Philosophy and theory of education Books

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

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

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

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Book SynopsisEarly Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education.This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges—hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system.Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond.The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students.As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.Trade Review“Early Colleges as a Model for Schooling represents an important contribution to the field of education policy and practice. The early college idea is poorly understood, minimally studied (compared to other significant concepts in education reform), and vastly underutilized (relative to the proven success of its outcomes). This book addresses all three in a serious and useful way.”—Stephen Tremaine, Vice President for Early Colleges, Bard College “I have encountered early colleges before, but had no clear understanding of them until I read [this] remarkable new book.”—Jay Mathews, Washington Post

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

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

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Book SynopsisRethinking College Admissions probes the many facets of higher education admissions and translates research-backed insights into actionable strategies for innovative, equitable admissions practices.Edited by scholars OiYan A. Poon and Michael N. Bastedo, this collection gives readers an evidence-based understanding of postsecondary admissions practices and structures, exploring many factors that affect college access and educational equity in the United States. These collected essays from leading experts present boundary-pushing applied research on admissions, with implications for policy, practice, and leadership.The volume considers admissions issues from three angles. In the opening essays, contributors offer critical analyses of current admissions approaches in higher education, delineating the delicate balance of equity-building efforts and legal pressures. The contributors offer reflections on whether and how admissions systems further inclusion or inequality. They examine topics such as race-conscious admissions, holistic review without standardized test scores, and student test preparation. The volume’s next part discusses the many different ways in which admissions work can be done, outlines ethical hazards, and considers potential areas for organizational change. The final essays provide inroads and examples for developing reciprocal relationships in research and practice for the future. They discuss promising approaches for advancing campus diversity, such as admissions lotteries, direct enrollment, and institutional promise programs for high-achieving students from low-income communities.A must-read for practitioners, policy makers, and anyone interested in gaining a better understanding of postsecondary admissions structures, including K–12 educators and counselors, advocacy groups, and students, this work supports data-informed approaches to higher education admissions.

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

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

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Book SynopsisThis practical and forward-focused book presents a framework that uses social infrastructure to produce effective and inclusive professional development options in education.Although technology has increased our capacity for social networking both in the digital space and face-to-face, Kira J. Baker-Doyle contends that most professional development opportunities for educators are still fundamentally asocial. She calls for the adoption of humanizing network practices to create meaningful continuing education experiences that leverage the collective knowledge, expertise, and social capital of educators to spark educational change.Baker-Doyle shows how the critical network literacy (CNL) framework overlays critical theory, multiliteracies theory, and social network theory in a way that encourages critical reflection and collaboration among participants. She draws from sources including empirical studies of teacher educators and teacher activists, meta-analytical studies of social network research in education, and professional experience with collective organizing efforts, to detail the many benefits of cultivating CNL in educational spaces. Baker-Doyle provides evidence of how the framework’s practices and protocols can increase transparency, improve representation, and incorporate affirmation and restoration discourse. Her work demonstrates how CNL helps create environments that honor teachers’ social identities, their social networks, and the broader social context in which they work.This thought-provoking book is filled with exercises that reinforce social competencies, questions that prompt dialogue and understanding, and real-world examples that underscore the framework's relevance to key educational practices. The generous guidance offered in Critical Network Literacy can be used as a launching point to promote innovation and leadership in teaching. Trade ReviewKira Baker-Doyle’s book represents a critical contribution to teacher scholarship and practice. At once highly engaging and deeply theoretical, this book outlines how a critical network literacy framework can support the development of teacher networks in a digital age, offering concrete, actionable suggestions for nurturing critical and sustainable teacher community practices." —Amy Stornaiuolo, associate professor, University of Pennsylvania Graduate School of Education "Critical Network Literacy offers a vital pathway for humanizing, generative approaches to learning in our current moment. Rather than looking toward solutions in a digital cloud or on pixelated screens, Kira Baker-Doyle’s necessary book gently centers the enthusiasm, expertise, and joy of students and teachers." — Antero Garcia, associate professor, Stanford Graduate School of Education

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Book SynopsisFive in-depth case studies reveal the innovative practices that position U.S. community colleges as pathways to quality employment.In America’s Hidden Economic Engines, editors Robert B. Schwartz and Rachel Lipson spotlight community and technical colleges as institutions uniquely equipped to foster more equitable economic growth across America’s regions. As Schwartz and Lipson show, these colleges are the best-placed institutions to reverse the decades-long rise in US economic inequality by race, class, and geography.In the book, Harvard Project on Workforce researchers introduce detailed case studies of five institutions—Lorain County Community College in Ohio, Mississippi Gulf Coast Community College, Northern Virginia Community College, Pima Community College in Arizona, and San Jacinto Community College in Texas—that show what is possible when governments, employers, and communities invest in their community colleges’ economic and workforce development mission.These case studies reveal key institutional policies and practices, leadership behaviors, and organizational structures of successful collaborations between colleges and their regional partners in the public and private sector. Each case underscores how, although community colleges face distinct challenges based on local context, successful schools demonstrate a consistent focus on economic mobility and good jobs across all their programs and activities. In a concluding chapter, the editors champion community colleges as the most critical institutions for the future of US workforce development policy.Trade Review“Schwartz and Lipson make a powerful case for why community colleges will be critical to building the next generation of good jobs in America. By investing in pathways for Americans without four-year degrees, we can ignite an economy that works for the many and not just the few. These five colleges, spanning from Ohio to Arizona to Virginia to Mississippi, show what’s possible when America’s educators and employers work together to revitalize our regional economies and grow the jobs of the future.”—Ro Khanna, Silicon Valley member of Congress and author of Dignity in a Digital Age“If the nation is to respond to pressure to raise workforce skills and spread prosperity, community colleges must be the nexus for training, access, and equitable mobility. America’s Hidden Economic Engines is a handbook to make this happen. It combines a powerful vision for cooperation; in-depth analysis of innovation across diverse institutions; and a strategy to catalyze leadership to meet regional labor market demands.”—Karen A. Stout, president and CEO, Achieving the Dream“With profiles of five standout institutions each focused on job readiness and career success, Schwartz and Lipson convince us that America’s community colleges are the most practical, scalable means to a highly skilled workforce, income mobility, and equitable economic growth. America’s Hidden Economic Engines should be required reading for educators, economists, and policy makers.”—Kenneth Adams, president, LaGuardia Community College“Despite some common narratives, the median worker in the US does not have a bachelor's degree, but rather is skilled through alternative routes. In America’s Hidden Economic Engines, Lipson and Schwartz demonstrate the potential of community colleges as vital routes to opportunity for a nation of working learners. Their inspired case studies of community colleges as an adaptive resource for learners and employers alike make the case to fully unleash their potential.”—Byron Auguste, CEO and cofounder, Opportunity@Work

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

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Book SynopsisMETCO, America’s longest-running voluntary school desegregation program, buses black children from Boston’s city neighborhoods to predominantly white suburban schools. In contrast to the infamous violence and rage that greeted forced school busing within the city in the 1970s, the work of METCO has quietly and calmly promoted school integration. But how has this program affected the lives of its graduates? Would they choose to participate if they had it to do over again? Would they place their own children on the bus to suburbia? In The Other Boston Busing Story, sixty-five METCO graduates who are now adults answer those questions and more, vividly recalling their own stories and assessing the benefits and hardships of crossing racial and class lines on their way to school. As courts and policymakers today are forcing the abandonment of desegregation, this book offers an accessible and moving account of a rare program that, despite serious challenges, provides a practical remedy for the persistent inequalities in American education. This new edition puts the original findings in a contemporary context. Trade Review“General readers who are seriously interested in race relations or education reform will want to read this book.” * Publishers Weekly *Table of ContentsAcknowledgmentsIntroduction1. The Other Boston Busing Story2. Why They Went3. What Remains in Memory4. The Gains5. The Resolutions6. What About Now7. City Life and Suburban SchoolsBibliographyIndex

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Book SynopsisRacism is a sickness that permeates every aspect of Black life. But if the events of the past few years have taught us anything, it is that America has a hard time talking about issues that create disparity and inequality for Black people.This inequality extends not just into education but also into physical education. Blacks are stereotyped as physically superior and intellectually deficient. They are marginalized in PE just as they are in other aspects of their lives.Through a series of case studies, Critical Race Studies in Physical Education offers deep insights into the issues that Black students face. The text, geared to undergraduate and graduate PETE students and in-service teachers, does the following: Provides culturally aware teaching strategies that affirm the worth of Black students Amplifies the crucial issues that negatively affect Black students Addresses the litany of intentional and covert racist practices directed toward Black youth, thus broadening the book’s value beyond the sharing of teaching strategies The end goal is to elevate the perspectives of Black youths and teachers and to normalize positive experiences for Black students in physical education.To do so, Critical Race Studies in Physical Education provides the following: Eight case studies of situations that expose racism, disparities, and other issues affecting Black students’ well-being, self-worth, and healthy experiences in PE Critical race study discourse that stimulates discussion of relevant issues and enhances learning Reflective activities, resources, lesson considerations, and definitions to help students and in-service teachers use what they have learned through the case studies and discussions Each case study includes discussion and reflection prompts that are meant to lead the way to effective strategies and immediate implementation opportunities. Here is a partial list of the case studies: A white elementary student uses the N-word toward a Black teacher A Black female student endures gendered racism and racial disparities through her swimming experiences A white teacher is oblivious to why her Black students don’t want to be outside in the sunshine or get their hair moist A new PE teacher harbors toxic masculinity, white supremacy, and stereotypes of Black sexuality White student teachers grapple with accepting job offers in an urban area Black students need teachers to engage in anti-racist teaching practices that empower Black youth and aid in their success. For this to happen, teachers need to affirm students and make them feel safe, cared for, listened to, and recognized as worthy.Critical Race Studies in Physical Education will help teachers of all races adopt the teaching practices that create this supportive, empathetic, and nurturing environment—and, in doing so, validate Black students’ self-worth and swing the pendulum back toward a more equitable education in PE.Table of ContentsCase Study 1. The “N-Word”White male student in elementary PE uses the word nigger toward a Black female teacherTara B. BlackshearCase Study 2. Rational Fears or Provocative Tears?A white female student teacher in physical education witnesses anti-Black behaviors from her cooperating teacher directed toward students in a predominantly Black middle schoolBrian CulpCase Study 3. Gendered Racism, Racial Disparities, and the Black BodySwimming experiences for the Black community and the racialized gaze of the Black bodyTiffany Monique QuashCase Study 4. Colorism and Protecting the CROWNBlack students refuse to participate outside in fear of getting darker and disrupting their straight hairstyles centered around whitenessTara B. BlackshearCase Study 5. “Nigga under the Microscope”: Crucial Conflict or Context-Specific?Black students use “nigga” as a term of endearmentAngela K. Beale-Tawfeeq and Yvette OnofreCase Study 6. Black, Male, Queer, Athletic, and Academically GiftedChallenging toxic masculinity, white supremacy, and stereotypes of Black sexualityTara B. Blackshear, Afi C. Blackshear, and Akinyemi K. BlackshearCase Study 7. More Than a Bathroom: Black Transgender StudentBlack transgender girl (born male) locker room dilemma and disrespect by coachTiffany Monique QuashCase Study 8. PETE Candidates Are Ill-Equipped to Teach Students in Black Urban EnvironmentsStudent teachers grapple with accepting a job offer in an urban areaCara Grant

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Book SynopsisShould we stop teaching critical thinking? Meant as a prompt to further discussion, Critical Condition questions the assumption that every student should be turned into a "critical thinker." The book starts with the pre-Socratics and the impact that Socrates' death had on his student Plato and traces the increasingly violent use of critical "attack" on a perceived opponent. From the Roman militarization of debate to the medieval Church's use of defence as a means of forcing confession and submission, the early phases of critical thinking were bound up in a type of attack that Finn suggests does not best serve intellectual inquiry. Recent developments have seen critical thinking become an ideology rather than a critical practice, with levels of debate devolving to the point where most debate becomes ad hominem. Far from arguing that we abandon critical inquiry, the author suggests that we emphasize a more open, loving system of engagement that is not only less inherently violent but also more robust when dealing with vastly more complex networks of information. This book challenges long-held beliefs about the benefits of critical thinking, which is shown to be far too linear to deal with the twenty-first century world. Critical Condition is a call to action unlike any other.Table of ContentsTable of Contents for Critical Condition: Replacing Critical Thinking with Creativity by Patrick Finn Acknowledgements Preface: An Invitation Chapter 1 A Foolish Question: Isn't It Time We Replaced Critical Thinking? Chapter 2 The Baby and the Bathwater: The Birth of Critical Thinking Chapter 3 A Hitch or Two: Polemic, Violence, and the Case for Critical Thinking Chapter 4 We Can't Go On Together (with Suspicious Minds) Chapter 5 An Immodest Proposal: Let's Replace Critical Thinking with Creative, Loving, Open-Source Thought Chapter 6 âSure, It Works in Practice, but Will It Work in Theory?â Chapter 7 Conclusion: An Open Invitation-Some Final Ideas and Questions Notes Bibliography Index

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

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Book SynopsisThe transition from apartheid to the post-apartheid era has highlighted questions about the past and the persistence of its infl uence in present-day South Africa. This is particularly so in education, where the past continues to play a decisive role in relation to inequality. Between Worlds: German Missionaries and the Transition from Mission to Bantu Education in South Africa scrutinises the experience of a hitherto unexplored German mission society, probing the complexities and paradoxes of social change in education. It raises challenging questions about the nature of mission education legacies. Linda Chisholm shows that the transition from mission to Bantu Education was far from seamless. Instead, past and present interpenetrated one another, with resistance and compliance cohabiting in a complex new social order. At the same time as missionaries complied with the new Bantu Education dictates, they sought to secure a role for themselves in the face of demands of local communities for secular statecontrolled education. When the latter was implemented in a perverted form from the mid-1950s, one of its tools was textbooks in local languages developed by mission societies as part of a transnational project, with African participation. Introduced under the guise of expunging European control, Bantu Education merely served to reinforce such control.The response of local communities was an attempt to domesticate – and master – the ‘foreign’ body of the mission so as to create access to a larger world. This book focuses on the ensuing struggle, fought on many fronts, including medium of instruction and textbook content, with concomitant sub-texts relating to gender roles and sexuality. South Africa’s educational history is to this day informed by networks of people and ideas crossing geographic and racial boundaries. The colonial legacy has inevitably involved cultural mixing and hybridisation – with, paradoxically, parallel pleas for purity. Chisholm explores how these ideas found expression in colliding and coalescing worlds, one African, the other European, caught between mission and apartheid education.Trade ReviewIn Between Worlds Linda Chisholm meticulously and with great sensitivity dissects how one mission society, the German Hermannsburg Mission Society, parleyed its decision to remain within the state system in the shift from mission to Bantu Education, in creative and important ways. The book is a detailed portrait of the Hermannsburg Mission’s education work, but also a critical and insightful commentary on a set of broader questions, reflecting off the current political moment in South Africa."" — Professor Natasha Erlank, Historical Studies, University of Johannesburg ""Linda Chisholm’s account of German Lutheran missionaries’ school and teacher education work in South Africa disrupts conventional understandings of the role of missionaries in the development of South Africa’s education system. Drawing on extensive archival research in South Africa and Germany, the history of the largely ignored Hermannsburg Mission reveals the ambiguities and contradictions which marked their complex relationships with local communities and the colonial and apartheid state"" — Volker Wedekind, University of NottinghamTable of Contents Acknowledgements Maps, Photographs and Tables List of Abbreviations Introduction Missionaries in education Transition from mission to Bantu Education Transnationalism, colonialism and education The Hermannsburg Mission Society and education Conclusion Chapter One Transnational Cooperation, the Hermannsburgers and Bantu Education Who were the Hermannsburgers? Transnational cooperation Hermannsburgers, politics and education Europe and Africa as imagined by the Hermannsburgers Images of Europe and Africa: Heinz Dehnke and Micah Kgasi Conclusion Chapter Two Burning Bethel in 1953: Changing Educational Practices and Control Bethel Training Institute 1920–1953 Rising tensions, conflagration and immediate reactions: April–May 1953 The investigation Official discourses Rights of students The trial Consequences Students Withdrawal of registration and transfer Conclusion Chapter Three Chiefs, Missionaries, Communities and the Department of Bantu Education Bethanie 1938–1946 Ramakokstad 1946–1952 Saron, Phokeng 1952–1954 Conclusion CHAPTER FOUR Negotiating the Transfer to Bantu Education in Natal Making the decision: 1954 Negotiated dispossession by contract: 1955–1968 Bantu community schools Farm schools Private schools Continuities Missions, school principals and the Department of Bantu Education Conclusion CHAPTER FIVE Curriculum, Language, Textbooks and Teachers Indigenous languages as languages of instruction Textbook development as a transnational, colonial activity Curriculum policy and African responses: 1955 1955 Bantu Education textbook and syllabus policy Content of readers Principles of reading instruction Conclusion Chapter Six Umpumulo: From Teacher Training College to Theological Seminary Changes in the teacher training curriculum: 1945–1955 Gendered social institutional practices From cautious uncertainty to misgiving Disillusion and departure Conclusion Chapter Seven Transnationalism and Black Consciousness at Umpumulo Seminary Finance, governance and staffing Changing identities Students, the curriculum and relations with the state The formal curriculum Limitations on access The informal curriculum The Missiological Institute Student resistance Asserting moral authority and regulating sexuality Conclusion Chapter Eight Bophutatswana’s Educational History and the Hermannsburgers Bantu Education and Bantustan education The Primary Education Upgrade Programme (PEUP): educational progressivism, ethnic nationalism and transnationalism The PEUP in practice Academic assessments, programme evaluations and teacher responses Conclusion Chapter Nine Inkatha and the Hermannsburgers Inkatha’s Ubuntu-botho syllabus and the Hermannsburgers Black Consciousness, independent churches and marginalisation Conclusion Chapter Ten Transitions through the Mission Paulina Dlamini Naboth Mokgatle Conclusion Conclusion Note On Sources Notes References

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Book SynopsisThe current neoliberal mutation of capitalism has evolved beyond the days when the wholesale exploitation of labor underwrote the world system's expansion. While "normal" business profits plummet and theft-by-finance rises, capitalism now shifts into a mode of elimination that targets most of us-along with our environment-as waste products awaiting managed disposal. The education system is caught in the throes of this eliminationism across a number of fronts: crushing student debt, impatience with student expression, the looting of vestigial public institutions and, finally, as coup de grace, an abandonment of the historic ideal of universal education. "Education reform" is powerless against eliminationism and is at best a mirage that diverts oppositional energies. The very idea of education activism becomes a comforting fiction. Educational institutions are strapped into the eliminationist project-the neoliberal endgame-in a way that admits no escape, even despite the heroic gestures of a few. The school systems that capitalism has built and directed over the last two centuries are fated to go down with the ship. It is rational therefore for educators to cultivate a certain pessimism. Should we despair? Why, yes, we should-but cheerfully, as confronting elimination, mortality, is after all our common fate. There is nothing and everything to do in order to prepare.Trade ReviewWhile it is no surprise that casino capitalism is in crisis and is spurring protests all over the world, few theorists connect the dots and analyze how this crisis moves through and is affected by a range of institutions. David Blacker has written a superb book in which matters of education, agency, economic justice and collective struggle come alive in both a language of critique and possibility. There will be no endgame to neo-liberalism without critically thinking subjects who fight back collectively. This is the book that should be read to create the formative culture that makes such a struggle possible. -- Henry A. Giroux, McMaster University Chair for Scholarship in the Public Interest

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Book SynopsisEducation, Occupation and Social Origin is a must-read book for anyone even faintly interested in social inequality. Comparing across many cohorts in 14 nations, the disheartening conclusion that here emerges is the lack of any genuine equalization of life chances. Advantage breeds advantage and, alas, educational expansion has not proven to be the great social leveler. This volume delivers the most up-to-date evidence, and it does it with scientific rigor and bravura. From the first to the last page this is world-class scholarship that will define our research agenda for many years to come.' - Gosta Esping-Andersen, Pompeu Fabra University, Spain Questioning the assumption that education is the 'great social equalizer', this book takes a comparative approach to the Social Origin-Education-Destination triangle by examining advantage in 14 different countries, including case studies from Europe, Israel, the USA, Russia and Japan.Contributions from leading experts examine the relation between family background, education and occupational achievement over time and across educational levels, focussing on the relationship between individuals' social origins and their income and occupational outcomes. Providing new theoretical insights, this book eloquently analyses a variety of barriers to social mobility. Using concepts of compensatory and boosting advantage to explain the intergenerational transmission of social inequality, it refutes the notion of contemporary societies as education-based and meritocratic, showing that in most of the countries studied there is no sign of decreasing intergenerational association, despite the expansion of education.With its multitude of pertinent case studies, Education, Occupation and Social Origin will be of interest to academics and students of social policy as well as those interested in social inequalities and their evolution over time. It will also be a useful reference for governmental policy makers in the wake of the current economic crisis.Contributors: S. Arita, G. Ballarino, E. Bar Haim, C. Barone, F. Bernardi, A. Bessudnov, E. Bihagen, C. Blank, M. Bouchet-Valat, M. Grätz, J. Härkönen, T. Keller, F. Laganà, A. Mastekaasa, N. Panichella, C. Peugny, R. Pollack, P. Róbert, Y. Sato, Y. Shavit, J. Tolsma, F. Torche, L.-A. Vallet, L. Vandecasteele, M.H.J. WolbersTrade Review'In Education, Occupation and Social Origin: A Comparative Analysis of the Transmission of Socio-Economic Inequalities, sociologists Fabrizio Bernardi and Gabriele Ballarino probe the education-based meritocracy (EBM) theory where education becomes the social equalizer. This idea has long permeated different circles but this comparative study takes a look at the social origin - education - outcome triangle and sets out to better understand the ''intergenerational transmission of advantage'' in fourteen developed counties. . . . Bernardi and Ballarino have done a fine job expanding the conversation with regards to Horace Mann s age-old saying that education is the great equalizer. This book has a thought provoking and relevant thesis . . . I do recommend this book to anyone who has an interest in learning more about education policy, social educational inequalities, and the history of social mobility. While this book is clearly meant for an academic audience, its message could and should strike a chord with a general readership.' --Matthew Campbell, International Social Science Review 'Is education the great social equalizer - do individuals with similar levels of education have equal life-chances, especially in labour markets and workplaces? It is widely supposed that in modern societies this is the case. But the research papers brought together in this outstanding collection, and the editors' penetrating commentaries, call the conventional wisdom into serious doubt. Essential reading for all social scientists and for anyone interested in the leading social policy and political issues of the present day.' --John Goldthorpe, Nuffield College, Oxford'All in all, Bernardi and Ballarino's book is highly recommended. It achieves what they set out to do, lls a gap in the literature on intergenerational socio-economic association among individuals with the same level of schooling and expands our understanding of the intergenerational transmission of advan-tage. The arguments presented in this book act as a source of reference for an academic audience and public policymakers focused on education initiatives. The clarity of its analysis will benefit students and the general readership alike.' --Progress in Development StudiesTable of ContentsContents: 1. Introduction: Education as the Great Equalizer: A Theoretical Framework Fabrizio Bernardi and Gabriele Ballarino 2. Inequality of Educational Returns in France. Changes in the Effect of Education and Social Background on Occupational Careers Louis-André Vallet, Camille Peugny and Milan Bouchet-Valat 3. Legacies of the Past: Social Origin, Educational Attainment and Labour-market Outcomes in Germany Michael Grätz and Reinhard Pollack 4. Inequality in Educational Returns in Hungary Tamás Keller and Péter Robért 5. Changes in the Stratification Process in Israel, 1995-2008 Carmel Blank, Eyal Bar-Haim and Yossi Shavit 6. Social Background and Education in Occupational Attainment in Italy Gabriele Ballarino, Carlo Barone and Nazareno Panichella 7. Inequality in Educational Returns in Japan Yoshimichi Sato and Shin Arita 8. Social Origin and Inequality in Educational Returns in the Dutch Labour Market Jochen Tolsma and Maarten H.J. Wolbers 9. Direct Social Origin Effects and Educational Returns in Norway Arne Mastekaasa 10. The Effects of Parental Social Background on Labour Market Outcomes in Russia Alexey Bessudnov 11. Is Education the Great Equalizer for the Chances of Social Mobility in Spain? Fabrizio Bernardi 12. The Direct and Indirect Effects of Social Background on Occupational Positions in Sweden: New Evidence on Old Questions Erik Bihagen and Juho Härkönen 13. Inequalities in Returns to Education in Switzerland Francesco Laganà 14. Social Origin, Education and Socio-economic Inequalities: Trends in the United Kingdom Leen Vandecasteele 15. Education and the Intergenerational Transmission of Advantage in the US Florencia Torche 16. The Intergenerational Transmission of Inequality and Education in 14 Countries: A Comparison Gabriele Ballarino and Fabrizio Bernardi Index

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Book SynopsisThe book weaves the story of the complex links between education and its territories. The aim here is to examine the education couple - understood in the broadest sense: school, college, high school, universities - and territory, according to three main axes: the history and the characterization of the different ties maintained And which the school and its territory always maintain; That of the categorization and characterization of the territories in which the school is situated, of the educational policies - both explicit and grassroots - connected with it and their effects on the school; That of recent pedagogical, didactic and organizational innovations. The book is based on French specialists in territorial education issues.Table of ContentsIntroduction xiii Part 1 Historical Developments and Contemporary Modalities of Interactions between Education and Territories 1 Introduction to Part 1 3 Chapter 1 What Role Should Territories Play in Public Education Policies? 5Bruno Garnier 1.1 Summary 5 1.2 Introduction 5 1.3 Can the policy of recognition be established in France? 6 1.4 Globalization and national identity 8 1.5 Territorialization of education policies 10 1.6 Conclusion 12 1.7 Bibliography 13 Chapter 2 Heads of Schools: New Education– Territory Interaction Drivers? 19Alain Bouvier, Michel Boyer, Thierry Eymard and Laurent Rieutort 2.1 Summary 19 2.2 Introduction 19 2.3 Territories and the educational system: renewed challenges 20 2.3.1 The student at the center of a territorialized educational ecosystem 20 2.3.2 Geographical change: from “identity territory” to “network territory” 22 2.3.3 Seek coupling and collaboration among educational spaces 24 2.4 A research-action project 26 2.4.1 Knowledge based for co-construction within the territories 26 2.4.2 Quebec experience: community school 27 2.4.3 First step in collecting practices 28 2.5 Territorial risk management: first points of view 29 2.5.1 Which drivers? Being promoters of open, integrative and territorialized educational practices 29 2.5.2 What actions? Address the challenge of success and build partnerships 30 2.5.3 Which territories? At the heart of a new territoriality 32 2.6 Conclusion 35 2.7 Bibliography 35 Chapter 3 Educational Success: A Multi-actor Project in a Learning Territory Approach 37Maryvonne Dussaux 3.1 Summary 37 3.2 Introduction 37 3.3 Educational success: responsibility of local actors 39 3.3.1 An increasingly global and territorialized action 39 3.3.2 Education at the heart of the territory project 42 3.4 Networks of actors in the field of education 48 3.4.1 Reformulation of social and educational action 48 3.4.2 Toward a “learning territory” approach 54 3.5 Conclusion 58 3.6 Bibliography 59 Chapter 4 “Education For”, Territories and Positions of Teachers: Rupture and Tension 61Jean-Marc Lange 4.1 Summary 61 4.2 Introduction 61 4.3 School model and territories 62 4.4 An inclusion for what purpose? 63 4.5 “Create a community” to address development challenges 66 4.5.1 Project modality 66 4.5.2 Possible forms and desirable form 67 4.6 Conclusion and perspectives: social responsibility of the school undertaken 71 4.7 Bibliography 72 Chapter 5 Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education? 77Christian Peltier 5.1 Summary 77 5.2 Introduction 78 5.3 Structuring elements of the link with the territory in agricultural education 79 5.3.1 Specificities enhancing opening to the territories 79 5.3.2 An old anchorage and new perspectives 80 5.3.3 A double difficulty: problematization and knowledge-tools 83 5.3.4 The opportunity of the “teach to produce differently” strategic project 84 5.4 An educational approach by territorialized integrative objects 85 5.4.1 The concept of integrative object 85 5.4.2 A didactic and territorial approach to integrative objects 86 5.4.3 Knowledge at stake: cognitive and conceptual approach to territorialized integrative objects 87 5.5 Issues posed by teaching activities on some territorialized integrative objects 88 5.5.1 Badger 89 5.5.2 Chicken breeding 91 5.5.3 The vegetable garden 92 5.6 Conclusion 93 5.7 Bibliography 95 Case Study 1 What Levers Exist for Preventing Orientation and Education Inequalities of Territorial Origin in Adult Training? Case of the Bio-construction Regional Vocational Training Center in the Southern Alps 99Valérie Guillemot Part 2 Territories as Sources of Pedagogical Renewal 115 Introduction to Part 2 117 Chapter 6 Local Territory in French School Geography 119Christine Vergnolle Mainar, Sophie Gaujal and Caroline Leininger-frezal 6.1 Summary 119 6.2 Introduction 119 6.3 Local setting in the teaching of geography: a variable place according to the eras and levels of education 121 6.3.1 19th–20th Century: back and forth of the study of local setting in syllabuses 121 6.3.2 21st Century: the primacy of the local setting in primary school, introducing the local setting in secondary schools 123 6.4 Relevance of the local setting in contemporary school geography: a challenge for teachers 126 6.4.1 Inhabiting: an epistemologically vague term 126 6.4.2 Difficulties in handling the local setting 128 6.4.3 Studying the local setting: a vector to transform ordinary practices 130 6.5 Conclusion 132 6.6 Bibliography 133 Chapter 7 When Territorial Commitment Gives Meaning to Professional Activity: Cases of Teachers in Rural Schools in France, Chile and Uruguay 135Catherine Rothenburger 7.1 Summary 135 7.2 Introduction 135 7.3 Theoretical contributions 136 7.4 Methodology 137 7.5 Findings 138 7.5.1 Search for the territory social recognition and learning: common bases of a territorial commitment 138 7.5.2 Territorial commitment: what local issues and actions? 140 7.6 Conclusion 142 7.7 Bibliography 144 Chapter 8 Relatedness with the Non-Human Environment and Motivation Systems: Keys to Include the Territory in Environmental Education 147Christian Reynaud, Rouba Reaidi and Serge Franc 8.1 Abstract 147 8.2 Introduction 147 8.3 A complex model of human motivations 148 8.4 Relatedness between non-human environment and motivation 150 8.5 Relatedness, sensitive approach to environmental education and motivation 151 8.6 Conclusion 153 8.7 Bibliography 153 Chapter 9 Territory-Based Education in Elementary Schools: PNR Queyras-EN Projects 155Sylviane Blanc-maximin and Michel Floro 9.1 Summary 155 9.2 Introduction 155 9.3. School–territory relationships faced with different types of conflicts 156 9.4 The concept of territory-based education 157 9.4.1 Know-how favored by territory 158 9.4.2 A cultural mediator aspect 159 9.4.3 The territory via its local heritage: promoter of values? 160 9.4.4 Territory-based education? 161 9.4.5 Conditions for the integration of the school in its territory 161 9.5 Case study: partnership territorial educative project in the Queyras valley 162 9.5.1 Queyras and its writing tradition 162 9.5.2 Methodology 163 9.6 Results 164 9.6.1 Acquisition of local know-how 164 9.6.2 Unleashing the power of expression 165 9.6.3 Ambitious pedagogic approach 165 9.6.4 Civic values? 165 9.6.5 Education on local heritage 166 9.6.6 Making people responsible? 166 9.6.7 Heritage: a risk of isolationism 166 9.7 Conclusion 167 9.7.1 Anchoring a mountain territory in primary school partnership projects 167 9.7.2 A dynamic territory 168 9.7.3 Which emancipation? 168 9.7.4 The territory, a dynamic tool for education 169 9.8 Bibliography 169 Chapter 10 Sensitive Postcard of a Local Territory: Development and Issues 173Sophie Gaujal 10.1 Summary 173 10.2 Introduction 173 10.3 First stage (T1): an ordinary course that promotes reasoned geography 174 10.4 Second stage (T2): generating spontaneous geography through a field trip 175 10.5 Third stage (T3): articulating spontaneous geography and reasoned geography by the development of a sensitive postcard 178 10.6 Fourth stage (T4): reformulations 186 10.6.1 Overview 186 10.7 Bibliography 187 Case Study 2 Is the Rural Primary School a Hospitable School? Parents’ Point of View 189Benoit Dejaiffe Part 3 Educational Policies and Territorial Education Inequalities 203 Introduction to Part 3 205 Chapter 11 The Rural School, a Polysemous Object with Significant Societal Challenges? Current Research Contexts and Positions 207Angela Barthes and Yves Alpe 11.1 Summary 207 11.2 Introduction 207 11.3 How the rural school became a research “problem” and subject 208 11.3.1 The supposed “deficiencies” of the rural school and inappropriateness of educational policies 208 11.3.2 Pedagogical and institutional responses to the supposed difficulties of rural students 210 11.4 What research exists around the rural school problems? 212 11.5 Current major research debates on rural schools 215 11.5.1 The paradox of good rural academic results 215 11.5.2. Can we still talk about the lack of ambition by rural students? 216 11.5.3 Is there a “territory effect” on the educational performance and trajectories of rural students? 216 11.6 Conclusion 218 11.7 Bibliography 220 Chapter 12 Relationships between Career Orientation and Territoriality: Elements of Theorization from Rural Mountain Areas 223Pierre Champollion 12.1 Summary 223 12.2 Introduction: historical reviews related to the general theme: “education and territory” 224 12.3 Key components of the conceptual framework 228 12.3.1 Educational inequalities, academic inequalities, career orientation inequalities 228 12.3.2 Territory and territoriality: two related composite concepts 229 12.4 The case of rural mountain area schools 232 12.4.1 The initial question 232 12.4.2 Main characteristics of the rural mountain area school 234 12.4.3 Current developments: toward a gradual “deconstruction” of the historical specificity of the rural mountain area school? 237 12.5 Approaches to the relationships between career orientation and territoriality 238 12.5.1 Historical background and societal challenges 238 12.5.2 Career orientation in rural mountain areas 239 12.5.3 Adapting the school to the local context 241 12.5.4 “Effects of territory”? 243 12.6 Conclusions: main achievements of the research, pending issues, thematic continuity and elaboration and avenues for research 247 12.6.1 Main achievements of the research 247 12.6.2 Pending issues 248 12.6.3 Thematic continuity and elaboration 248 12.6.4 Toward a theoretical reappraisal? 250 12.6.5 By way of proper “conclusion” 251 12.7 Bibliography 252 Chapter 13 Toward Convergences between Rural and Urban? Comparative Analyses of Educational Contexts and Social Representations in CM2 261Pierre Champollion 13.1 Summary 261 13.2 Introduction 262 13.3 Problem and current developments 262 13.4 Corpus and methodology 265 13.4.1 Corpus 265 13.4.2 Methodology 267 13.5 Findings and analyses 267 13.5.1 Contexts (cultural and family) 267 13.5.2 Territorial social representations (of surrounding and remote territories) 272 13.5.3 Perceived behaviors, assessed-projected performances and orientation–insertion projects 275 13.5.4 General overview of section 13.5 283 13.6 Provisional findings and research avenues 284 13.7 Bibliography 286 Chapter 14 The Inadequacy of French Rural School Public Policies 289Yves Alpe and Angela Barthes 14.1 Summary 289 14.2 Introduction 289 14.3 Rural school contexts and recent research developments 290 14.3.1 Age-old delay of the rural school and its poor image 290 14.3.2 The reversal of trends from the 1990s: toward the observation of good academic performance of rural students 291 14.3.3 What recent studies on the rural school apparently reveal: the end of rural student specificity? 292 14.3.4 Rural students’ school projects are becoming less and less specific 295 14.3.5 Rural students’ professional plans are no longer significantly marked by their territory of residence 297 14.3.6 End of rural students’ attachment to their territory? 301 14.4 End of rural students “specificity” and inadequacy of public education policies 303 14.4.1 What the General Inspectorate’s reports said about rural schools 303 14.4.2 Territorialized educational policies in view of rural developments 304 14.5 Conclusion 306 14.6 Bibliography 307 Case Study 3 Comparison of Rural and Urban Area Girls’ Career Orientation at the End of Troisième 309Boris Meunier Conclusion 319 List of Authors 325 Index 327

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Book SynopsisMike Neary's account finds itself set in a particular moment of time: between the student protests and urban riots that erupted in England in 2010-2011 and the 2017 General Election, during which students and young people played a significant role by protesting the politics of austerity and by supporting the politics of Corbynism. The revolutionary curriculum in this book is framed around unlearning the law of labour and the institutions through which the law of labour is enforced, including the capitalist university which, more and more, seeks growth and expansion for the sake of growth, neglecting the intellectual and educational needs of students in favour of the needs of the capitalist state. Through thought experiments and reference to the work of the Soviet legal theorist, Evgeny Pashukanis, Student as Producer searches for solutions to how cooperatives might be brought about by a sense of common purpose and social defence. This is a practical, probing response to the ongoing assault on higher education by the social power of Money and the State. Mike Neary grounds his answers in a version of Marx's social theory known as 'a new reading of Marx', as advanced by authors such as Werner Bonefeld and Moishe Postone. The theory is applied to various aspects of pedagogy, criminology, and political sociology to create a curricula for revolutionary teaching that will aid activists and those involved with co-operative movements who are seeking ways in which to engage critically with higher education.

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Book SynopsisIt is already clear that the COVID-19 crisis will have huge social and economic implications. The Corona Generation considers its effect on the generation currently coming of age: the demographic currently known as ‘Generation Z’. A generation that was already considered to be teetering on the brink of an uncertain political, economic, and environmental future now finds itself entering an adulthood in which nothing can be taken for granted; where continuous crisis management is already presented as the ‘new normal’.

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Book SynopsisOpportunity Gap: Poverty, Trauma, and Learning in American Public Education examines the ways in which economic, social, and environmental risk factors can impact students' opportunities to access equitable education practices.Part I provides readers with a framework for understanding achievement and how a student's access to opportunities impacts their academic success. It also explores American education policy from a historical perspective and identifies current policies that inform the education process within the context of poverty. Part II paints a picture of poverty in U.S. schools, identifying the compounding effects of factors associated with poverty and their impact on learning. Readers learn how policy, research, and practice work together to provide a framework for reform. In Part III, readers explore the highly predictive relationship between poverty and trauma. The neurobiological effects of poverty on early development, the role of poverty in adverse childhood experiences, and the intersection of nature and nurture are discussed. The final part presents a theoretical framework for closing the opportunity gap that leverages resilience and student-level strengths as well as systems-level policy changes that can lead to greater access to opportunity for students affected by poverty and trauma.Opportunity Gap is an ideal resource for students of education and mental health policy, pre-service and current educators, as well as school administrators, mental health practitioners, school counselors, and others who work within the school system.

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Book SynopsisThe way we think about things matters just as much as what we think about things.This timely text investigates the work of educational philosopher and psychologist Jerome Bruner through the areas of knowledge representation, meaning-making, education and dispute. What people represent to others might not always be what they actually think. However, accepting this limitation, the aim of this book is to offer a means of examining representations about a given subject and an understanding of how those representations might change over time in response to learning, crisis, and encounter with 'other'.Myers offers an educational intervention that invites development of representations in response to difference. Presenting a new framework for examining controversy between worldviews and a method for creating space for difference, the book brings this into dialogue with education and research, conflict resolution and religion. This framework maps representations and proposes a method of engaging the psychological processes involved in changing representations.An excellent resource of interest to researchers, professionals and postgraduate students alike in education, sociology and philosophy related disciplines.Table of ContentsChapter 1. Jerome Bruner: An overview of key ideas Chapter 2. Constructing Knowing: Paradigmatic and narrative modes of representation and the social context of meaning making Chapter 3. Minding Challenge: Stances towards new information and openness to change Chapter 4. Changing Minds: Narrative mechanisms of adaptation Chapter 5. A Brunerian Toolkit Chapter 6. Dialogues

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

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Book SynopsisContesting the Classroom is the first scholarly work to analyze both how Algerian and Moroccan novels depict the postcolonial classroom, and how postcolonial literatures are taught in Morocco and Algeria. Drawing on a corpus of contemporary novels in French and Arabic, it shows that authors imagined the fictional classroom as a pluralistic and inclusive space, often at odds with the narrow nationalist vision of postcolonial identity. Yet when authors wrote about the school, they also had to consider whether their work would be taught in schools. As this book’s original research on the teaching of literature shows, Moroccan and Algerian schools have largely failed to promote the works of local authors in public school curricula. This situation has dramatically altered literary portraits of education: novels marginalized in the public education system must creatively reimagine what pedagogy looks like and where it can take place. In illuminating a literary corpus neglected by political scientists and sociologists, Contesting the Classroom shows that novels about the school are an important source of counter-narrative about education and national identity. At the same time, by demonstrating how education has influenced writing styles, this work reframes the classroom as a necessary cultural context for scholars of postcolonial literature.Trade Review'By exploring the representation of the postcolonial classroom in a selection of Moroccan and Algerian novels, Twohig adds a significant contribution to the understanding of North African education, pedagogy, and language policies through literature. [...] Twohig’s rich and brilliant study convincingly demonstrates the centrality of literature to educational debates in Morocco and Algeria. [...] Contesting the Classroom offers a distinctive and ground-breaking analysis of the many ways in which education is thought, challenged, and reimagined in Moroccan and Algerian literatures. The book is undeniably a valuable resource for scholars of North African Studies, Arabic and Francophone literature, educational sciences as well as language policies in the Maghreb and beyond. By weaving together close readings of novels and textbooks, political and historical contextualization, and broader reflections on the social and cultural implications of the literary portraits of education, Twohig meticulously dissects and reinterprets the complexity of Moroccan and Algerian educational literature.'Khalid Lyamlahy, Bulletin of Francophone Postcolonial Studies‘[A]n ambitious, well-written, interdisciplinary work... highly recommended to anyone interested in Maghrebi literature and the challenges of post-colonial education.’ Laurie A. Brand, Journal of North African StudiesTable of ContentsAcknowledgementsA Note on TranslationIntroductionChapter One: Troubling Memories of ColonialismChapter Two: Decolonizing the ClassroomChapter Three: Education and Violence in the Black DecadeChapter Four: Resistance in a Minority LanguageChapter Five: Satirizing Education in CrisisConclusionNotesWorks Cited

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Book SynopsisRedefining Educational Leadership in Central Asia brings together the voices, views, experiences, and reflections of educational leaders from both secondary schools and higher education institutions in Kazakhstan and Kyrgyzstan.

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Book SynopsisHigher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied. This volume of Theory and Method in Higher Education Research explores theories such as student development theory, critical race theory applied to international students, critical language theory and linguistic approaches to higher education research. Additionally, methodological contributions include chapters on quasi-experimental methods, arts-based research and reflective dialogues. Including contributors from Sweden, Finland, Japan, the US, and the UK, the chapter authors present international perspectives on the application and development of theory and methodology in researching higher education.Table of ContentsChapter 1. Toward the consolidation of student development theory: Development, issues, and critiques; Toru Kawai Chapter 2. Not a citizen but a student: International student critical race theory (IntlCrit) framework; HyeJin Tina Yeosss Chapter 3. Quasi-experimental methods: Principles and application in higher education research; Heeyun Kim and Paula Clasing-Manquian Chapter 4. Research as an experience: A reflective exploration of art-based research and poetry for researching experiences; Felipe Sánchez Chapter 5. Prioritising respondents’ concerns, beliefs and perceptions over those of researchers: Constructivist theory and research methods; Marie-Louise Österlind, Pam Denicolo, and Britt-Marie Apelgren Chapter 6. Internationalization and language protection through the lens of the critical language theory; Anna Björnö Chapter 7. Using reflective dialogues to explore pedagogies in higher education; Lauren Clark Chapter 8. From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research; Jane Andrews, Richard Fay, Zhuo Min Huang, and Ross White Chapter 9. The development of higher education journals, 2000-2020; Malcolm Tight

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Book SynopsisVolume III of the "Spirituality and Ethics in Education" series bring together textual, empirical and pedagogical approaches to enriching spiritual education as a significant multi-disciplinary and cross-curricular influence in the modern world. The chapters presented have been selected from international contributions presented at the 3rd International Conference on Spiritual Education. The writers include prominent international researchers in the discipline from the UK, the United States, Canada, Australia and China. The strengths of the book lie in its international appeal, research-based orientation, and interdisciplinary character. The book will be the first coherent presentation of spiritual education as a distinctive field of academic enquiry in its own right.Table of ContentsContents: Introduction by Cathy Ota and Clive Erricker; Spirituality and Religiosity in Catholic and Coptic Orthodox Schools: Implications for Religious School Communities; "And What Do the Children Say?" Children's Responses to Books About Spiritual Matters; North American Indian Spirituality in the World of Western Children: Neo-Colonialism in a Post-Colonial Society; Issues of Identity for 'Asian' Girls in Britain; Why Religious Teaching Goes Wrong: Grace and Play as the Basis of Spiritual Experience; Spirituality in Young Adolescents: Thinking Developmentally; The Spiritual and the Fantastical - George MacDonald's "Wise Woman"; Faith and Social Intimacy: Learning for Life; How Metaphors Structure Our Spiritual Understanding; The Chinese Approach to Learning: Chinese Calligraphy; Encountering Tradition in a Postmodern Context; Reading and Responding to Biblical Texts: Aesthetic Distance and the Spiritual Journey; The Spiritual Dimension of the Curriculum: What are school inspectors looking for and how can we help them find it?; Teachers' Values and Spiritualities: From Private to Public; Faith Education of Children in the Context of Adult ; Migration and Conversion: The Discontinuities of Tradition; Metaphors of Spiritual Education: Fight and Blessing; The Contributors; Index.

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Book SynopsisVolume III of the "Spirituality and Ethics in Education" series bring together textual, empirical and pedagogical approaches to enriching spiritual education as a significant multi-disciplinary and cross-curricular influence in the modern world. The chapters presented have been selected from international contributions presented at the 3rd International Conference on Spiritual Education. The writers include prominent international researchers in the discipline from the UK, the United States, Canada, Australia and China. The strengths of the book lie in its international appeal, research-based orientation, and interdisciplinary character. The book will be the first coherent presentation of spiritual education as a distinctive field of academic enquiry in its own right.Table of ContentsContents: Introduction by Cathy Ota and Clive Erricker; Spirituality and Religiosity in Catholic and Coptic Orthodox Schools: Implications for Religious School Communities; "And What Do the Children Say?" Children's Responses to Books About Spiritual Matters; North American Indian Spirituality in the World of Western Children: Neo-Colonialism in a Post-Colonial Society; Issues of Identity for 'Asian' Girls in Britain; Why Religious Teaching Goes Wrong: Grace and Play as the Basis of Spiritual Experience; Spirituality in Young Adolescents: Thinking Developmentally; The Spiritual and the Fantastical - George MacDonald's "Wise Woman"; Faith and Social Intimacy: Learning for Life; How Metaphors Structure Our Spiritual Understanding; The Chinese Approach to Learning: Chinese Calligraphy; Encountering Tradition in a Postmodern Context; Reading and Responding to Biblical Texts: Aesthetic Distance and the Spiritual Journey; The Spiritual Dimension of the Curriculum: What are school inspectors looking for and how can we help them find it?; Teachers' Values and Spiritualities: From Private to Public; Faith Education of Children in the Context of Adult ; Migration and Conversion: The Discontinuities of Tradition; Metaphors of Spiritual Education: Fight and Blessing; The Contributors; Index.

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

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

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Book SynopsisThis book shows teachers possible strategies for handling children's behaviour in the classroom. The book considers a number of problems which may lead to inappropriate behaviour and as well as the behavioural and cognitive approach also looks at the use of management techniques in the class room.Table of Contents1. The nature of class control and management problems. 2. Causes of problems I: the children. 3. Causes of problems II: the school and teachers. 4. Strategies I: the behavioural approach. 5. Strategies II: the cognitive approach. 6. Strategies III: management techniques. 7. Teacher behaviours and classroom control. 8. Teacher self-perceptions and self-management.

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Book SynopsisCombining critical reflectivity and pragmatic guidance, this book is designed to meet the needs of professionals in the public and private sector whose work involves them in developing their own and others’ knowledge and practice. The book begins by providing a thoroughly referenced review of the philosophies and theories underpinning current approaches to professional education as a basis for demonstrating the particular salience and implications of a Personal Construct Psychology approach for practice and research. This establishes a conceptual framework for the extensive practical guidance which follows on how to implement, with rigour and sensitivity, a range of techniques from the traditional structured repertory grid to more flexible, innovative strategies for exploring how the world is or might be construed. A selection of exemplar applications from a variety of fields of professional practice illustrates the elasticity of the approach and methods, challenging readers to adapt the ideas presented as a catalytic resource to the development of professional practice and research.Table of ContentsForeword. Prologue. Chapter 1 Alternative perspectives on education and training. Chapter 2 Personal Construct Psychology approaches in education. Chapter 3 Alternative constructions of educational research. Chapter 4 Practical considerations in the use of repertory grid techniques. Chapter 5 Beyond the grid. Chapter 6 Developing an appropriate climate. Chapter 7 Transformative applications. Chapter 8 Conclusions: answers none but choice aplenty. References. Index.

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Book SynopsisThis book examines critically three broad categories of communication approach which are currently advocated by the different schools of thinking concerned with the socialization and education of deaf children. These are: the "auditory-oral", the "total communication" and the "bilingual approach". In each case the claims for the approach are identified, the arguments offered for are assessed and the counter-claims made by the critics are presented. The research relating to the efficacy of each approach is reviewed and the validity of the available evidence is examined. The unresolved ideological and political features of the debate are also discussed. This book is addressed primarily to teachers of the deaf, student teachers of the deaf and parents of deaf children. It should also be useful to professionals such as speech therapists and educational psychologists who work with deaf children.Table of ContentsPreface. Chapter 1 Introduction. Chapter 2 The auditory-oral approach. What is involved in an auditory-oral approach? The case for oralism. Evidence supporting an auditory-oral appraoch. Problems with oralism. Chapter 3 Total Communication. What is involved in a Total Communication approach? The case for a TC approach. An evaluation of TC. The future of TC. Chapter 4 The bilingual approach. The case for bilingualism What is involved in a bilingual approach? An evaluation of the bilingual approach. Chapter 5 Discussion and conclusion. References. Index.

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Book SynopsisThe modern university can trace its roots to Kant’s call forenlightened self-determination, with education aiming to produce aninformed and responsible body of citizens. As the university evolved,specialized areas of investigation emerged, enabling ever more preciseresearch and increasingly nuanced arguments. In recent decades,however, challenges to hegemony of disciplines have arisen, partly inresponse to a perceived need for the university to focus greater energyon its public vocation—on teaching and the dissemination ofknowledge. Valences of Interdisciplinarity presents essays by aninternational array of scholars committed to enhancing ourunderstanding of the theoretical underpinnings and the practicalrealities of interdisciplinary teaching and research. What is, and whatshould be, motivating our reflections on, and our practice of,approaches that transcend the conventional boundaries of discipline?And in adopting such transdisciplinary approaches, how do we safeguardcritical methods and academic rigour? Reflecting on the obstacles theyhave encountered both as thinkers and as educators, the authors map outinnovative new directions for the interdisciplinary project. Together,the essays promise to set the standards of the debate aboutinterdisciplinarity for years to come.

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Book SynopsisThe avalanche of day-to-day responsibilities facing those in community colleges threatens to bury ethical intent. This book addresses the importance of ethical leadership and explores real-world applications so that community college leaders can develop the institutional savvy to be extraordinary ethical leaders. Written for community college faculty, staff, presidents, and trustees who are committed to being ethical leaders, this book is divided into two sections: The first provides brief theoretical foundations for ethical leadership and relates those foundations to daily practice; the second explores in-depth daily practice for ethical leaders. Contents include: Virtue theory and leadership theory Plato’s Republic and the ethical leader Considerations of power, influence, and cultural norms The role of the president Why presidents and trustees should care about ethics Professional ethical identity development Ethical leadership: A faculty obligation The interface of ethics and courage in the life of a chief academic officer Threats to ethical leadership Leading from the head and the heart Transformational leadership and ethical dilemmas Presidential support for civic engagement and leadership education A guide to ethical decision-making by presidents and boards The consequences of compromised ethical identity development Table of ContentsAbout the Authors iii Foreword vii Preface x Foundations of Ethical Leadership Virtue Theory and Leadership Theory: Cross-Cultural Models for Administrators and Faculty, Richard B. Benner, Sr. 2 Plato's Republic and the Ethical Leader, Gordy Wax 16 Considerations of Power, Influence, and Cultural Norms for the Ethical Community College Leader, David M. Hellmich 23 Ethical Leadership: The Role of the President, Desna L. Wallin 33 Why Presidents and Trustees Should Care About Ethics, Gary W. Davis 46 Professional Ethical Identity Development and Community College Leadership, Sharon K. Anderson, Clifford P. Harbour, Timothy Gray Davies 61 Daily Practice of Ethical Leadership Ethical Leadership: A Faculty Obligation, Beth Richardson-Mitchell 78 The Interface of Ethics and Courage in the Life of a Chief Academic Officer, Linda Lucas 88 Threats to Ethical Leadership: The Hubris of Absolutism, the Politics of Affinity-Based Decision-Making, and the Development of Unethical Followers, David E. Hardy 103 Leading From the Head and the Heart, Susan K. Chappell 122 Transformational Leadership andEthical Dilemmas in Community Colleges, Sherry Stout-Stewart 131 Presidential Support for Civic Engagement and Leadership Education, Louis S. Albert 145 A Guide to Ethical Decision-Making by Presidents and Boards, Gary W. Davis 154 The Consequences of Compromised Ethical Identity Development in Community College Leadership, Clifford P. Harbour, Sharon K. Anderson, Timothy Gray Davies 166 Index 183

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

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Book SynopsisIn How to Change 5000 Schools, Ben Levin, former deputy minister of education for the province of Ontario, draws on his experience overseeing major systemwide education reforms in Canada and England to set forth a refreshingly positive, pragmatic, and optimistic approach to leading educational change at all levels. Not long ago, public education in Ontario, Canada, was in deep trouble. Student achievement was stagnating, labor disruptions were rampant, and public satisfaction with the schools was low. In 2003, a new provincial government initiated a series of reforms that embodied a positive, outcome-focused agenda for public education. Today, student outcomes have improved, labor disruption has vanished, and teacher morale is high.

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

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