USA) List of Contributors Index

Read more less

Book SynopsisAgainst a background of changing patterns of academic labour in the UK and other English speaking countries, this book draws on empirical research which identifies a shift towards more open-ended approaches to roles and careers in higher education. This has resulted in what the authors describe as concertina-like' careers, in which individuals stretch the spaces and timescales available to them. Underpinning this process, the concept of career scripts' shows how the career paths of individuals may be informed by formal career structures (Institutional scripts) but also by activity associated with professional practice (Practice scripts), and by personal strengths, interests and commitments (Internal scripts). This has led to new forms of activity, within both the formal institutional economy, including promotion criteria and prescribed career pathways, and the informal institutional economy, represented by personal interests and initiatives, professioTrade ReviewWhat makes this book special is how it is able to go beyond the formalities of the observed transformation of academic work, exposing the embedded and less visible practices characterizing academic careers. This is a great read for those wanting to understand the current dynamics taking place in higher education. * Bjørn Stensaker, Vice-Rector Education, University of Oslo, Norway *A compelling book, an exciting theoretical underpinning, a richness of survey and interview data. An empirical study of UK academics’ changing working conditions, career trajectories, pressures, aspirations and interests. An excellent read! * Marek Kwiek, Director, Institute for Advanced Studies in Social Sciences and Humanities, University of Poznan, Poland *Table of ContentsSeries Editor’s Foreword Acknowledgements Notes on Authors 1. The Changing Parameters of Academic Work 2. Academic Career Trajectories and Aspirations 3. The Study and Early Findings 4. The Significance of Career Scripts 5. The Rise of the ‘Concertina’ Career 6. Negotiating Misalignments and Disjunctures 7. Whither the Academic Profession? 8. Rethinking Academic Careers in a Post-Pandemic World Appendix 1: Survey Questionnaire Appendix 2: Topic Guide for First Round of Interviews Autumn 2017 to Spring 2018 Appendix 3: Topic Guide for Second Round of Interviews Autumn 2019 to Spring 2020 References Index

Read more less

Book SynopsisBuilding on Paulo Freire's educational theory and critical pedagogy movements, this book provides a short and accessible introduction to ecopedagogy Freirean environmental teaching and environmentalism overall. Ecopedagogy offers a political and educational vision that strives for a critical, culturally relevant forms of knowledge centred on sustainability for securing the future of our planet, ending all forms of oppression, and ensuring peace globally. Using examples from around the globe, Misiaszek shows how different populations (e.g., gender, race, ethnicity) are affected in unbalanced ways by ongoing environmental destruction and argues that these systematic socio-environmental inequalities are ignored in much of environmental teaching. He argues through reinventing Freire's work that environmental justice is inseparable to social justice and should be seen as part of wider debates around, for example, globalization, development, citizenship, racism, feminism, neo/colonializatioTrade ReviewGiven the environmental dangers we face, a critical educational response is especially important now. This makes Freire and Environmentalism is a truly timely book. * Michael W. Apple, author of Can Education Change and John Bascom Professor Emeritus of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison, USA *Table of ContentsSeries Editors’ Foreword Introduction 1. Freirean Foundations of Environmentalism 2. Ecopedagogical Teaching 3. Curricula Through Generative Themes 4. Ecopedagogical Praxis from Theories 5. Development for Justice and Sustainability 6. Environmental Citizenships 7. Final Words of Warning References Index

Read more less

Book SynopsisStudents, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved. In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leaders and policy makers. Using a critical pragmatist framing of the concept of responsibility, Stengel shows how greater attention to responsibility allows for a deeper understanding of diversity and equity as well as individual and common goods. It enables a deeper understanding of the moral dimensions of teaching and learning prospectively in growth rather than retrospectively in blame. The philosophical discussion of responsibility is coupled with discussion of the lived experiences of students, teachers, aides, and administrators and draws eviTrade ReviewResponsibility offers an accessible entry point for practitioners who are dissatisfied with the factory model of public schooling and want to create schools with heart, but don’t know where to start. Stengel’s philosophical discussion, together with narratives from Bailey Middle School staff, provide a compelling account of how response-ability can positively shape a whole school’s culture. -- Ann Chinnery, Associate Professor in the Faculty of Education, Simon Fraser University, CanadaA leading authority on pragmatism and education, Barbara Stengel expertly theorizes from her real-life experience in a so called failing school to show the difference responsibility (rather than accountability) makes in education. Her account is convincing and illuminating, exemplifying the potential of pragmatic philosophy in reckoning with the educational challenges of our times. -- Liz Jackson, Professor of International Education, Education University of Hong Kong, Hong KongTable of ContentsSeries Editors Preface Introduction 1. Responsibility as Response-ability 2. Recognizing Response-ability 3. “OK, What Do We Have Control Over?” Cultivating the Critical in Response-ability 4. “We Can Make Mistakes and We Can Fix Them”: Interpreting-Responding in Community 5. “Everything was Intentional”: Attending to Relation and Responsiveness 6. “Let’s Remember Who We Are”: Making and Taking Responsibility 7. Embracing Uncertainty and Staying Open: Critical Pragmatist Optimism Conclusion References Index

Read more less

Book SynopsisCollaboration is widely celebrated as an ability schools should teach children to practice. Yet collaboration has a darker side, as its use to refer to those complicit with Nazi occupiers and with colonial oppressors of many kinds suggests. In effect, collaboration is a contranym, a word that can mean something or its opposite. To collaborate can mean to work with one's friends and colleagues for the common good. It can also mean to sell out one's friends and colleagues for the sake of personal gain. What can schools do to encourage the first and discourage the second? The loyalty and commitment to shared ends that collaboration implies may seem a positive good only insofar as those loyalties and ends are also good but how to judge? This book asks: to whom should one be loyal and what are the limits of loyalty? What responsibility do collaborators bear for the outcomes of their joint projects? Should I make those friends and those responsibilities my own? These are questions childrenTrade ReviewThis beautifully written little book reminds us, at a time of threats to publicly funded education and democratic institutions, that schools are spaces where children learn to live and work together in the public sphere. Shuffelton explores the meaning and practice of collaboration, drawing on philosophy, history and literature to both confront collaboration’s dark side and affirm its central value for our social life. -- Judith Suissa, Professor of Philosophy of Education, IOE, UCL’s Faculty of Education and Society, University College London, UKIn education circles, collaboration tends to be presented as an unassailable good. Yet as Shuffelton shows in this engaging volume, it also has a dark side. Drawing from literary, cinematic, philosophical, and school-based examples, Shuffelton explores the ethical challenges of collaboration while describing key features of collaboration at its best: shared aims, agency, and mutual responsibility. This book is a great resource for educators who want to avoid uninspired group work and instead develop meaningful collaborative projects in schools. -- Kathy Hytten, Professor of Educational Leadership and Cultural Foundations, University of North Carolina Greensboro, USATable of ContentsSeries Editors Preface 1. Introduction 2. Friendship and Loyalty 3. Collaboration and Responsibility 4. Living with Oneself References Index

Read more less

Book SynopsisFriedrich Froebel (1782 1852), the inventor of kindergarten, was one of the most influential educational thinkers of the 19th century. This book showcases the cutting-edge work being undertaken around the world inspired by this pioneer of early childhood education and shows the many ways in which Froebel's work has been applied and extended. It presents a wealth of Froebelian expertise on topics including pedagogy and curriculum, history, architecture, neuroscience, peace and religious education and links Froebel's theories to other thinkers including John Dewey, Michel Foucault, Paulo Freire, Aili Helenius and Chen Heqin. It highlights what Froebel means today in a variety of settings around the world and includes contributions from academics and practitioners based in North and South America, Europe, Australasia, Africa and Asia.Trade ReviewA must for all serious Froebel scholars and for all early childhood professionals wanting to understand the origins of our values and beliefs about pedagogies with young children. The authors show how Froebel’s teachings, deeply rooted in the 19th century, have been translated, transformed, and culturally contextualized over time and geographical space, yet, remain uniquely Froebelian and highly relevant today. -- Mary Benson Mcmullen, Professor of Early Childhood Education, Indiana University, USAA state of the art compendium of the historical and contemporary significance of Friedrich Froebel’s principles and practice in early childhood education and beyond. Readers new to Froebel’s work and influence will find a comprehensive introduction whilst familiar educators and scholars will enjoy rigorous debate and new encounters with the application and adaptation of Froebel’s ideas across continents and cultures. -- Alison Clark, Professor of Early Childhood Education, University of South-Eastern Norway, NorwayTable of ContentsTribute Introduction: Connections, Disconnections, Reconnecting and Interconnecting, Tina Bruce (University of Roehampton, UK) Reflections Froebel for Me, Aili Helenius What Froebel Means to Me, Louis Werth (University of Cambridge, UK) Part l: Connections - Searching for the Authentic Friedrich Froebel Editor’s Introduction, Helge Wasmuth (Mercy College, USA) 1. Translating Pedagogy – Reading Froebel in Different Languages, Sebastian Engelmann (University of Education Karlsruhe, Germany) 2. Froebel’s Law of the Sphere as a Theoretical Groundwork for his Pedagogy, Michael Winkler (University of Jena, Germany) 3. Froebel’s Mathematical Thinking, German Idealism and the Occupation of Plaiting, Michael Friedman (Tel Aviv University, Israel) 4. Between Theory and Educational Approach: Anthropological Presumptions and Basic Terms of Froebel’s Pedagogy of Play, Ulf Sauerbrey (University of Applied Sciences in Neubrandenburg, Germany) 5. Friedrich Froebel’s Mutter- und koselieder and Its Importance Today, Christiane Konrad (Germany) 6. Archival Holdings on Friedrich Froebel and the Edition of His Letters, Bettina Irina Reimers (Bibliothek für Bildungsgeschichtliche Forschung) and Stefan Cramme (Bibliothek für Bildungsgeschichtliche Forschung) 7. A Discussion of Fröbel From Authentic to Modern, Isabel Schamberger (Friedrich-Froebel Museum, Bad Blankenburg, Germany) 8. Peace as Unification of Life – Peace Building as Hidden Curriculum in Froebel’s Education of Man, Karl Neumann (Technische Universitet Braunschweig, Germany) Part II: Disconnection and Transitology (The Transfer, Translation and Transformation of Froebelian Study and Practice) Editor’s Introduction, Yukiyo Nishida (University of Aberdeen, UK) 9. Discoveries at the Back of the Kindergarten Cupboard, Helen May (University of Otago, New Zealand) 10. Pioneering Froebelians and the Kindergarten Movements in Italy, Keiko Omri (Kwansei Gakuin University, Japan) 11. From Keihau to the UK: Eleonore Heerwart’s Role in Establishing Froebelian Pedagogy in Britain From 1861 to 1883, Jane Read (University of Roehampton, UK) 12. Grace Fulmer and Conservative and Liberal Approaches to Froebelian Education, Larry Prochner (University of Alberta, Canada) 13. The American Froebelians, Ann Taylor Allen (University of Louisville, USA) 14. Morality, Beauty and Froebel: Cultural Philanthropy and the Establishment of Free-Kindergartens in Australia, Luke Touhill (Macquarie University, Australia) 15. The Route to the Hebrew Kindergarten in the Early 20th century, Yael Dayan (Hebrew University of Jerusalem, Israel) 16. The Froebelian Garden in Spain, José Pedro Marín Murcia (Complutense University of Madrid, Spain) and Maria Jose Martinez-Ruiz-Funes (University of Murcia, Spain) Part lll: Reconnecting – Exploring and Working Through the Challenges of Current Practice Editor’s Introduction, Jane Whinnett (University of Edinburgh, UK), 17. Getting Down and Dirty with Froebel on the Allotment, Kate Razzall (Endorsed Froebel Trust Travelling Tutor, UK) 18. Pollinating Minds at Guildford Nursery School and Family Centre: A Froebelian Approach, Sally Cave (Froebel Trust Hub, UK) 19. Exploring Interconnectivity Between Froebelian Principles and Australian Aboriginal Ways of Knowing, Being and Doing, Libby Lee Hammond, (Purnululu Aboriginal Independent Community School, Western Australia), Elizabeth Jackson-Barret (Edith Cowan University, Australia) and Stella Louis (Early Childhood Consultant, UK) 20. Hope Cottage Nursery School - A Year of Nature and Sustainability in the Age of Climate Crisis: A Journey In Progress, Natasha Stewart 21. #Blocks Rock, Catriona Gill (University of Edinburgh, UK) 22. Blocks in Bhutan, Margaret Brooks (University of New England, Australia) and Chimi Demi (Paro College of Education, Bhutan) 23. Froebelian Approaches in Primary School: A Case Study of Topic-Based Learning in the Primary Phase at Annan School, Alastair Leigh (Annan Froebel School, UK) with an Introduction by Mark Hunter (Annan Froebel School, UK) 24. The Glory Kindergarten and Peace Education, Fusa Abe and Ran Shirai (The Glory Kindergarten, Japan) 25. The Power of Partnership: Linking Froebelian Practice and Connecting Practitioners Across Early Learning Centres and Primary Settings in Midlothian, Scotland, John Dagger (Moorfoot Primary School North Middleton, UK) and Kerry Knight (Burnbrae Primary School, Midlothian, UK) 26. Learning From Our Children: The Story of Eilidh, Lynn McNair (University of Edinburgh, UK) 27. Family Songs at Home: A Multiagency Approach to Supporting Children and Families Through Digital Media Using Froebel’s Mother Songs, Donna Green (Froebel in Falkirk Lead, UK) 28. Developing Froebel’s ‘Instinct into Insight’: A Play Therapist Supports Families to Grow and Find Solutions to Their Own Challenges, Elaine Fullerton (Play Therapy Base, Midlothian, UK) Part lV: Interconnecting – Exploring and Finding Links Between the Essentials of Froebelian Principles and Practices and Current Research and Theories Editor’s Introduction, Sacha Powell (The Froebel Trust, UK) 29. Pedagogies of Care with 1-year-olds: A Contemporary Froebelian Lens in New Zealand, Maria Cooper and Jean Rockel (University of Auckland, New Zealand) 30. A Froebelian Approach to Making Theatre for the Very Young, Samantha Lane (Angel Theatre for Children, UK) 31. A Life ‘In and With’ Nature in the Period of Earliest Childhood, Jo Josephidou (The Open University, UK) and Nicola Kemp (University of Canterbury, UK) 32. From ‘Real Spaces’ to ‘Other Spaces’ in Young Refugee Children’s Free-Flow Play, Sandra El Gemayel (University College London, UK) 33. The Encounter of the Froebel Blocks and the Giant-Sized Blocks, Fredrika Visuri and Susanna Gilberg (Ebeneser Foundation Kindergarten Museum, Finland) 34. Pedagogies of Hope: Exploring Play Opportunities for Young Children in an Urban Environment, Marlene McCormack, Aishling Silke, Annette Kearns, Leah O’Toole, Patsy Stafford, Tríona Stokes and Mathias Urban (Maynooth University, Ireland) 35. The Roots of Froebelian Arts and Skills Pedagogy in Memorised Narratives about Finnish Early Childhood Education and Teacher Education From the 1920s to the 1990s, Inkeri Ruokonen (University of Turku, Finland) and Taina Sillanpää (Ebeneser Foundation Kindergarten Museum, Finland) 36. The Art of Serious Play: Froebel’s Influence on Early Childhood Pedagogy and Beyond to the Creative Work of Artists and Designers, Pete Moorhouse (Early Years Creative Consultant) 37. Off the Grid: Insight into Design’s Inner and Outer Landscapes, John M. Reynolds (Miami University Architecture and Interior Design, USA) 38. Spirituality in Early Childhood Pedagogy: a Froebelian Lens on the Role of Women in a Chinese Context, Fengling Tang (University of Roehampton, UK) and Juan Zhao (Hebei University, China) 39. The Realisation of ‘Life Unity’ in the Mother Songs, Yumiko Taoko (Ryukoku University Junior College, Japan) 40. Educating Hearts and Minds in Early Childhood Education: The Importance of Social-Emotional Learning, Alessandra Arce Hai (Universidade Federal de São Carlos, Brazil) 41. Stirring the Embers: Exploring the Spiritual Foundations of Froebel’s Concepts, Teresa K. Aslanian (University of Southeastern Norway, Norway) 42. The Passage of Time in the Scottish Froebel Story, Aline Wendy Dunlop (University of Strathclyde, UK) 43. Spatiality in Finnish Early Childhood History and its Connections to Finnish Pedagogy – A Closer Look at the Kitchen Area, Taina Sillanpää (Ebeneser Foundation Kindergarten Museum, Finland) 44. Integrative Neuroscience and Froebelian Understandings in Early Childhood Education, Carole Bloch (University of the Western Cape, South Africa and PRAESA, South Africa) 45. Froebel as an Antidote to 21st century Neoliberal Curriculum Reform Policies, Dan Castner (Indiana University, USA) 46. From Freire to Froebel, Sive Ngubethole Mbolekwa (PRAESA, South Africa) and Tina Bruce (University of Roehampton, UK) 47. Froebel Researchers and the Implications for Research Practice in Post Second World War Japan: Two Case Studies by Professor Shoji Masako and Professor Ogasawara Michio, Naoko Matsuma (Yamaguchi Gakugei University, Japan) 48. Young Voices on COVID: An Exploration of the Froebel Storytelling Approach in Support for Young Children’s Agency and Autonomy through the Covid-19 Pandemic, Chris Pascal and Tony Bertram (Centre for Research in Early Childhood, UK) Conclusion List of Contributors Index

Read more less

Book SynopsisThis handbook is the first reference work to explore and define what continental philosophy of education is or could be, and what its boundaries are, serving as a point of entry for those who need an overview of the ideas in the field. The book includes 34 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel,Lithuania, the Netherlands, Norway, New Zealand, Sweden, Taiwan, the UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such as otherness, empathy and personhood and problems including political influences on education and the limits of education. The contributors discuss a range of continental thinkers and look at how their work has influenced the wider field of philosophy of education.

Read more less

Book SynopsisDespite pervading all aspects of educational practice and theory, little scholarship focuses on time in education. This book addresses that lacuna questioning our assumptions about time and their ramifications on theories of learning, issues of equity and diversity, and on the purposes of education itself. The authors examine ideas about time in a wide variety of contexts, from ancient Greek fiction to 19th century theories of evolution and from 20th century indigenous stories to 20th century afro-futurist fiction. They show how pervasive the image of time as an arrow' has become, an image of time that is one-way, singular and teleological. Through exploring other theories of time, the authors propose alternatives for time in education. They argue that time is one of the key biopolitical tools we think and operate with, but rarely address as a historical, cultural and pedagogical category with which schools reproduce oppressive structures around race, class, and gender in society. The Trade ReviewPetra Mikulan and Nathalie Sinclair have written an absolutely original and unique book that ameliorates the absences of time and temporality in too many studies of education. It offers an incredibly nuanced discussion of temporalities, and follows these through to a range of different fabulations and creations about new ways of learning, teaching and doing education. The book introduces ideas about time and education from a wonderful range of authors, traditions, and cultures, including: Feminist, Critical Black Studies, and Indigenous. It offers alternative understandings about ways to practice education, and in ways that are creative, inventive, and artistic, which provides the reader ways to think how education and educational practice can enact different worlds. * P. Taylor Webb, University of British Columbia, Canada *Table of ContentsIntroducing Troupe 1. Remediation 2. Revelation 3. Rupture 4. Repetition 5. Refusal 6. Reprise References Index

Read more less

Book SynopsisGarth Stahl is Associate Professor of Education at the University of Queensland, Australia. He is a co-founder of the Bourdieu in Educational Research SIG for the American Educational Research Association.Guanglun Michael Mu is Enterprise Fellow and Associate Professor at the University of South Australia, Australia.Pere Ayling is Senior Lecturer in the School of Social Sciences and Humanities at University of Suffolk, UK.Elliot B. Weininger is Professor of Sociology at SUNY Brockport, USA.Trade ReviewThis wide-ranging and illuminating handbook recognizes the importance of both the spatial and the temporal in understandings of Bourdieu’s work, and combines global perspectives with a focus on the local. -- Diane Reay, Professor of Education, University of Cambridge, UKBourdieu’s thinking tools have been widely used to explore educational issues. However, very few books provide a comprehensive resource for introducing Bourdieu in educational research. This volume provides the global academic community with up-to-date knowledge about Bourdieu in educational research. It will help researchers and students to understand Bourdieu and education systematically. -- Dai Kun, Assistant Professor in the Department of Educational Administration and Policy, the Chinese University of Hong Kong, Hong KongTable of ContentsIntroduction: Applying Bourdieu in Educational Research, Garth Stahl (University of Queensland, Australia), Guanglun Michael Mu (University of South Australia, Australia), Pere Ayling (University of Suffolk, UK), Elliott Weininger (SUNY, USA) Part I: Advancing Bourdieu's Conceptual Models 1. Multiplicity and Educational Reproduction: Building the Intersection of Social Structures into Bourdieu’s Model, Will Atkinson (University of Bristol, UK) 2. An Invitation to Bourdieusian Space Analysis: Applying Pierre Bourdieu’s Theory to Geospatial Research in Education, Ee-Seul Yoon (University of Manitoba, Canada) 3. Coupling Bourdieu and Barad: Exploring the Vitality of Cross-Cutting Conceptual Meetings, Pamela Burnard (University of Cambridge, UK) and Garth Stahl (University of Queensland, Australia) 4. Bourdieu and Sayad’s Multilingual Disposition and Practical Research Skills: Postmonolingual Theorising as a Method of Transknowledging, Michael Singh and LI Xiao Lí (Western Sydney University, Australia) 5. From Symbolic Domination to the Coloniality of Power: Contributions to the Study of Educational Inequalities, Joel Windle (University of South Australia, Australia) and Gabriel Nascimento (Universidade Federal do Sul da Bahia, Brazil) Part II: Critiquing Habitus in Educational Research 6. The Examination-Driven Education and the Examination Habitus, Yi Huang (Guangdong University of Foreign Studies, China) 7. Theorising the Practice of Educational Assessment in the Field of Higher Education: Why Introducing and Developing the Concept of Assessment Capital Is of Pivotal Importance?, Fuad Arif Fudiyartanto (Sunan Kalijaga State Islamic University, Indonesia) and Stephen Dobson (Central Queensland University in Queensland, Australia) 8. The Role of Narrative Inquiry in Understanding Habitus Formation and STEM Learner Identities, Yating Hu (University of Queensland, Australia) 9. The Instability of Becoming a Teacher: The Interactions Between Habitus and Field in Teacher Preparation, Stephanie C. Sanders-Smith (University of Illinois, USA) 10. The Field of Educational Reform Pedagogy: Shifting Novice Science Teachers’ Habitus to Transform Instructional Practices, Heather McPherson (McGill University, Canada) Part III: Problematising Classification, Symbolic Violence and Misrecognition 11. Bourdieu as an Education Consultant: A Sociological Inquiry into Hong Kong’s Stratified Education System, Aaron Koh (The Chinese University of Hong Kong, Hong Kong) 12. Towards a Different Kind of Social Distinction? Educational Refusal and the Low Desire Youth Subculture in Contemporary China, Jinting Wu (University at Buffalo, USA) 13. Symbolic Violence and the Classroom, Cecilia Muldoon and Carol Fuller (University of Reading, UK) 14. Misrecognition, the “Science of Reading,” and the Ongoing Struggle for the Legitimate Discourse of the Field of Reading Education, Lara J. Handsfield (Illinois State University, USA), Deborah MacPhee (Illinois State University, USA) and Patricia C. Paugh (University of Massachusetts, USA) Part IV: Bourdieu and Intersectional Theorizing: Class, Gender, and Race 15. Class Notes: Drawing on Bourdieu’s Theories in Writing an Analytic Autoethnography, Mary Jane Curry (University of Rochester, USA) 16. Bourdieu, Reflexivity and Educational Research: Deciphering the Self in Researching Working-Class Girlhood and Social Mobility, Sarah McDonald (University of South Australia, Australia) 17. Educating/ion for Change? School, Sex and Surfing Research With Bourdieu, lisahunter (Monash University, Australia) 18. Biting Back at Educational Leadership Scholarship through Feminist Advancements of Bourdieu, Jane Wilkinson (Monash University, Australia) and Katrina MacDonald (Deakin University, Australia) 19. Female Refugee Students Seeking ‘Distinction’ in Higher Education: Gendered Aspirations and Rethinking How Habitus Informs Practice, Hannah Soong (University of South Australia, Australia) 20. The Invisible Barriers of Structured and Structuring Structures for Marginalised Students and Academics in Higher Education, Troy Heffernan (University of Manchester, UK) 21. Expanding Bourdieu’s Habitus to Race: ‘Racialised Habitus’ in Homology of Fields, Dan Cui (Brock University, Canada) Part V: Bourdieu, Mobilities and Global Educational Inequalities 22. Researching Global Policy Trends through English Language Education in a Global South Context Using Bourdieu’s ‘Thinking Tools’, Md. Maksud Ali (University of Dundee, UK), Ian Hardy, M. Obaidul Hamid and Bob Lingard (University of Queensland, Australia) 23. Researching Language Ideologies and Researcher’s Participant Objectivation: The Case of French in Canada, Sylvie Roy (University of Calgary, Canada) 24. Using Bourdieu in International Student Mobility Research: Past, Present, and Future Directions, Benjamin Mulvey (University of Glasgow, UK) and Jihyun Lee (Ulster University, UK) 25. Learning, Teaching, and Researching With Bourdieu: A Collaborative Reflection on Bourdieusian Encounters, Matthew A.M. Thomas (University of Glasgow, UK) and Elisabeth E. Lefebvre (Bethel University, USA) 26. Bourdieu and the Sociology of Educational Qualifications, Quentin Maire (University of Melbourne, Australia)

Read more less

Book Synopsis

Read more less

Book SynopsisTeresa García Gómez is Professor of Didactics and School Organization at the University of Almería, Spain.

Read more less

Book SynopsisAvi I. Mintz teaches in the Faculty of Liberal Studies at Humber College in Toronto, Canada.Trade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA. *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: A Story of Educational Philosophy in Antiquity, Avi I. Mintz 1. The Sophistic Movement and the Frenzy of a New Education, M.R. Engler 2. Plato: Philosophy As Education, Yoshiaki Nakazawa 3. Xenophon the Educator, William H.F. Altman 4. Isocrates: The Founding and Tradition of Liberal Education, Bruce A. Kimball and Sarah M. Iler 5. Educating for Living Life at Its Best: Aristotelian Thought and the Ideal Polis, Marianna Papastephanou 6. Ancient Schools and the Challenge of Cynicism, Ansgar Allen 7. Roman Educational Philosophy: The Legacy of Cicero, James R. Muir 8. Seneca, Epictetus, and Marcus Aurelius: Education and the Philosophical Art of Living, Annie Larivée 9. St. Augustine’s Pedagogy as the New Creation, Yun Lee Too Notes on Contributors Index

Read more less

Book SynopsisTal Gilead is Senior Lecturer at The Hebrew University of Jerusalem, Israel.Trade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: Enlightenment and Education, Tal Gilead 1. Locke on Education, Lisa McNulty 2. Rousseau’s Philosophy of Education,Amos Hofman 3. Educational Legacies of the French Enlightenment, Grace G. Roosevelt 4. German Educational Thought: Religion, Rationalism, Philanthropinism, and Bildung, Rebekka Horlacher 5. Philosophies of Education “in Action”: Johann Heinrich Pestalozzi, Johann Friedrich Herbart, and Friedrich Fröbel, Jürgen Oelkers 6. Mary Wollstonecraft and Harriet Taylor Mill on Women, Education, and Gender Socialization, Katy Dineen 7. Teachings of Uncommon Schooling: American Transcendentalism and Education in Emerson, Thoreau, and Fuller, Naoko Saito Notes on Contributors Index

Read more less

Book SynopsisAnna Pagès is Senior Researcher in Philosophy of Education at Ramon Llull University, Spain.Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction, Anna Pagès 1. Education, Pluralism, and the Dynamics of Difference, Chris Higgins 2. Feminism within Philosophy of Education, Lovisa Bergdahl and Elisabet Langmann 3. Analytic Philosophy of Education, Christopher Martin 4. A Philosophy of Hope: Paulo Freire and Critical Pedagogy, Peter Roberts 5. The Changing Landscapes of Anarchism and Education, Robert H. Haworth 6. Philosophy for Children and Children’s Philosophical Thinking, Maughn Rollins Gregory 7. “Teachers, Leave Them Kids Alone!”: Derrida, Agamben, and the Late Modern Crisis of Pedagogical Narrative, Agata Bielik-Robson 8. Decolonization, Indigenous Peoples, and Philosophy of Education, Troy Richardson (Saponi/Tuscarora) 9. Liberal Education and Its Existential Meaning, René V. Arcilla Notes on Contributors Index

Read more less

Book SynopsisKevin H. Gary is Professor and Chair of the Education Department at Valparaiso University, USA.Trade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA. *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: Historical Vision and Philosophy of Education in the Middle Ages and Renaissance, Kevin Gary 1. The Monastic Turn: 400-1150, Brett Bertucio 2. Religion, Reason, and Educational Thought in the Twelfth Century, Constant J. Mews 3. Jewish and Muslim Voices, Gad Marcus and Yusef Waghid 4. Thomas Aquinas and Education, Stein M. Wivestad 5. Humanism and Education, Laura DeSisto 6. Women Writers and Education, Cristina Cammarano 7. Religious Reformers and Education in the Sixteenth Century, Carrie Euler 8. Michel de Montaigne and the Bridge to Enlightenment and Modernity, Darryl M. De Marzio Notes on Contributors Index

Read more less

Book SynopsisAndrea R. English is Senior Lecturer in Philosophy of Education at the University of Edinburgh, UK.Trade Review[About the series] Not since Robert Ulich's groundbreaking A Thousand Years of Educational Wisdom has there been such a comprehensive examination of the history of western educational thought. Given that Ulich's work was published almost eighty years ago, there is an obvious need for an update. This series more than fills the bill by adding important topics such as feminism, racism, pluralism, and critical theory. The series goes a long way in bringing the history of Western educational thought up to date. It will be of enormous value to students of educational history and philosophy. * Walter Feinberg, Charles Hardie Professor Emeritus, Educational Philosophy, The University of Illinois, Champaign/Urbana, USA *Table of ContentsList of Figures Series Introduction, Megan J. Laverty and David T. Hansen General Editors’ Acknowledgements Volume Editor’s Acknowledgements Timeline Introduction: Struggle, Resistance, and Opportunity—A Historical and Philosophical Lens on Education in the Modern Era, Andrea R. English 1. John Dewey’s Philosophy of Democratic Education, Leonard J. Waks 2. Phenomenology, Hermeneutics, and Education, Deborah Kerdeman 3. Ethical Relationality in Education: Martin Buber, Emmanuel Levinas, and Nel Noddings, Mordechai Gordon 4. Psychoanalysis with Education, Deborah P. Britzman 5. The Philosophical Milieu in Nineteenth-Century American Education: From Idealism to Pragmatism, James Scott Johnston 6. Philosophy of Education and Early Childhood: Invitations and Provocations of Childhood from Maria Montessori and Reggio Emilia, Stephanie Burdick-Shepherd 7. Philosophies of Race, Justice, and Education: Traditions of Embodied Knowledge, Kal Alston 8. Critical Theory and Education, Christiane Thompson 9. Education and the Linguistic Turn,Paul Standish Notes on Contributors Index

Read more less

Book Synopsis

Read more less

Book SynopsisThis book explores space, time and encounter in an interdisciplinary higher education classroom during a typical academic year, considering how they might present as protagonists of authenticity. In this ethnography, the author is both the researcher and the teacher, delivering highly interactive and student centred modules for undergraduate students at a leading science and engineering university in the UK. Chasing the spirit of authenticity throughout the writing, the book demonstrates a remarkable alignment between the design and aspirations of the teaching, the experiences within the classroom, and the conduct of the research. Revealing the inner thoughts and inspirations of the researcher, the book includes insights from philosophy, anthropology, education, neuroscience, music, architecture, photography and popular culture. This examination of both the classroom experiences and the research itself reveals the messy, uncertain, imperfect and yet fascinating nature of these very human experiences with an engaging richness. This book supports the reader to find their own version of authentic', evoked by being immersed in the story world of this research and the classrooms contained within. Readers are invited to reflect along with the researcher, and apply the insights revealed to their own teaching, learning or life experiences and take the spirit of authentic encounter into their own future.

Read more less

Book SynopsisHigher education is in trouble. Commentators of all stripes bemoan escalating costs and diminishing quality. Solutions have been offered from all quarters, but tend to be piecemeal and all too often ideological. In this tough-minded look at the history, current climate, and future of university education in the United States, Melvyn L. Fein re-examines the mission of higher education and outlines what institutions can do to better prepare students for an ever more complex techno-commercial society.Fein argues that students must have the opportunity to explore and discover what works for them, and that the most important tool for institutions of higher education is self-direction. Professors must be allowed to teach in their own ways, bringing their own experience into the classroom. Since university missions differ, both universities and professors need the freedom to make decisions independently.The imminent need is for a democratic elite consisting of self-directed lTable of ContentsPreface1 The Bubble2 All the World's a Nail3 The Mission of Higher Education4 A Professionalized Society5 Self-Direction6 A Self-Directed Curriculum7 Self-Directed Students8 Self-Directed Faculties9 An Evolutionary PerspectiveBibliographyIndex

Read more less

Book SynopsisTrade ReviewThe relationship between ethnicity, class and educational achievement continues to confound scholars. In its lived form, it has the potential to divide communities. This book is a timely engagement with this 'hot' topic. It is accessible and provides insights based on research that are considered through a robust theoretical framework. This book is a 'must read', particularly for those directly engaged with the teaching profession. * Georgina Tsolidis, Professor of Education, University of Ballarat, Australia *Watkins and Noble offer a richly theorised and empirically grounded account of the dynamics of learner differences. They show how different 'dispositions to learn' affect learner outcomes. Central to their account is the construct 'scholarly habitus'. They frame this as a multifaceted alternative to the over-simplifications of cognitivism and cultural pathologisation that frequently afflict educational research and practice. This book represents a significant advance in the field of cultural studies in education. * Mary Kalantzis, Dean of the College of Education, University of Illinois, USA *Disposed to Learn disseminates valuable results from a complex and lengthy study in which the research design and the scope of work provide depth and breadth to the enduring problem in education, equitable educational opportunities across diverse groups of learners […]Watkins and Noble provide a rigorous empirical and theoretical study worthy of consideration. -- Audrey A. Trainor * Teacher’s College Record *Table of ContentsAcknowledgments Introduction 1. The Ethnicization of Educational Achievement 2. Surveying Culture and Educational Capital 3. Disposed to Learning 4. Home, Routine and Dispositions to Learning 5. Ethnicity and Schemas of Perception 6. Schools, Pedagogy and Discipline Conclusion Notes References Index

Read more less

Book SynopsisLearn from schools around the world with this absorbing and thoughtful account of distinctive schools and the lessons we can draw from their current, everyday practices.Gain fascinating insights into schools with distinctive philosophies from around the world and reflect on the lessons we can learn for our own schools and classrooms. Hear how leaders teach creativity at The Royal Ballet School, how faith schools foster curiosity and critical thinking, and how schools in Silicon Valley take lessons from the world of tech.With exclusive interviews from 30 unique schools worldwide, Schools of Thought will prompt you to ask penetrating questions of your own practice and challenge you to think more broadly and more deeply about the principles and practices behind education in a changing world.A must-read for the thoughtful educator who wants to expand their horizons and learn from a diverse range of schools in developing their vision, values and etho

Read more less

Book SynopsisThis book serves as an important companion to Freire's seminal work, providing powerful insights into both a philosophically sound and politically inspired understanding of Freire's book, supporting application of his pedagogy in enacting emancipatory educational programs in the world today. Antonia Darder closely examines Freire's ideas as they are articulated in Pedagogy of the Oppressed, beginning with a historical discussion of Freire's life and a systematic discussion of the central philosophical traditions that informed his revolutionary ideas. She engages and explores Freire's fundamental themes and ideas, including the issues of humanization, the teacher/student relationship, reflection, dialogue, praxis, and his larger emancipatory vision. Questions are included throughout Chapter 3, Reading the Text Chapter-by-Chapter, to enable greater discussion of, and engagement with, the text itself. The book includes an incisive interview with Freire's widow, Ana Maria Araujo FrTrade ReviewDarder does the masterful work of combining the personal and the political which both situates Paulo as a freedom fighter and his work as a deep and moving expression of the radical and social imagination. This is a manuscript that both theorizes pedagogy while it performs it in an accessible way that Paulo would have loved. Pedagogy in this sense is rooted in both a historical context and functions as a text to address the immensity of the burden that education as the practice of freedom has to address in the current moment of repression. This book should be considered a national treasure and will be read by future generations as a crucial text in both their understanding of Paulo’s classic work and as a text that will inspire and energize them. * Henry Giroux, Professor for Scholarship in the Public Interest and Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster University, Canada *In our current educational landscape of runway fetishization of methods, Antonia Darder’s exceptional book is must reading for all educators, particularly those who yearn to become agents of change. * Lilia I. Bartolomé, Professor of Education, University of Massachusetts Boston, USA *Paulo Freire’s Pedagogy of the Oppressed is widely acknowledged as one of the most important and influential works in the field of Education. Antonia Darder’s new book provides excellent scholarly company for the attentive reader of this classic text. Darder sets Pedagogy of the Oppressed in its appropriate contexts, discusses its philosophical underpinnings, and demonstrates its continuing significance for educationists in the 21st century. This book will be welcomed by all who have an interest in Freire’s pedagogical theory and practice. * Peter Roberts, Professor of Education, University of Canterbury, New Zealand *In this historical moment of enormous insolidarity, increasing injustices, authoritarianism and fanaticism, it is when one appreciates works like Antonia Darder’s The Student Guide to Freire’s Pedagogy of the Oppressed, in that she carefully reveals the great relevance of one of the seminal educational texts of all time. And there is no one better to illuminate the greatness and possibilities of Frerie’s ideas than Darder, an intellectual and activist committed to the popular classes and struggles of colonized and oppressed peoples. * Juliet Perumal, Vice Dean of Research and Internationalisation, University of Johannesburg, South Africa *Impressive, pristine, inspiring, and transformative, Antonia Darder strikes again, with a timeless extraordinary dialogical reading of Freire’s intellectual masterpiece, the Pedagogy of the Oppressed. In light of the book’s 50th anniversary publication—amid a Western radical fascist turn—leading international Freirean scholar and political activist Darder dissects what should be considered the ‘declaration of independence’ of the oppressed to its most minute theoretical levels. In doing so, she pushes the Freirean debate to a new level, issuing a clarion call against the hegemonic institutionalization of Freire and his powerful legacy. * João Paraskeva, Professor of Educational Leadership, University of Massachusetts Dartmouth, USA *Darder’s book is truly an essential guide that chronicles Paulo Frerie’s seminal ideas with veracity, including his gratitude to those who informed his work and daily life. Freire’s Pedagogy of the Oppressed, persist as a seminal text in the world today and Darder skillfully weaves his critical message of hope and love, with deep philosophical understanding of Freire’s ideas and a clear sensibility to the needs of both novice and advanced readers of Freire work. * Jurjo Torres-Santomé, Professor of Curriculum Studies, University of A Corunna, Spain *In this important book, Antonia Darder perceptively provides the reader a further contextualization of Freire’s seminal work, which features a fuller picture into the experiences that shaped his existential lens, the philosophies and thinkers that deeply influenced him, and the soul that illuminated his path to walk his journey living in hope, love, and faith in cultivating the humanization of humanity. Well-research, timely, accessibly written and on the 50th Anniversary of the original release of Pedagogy of the Oppressed, Darder’s book can now be considered the official companion to that text moving forward. * James D. Kirylo, Associate Professor, University of South Carolina, USA *Invaluable to students who find Freire's language and ideas difficult. * Robert Dahlgren, Associate Professor (Chair), SUNY Fredonia, USA *Table of ContentsPreface Donaldo Macedo, University of Massachusetts, Boston, USA 1. Context: Historical & Philosophical Foundations 2. Overview of Major Themes 3. Reading the Text Chapter-by-Chapter 4. Influence and Lasting Relevance: An Interview with Ana Maria Freire Araujo Bibliography: List of books and articles written about Pedagogy of the Oppressed Index

Read more less

Book SynopsisThis is the first book to draw consequences from Badiou's claim that his work is a 'Platonism of the multiple' and that philosophy today requires a 'platonic gesture'. Examining the relationship between Badiou and Plato, Bartlett transforms our perception of Plato's philosophy and rethinks the central philosophical question: 'what is education?'

Read more less

Book SynopsisArguing that Henry Adams, Henry James and Edith Wharton articulated their political thought in response to the liberalism that reigned in Boston and, more specifically, at Harvard University.

Read more less

Book SynopsisExamines education and social change in Scotland through analysis of a unique series of historical social surveys.Trade Review"This book is essential reading not only for those interested in Scottish education a fascinating story in its own right but for all those committed to building education systems that meet our democratic and egalitarian ideals. " -Adam Gamoran, William T. Grant Foundation

Read more less

Book SynopsisTeach for success and implement effective strategies to develop a learning community that supports student agency and self-efficacy with this essential guide developed by an experienced PYP educator. - Create opportunities for agency in the classroom with guidance and advice that focusses on the three agency strands: choice, voice and ownership.-Explore the skills of being a learner and how to build these to enable students to influence and direct their own learning. - Discover the role of play in learning with a dedicated chapter looking at the characteristics of play, why it is important and how it can develop understanding in learners of all ages.-Agency is not just about the student - everyone is an agentic learner, even teachers. Learn how to change your growth mindset and become agentic learners too.

Read more less

Book SynopsisLack of family structure, violence in the schools, and overcrowded classrooms spur a never-ending cry for "reforms" to confront such issues. Quentin L. Quade cuts through the alarming din to what he feels is the real heart of the matter- the ways society assigns tax dollars dedicated to education, what he refers to as educational finance monopoly or EFM.In the United States, contrary to the practice of many other modern democracies, tax dollars are assigned by state bureaucratic structures to each state's own schools. Such a system spawns structures and personnel that stay in place irrespective of merit, and keep control of all finances. An alternative to EFM, at work in various other democracies, is programs aimed to permit school choice without financial penalty. In such systems, parents determine the allocation of education-dedicated tax dollars, and can select schools most suited to their children. In contrast, under EFM state schools are sheltered from competitive incentives to excel, to make themselves choiceworthy. And independent schools are damaged because they are deprived of the resources they would have if parents were free to choose.On the one side, defenders of EFM want political control for financial advantage and to block efforts to change. On the other side, critics want parents to be free to decide the educational environment for their children. Quade maintains that EFM is fundamentally injurious to children, parents, and the nation; that it is maintained by political defenses of financial interests, not for reasons of educational merit; and that school choice without financial penalty would create better educational conditions and outcomes.Financing Education examines the major problems of American K-12 education, establishes the casual connections with EFM, offers school choice without financial penalty as a powerful and obvious cure, and examines several American school choice proposals. It will be of interest to policymakers, policy analysts, educators, taxpayers, parents, and all persons concerned about American's educational quality.Table of Contents A Preface on Method 1. IntroductionPart I Symptoms of Educational Distress, and A Primary Cause 2. The Symptoms of America's Educational Distress 3. A Special and Definitive Symptom 4. A Primary Cause: Educational Finance MonopolyPart II A Powerful Cure, Its Worldwide Popularity, How It Might Look in the United States 5. A Powerful Cure: Parental Freedom via School Choice 6. A World of Experience with School Choice 7. It Can Be Done Here, Too: American School Choice ExamplesPart III Then, Why Not Here, Now? 8. Why Are We in a Quagmire? I: Historical Accidents, Social Inertia, and Political Frustration 9. Why Are We in a Quagmire? II: Who Would Do Such A Thing? 10. Why Are We in a Quagmire? III: The Rhetorical Tools of EFM's Defenders 11. Why Are We in a Quagmire? IV: The Political Tools of EFM's DefendersPart IV The Many Paths to Parental Freedom and School Choice 12. Parental Freedom via School Choice: Getting There From Here Index

Read more less

Book SynopsisPrivileged thinking in today's schools is alive and well and shows its ugly head in a variety of ways that often go undetected (or are not addressed) by the educators down in the trenches. In this collection of scenarios and episodes, many of which were experienced by the authors in their years as school administrators, you will find an array of provocative examples of social injustice in the classroom, and what you can do to prevent it in your own school community. As the authors candidly and vulnerably reveal their own 'blind spots' and biases that occurred 'on their watch,' readers will be able to take a look in the mirror as well, thus taking a critical step in better advocating for those students 'left on the fringe' in classrooms and schools.Trade ReviewThe authors provide a reality check regarding the importance of culture and relationships in today’s schools and the powerful impact they have on kids. This needs to be required reading for all new teachers and administrators. This book is a true difference maker! -- Stu Silberman, National Superintendent of the Year Final Four, Fayette County, KentuckyThe culture of a classroom, school, or district can be the make-or-break for student success. In this book, the authors present examples of toxic cultures in our schools that need to be addressed and then provide guiding questions to prompt readers toward action to create healthy cultures. This book offers a wonderful approach to learning and leading through story telling. It draws the reader into the book and makes an emotional impact that will drive change.” -- Terry Holliday, PhD, commissioner of education, Commonwealth of KentuckyThe authors of this great work dare to see schools as more than centers for test preparation. They remind us that schools can be real agents of social change and cultivators of humanity! -- Anthony S. Muhammad PhD, president, New Frontier 21 Consulting; former principal of a U.S. Blue Ribbon School; speaker and author ofTransforming School Culture--How to Overcome Staff DivisionAfter reading this book, there is no doubt readers will be moved to change some of the practices we all employ as educators. There are few times in one’s life that reading a book can change the way we think about education. But for me, this was such a moment. I only wish I could have had the opportunity to see this error in my ways much earlier. -- Brady Link, superintendent, Christian County Schools, Hopkinsville, KentuckyThis book is on point with many of the issues that plague today's schools and asks thoughtful questions that present an opportunity for needed introspection for school leaders and professional learning communities. Readers, be ready for some honest reflection?the authors have given us a chance to address some social wrongs and privileged thinking so that today's children are provided a just environment in which to learn and excel.... -- Cathy Lynne Gunn, dean of the School of Education, Morehead State UniversityThis book is on point with many of the issues that plague today's schools and asks thoughtful questions that present an opportunity for needed introspection for school leaders and professional learning communities. Readers, be ready for some honest reflection—the authors have given us a chance to address some social wrongs and privileged thinking so that today's children are provided a just environment in which to learn and excel. -- Cathy Lynne Gunn, dean of the School of Education, Morehead State UniversityTable of ContentsChapter 1 1. Don't Give Me Justice Chapter 2 2. How Much Money Does Daddy Make, Mommy? Chapter 3 3. The "N" Word Chapter 4 4. The 'Back Hall' Kids Chapter 5 5. I Have a Name Chapter 6 6. Squeaky Wheels Get the Grease Chapter 7 7. Rigid Master Schedules Chapter 8 8. Skateboarders-Unfit for Social Justice Chapter 9 9. Throw Them a Life Preserver-Not An Anchor Chapter 10 10. No Band for the Kid from Lucky Stop Chapter 11 11. No Hamburgers or Salads for the Free Lunch Kids Chapter 12 12. One Child Left Behind Chapter 13 13. The School Within the Lines Chapter 14 14. My Kids Chapter 15 15. Rounding the Bases-Bring 'Em Home Chapter 16 16. Kids in the Shadows Chapter 17 17. Do We Accept Responsibility? Chapter 18 18. Pecking Order Chapter 19 19. Elephant in the Room Chapter 20 20. Culture, Community, and Consolidation Chapter 21 21.You Brought a Dead Cat to School? Chapter 22 22. The Indiscernible Faces of Privileged Thinking Chapter 23 23. Learning the Constant—Time the Variable Chapter 24 24. More Equal than Others Chapter 25 25. The Kids Say I'm Black Chapter 26 26. We are ALL Gifted…We ALL have Disabilities Chapter 27 27. Closing Thoughts: We Can Do It…We Must Do It!

Read more less

Book SynopsisEducating from the Heart: Theoretical and Practical Approaches to Transforming Education is based on the questions: 'What does it mean to educate from the heart? What does it mean to educate with spirit?' It offers both theoretical overviews and practical approaches for educators, academics, education students and parents who are interested in transforming schools. Well-respected voices in the field of education provide a framework that includes recent findings from the world of neuroscience, as well as fresh perspectives about traditional wisdom. Practicing educators describe methods directly applicable in classrooms. In addition, many chapters emphasize the importance of educators attending to their own inner lives. The book encourages reinvigorating approaches to learning and teaching that can easily be integrated into both public and private K-12 school classrooms, with many ideas also applicable to higher education. It supports an educational system based on the beliefs that heart and spirit are intertwined with mind and intellect, and that inner peace, wisdom, compassion, and conscience can be developed together with academic content and skills.Trade ReviewThis book brings together some of the renowned voices in the field of education and spirituality so that each chapter offers up-to-date research and insights that inform and enlighten classroom theory and practice. The editors have carefully structured the contents so that there is a fluidity of movement from theory to practice throughout the book, thereby raising its appeal and access to both academics and teachers. It is a worthwhile resource for pre-service and postgraduate education programs, as well as for classroom teachers. -- Marian de Souza, senior lecturer of religious education at Australian Catholic University, Watson; coeditor, Global Perspectives on Spirituality and Education (2014), and editor, Journal of Religious Education (2006-2012)Educating From the Heart is a beacon of light given the current context of education. It illuminates ideas and practices that can enrich and empower the lives of students. It searches out the varied contexts where wholeness and heart-filled learning can be applied. And it disperses the dark shadows of conformity and meaningless accountability by its hopeful message and practical content. -- Sam Crowell, faculty for the earth charter center and UNESCO chair for ESD and author of “Emergent Teaching: A Path of Creativity, Significance, and Transformation”The ideas in this book are presented in such a way that teachers will want to try these approaches themselves. The more theoretical chapters help provide a framework for the chapters on strategies by teachers who clearly are deeply invested in a holistic approach to teaching. This book fills an important gap in the literature on spirituality in education with its classroom based focus. -- Dr. Jack Miller, professor of curriculum, teaching, and learning, University of Toronto; author of The Holistic CurriculumEducating from the Heart is a "must read" for all practicing school administrators and should be incorporated into any leadership development program for educators. Applying many of the principles and beliefs identified in this book challenges established practices and structures in our current "high stakes" testing environment. It is a compelling book relating to the topic of student well being that has to be addressed in a more systemic fashion in our schools. -- Dr. Brian O'Regan, coordinator of Master's Program in Educational Leadership, Saint Michael's College, Vermont, and former Vermont deputy commissioEducating from the Heart offers both theoretical overviews and practical approaches to include elements of humanity, spirituality, and inner growth within the practical content of modern education. This book is for educators, academics, education students, and parents who are seeking a new way to present a more holistic education. * The Citizen *Table of ContentsChapter 1 Foreword: The Spirit Dimension of Education Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction Part 5 Section I—Overview Chapter 6 Developing Spirit Related Capacities of Children and Adolescents Chapter 7 Supporting Inner Wisdom in Public Schools Chapter 8 Developing Mindfulness and Emotional Self Regulation in American Education Chapter 9 Nurturing the Spirit through Literature Chapter 10 The Six Passages of Childhood—A Model for School-based Rites of Passage Chapter 11 Paying Attention to the Whole Self Part 12 Section II—Practice Chapter 13 Deepening Presence and Interconnection in the Classroom Chapter 14 The Yogi in the Classroom Chapter 15 Simple in Means Chapter 16 The Inner Life of Teaching Chapter 17 Integrating the Spirit with Total Body Fitness Chapter 18 Stress Reduction in a Middle Level Social Studies Class Chapter 19 Teaching Children Empathy Jessica Toulis Chapter 20 Counseling from the Heart Madelyn Nash Chapter 21 Nurturing Childrenís Inner Resources—An Elementary School Guide Auriel Gray Chapter 22 Conclusion Aostre N. Johnson and Marilyn Webb Neagley Chapter 23 Biographical Sketches

Read more less

Book Synopsis

Read more less

Book SynopsisMindfulness, a way to alleviate suffering by realizing the impermanence of the self and our interdependence with others, has been severed from its Buddhist roots. In the late-stage-capitalist, neoliberal, solipsistic West, it becomes McMindfulness, a practice that instead shores up the privatized self, and is corporatized and repackaged as a strategy to cope with our stressful society through an emphasis on self-responsibility and self-promotion. Rather than a way to promote human development and social justice, McMindfulness covertly reinforces neoliberalism and capitalism, the very self-promoting systems that worsen our suffering.In Mindfulness and Its Discontents, David Forbes provides an integral framework for a critical, social, moral mindfulness that both challenges unmindful practices and ideas and provides a way forward. He analyzes how education curricula across North America employ mindfulness: to help students learn to succeed in a neoliberal society by enhancing the ego through emphasizing individualistic skills and the self-regulation of anger and stress. Forbes argues that mindfulness educators instead should uncover and resist the sources of stress and distress that stem from an inequitable, racist, individualistic, market-based (neoliberal) society and shows how school mindfulness programs can help bring about one that is more transformative, compassionate and just.

Read more less

Book SynopsisLiberal education is not a theory. It is the tradition by which Western civilisation has preserved and enriched its inheritance for two and a half thousand years. Yet liberal education is a term that has fallen from use in Britain, its traditional meaning now freely confused with its opposite. This book is intended to correct that misapprehension, through the presentation of original source material from the high points in the liberal education tradition with particular focus on the British experience. Section 1: Origins (c. 450 BC to c. 450 AD) Section 2: The British Tradition (c. 750 to 1950) Section 3: After Tradition (1950 onward) Section 4: Liberal Education Redux (America).

Read more less

Book SynopsisSocial pedagogy is an innovative discipline that supports children's upbringing and overall development by focusing on the child as a whole person. It has been described as where education and care meet or as 'education in its broadest sense'.This book provides a comprehensive overview of the theory, principles and practice of social pedagogy and the profession of social pedagogue. With chapters from leading international contributors, it outlines the roots of social pedagogy and its development in Europe, and its role in relation to individuals, groups, communities and societies. Also covered is how it applies in practice to working with children and young people in a variety of settings, including children in care and in need of family support, and its potential future applications.This seminal book on an increasingly important topic will be essential reading for all academics, researchers and practitioners working with children.Trade ReviewI really liked the book. It seemed to me it is opportune, interesting, and useful... much of my enthusiasm for this book is due to the above-mentioned, quality criteria. But also, it is due to the authors' confidence in the ability of social pedagogy to transform society through its work with children and young people - a trust and a hope shared by all those who have chosen to become involved in this field, from th3e academic sphere or from the professional sphere. -- European Journal of Social WorkIt is a hopeful book, which conveys a combination of enthusiasm and serious intent for an approach that has the potential to radically innovate an overly administered UK system of care and education. -- Pastoral Care in EducationThis book will prove invaluable to those wanting to explore the thinking and practice of social pedagogy. The contributions are not only insightful and inspirational but also ambitious and aspirational, challenging the reader to participate in the evolving discourse on social pedagogy. It is a much needed resource, charting the history of social pedagogic developments to date and acting as a steady companion in the professional advancement of the reader. It is also a full reference tool and an aid for further dialogue. -- Jonathan Stanley, National Centre for English Residential Child Care, UKI thoroughly enjoyed this book; it is an excellent addition to the current literature on social pedagogy. It provides comprehensive coverage of the subject, outlining the principals and the most up-to-date thinking and interpretation of social pedagogy today. -- Gareth Wall, Registered Manager of a residential children's home and owner of www.residentialchildcarenetwork.comTable of Contents1. Social Pedagogy: Current Understandings and Opportunities. Claire Cameron and Peter Moss, Thomas Coram Research Unit (TCRU), Institute of Education, University of London, UK. 2. Conceptual Foundations of Social Pedagogy: A Transnational Perspective from Germany. Gabriel Eichsteller and Sylvia Holthoff, ThemPra Social Pedagogy, Germany. 3. Diversity in Early Childhood Education: A Matter of Social Pedagogical Embarrassment. Michel Vandenbroeck, Filip Coussée, Lieve Bradt and Rudi Roose, Ghent University, Belgium. 4. Interpersonal Communication: The Medium for Social Pedagogic Practice. Pat Petrie, Centre for Understanding Social Pedagogy, Institute of Education, University of London, UK. 5. Social Pedagogy as Relational Dialogic Work: Competencies in Modern Society. Inge M. Bryderup and Anna Kathrine Frørup, University of Aarhus, Denmark. 6. The Supportive Relationship in 'Public Care': The Relevance of Social Pedagogy. Janet Boddy, TCRU, UK. 7. Communication and Conflict: An Important Part of Social Pedagogic Relationships. Stefan Kleipoedszus, TCRU, UK. 8. Understandings of Danish Pedagogical Practice. Jytte Juul Jensen, VIA University College, Denmark. 9. Early Childhood Education in Reggio Emilia and Social Pedagogy: Are they Related? Peter Moss. 10. Radical Democratic Education and Emancipatory Social Pedagogy: Prolegomena to a Dialogue. Michael Fielding, Institute of Education, University of London, UK. 11. Social Pedagogy: Future Directions? Peter Moss and Claire Cameron. Contributors. Index.

Read more less

Book SynopsisRudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education both general and special agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation of metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: a social basis for education; the spirit of the Waldorf school; educational methods based on anthroposophy; children at play; teaching through the insights of spiritual science; adolescents after the fourteenth year; science, art, religion, and morality; the spiritual basis of education; the role of caring in education; the roots of education and the kingdom of childhood; address at a parents' evening; and education within the broader social context."

Read more less

Book SynopsisAn internationally acknowledged authority in Steiner education, Brien Masters has worked for decades as teacher (both State and Waldorf), teacher trainer, consultant, writer and lecturer. In Adventures in Steiner Education he draws on his rich and varied experience to paint a vivid picture of Waldorf education in practice. Spicing the text with many personal stories and anecdotes, he brings to life the theory behind this increasingly popular educational approach, from the Early Years through to the Lower and Upper Schools. This lively book serves not only as an informative and entertaining introduction, but also as a helpful refresher course for those seeking to become fully acquainted with the basic principles of Steiner Education.

Read more less

Book SynopsisA-ha! Working through a topic or question, a shaft of sudden inspiration hits. The cloud of fragmented ideas and thoughts clear as a whole picture begins to form coherently in your mind. What you have now worked out – in an unexpected, exciting eureka moment – will stay with you forever. All teachers seek this experience for their students. Liz Attwell explores theories of education to argue that traditional teaching, ‘filling buckets’, must be replaced by dynamic, progressive teaching that promotes active learning – not just ‘lighting a fire’, but knowing how to lay the sticks and finding the matches too. This progressive approach seeks to create a basis for inner awakening and original insight, in order for students ultimately to come to their own a-ha moments. In A Drop of Light, Liz Attwell presents her original research into the phenomenon of a-ha moments, offering a theoretical background as well as practical advice to give teachers the tools, lesson plans, anecdotes and inspiration to bring living thinking to their own classrooms. Goethe’s approach and Rudolf Steiner’s pedagogical ideas make an important contribution, but Attwell advises that teachers following Steiner’s philosophy should enter into dialogue with educators from other backgrounds. Working together, enlightened teachers around the world can help schools and colleges to become true learning communities.

Read more less

Book SynopsisA comprehensive directory and guide to the organizations and institutions throughout the sphere of higher education and learning.Profiling some 30,000 academic institutions and over 200,000 staff and officials, this highly esteemed work covers the whole of the higher education and learning spectrum. Available in both print and online editions, there is no other source that provides such comprehensive, international coverage. Now in its fifty-ninth edition, The Europa World of Learning has become established as one of the world's leading reference works. Meticulously updated to the highest editorial standards, entries are sourced from the organizations themselves to ensure accurate and reliable information.Content includes:• introductory surveys for every country providing a profile of higher education framework• directory section of regulatory and representative bodies for selected countries• four specially commissioned essays covering the field of higher education around the world.Every type of academic institution is covered, including over: 6,200 universities and colleges 6,600 research institutes 3,000 museums and art galleries 5,300 learned societies 3,500 libraries and archives 26,000 publications. This highly acclaimed resource also includes a separate section detailing more than 500 international organizations concerned with higher education and scholarship, such as UNESCO, the International Association of Universities and ERASMUS.Other key features include: truly international coverage separate chapters for every country; from Afghanistan to Zimbabwe completely revised and updated every year easy-to-use format, including a 100-page index of institutions for quick reference. also available online at www.worldoflearning.com Trade Review'The best single reference book on international scholarship.' - The Times Literary Supplement

Read more less

Book SynopsisA comprehensive Directory and guide to the organizations and institutions throughout the sphere of higher education and learning.Profiling some 30,000 academic institutions and over 200,000 staff and officials, this highly esteemed work covers the whole of the higher education and learning spectrum. Available in both print and online editions, there is no other source that provides such comprehensive, international coverage. Now in its sixtieth edition, The Europa World of Learning has become established as one of the world's leading reference works. Meticulously updated to the highest editorial standards, entries are sourced from the organizations themselves to ensure accurate and reliable information.This edition has a special emphasis on the Middle East, reflected in three of the five chapters, with a new chapter on Palestinian Autonomous Areas.Every type of academic institution is covered, including over: 6,200 universities and colleges 6,600 research institutes 3,000 museums and art galleries 5,300 learned societies 3,500 libraries and archives 26,000 publications. This highly acclaimed resource also includes a separate section detailing more than 500 international organizations concerned with higher education and scholarship, such as UNESCO, the International Association of Universities and ERASMUS.Other key features include: truly international coverage separate chapters for every country; from Afghanistan to Zimbabwe completely revised and updated every year easy-to-use format, including a 100-page index of institutions for quick reference. also available online at www.worldoflearning.com Trade Review'The best single reference book on international scholarship.' - The Times Literary SupplementTable of ContentsEssays included:1.Islam, modernity and education in the Arab States Sally Findlow 2.Women in Higher Education in Egypt and the Gulf States Jane E. Bristol-Rhys 3.Quality Challenge in Iran's Higher Education: A Historical Review Maghsood Farasatkhah; Mahmood Ghazi; Abbas Bazargan 4. The impact and role of HEI/University rankings Jan Sadlak 5. Diploma mills John Bear

Read more less

Book SynopsisCJ (Jonty) Driver has enjoyed a long and distinguished career in education in the UK and overseas, including three headships. In this poignant memoir, he provides a compelling insight into school life, with wisdom gained from a lifetime of learning. "Jonty has written an important book which should be read by all who care about schools. No one else has had such a combined impact on politics, schools and literature. It is a remarkable story." Sir Anthony Seldon, recently retired Master of Wellington College.Trade Review"I followed Jonty's career closely over subsequent years, years he describes with such poignancy in the pages of this book. He writes beautifully about schools, a subject that fascinates all of us, but which is rarely written about well. His range of experience is mind-boggling. After working at Sevenoaks, an independent school, he went to what was then South Humberside to be head of sixth form at a pioneering state school. He subsequently became head of three very different schools: the Island School in Hong Kong, serving predominantly ex-pats, then back to the UK to become Head of Graham Greene's old school, Berkhamsted, and finally, Master of Wellington College. Jonty has written an important book which should be read by all who care about schools. No one else has had such a combined impact on politics, schools and literature. It is a remarkable story." Sir Anthony Seldon, recently retired Master of Wellington College.

Read more less