Social pedagogy Books
Peter Lang Publishing Inc Tact and the Pedagogical Relation
Book SynopsisTact and the Pedagogical Relation focuses on two topics of increasing interest both in teacher education and research. It shows how questions of sensitive and attuned action as well as educators' relations with children and the young are specialuniquely different from other relations and attunements. This collection introduces readers to both classical and contemporary texts, offering many of these in translation for the first time. These illuminate the struggles and rewards of teaching, showing teaching to be an art, simultaneously a personal and professional calling.Trade Review“Despite the ongoing globalisation of educational research, there remains a remarkable gap between research from the English-speaking world and scholarship from the European continent, particularly from Germany. One major reason for this gap is that very few texts from German educational scholars are available in English translation. This situation has really limited the opportunities for meaningful communication and exchange. This book is one of the very first texts that intervenes in the current state of affairs by making key publications from German scholars available to an English-speaking readership. This, in itself, is a major step forward. The focus on tact and the pedagogical relationship provides strong thematic coherence, which ensures that this book is not just a historical document but also a meaningful contribution to contemporary discussions.” —Gert Biesta, Professor of Educational Theory and Pedagogy, University of Edinburgh, and Professor of Public Education, Maynooth University, Ireland
£26.60
MP-FLO Uni Press of Florida Pedagogy and Practice in Heritage Studies
Book SynopsisPresents teaching strategies for helping students think critically about the meanings of the past today. In these case studies, experienced teachers discuss ways to integrate heritage studies values into archaeology curricula, illustrating how the fields enrich each other.
£67.15
Bloomsbury Publishing PLC Raymond Williams and Education
Book SynopsisRaymond Williams'' major contributions to intellectual progress are usually categorised within cultural theory, media studies or neo-Marxist studies. Serious analysis of his contributions to education as a field of practice as well as a field of study have been relatively neglected. This is the first book to redress that omission, focusing on how his writing and thought have helped us to understand education in Britain and also provide analytical tools that have helped to shape educational studies in the USA and internationally. Ian Menter draws on Williams'' several novels, including Border Country, as well as on his seminal contributions to cultural theory, including Culture and Society, The Long Revolution, Keywords and Marxism and Literature. Menter also examines how Williams'' life shaped his understanding of education including his early involvement in adult education and his deeply ambivalent relationship with the academy. Public education is positioned as a key Trade ReviewIan Menter provides a brilliant account of Raymond Williams’ life and theoretical and creative contributions to the social sciences and humanities. Drawing on Williams, he also elucidates the structure of feeling in contemporary education and resources of hope for rethinking education towards achieving more democratic and socially just societies. * Bob Lingard, Professorial Fellow, Australian Catholic University and Emeritus Professor of Education, The University of Queensland, Australia. *We know almost nothing about Raymond Williams’ influence on and in education. This wonderful book remedies that omission. This is a rigorous, sympathetic and insightful account of Williams’ contribution to educational thinking. It draws not only on his well-known academic works but also his novels, essays and other writing. Menter has done a great service to the education community. * Stephen J Ball, Emeritus Professor of Sociology of Education, University College London, UK *Part biography, part affectionate critique, Ian Menter’s masterful treatment of Williams’ work is a timely reminder of the responsibility of intellectuals to engage the wider world. This volume situates education — writ large — within the broader story of social change, and points to the work still to be done. * Christopher Lubienski, Professor of Education Policy, Indiana University, USA *Menter does the legacy of Raymond Williams a great service … This is a book worth reading in its entirety … [and] provides a forceful reminder that this legacy offers alternative ways to thinking about education that have relevance today. * Journal of Education for Teaching *Table of ContentsPreface Foreword, Michael Apple (University of Wisconsin–Madison, USA) Introduction 1. Biography and Education: Williams' Own Educational Experiences 2. Education in Fiction and Fiction in Education: Williams' Novels and his Analyses of English Literature 3. The History of Schooling in England: Education in The Long Revolution 4. The Significance of Adult Education 5. Culture, the Academy and the Role of the Public Intellectual 6. Cultural Studies and the Educational Role of the Arts and Media 7. The Theoretical Legacy: Structures of Feeling; Cultural Materialism; Base and Superstructure 8. Conclusion: Language and Culture; Tradition and Revolution References Index
£27.54
Peter Lang Publishing Inc Tact and the Pedagogical Relation
Book SynopsisTact and the Pedagogical Relation focuses on two topics of increasing interest both in teacher education and research. It shows how questions of sensitive and attuned action as well as educators' relations with children and the young are specialuniquely different from other relations and attunements. This collection introduces readers to both classical and contemporary texts, offering many of these in translation for the first time. These illuminate the struggles and rewards of teaching, showing teaching to be an art, simultaneously a personal and professional calling.Trade Review“Despite the ongoing globalisation of educational research, there remains a remarkable gap between research from the English-speaking world and scholarship from the European continent, particularly from Germany. One major reason for this gap is that very few texts from German educational scholars are available in English translation. This situation has really limited the opportunities for meaningful communication and exchange. This book is one of the very first texts that intervenes in the current state of affairs by making key publications from German scholars available to an English-speaking readership. This, in itself, is a major step forward. The focus on tact and the pedagogical relationship provides strong thematic coherence, which ensures that this book is not just a historical document but also a meaningful contribution to contemporary discussions.” —Gert Biesta, Professor of Educational Theory and Pedagogy, University of Edinburgh, and Professor of Public Education, Maynooth University, Ireland
£69.30
Edinburgh University Press Social Justice and the Language Classroom
Book SynopsisPedagogical principles and practices to integrate social justice issues into your language classroomTrade Review"Social Justice and the Language Classroom makes a compelling and grounded argument for connecting social justice, language education and decolonial perspectives. As language educators we cannot sit silently by in the face of local and wider injustices. It shows both why critical language education projects are essential and how they can be developed." -Alastair Pennycook, University of Technology Sydney
£90.00
Edinburgh University Press Social Justice and the Language Classroom
Book SynopsisPedagogical principles and practices to integrate social justice issues into your language classroomTrade Review"Social Justice and the Language Classroom makes a compelling and grounded argument for connecting social justice, language education and decolonial perspectives. As language educators we cannot sit silently by in the face of local and wider injustices. It shows both why critical language education projects are essential and how they can be developed." -Alastair Pennycook, University of Technology Sydney
£23.74
Bloomsbury Publishing Plc Pedagogy of the Depressed
Book SynopsisThis book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education. Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.Trade ReviewWhat readers may not anticipate and should be delighted by the presence of, is a vast range of topics—seemingly randomly interspersed throughout the book—that break up the chapters of both theoretical musings and practical applications of managing the college literature classroom in the early twenty-first century world of pandemic lockdowns, changing university concerns, and the post-Postmodern world of businessmen in the White House. The honest tone of Schaberg’s prose is refreshingly welcome—he is continuously questioning what he is doing, why, and how is it affecting his students as well as providing critiques of what is wrong with higher education. [...] The optimism and pessimism of our current teaching mode alternate throughout Pedagogy of the Depressed. Schaberg's deepest concerns mirror many of ours. That administration will not see moving online as a fearful, temporary situation, but rather as a new efficient system that eliminates all sorts of issues, including those of class size limits or scheduling issues. We are depressingly isolated from our colleagues and valuable impromptu discussions and collaborations. A bonus? Throughout the book, Schaberg also talks about other texts that speak to the issues he is addressing. This is a great, and much appreciated, way to increase our academic TBR piles. * Teaching American Literature: A Journal of Theory and Practice *How do you teach through trauma? All college instructors have found themselves facing this question in recent days, but few with the insight and poignancy of Christopher Schaberg. Pedagogy of the Depressed provides both diagnosis and balm for those anxious about the possibilities for higher education in the midst of climate change and active shooter events and pandemic response and budgetary collapse, a profound reckoning with the conditions of learning today. * Kathleen Fitzpatrick, Director of Digital Humanities and Professor of English, Michigan State University, USA, and author of Generous Thinking: A Radical Approach to Saving the University *If the title page didn’t say Christopher Schaberg so plainly, I might have assumed the author was Guy Montag, protagonist of Ray Bradbury’s Fahrenheit 451. Both are suffering through a takeover by the machinery, technological and bureaucratic; both hold onto a humanistic ideal in the midst of it all. Pedagogy of the Depressed is in some ways precisely the opposite of what its title promises: rather than depressing, it’s a hopeful pushback against the pervasive air of depression and lowered expectations that has overtaken too many of our classrooms, and whose metaphor—if not cause—is Covid-19 and the ubiquity of the Zoom screen. Come for the jeremiad—but stay for the wise encouragement, that this work we do with students still matters. Perhaps matters more than ever. * Kevin Dettmar, W.M. Keck Professor of English and Director, The Humanities Studio, Pomona College, USA *Table of ContentsPrologue: No Place Like Home Introduction: The Depressed 1. We’re All Screens 2. Early Warnings 3. Learning Management 4. Against Sheep 5. Trigger U. 6. Ecophobia 7. Environmental Humanities? 8. Public Humanities? 9. Skimming the Surface 10. Autotheory 11. Beginnings 12. Chance Meeting 13. Theory Today 14. END MEETING FOR ALL 15. Night Writing 16. Less Grading 17. Tenure 18. Exhaustion 19. Well-Rounded 20. Turning Kids into Capital 21. Writing Together 22. Adjusting 23. First-Year Seminar 24. Pitt’s Law 25. Into the Unknown
£16.14
Emerald Publishing Limited Pedagogies of Possibility for Negotiating
Book SynopsisPedagogies of Possibility for Negotiating Sexuality Education with Young People offers a sustained and critical consideration of the possibilities and politics of engaging with young people in the redevelopment and delivery of contemporary approaches to Sexuality Education. Drawing on research undertaken as part of an Australian Research Council (ARC) Linkage grant, this book explores the affordances, tensions and challenges of participatory methodologies and pedagogies that authorize young people's perspectives and visions for Sexuality Education. Foregrounded are the contradictions between what young people want to learn more about and the risky forms of praxis that are necessary to engage with various understandings of Sexuality Education and the important role of adult allies in supporting young people to navigate these contradictions. Each chapter chronicles and captures both adult allies and young people’s experiences of the project by drawing on data produced through visual-arts based methods and various ethnographic techniques, such as participant observation, focus group interviews, and guided conversations.Table of ContentsChapter 1. Introduction Chapter 2. Young People as Active Agents in Sexuality Education Reform Chapter 3. From Procedural Ethics to Ethics in Practice? Chapter 4. Curious Encounters with Sexuality Education Chapter 5. Ethical Encounters in Sexuality Education Chapter 6. Unite, Empower and Disrupt: Transforming Sexuality Education with Young People Chapter 7. The Im/Possibilities of Sexuality Education: Negotiating our Way Through
£45.59
Emerald Publishing Limited Racial Inequality in Mathematics Education:
Book SynopsisReform initiatives in mathematics education have been reluctant to embrace racial equity as a core or guiding principle. The field is replete with studies on Black students' poor performance in mathematics education and of its persistence. Conversely, success in mathematics is rarely associated with groups of African or African American descent. The abundance of data on the failure of Black students in mathematics has contributed to mainstream beliefs of a racial hierarchy of mathematics ability in America. This perception has not only shaped attitudes and behaviors of educational practitioners, but it has contributed to the alienation of many students from the community of 'doers of mathematics.' This study examines the mathematics identity of a group of seniors enrolled in honor's pre-calculus at a comprehensive high school. Data collected and analyzed for this book shows that participants, in spite of a history of success in mathematics and despite viewing the classroom as opportunity to challenge disparaging views of Black Americans, refused to seek membership in the math community. Saintine focuses on the mathematic identity construction of 11 Black students and their own perception of mathematics education. This work offers new insights into the racial opportunity-gap in mathematics and challenges longstanding assumptions about 'what' or 'who' is a math person.Trade ReviewThis book skillfully unpacks the complexities of race, academic identity, and learning in a Philadelphia high school classroom. Saintine asks: what does it mean to be a 'math person' and why is this problematic myth so durable? As a mathematics professor with an impressive background in performing arts, creative writing, and urban education, Saintine rejects the dualistic and overly simplistic idea that world can be parsed into math persons and non-math people. This is a wonderful ethnography that elevates black and Latinx students' voices and reflections on themselves and their school. The book calls for a new social imaginary that begins with a reconceptualization of math education in urban schools. -- Will J. Jordan, Temple University, USAThis text is a must-read for pre-service and in-service teachers of mathematics to examine the ways in which mathematics education continues to limit opportunities for Black students. Myths about who is and who is not a math person are pervasive and continue to dissuade historically-excluded students from persisting in mathematics as a discipline. Elin-Saintine presents the results of an ethnographic study that examines academic identity and sense of belong among a group of Black high schools students in a honor's pre-calculus class. The counterstories that emerge from this study challenge age-old assumptions and help teachers to understand the complex nature of mathematics learning in a race-based society. Most importantly, the text offers teaching strategies to foster the development of academic identity in Black students who, as a racial/ethnic group, have the brilliance to succeed in advanced mathematics courses. -- Jacqueline Leonard, PhD, University of Wyoming, USAThis book is a very welcome addition to recent scholarship on race, identity, and mathematics education. Pushing back on stereotypes and common-sense ideas about who can do mathematics, this book makes explicit how concepts like ability and competence are not innate traits of a selected few but are contested and negotiated opportunities that are readily made available to some students and denied to others. This book-through the voices and experiences of young people-ask readers to think about who gets to be considered a legitimate doer of mathematics, under what circumstances, and with what material consequences. This intellectually honest case study will challenge teachers to rethink their roles in these negotiations. More broadly, this book will appeal to mathematics education researchers, graduate students, in-service and pre-service teachers, school administrators, policy makers, and others who are interested in the realities of race in schools but who are also willing to engage in anti-racist practice. For all who pick up this book, I urge three things: listen, hear, and act. -- Danny Bernard Martin, University of Illinois at ChicagoProfessor Elin-Saintine's work demonstrates clearly how identity is central to the learning process. Further, he shows that ideas about race are not just attitudes that individuals have about other individuals, but that racism is built into the structure of our educational institutions and the culture of math education. And those attitudes flourish because they are disguised behind ideas of what it means to be good at math. As such this work stands to advance our understanding of how to support students of mathematics from diverse backgrounds. Further, it will be a support for practitioners in the field seeking to better understand how to mentor their students. -- Wesley Shumar, Professor, Department of Communication, Affiliated Faculty, School of Education, Drexel UniversityTable of ContentsChapter 1. Oxford High School: An Urban Education Tale Chapter 2. Ms. Turner's Classroom: Preserving A Tradition Chapter 3. What Is A Math Person? Chapter 4. Who Is A Math Person? Chapter 5. Academic Identity As Belonging Chapter 6. A Look At Racial Equity In Mathematics Education Chapter 7. Conclusion
£47.99
Emerald Publishing Limited Black Boys’ Lived and Everyday Experiences in
Book SynopsisReal and meaningful educational ethnography requires researchers to grapple with how they come to know what they know. In Black Boys' Lived and Everyday Experiences in STEM, KiMi Wilson invites us to understand the experiences of four Black boys attempting to learn mathematics and science in K-12 spaces. How do mitigating circumstances and fraught relationships impede on their journey to sharpening their mathematical and scientific skills? Taking us on a sociocultural trek of the best and worst elements of public education, Wilson provides access to a bird's eye view of how Black boys experience schooling on a day-to-day basis. Through phenomenological interview, readers are let into the minds of students Carter, Malik, Darius, and Thomas, and given the opportunity to understand how they identify themselves. Showcasing a mixture of revelations, we learn how some of their perceptions come from an authentic place, while others were out of their own control, and decided by individuals blind to their potential. Imagining a world where Black boys are encouraged to work on STEM goals rather than abandon them, this important book is for educators, researchers, teachers, administrators, and superintendents who want to create school cultures that value Black boys, and want to reimagine teaching spaces for them.Table of ContentsChapter 1. Summoned Chapter 2. Mitigating Circumstances, Fraught Relationships Chapter 3. Artistry Chapter 4. Dirt Chapter 5. Caged Interlude: Sanctuary Chapter 6. I.D. Chapter 7. Gatekeepers Chapter 8. Ruah: Breathing (New) Ness
£45.59
Emerald Publishing Limited Personalised Learning for the Learning Person
Book SynopsisTraditional educational approaches are increasingly ineffective for the needs of today’s learners and society more generally. A new personalised learning solution is required which incorporates an expanded view of education incorporating human rights and capabilities, alongside the traditional human capital educational model. This book considers the policies, pedagogy and practice required to achieve this critical transformation. It extends traditional functional learning approaches, based on behavioural, experiential, dialogic and participatory learning, to place the learner at the centre of their learning. By defining the principles of personalised learning and mapping out future opportunities, Ward makes a captivating argument for a new way of learning, based on improved teacher and learner agency, self-regulated learning, personalised learning and metalearning. This book considers a broad range of educational concepts involving the learning person. By combining our learning environment, performance, capabilities and expertise with discussions of personalised learning design, technology and policy, it equips readers to reflect on how they learn currently, and how we might all learn in the future.Table of ContentsChapter 1. Personalised Learning Chapter 2. Functional Learning Chapter 3. Learning Information Chapter 4. Learning Intelligence Chapter 5. Learning Sensitivity Chapter 6. Learning Fitness Chapter 7. Learning Expertise Chapter 8. Learning Choice Chapter 9. Learning Idea Chapter 10. Personalised Learning for the Learning Person
£43.69
Emerald Publishing Limited Research-practice Partnerships for School
Book SynopsisThere is an increasing focus on research-practice partnerships that adopt research designs aimed at improving educational practice while advancing research knowledge. There is now a need for books that provide a theoretical and practical account of successful research designs that have been tested and replicated over time and contexts. This book addresses this need by providing the first comprehensive account of the Learning Schools Model (LSM), a design-based research-practice partnership that has been tested over 15 years and across contexts and countries (n=5). This model has successfully built teacher and school capacity and improved valued student outcomes for primarily indigenous and ethnic minority students from lower socio-economic communities. The quality of research into the model has been recognised locally and internationally. The International Literacy Association reprinted a paper on the original model in their volume “Theoretical models and processes of Reading (6th Ed)”. The authors won the University of Auckland’s Research Excellence Award (2015), awarded for research of demonstrable quality and impact, for their research into the Model. This book addresses several gaps in the existing literature on research-practice partnerships. Firstly, understanding applications in contexts beyond the USA where much of the seminal work is located adds to our collective understanding of contexts in terms of constraints and enablers. Secondly, we provide a theoretical account of partnership development and demonstrate how these are practically developed in situ to address the known need for stronger theoretical understandings of partnership development and better training in developing partnerships. Finally, our book demonstrates how research can be both responsive to context and yet have robust and replicable research designs that improve valued student outcomes over time and contexts. This in turn provides an alternate research approach for countries where randomised control trials are often the “gold standard” for interventions.Table of ContentsChapter 1. Ambitious Aims: Research for Solutions and Knowledge Chapter 2. The Learning Schools Model (LSM) Chapter 3. Collaborative Data Analysis Chapter 4. Partnerships for Design and Sustainability Chapter 5. Resourcing and Professional Learning and Development (PLD) Chapter 6. Sustainability of the LSM Chapter 7. Learning to Learn
£69.34
Emerald Publishing Limited Teaching and Learning in Higher Education: The
Book SynopsisThis book approaches notions of Being, Interculturality and New Knowledge Systems, through a team of expert contributors who share their evidence-based knowledge constructed within diverse geo-political borders. It explores the disjuncture, assumptions, and beliefs associated with the concepts of Being, Interculturality and New Knowledge Systems, to reveal avenues for reconsidering untapped bodies of knowledge and how they are being positioned within teaching, learning and researching in higher education. This volume is built on conceptual and theoretical insights from a range of different disciplines, and explores the social-historical underpinnings of Being, 'becoming' and 'to be'. The book deepens understanding on Indigeneity and how culturally diverse, environmentally sustaining, interculturally and transnationally unprecedented, alternative knowledges have long been disregarded as globally irrelevant and intellectually insignificant. It attempts to address the missing connections between what is recognised as 'global knowledge' and the locally situated, underrepresented knowledges that are being constructed within diverse types of peripheries across contexts. This edited volume is essential reading for academics, researchers, policy-makers and students in higher education.Table of ContentsForeword; Joseph Lo Bianco Introduction: Unravelling; Margaret Kumar and Thushari Welikala Part I. Being Chapter 1. Theorising the concept of Being in Indigenous Knowledge Systems: The Changing Face of Research Relationships; Margaret Kumar Chapter 2. Being, Relationality and Ethical Know-How in Indigenous Research; Estelle Barrett Chapter 3. Connection and Disconnection: My Personal Story to Being; Devena Monro Chapter 4. Conceptualising Teaching Spaces: The Intersection of Being, Belonging and Becoming; Jennifer Valcke, Raman Preet, Michael Knipper, and Karin Båge Chapter 5. Constructing Difficult Knowledge and Self: Teaching Literary Texts in Kenya; Kiprono Langat Part II. Being and Interculturality Chapter 6. Modes of Being across and between Cultures: Opportunities for Understanding the pluriverse; Jacques Boulet Chapter 7. Self-cultivation and Self-awareness: Chinese Gen Z studying in Australia; Fengqi Qian and Guo-qiang Liu Chapter 8. Sociocultural Plurality in Sri Lanka: Interculturality and New Knowledge Systems; Shihan de Silva Chapter 9. Diverse Pedagogical Positioning in Plurilingual Higher Education: Affordances of Inter-Cultural Being; Mahtab Janfada Chapter 10. Being in Pain: Using Images and Participatory Methods to Explore Intercultural Understanding of Pain; Deborah Padfield and Mary Wickenden Chapter 11. Be-longing in Higher Education: Interculturality as Process and Outcome; Jeanine Gregersen Hermans Chapter 12. Self, Other and Interculturality: An Epistemic Shift Toward Intersensoriality; Thushari Welikala Part III. Being, Interculturality and New Knowledge Systems Chapter 13. Recovering Unrecognised deCentred Experience; Adrian Holliday Chapter 14. Inside out? Individual Agency and Professional Identity in the Era of Internationalization in Higher Education; Kevin Haines and Joram Tarusarira Chapter 15. Positive Outcomes in Aboriginal and Torres Strait Islander Higher Education and the Visual Arts; Jennifer Murray-Jones Chapter 16. Adopting Ubuntu in Teaching Social Work; Ndungi wa Mungai Chapter 17. Gandhi, Value Creation, and Global Education: Intercultural Perspectives on Education for Citizenship; Namrata Sharma Chapter 18. Reclaiming the Future?; Sheila Trahar Chapter 19. COVID-19, The Crossing of Borders, New Knowledge Systems and their relationship to Higher Education Systems; Margaret Kumar Chapter 20. Many Cultures or None? Sighting and Assessing a Post-Cultural Pedagogical Paradigm; Thushari Welikala and Ronald Barnett Concluding Remarks; Thushari Welikala and Margaret Kumar
£75.04
Emerald Publishing Limited Motivating the SEL Field Forward Through Equity
Book SynopsisHow do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies. Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students. This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.Table of ContentsChapter 1. Introduction: Motivating the SEL Field Forward Through Equity; Nicholas Yoder and Alexandra Skoog-Hoffman Section 1. Motivation and SEL Chapter 2. What is the Role of Motivation in Social and Emotional Learning?; Stephen R. Getty, Kenneth E. Barron, and Chris S. Hulleman Chapter 3. Motivation Theory and Its Yields for Promoting Students' Social and Emotional Competence; Rebecca J. Collie Chapter 4. A Self-Determination Theory Perspective on Social and Emotional Learning; Vanessa Kurdi, Mireille Joussemet, and Geneviève A. Mageau Chapter 5. Teachers as Prosocial Leaders Promoting Social and Emotional Learning; Patricia A. Jennings, Tara L. Hofkens, Summer S. Braun, Pamela Y. Nicholas-Hoff, Helen H. Min, and Karime Cameron Section 2. Equity and SEL Chapter 6. Integrating Culturally Relevant Pedagogy with Teacher Social and Emotional Competencies and Capacities Training to Support Racially Minoritized Students; Kamilah B. Legette, Elan C. Hope, Johari Harris, and Charity Brown Griffin Chapter 7. Implementing SEL with an Equity Lens: The Role of “Stretching” in Teachers’ Practice; Enid M. Rosario-Ramos, Deborah Rivas-Drake, and Robert J. Jagers Chapter 8. Increasing Disciplinary Equity by Teaching Neutralizing Routines to Teachers and Students; María Reina Santiago-Rosario and Kent McIntosh Chapter 9. Making Social and Emotional Learning Programs Relevant for Latino Youth of Immigration: The Role of Cultural Adaptations; Sara Castro-Olivo, Jessica Furrer, and Nicholas Yoder Chapter 10. Advancing Equity Through Culturally Responsive Social Emotional Education: Addressing International Student Integration; Tara Madden-Dent Section 3. Research-Practice Partnerships Chapter 11. The Motivating Affordances of Research-Practice Partnerships for Examining Equity-Based Social and Emotional Learning Instruction; Gina McGovern, Colin Ackerman, Deborah Rivas-Drake, Alexandra Skoog-Hoffman, Enid Rosario-Ramos, and Rob Jagers Chapter 12. Engaging in a Bi-Directional Partnership to Support an Expanded Definition of Student Success; Katie H. Buckley and Lindsey Minder Chapter 13. Engaging in Equitable SEL: How Researchers and Practitioners Can Work Together to Expand Learning in Out-Of-School Time; Jessy Newman Chapter 14. From Legislation to a Community Vision:Engaging Diverse Stakeholders in Developing Statewide SEL Guidance; Julie Petrokubi and Sarah Pierce
£83.99
Emerald Publishing Limited Educational Standardisation in a Complex World
Book SynopsisPolicy makers tend to deal with future risks by increasing the standardisation of national educational systems, a process supported by global educational policy ideas, quality assurance mechanisms and governing instruments and practices. This book presents the reader with tools to challenge accepted ideas about the standardising forces transforming educational reality, by discussing standards and standardisation from a range of different theoretical perspectives and contexts and posing questions such as: Why do we think about education through the lenses of standards? What are the assumed conditions underpinning the idea of standards? Organised into three sections, the historical, theoretical, and philosophical discussions in the first and third sections of the book underscore how educational standards as a phenomenon can be understood in a variety of ways, giving readers insight in to the ambiguous and situated aspects of the phenomenon. Six case studies in the middle section provide an international approach to the study of standards, illuminating how standards simultaneously represent a global and a context specific phenomenon. Across the diversity of theoretical and empirical writings, the book not only provide readers with insight but also broadens the scope of future empirical analyses of the historical, political, and social embeddedness of standards in education.Table of ContentsPart 1. Framing Chapter 1. Introduction: How to Frame Standards and Standardisation in Education; Hanne Riese, Gunn Elisabeth Søreide, and Line T. Hilt Chapter 2. Waves of Standardisation; Paolo Landri Chapter 3. Ambiguities of Standardisation in Education; Palle Rasmussen Part 2. Findings Chapter 4. Global Agenda on Knowledge and Governance and Language Literacy Practices in Secondary Education in Greece; Anna Tsatsaroni and Sofia Koutsiouri Chapter 5. Terms of Talent in an Upper Secondary Danish School Context: Local Reactions to Standardisation of Educational Talent; Anette Rasmussen Chapter 6. Narrative Control and Standards for Pupil Identity in The Norwegian LK-20 Educational Reform; Gunn Elisabeth Søreide Chapter 7. Understanding the Effects of the Standardisation of Social Competences in the Italian Educational System: Teachers’ Conceptions in a Context of Normative Indeterminacy; Alice Spada Chapter 8. Mastering Life through Skills: Risk Prevention through ‘Standards of the Self’ in Health and Life-Skills Education; Line T. Hilt and Hanne Riese Chapter 9. Performance Standards in Assessment and Possible Alternatives; Astrid Tolo Part 3. Futures Chapter 10. Reimagining Educational Standards; Aline Nardo Chapter 11. How not to be Governed by Social and Emotional Standards; Line T. Hilt Chapter 12. Redesigning Standardised Education in the Totally Pedagogised Society; Parlo Singh and Stephen Heimans
£70.29
Emerald Publishing Limited Remembering the Life, Work, and Influence of
Book SynopsisThis volume contains an Open Access Chapter Stuart A. Karabenick was a prolific scholar and a co-editor of the Advances in Motivation and Achievement book series. At the time of his passing on August 1st, 2020, he was a Professor Emeritus at Easter Michigan University and a Research-Professor Emeritus at the University of Michigan. Throughout his long career in Educational Psychology, Dr. Karabenick conducted research in several areas, and with dozens of collaborators. This volume memorializes Dr. Karabenick by asking some of his collaborators and former students to contribute chapters in the research topic that they worked on with him. The collection begins with a reprint of an article that was published just before Dr. Karabenick passed away, sharing the wisdom he had acquired during his long and distinguished career. The book contains three chapters about help- seeking – one of the topics that Dr. Karabenick examined most frequently in his research – followed by three chapters about teacher motivation and professional development. Next, there are chapters about self-regulation, another of Dr. Karabenick’s favorite research topics. The volume culminates with chapters on a variety of topics: uses of technology to help foster student self-regulation, defining, measuring, and fostering a sense of relevance among students, and improving research through high-quality cognitive pretesting procedures. Volume 22 provides insights into the many contributions that Dr. Karabenick made to the field of Educational Psychology and the important role he played in the lives of his students, collaborators, and friends.Table of ContentsIntroduction; Tim Urdan and Eleftheria N. Gonida SECTION I: Academic Help Seeking Chapter 1. On the Rewards of Being Open to Opportunities and Their Challenges; Stuart A. Karabenick OPEN ACCESS Chapter 2. How Interpersonal Factors Matter for Help Seeking in the Classroom; Allison M. Ryan and Jessica E. Kilday Chapter 3. Academic Help Seeking and Motivational Beliefs in Academically Talented Students; Eleftheria N. Gonida and Ruth Butler Chapter 4: Academic Help Seeking as a Process of Seeking Formative Feedback on Learning; Kara A. Makara and Colleen Kuusinen SECTION II: Teacher Motivation Chapter 5. Who is Responsible for Student Learning? Teachers' Beliefs About Professional Responsibility, Teacher Attributions, and Their Implications for Classroom Processes and Outcomes; Fani Lauermann Chapter 6. Supportive School Workplaces for Beginning Teachers’Motivations and Career Satisfaction; Helen M. G. Watt and Paul W. Richardson Chapter 7. How Teachers Provide Help that Furthers Learning in Digital and Non-Digital Learning Contexts; Akane Zusho and Rhonda Bondie SECTION III: Self-Regulated Learning Chapter 8. Self-Regulated Learning, Core Properties of Human Agency, and Systematic Pedagogies; Héfer Bembenutty Chapter 9. Facilitating Strategic and Effective Approaches to Learning and Academic Success: The Development and Evaluation of Models of Associations Between Early Years Metacognition and Self-Regulation; Loren M. Marulis Chapter 10. Motivational Beliefs, Metacognition and Self-Regulated Learning: Investigating the Learning Triumvirate with Stuart Karabenick; Jean-Louis Berger Chapter 11. Self-Regulated Learning Theory and Epistemic Network Analysis: Understanding University Students’ Use of a Learning Analytics Dashboard; Stefanie D. Teasley, Vitaliy Popov, Jin-Seo Bae, and Shannon Elkins SECTION IV: Relevance, Culture, and Methodology Chapter 12. Educational Relevance in the Motivation Sciences: An Interdisciplinary Synthesis; Jeffrey R. Albrecht and Cameron A. Hecht Chapter 13. Bridging Perspectives: The Epistemic Links between Mastery-Focused and Culturally Inclusive and Responsive Learning Environments; Revathy Kumar, Nancy Seay, and Jeffery H. Warnke Chapter 14. Making it Better: Stuart Karabenick’s Contribution to the Field of Cognitive Pretesting; Tim Urdan and Daniel Teramoto
£89.00
Emerald Publishing Limited Leading for Equity in Uncertain Times: A
Book SynopsisLeading for Equity in Uncertain Times outlines a regenerative process for educational leaders developed in response to the disruption and crises caused by the social happenings of the Covid-19 pandemic, the racial justice reckoning after the George Floyd murder, and the political polarization paralyzing the United States. Each of these significant occurrences has left a lasting impact on school leaders, their teachers, students, families, and school communities. Educational leaders and scholars are just beginning to unravel the effects of this social phenomena on themselves personally and professionally, and on those they lead, teach, and support. Inequities that existed before are now magnified and untenable. Using a classic grounded theory research approach, Candelarie explores the implementation of The Regenerative Process, and how educational leaders can use this process to identify needed actions to respond to crisis, disruption, and change within their schools and educational organizations. These actions will regenerate education to a better, higher, more worthy state that is equitable and socially just.Table of ContentsIntroduction Chapter 1. Regenerative Leadership Chapter 2. The Regenerative Process Chapter 3. Grounded Theory Methodology Chapter 4. Recognition Chapter 5. Reconnection Chapter 6. Reconciliation Chapter 7. Reciprocity Chapter 8. Reconstruction and Revolution Closing
£42.75
Emerald Publishing Limited From Pedagogy to Quality Assurance in Education:
Book SynopsisEducational development is a dynamic process that is influenced by a variety of factors such as culture, language, and individual societal needs. This book, while acknowledging that the common goal of all is to promote educational attainment for all, investigates how pedagogical approaches and processes of quality assurance differ from one country to another. The authors offer unique and practical perspectives on different pedagogical theories and quality assurance from across the globe. Providing an overview of nine different countries from 4 continents, the scope is truly international. Each chapter showcases the leading pedagogical approach and quality assurance process that is used within a specific country, allowing readers to gain special insight into how a variety of quality assurance tools are developed and put into practice. In an increasingly dynamic and global world, it is more important than ever that educators are equipped to respond to the needs of international student cohorts. This book is a fruitful resource for researchers, educators, pedagogics, psychologists and others, who wish to develop new approaches and educational models to contribute to the efficient process of learning.Table of ContentsChapter 1. Introduction Part 2. Education and schools Chapter 2.1. Critical Thinking Pedagogy and Quality Assurance in the United States Chapter 2.2. Proposal to Promote Quality of Education: A View from Spain Chapter 2.3. The Management and Assurance of Quality in Romanian Schools Chapter 2.4. Pedagogical Approaches and Initiatives for Educational Quality Assurance in Turkey Chapter 2.5. Congruence Between Pedagogical and Assessment Approaches: a Case of One Large Province in South Africa Part 3. Special education Chapter 3.1. Inclusion of Children with Special Needs as an Opportunity to Increase the Quality of Teaching in Israel Chapter 3.2. Inclusion, diversity and quality in the Mexican educational context: perceptions of teachers in the state of Sonora (Mexico) Chapter 4. Higher education and adult education: Chapter 4.1. Pedagogy and Quality Assurance in Thai Higher Education Institutions Chapter 4.2. Quality Assurance in Adult Education in Latvia
£69.34
PIE - Peter Lang School, family and community against early school
Book Synopsis
£31.35
Springer Nature Switzerland AG Outdoor Learning and Play: Pedagogical Practices
Book SynopsisThis Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education. Table of Contents
£33.24
Springer Fachmedien Wiesbaden Handeln in Organisationen der
Book SynopsisAnhand der Interpretation empirischer Daten aus der ethnographischen Begleitung einer praxisreflexiv angelegten Fortbildungsreihe zu pädagogischer Professionalität in der Migrationsarbeit werden im Buch Anforderungen an das Handeln in Organisationen der Migrationsgesellschaft untersucht und herausgestellt. Diese finden sich vor allem in den eingelagerten Wissensbeständen der Organisationen sowie den gesellschaftlichen und den regulativ-politischen Vorgaben, mit denen Professionelle konfrontiert sind. Mit dem Fokus auf migrationsgesellschaftliche Öffnung zielt das Buch auf die Explikation organisationaler Bedingungen der Ermöglichung professionellen Handelns in migrationsgesellschaftlichen Differenz- und Machtverhältnissen. Table of ContentsHandeln in Organisationen der Migrationsgesellschaft.- Der Ort der Untersuchung: Eine praxisorientierte Fortbildungsreihe.- Grundlegende orientierende Perspektiven.- Reflexionen von Handeln in Organisationen der Migrationsgesellschaft.
£25.19
Springer Fachmedien Wiesbaden Pandemieresilienz: Empirische Befunde zur
Book SynopsisUm eine tragfähige gesellschaftliche und individuelle Resilienz im Umgang mit Krisen wie der Corona-Pandemie zu entwickeln, ist es wesentlich, gemeinsam bewegliche Regelungen in Bezug auf gemeinsame Angelegenheiten zu bestimmen. Die in dieser Studie empirisch nachgezeichneten Reaktionen auf subjektive, ökonomische und regionale Veränderungen während der Pandemie werden in Bezug zu den lebensweltlich-kulturellen Orientierungen der BewohnerInnen gebracht. An Gemeinden in der Steiermark (A) wird exemplarisch gezeigt, wie Kommunen mit den bestehenden Versorgungs- und Infrastrukturbedingungen zurechtgekommen sind, und wie Menschen in diesen Gemeinden lernend einen Weg im Familienverbund, in der Nachbarschaft, in der Berufswelt oder den Vereinen gefunden haben bzw. welche Aspekte in den genannten Lebenswelten als hilfreiche Instrumente wahrgenommen wurden.Table of ContentsAuf dem Weg in eine entmutigte Gesellschaft?- Forschungsdesign.- Ansichten zur Pandemie und Corona-Maßnahmen.- Verfügbarkeit von Ressourcen.- Bewältigungsstrategien.- Einstellungen, Meinungen und Veränderungen.- Gruppenunterschiede und Zusammenhänge.- Empirische Grundlagen für eine pandemieresiliente Steiermark.- Pandemieresilienz als lebbares Verhältnis von Selbst- und Mitbestimmung.- Soziale und regionale Voraussetzungen für gelingende Pandemieresilienz.
£56.99
V&R unipress GmbH The School and the Teacher Facing the Challenges
Book SynopsisFacing challenges in nowadays social life and future prospects
£45.59
Verlag Barbara Budrich The Future of Childhood Studies
Book SynopsisSeit den 1990er Jahren ist das aufstrebende Feld der Kinderforschung ein Katalysator für empirische Forschung, für Politikanalyse und für die Entwicklung der beruflichen Praxis. Welche Konzepte und Theorien sind bei der Analyse von Phänomenen, die für das Leben von Kindern relevant sind, am hilfreichsten? Das Buch reflektiert diese Debatte und diskutiert aktuelle Herausforderungen der wichtigsten Disziplinen innerhalb der Soziologie der Kindheit.Trade Review“’The Future of Childhood Studies’ provides an interesting and much-appreciated glance into what is cooking in German Childhood Studies, a less familiar corner of our field for many.”Children & Society 38(1)Table of ContentsPrefaceJo Moran-EllisFuture-proofing childhood studies? If we can’tpredict the future, can we at least prepare for it?Heinz SünkerSocial theory, social history and childhood studies –back to the future? Notes for a Research ProgramRita Braches-ChyrekPoor child, rich child: the effects of social processeson inclusion and exclusionDoris Bühler-NiederbergerIntergenerational solidarities – toward astructural approach to childhood sociologyMiriam BöttnerThe generational order perspective(s) andits implementation in childhood studiesAytüre Türkyilmaz‘Toward the Past, the Future and the Present’ –A Theoretical and Empirical Perspective on theChild as (Inter-)ActorNigel ThomasChildhood and Participation: between dominationand freedomMelanie KubandtOn self-reflection in childhood studies –The methodological-methodological challenge ofunderstanding doing gender by childrenCharlotte RöhnerChildren as RefugeesChristina MüllerChildren with migration experience in Germany –A Critical ReflectionSabina SchutterWhat is a child? The ontological character ofdebates about the anchoring of children'srights in German Basic LawCarina FischerDifferent perspectives of professions on risk factorsfor child maltreatmentMargareth SandvikTechnologies as facilitators for children’s literacyand language learningAnnika HeinlDigital Natives: Media as a new challengeand opportunity of Early Childhood EducationContributorsIndex
£27.00
Verlag Barbara Budrich Early Childhood Education Leadership in Times of
Book SynopsisDie COVID-19-Pandemie hat weltweit dramatische Auswirkungen auf sämtliche Aspekte des Berufs- und Alltagslebens, auch auf den Bereich der frühkindlichen Bildung und Betreuung. Dieser Band beleuchtet das Thema Führung in Kitas: Wie erleben Leitungskräfte die Herausforderungen, mit denen sie konfrontiert sind, und welche Bewältigungsstrategien wenden sie an, um mit den Veränderungen im Alltag und in der Praxis in der Kita umzugehen? Autor*innen aus zwölf Ländern präsentieren empirische Befunde, die Informationen über verschiedene Mechanismen der Krisenbewältigung von Kinderbetreuungssystemen auf der ganzen Welt liefern.Table of ContentsElina Fonsén, Raisa Ahtiainen, Kirsi-Marja Heikkinen, Lauri Heikonen, Petra Strehmel & Emanuel Tamir: Introduction Part I: Leadership Practices during the COVID-19-Pandemic Taija Korhonen, Elina Fonsén & Raisa Ahtiainen: Pedagogical Leadership in Early Childhood Education during the COVID-19 Pandemic in Finland Maria Styf & Catarina Arvidsson: Leadership in Early Childhood Education during a Time of Crisis: The Case of Sweden Marit Bøe: Leadership Development of Early Childhood Center Leaders through Peer-to-Peer Shadowing in Demanding Times in Norway Bernhard Kalicki, Sina Fackler, Mariana Grgic, Hanna Maly-Motta, Franz Neuberger & Susanne Kuger: Leading Early Childhood Education Centres under the Conditions of the Pandemic: The German Case Manja Flöter, Eva Pölzl-Stefanec, Susanne Kammerhofer & Catherine Walter-Laager: Leadership in Early Childhood Education and Care Facilities – Meaningful Work, Even in Times of Crisis in Austria, Germany and Switzerland Emanuel Tamir: Change or Inertia? Plans for the Day After the Corona Crises – Kindergarten – Teachersʼ Conceptions in Israel Melissa Rodriguez-Meehan & Clarisse Halpern: Returning to in-Person School during COVID: Perspectives from Kindergarten Classrooms in Florida Sandie Wong, Lauren Sadow, Manjula Waniganayake, Yvonne Zurynski, Janaki Amin, Rebecca Bull, Maria R. Dahm, Sheila Degotardi, Michael J. Donovan, Fay Hadley & Linda J. Harrison: The Leadership Role of Australian Early Childhood Education Organizations in Communicating Health Information during COVID-19: Lessons from Elite Interviews Part II: Stress, Coping and Resilience of ECE-Leaders during the COVID-19-Pandemic Ulla Soukainen & Marja-Liisa Keski-Rauska: The Impact of the Covid-19 Pandemic on Finnish Early Childhood Education and Care Sanna Parrila & Marjo Mäntyjärvi: Crisis Leadership in Public Early Childhood Education Centers in Finland – Relation to Wellbeing at Work and Resilience Eleftheria Argyropoulou: Pedagogical Leadership in Crises: The Greek Context Petra Strehmel: Challenges, Stressors and Coping Strategies of Early Childhood Education Leaders in Germany Kirsi-Marja Heikkinen, Elina Fonsén, Lauri Heikonen, Raisa Ahtiainen, Emanuel Tamir & Petra Strehmel: Stress, Coping Strategies and Resources of Early Childhood Education Leaders during the COVID-19-Pandemic in Finland, Germany and Israel Petra Strehmel, Emanuel Tamir, Elina Fonsén, Kirsi-Marja Heikkinen, Lauri Heikonen & Raisa Ahtiainen: Conclusion: Lessons Learned for Crises Leadership and Organizational Resilience Author Bios Index
£40.50
Springer Verlag, Singapore Transforming Pedagogies Through Engagement with
Book SynopsisThis book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.Table of ContentsPart I - Learners’ socio-cultural dynamics as resistance to change.- 1. Educational Neo-liberalism and the Annexation of Literacy: a cautionary tale in the Asia-Pacific context.- 2. Learning of Confucian heritage cultures(CHC) students: A myth explored from multiple perspectives.- 3. Task-based language teaching in China’s university English class: An exploration of opportunities and tensions from the third-generation activity theory perspective.- 4. The role of local cultural and intellectual resources for supporting Indonesian EFL students’ creative writings.- 5. Capturing the complexities of the implementation process of formative assessment in science classrooms under the activity theory framework.- 6. Improving higher-education pedagogy through understanding students’ reflective processes in the Australian context.- Part II - – Learners’ socio-cultural dynamics as resistance to change.- 7. How to enable teachers to change their pedagogical practices? Representation construction approach as an effective tool.- 8. The role of preservice teachers’ prior beliefs in preservice EAL teaching.- 9. The influence of culture on ICT use in Saudi Arabian science classrooms.- 10. Pre-service teachers rethinking Australian education standards in practical placement context.- Part III – Local circumstances as resistance to change.- 11. Challenges to incorporating Asian literacy in Australian school curriculum.- 12. Contextualizing service learning practices in rural Vietnam: pre-service teachers’ pedagogical development.- 13. Posting your thoughts: A Pedagogy in Changing Student Mindset.- 14. A semiotics self-reflection model in identity construction in the context of an Australian Megachurch.- 15. Developing Socio-culturally supportive pedagogy for the marginalised in the Korean context.- References.- Content index.
£98.99
Information Age Publishing Beyond Single Stories: Changing Narratives for a
Book SynopsisEvery social studies curriculum tells a story. It is increasingly apparent that new stories are needed to guide us through the multiple and intersecting crises that have come to define our times. This accessible volume supports student teachers, teachers, and teacher educators to engage critically with the stories that social studies curricula tell and neglect to tell, particularly those that relate and contribute to the root causes of contemporary social and ecological injustices.A balanced and inclusive curriculum necessitates a broad range of stories and perspectives, not just the master narratives of dominant groups. Incorporating a range of pedagogical approaches and spanning a diversity of themes, from representations of Africa in Chinese textbooks, to slavery and the American civil rights movement, to refugees and the role of indigenous knowledge systems in addressing climate breakdown, this volume includes and creatively engages with previously marginalized and silenced stories and perspectives. Both practical and theoretical in its approach, it seeks to provoke, meaningfully support, and inspire educators to incorporate alternative stories or counter-narratives into their social studies teaching.This unique volume is essential reading for student teachers, teachers, teacher educators as well as anyone interested in inspiring children and young people to be open-minded, critically engaged, and empathetic agents of change, committed to addressing realworld social and ecological injustices.
£51.30
Information Age Publishing Beyond Single Stories: Changing Narratives for a
Book SynopsisEvery social studies curriculum tells a story. It is increasingly apparent that new stories are needed to guide us through the multiple and intersecting crises that have come to define our times. This accessible volume supports student teachers, teachers, and teacher educators to engage critically with the stories that social studies curricula tell and neglect to tell, particularly those that relate and contribute to the root causes of contemporary social and ecological injustices.A balanced and inclusive curriculum necessitates a broad range of stories and perspectives, not just the master narratives of dominant groups. Incorporating a range of pedagogical approaches and spanning a diversity of themes, from representations of Africa in Chinese textbooks, to slavery and the American civil rights movement, to refugees and the role of indigenous knowledge systems in addressing climate breakdown, this volume includes and creatively engages with previously marginalized and silenced stories and perspectives. Both practical and theoretical in its approach, it seeks to provoke, meaningfully support, and inspire educators to incorporate alternative stories or counter-narratives into their social studies teaching.This unique volume is essential reading for student teachers, teachers, teacher educators as well as anyone interested in inspiring children and young people to be open-minded, critically engaged, and empathetic agents of change, committed to addressing realworld social and ecological injustices.
£91.80
