2020 Finalist for Book of the Year Award, North American Society of Social and Political Philosophy (NASSP) This book examines the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Merry does not neglect the historical, comparative international context so essential to better understanding where we are, as well as what is attainable in terms of educational justice. He argues that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice.

This book addresses the relationship between the production of social problems in educational policy, the research practices required to inform policy, and the daily production of normalcies and differences in school contexts. It reports on the opportunities and consequences for policy, research, and practice when normalcy is stigmatized at the same level as difference. The book employs a critical analysis combining queer, feminist, and post-representational theories to understand the implications of dominant ways of understanding the division between normal and different subjectivities and how they reiterate structures of inequality in schools.

This book addresses the issue of Sikh women's education in Punjab within the larger discourse of women's education in India. It focuses on the role of the Sikh Kanya Mahavidyalaya (SKM)-one of the most important educational institutions established in the nineteenth century as a result of the Sikh reformist movement in Punjab. It explores how various dimensions of caste, class, gender and religion generate a variety of approaches to the culture of literacy, and takes a closer look at the relevance of the Sikh Kanya Mahavidyalaya in today's India and its contribution to the area of educational pedagogy. It focuses on gender in education, specifically discourses and practices in women's education. In addition to providing valuable insights and critical evidence that can be used in the planning and implementation of education and gender policies, the book is sure to spark conversations in courses and professional communities interested in education, gender studies, history, sociology as well as overlooked dimensions of gender history.

This book explores the ability of the Norwegian school system to support the achievement of formal competencies among children with physical disabilities, as well as its role in the informal dimensions of social participation and networking. Schools contribute to social inclusion in several ways: they are arenas for building official competencies, ensuring future access and success in the labour market. They are also sites for meeting other children, and developing friendships - friendships are not only important for strengthening cognitive development, but are vital to both good mental health and the building of various forms of social capital. By examining schools and the ways in which inclusion is incorporated early, this book aims to bridge the opportunity and employment gap that people with physical disabilities are more likely to face later in life.

This book examines school violence in South Korea from an international comparative perspective. It analyses nationally representative samples and provides extensive literature reviews based on academic journals, various social and educational magazines and major media articles on school violence in South Korea. This book includes major data sets for the analysis such as Trends in International Mathematics and Science Study and Nation Youth Policy Institute. These data show frequency, patterns and associated factors of school violence in South Korea and comparison of those in Japan and the United States.

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.

What are the attitudes and actions that make great principals stand out? In this internationally renowned bestseller, Todd Whitaker reveals the 20 keys to effective school leadership. This essential third edition features helpful new strategies for recruiting talent through better interview and reference questions, as well as tips for retaining talent. It also offers a new section on how leadership is not an event, but rather requires a consistent approach to affect the climate and eventually shape the culture of your school. Perfect for new and experienced principals, for independent professional reading or for leadership courses, this practical book will leave you feeling inspired and ready to do the things that matter most for the people who ultimately matter most-the students.

Challenging the popular perception that the free market can objectively ameliorate inequality and markedly improve student academic achievement, this book examines the overly positivistic rhetoric surrounding charter schools. Taking a multifocal approach, this book examines how charter schools reproduce inequality in public education. By linking charter schools to broader social issues and political economic factors, such as neoliberalism, race, and class, The Charter School Solution presents a more complete and nuanced assessment of charter schools in the context of the American public education system.

This book offers a new perspective into the world of international schools and the lucrative industry that accompanies it. It examines how the notion of the 'global' becomes a successful commodity, an important social imaginary and a valuable identity marker for these communities of privileged migrants and host country nationals. The author invites the reader on an ethnographic journey through an international school community located in Germany - illuminating the central features that define and maintain the sector, including its emphasis on 'globality', engagement with the concept of 'Third Culture Kid', and its wider contentious relationship with the 'local'. While much attention is placed on 'global citizenship', international school communities experience degrees of isolation, limited mobility, over-protection and dependency on the school community- impacting their everyday lives, inside and outside the school. This book is guided by larger questions pertaining to the education and mobilities of 'migrant' youths and young adults, as well as the notion of what it means to be 'global' today.

This is the first book of its kind about the Turkish Muslim scholar, Fethullah Gulen, since the July 2016 events in Turkey, the trauma experienced by Gulen, and the disruption to initiatives inspired by his teaching, known as Hizmet. Drawing on primary interviews with Gulen and Hizmet participants and a literature review, this Open Access book locates the clear origins of Gulen's teaching in the Qur'an and Sunnah in dynamic engagement with their geographical, temporal and existential reception, translation, and onward communication. It argues that as Hizmet cannot be understood apart from Gulen and his teaching, Gulen and his teaching cannot be understood apart from Hizmet, while exploring the heritage of both. A more geographically focused case study is set out in author Paul Weller's Hizmet in Transitions: European Developments of a Turkish Muslim-Inspired Movement, also published by Palgrave Macmillan (2022).

This book explores the impact of neoliberalism on education in the UK. Drawing on policies across the sector in England as a case study, the author illuminates and analyses the development of neoliberal policy on models of practice. The author explores the theory and philosophy that have come to define neoliberalism, and offers an explanation as to how this has been applied to the education sector in England at various different stages. Informed and scaffolded by years of empirical research in educational contexts, this book interrogates the impact of neoliberalism on educational practice. It will be of interest and value to scholars of neoliberalism and education, as well as practitioners.

Curriculum Exposed follows on from Samuel Strickland's first book, Education Exposed. It is a pacy, punchy and forthright critique of how to drive the curriculum within a school and how the curriculum should be used as a vehicle for change and social justice. The book is simply and neatly laid out, with each chapter identifying common curricular misconceptions, posing lots of key questions to consider and offering multiple practical ideas that you can take away. Every chapter ends with five key highlights for you to carefully consider. It offers a neat interplay of theory, research, Samuel's expertise and experience coupled with a practical and real-world approach. The first section of the book champions the importance of knowledge, the issue with skills, why the teacher should be the expert, underpinning theories with practical suggestions regarding how to plan the curriculum as a whole. The second section of the book will take you through a series of curriculum tools and teaching approaches that will assist you to think about how you implement the curriculum. The final section of the book champions the notion that the teacher is the expert, focusing on the importance of subject knowledge and coaching and explains how to monitor the curriculum carefully. Curriculum Exposed is relevant for anyone working in a school, irrespective of their position or role. It is designed to be an accessible, versatile and quick read. Equally, it can be used as a 'dip-in and dip-out guide' to the curriculum. Multiple practical approaches and strategies are offered as key take-away points.

This book explores the development of educational leadership within difficult contexts via the lens of a previously failing English secondary school in an area of urban poverty. Based on extensive interview data from 2012-2016, the authors demonstrate that the fundamental ethos underpinning the school's improvement is a desire to meet the needs of young people in disadvantaged communities in order to equip them with the skills to allow them to transcend their situation. The authors posit that this school embodies the 'comprehensive ideal' of secondary education in England: that education should not be disadvantaged by background, and that the state should provide free and high quality education for all. This book will appeal to students and scholars of comprehensive education and schools in difficult contexts.

This book examines some of the key elements of Buddhist education theory, in particular about educating for wisdom, the ultimate goal of Buddhist education. The teachings of Gautama Buddha have endured for thousands of years carried into the present era in schools, universities, temples, personal development courses, martial arts academies and an array of Buddhist philosophical societies across the globe. Philosophically, the ideas of the Buddha have held appeal across many cultures, but less is known about the underlying educational theories and practices that shape teaching and learning within Buddhist-inspired educational contexts. The chapters outline the development of the Buddha's teachings, his broad approach to education and their relevance in the 21st century. Subsequently, the book reviews the history of the evolution of the various schools of Buddhist thought, their teaching and learning styles and the dissemination among Asia and later also the Western countries. The book discusses education theories and devices embedded within the Buddhist teachings, examining the works found in the Tipitaka, the Buddhist canon.

This book focuses on sustaining communities of practice in primary and secondary schools in Australia and internationally for the professional learning of all teachers, and particularly, early career teachers. Informed by the communities of practice research of Wenger-Trayner, it shows what factors are conductive to the sustainability of communities of practice, drawing particularly on a case study of an Australian regional secondary school, and explores how it has sustained support particularly for early career teachers over a three-year period. The first chapters of the book provide longitudinal perspectives using qualitative data and include perspectives from a variety of stakeholders, including the principal, the professional learning coordinator and the early career teachers who have experienced the school's Communities of practice over three or more years. It offers practical suggestions on how to implement and improve communities of practice in schools and highlights the increasing importance of online communities to support early career teachers. Policy-makers, school principals, teacher educators and teaching practitioners find the book useful for implementing and sustaining communities of practice in schools. Subsequent chapters explore the value of online communities, such as Twitter communities; the role of collegial support networks in supporting early career teachers in Flemish primary education; and professional learning in Northern Ireland pre- and in-service teacher networked communities.

The story of how The Cristo Rey Network's values-based education model and revolutionary work study program have improved urban schools and inspired education reform across the nation.Combining the latest advancements in instruction, a focus on spiritual values and character development, and an innovative work-study program, the Cristo Rey Network has reinvented urban education and revived a broken system. Catholic school for the twenty-first century, Cristo Rey offers underprivileged students the opportunities they deserve and the structure and committed teachers they need to succeed and build a better life.Filled with amazing stories of hardship and transformation, Putting Education to Work is a testimonial to the effectiveness of the Cristo Rey program, demonstrated through the lives of its students. Thanks to its rigorous college-prep curriculum and real-life job experience, students become "lifelong learners" who graduate with critical thinking skills and the experience needed for college and the work force. But the Cristo Rey education is not limited to the mind. Focusing on character growth, it ensures the formation of a "whole person" who understands his or her role in helping others.Presenting the lessons learned along the way, Putting Education to Work shows how any school--religious or secular--can benefit from the Cristo Rey model and offers a hopeful outlook of what young people and determined educators can achieve together.

This book explores how curriculum reform is interconnected with policy, practice and society. Curriculum reform is increasingly associated with efforts to better the lives of citizens and provide a competitive edge to national prosperity. Educational policy and practice have been the subject of unprecedented convergence worldwide in the quest for so-called 21st century skills. This book offers a case study of curriculum reform within the Republic of Ireland, focusing on antecedents, processes and outcomes of government efforts to evoke fundamental curriculum realignment at lower secondary level. Set against a backdrop of fluctuating economic fortunes and concerns about academic standards and educational equity, this volume has wider relevance beyond Ireland for any system undertaking education reform at scale.

This book reformulates Christian education as an interdisciplinary and interdenominational vocation for professionals and practitioners. It speaks directly to a range of contemporary contexts with the aim of encouraging conceptual, empirical and practice-informed innovation to build the field of Christian education research. The book invites readers to probe questions concerning epistemologies, ethics, pedagogies and curricula, using multidisciplinary research approaches. By helping thinkers to believe and believers to think, the book seeks to stimulate constructive dialogue about what it means to innovate Christian education research today.Chapters are organised into three main sections. Following an introduction to the volume's guiding framework and intended contribution (Chapter 1), Part 1 features conceptual perspectives and comprises research that develops theological, philosophical and theoretical discussion of Christian education (Chapters 2-13). Part 2 encompasses empirical research that examines data to test theory, answer big questions and develop our understanding of Christian education (Chapters 14-18). Finally, Part 3 reflects on contemporary practice contexts and showcases examples of emerging research agendas in Christian education (Chapters 19-24).

This book explores the advantages of and challenges concerning Special Religious Education (SRE) in multicultural Australia and argues for the need for General Religious Education (GRE) as well. Through the lens of the most recent scholarship, and drawing on an in-depth qualitative study and specific case studies, the book examines the current debate on the role of religious education within government schools. It addresses key concepts of values education, spirituality, health and wellbeing, and cultural and religious identity. It analyses why it is important to retain SRE, together with GRE, as government policy. It explores highly relevant, controversial and contested issues regarding SRE, including the 30% of Australia's population who declare themselves as having "no religion", and brings fresh insights to the table. While secularization has increased in both the national and international spheres, there has also been an increase in fundamentalism within religious beliefs. Events such as the September 11 terror attacks and the more recent mass shootings by white supremacists and eco-fascists in Christchurch, New Zealand, and Pittsburgh and San Diego in the USA are reminders that religion is still a major actor in the twenty-first century. This poses new challenges for the relationship between church and state, and demonstrates the need to revisit the role of religious education within government schools. While the importance of GRE is generally acknowledged, SRE has increasingly come under attack by some researchers and teacher and parent bodies as being inappropriate and contradictory to the values of the postmodern world. On the other hand, the key stakeholders from all the faith traditions in Australia wish to retain the SRE classes in government schools. The book addresses this burning issue, and shows that it is relevant not only for Australia but also globally.

This volume addresses an important problem in social scientific research on global religions and spirituality: How to evaluate the role of diverse religious and spiritual (R/S) beliefs and practices within the rapid evolution of spiritual globalization and diversification trends. The book examines this question by bringing together a panel of international scholars including psychologists, sociologists, and researchers in religious studies, public health, medicine, and social work. The content includes chapters describing innovative concepts of post-Christian spirituality, Eastern forms of meditation, afterlife beliefs associated with the three dominant cultural legacies, various non-religious worldviews, spiritual Jihad, and secular and religious reverence. The book also covers such important themes as spiritual well-being, faith, struggle, meaning making, modeling, and support, as well as mysticism and using prayer to cope with existential crises. This book advances the understanding of the role of R/S across different faiths and cultural systems, including both Western and non-Western ones, and enriches the mainstream of psychological sciences and practices. It appeals to students, educators, researchers, and clinicians in multiple related fields and disciplines.

This volume presents an interdisciplinary and systematic review of Catholic Education Studies across Ireland and Britain. Taken together, the chapters drill down to the foundations, identity and leadership matters in Catholic education and schools. It is in reading the complete volume that a more precise picture of Catholic education in Ireland and Britain develops into sharper focus. This is important because it reflects and crystallises the complexity which has almost organically developed within the field of Catholic Education Studies. It also provides a powerful antidote to the naive reductionism that would boil Catholic education down to just one or two fundamental issues or principles. Contemporary Catholic education, perhaps globally but certainly in Ireland and Britain, is best depicted in terms of being a colourful kaleidoscope of differing perspectives. However this diversity is ultimately grounded in the underlying unity of purpose, because each of the contributors to this volume is a committed advocate of Catholic education.The volume brings together a rich range of scholars into one place, so that these voices can be listened to as a whole. It includes contributions from leading scholars, blended with a plethora of other voices who are emerging to become the next generation of leading researchers in Catholic education. It also introduces a number of newer voices to the academic context. They present fresh perspectives and thinking about matters relating to Catholic education and each of them confidently stand alongside the other contributors. Moreover, these reflections on Catholic education are important fruits to have emerged from the collaboration made possible through the creation of the Network for Researchers in Catholic Education, which was established in 2016 under the auspices of Heythrop College, University of London.

This book calls for a reconceptualisation and decolonisation of the Key Stage 2 national history curriculum. The author applies a range of theories in his research with White-British primary school teachers to show how decolonising the history curriculum can generate new knowledge for all, in the face of imposed Eurocentric starting points for teaching and learning in history, and dominant white-cultural attitudes in primary school education. Through both narrative and biographical methodologies, the author presents how teaching and learning Black-British history in schools can be achieved, and centres his Black-British identity and minority-ethnic group experience alongside the immigrant Black-Jamaican perspective of his mother to support a framework of critical thinking of curriculum decolonisation. This book illustrates the potential of transformative thinking and action that can be employed as social justice for minority-ethnic group children who are marginalized in their educational development and learning by the dominant discourses of British history, national building and national identity.

Schools and school systems are increasingly impacted by global disruptions and rapid changes that create unprecedented challenges and opportunities for their leaders and educators. School leaders need to prepare students for faster changes than ever before, to learn for jobs that have not yet been created and use pedagogically-informed technologies to transform the ways in which teachers, students. and parents relate and collaborate. Current and future technological transformations provide opportunities for transformative change through the potential for connectivity and networking for educators locally, nationally and internationally. This book provides an analysis of the impact of disruptive environments on education. It closely examines and synthesizes international literature on how educational systems in a number of countries are successfully transforming educational delivery processes to better prepare students for an increasingly disrupted world. This invaluable text will prove indispensable for educational professionals and researchers engaged in informing and transforming policy making, leadership training and development, and quality learning and pedagogy in schools.

This book explores how teachers can navigate the complex process of managing change within the classroom. The chapters highlight the new challenges that have arisen with the emergence and introduction of educational technology as teachers find themselves having to be responsive to the needs and demands of multiple stakeholders. Traversing a range of conceptual, disciplinary and methodological boundaries, the editors and contributors investigate the tensions that impinge on research-based change and how to integrate directed changes into their education system and classroom. Subsequently, this volume argues that posing these questions leads to increased understanding of the possible long term effects of educational change, and how teachers can know whether their solutions are effective.

The central purpose of this book is to help teachers organise ideas through the use of graphic organisers. Over 35 such word-diagrams are: organised into a system to help select the right tool for the job; described for rapid understanding of their strengths; and explained for step-by-step construction. Over 50 teachers each have a double-page spread in which they reveal how they use them in their teaching - across the full age range and span of subjects. A further section of the book demonstrates how to use these word-diagrams most effectively by partnering them with other teaching strategies, such as retrieval practice, writing, speaking and listening, teacher explanations, advance organisers, scaffolding, remote learning and more. The pages are illustrated to the same quality and quantity in Oliver's previous book, Dual Coding with Teachers, its natural companion. A must-have textbook for every teacher that transcends contemporary ideological allegiances and fads.