This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.

Train Up a Child explores how private schools in Old Order Amish communities reflect and perpetuate church-community values and identity. Here, Karen M. Johnson-Weiner asserts that the reinforcement of those values among children is imperative to the survival of these communities in the modern world.

Surveying settlements in Indiana, Michigan, Ohio, Pennsylvania, and New York, Johnson-Weiner finds that, although Old Order communities have certain similarities in their codes of conduct, there is no standard Old Order school. She examines the choices each community makes -- about pedagogy, curriculum, textbooks, even school design -- to strengthen religious ideology, preserve the social and linguistic markers of Old Order identity, and protect their own community's beliefs and values from the influence of the dominant society.

In the most comprehensive study of Old Order schools to date, Johnson-Weiner provides valuable insight into how variables such as community size and relationship with other Old Order groups affect the role of these schools in maintaining behavioral norms and in shaping the Old Order's response to modernity.

This thoughtful and engaging memoir opens up a previously hidden side to what many consider the most important Supreme Court decision of the twentieth century. With quiet candor Paul Wilson reflects upon his role as the Kansas assistant attorney general assigned "to defend the indefensible"--the policy of "separate but equal" that was overturned on May 17, 1954, by Linda Brown's precedent-shattering suit.

The "Brown" decision ended legally sanctioned racial segregation in our nation's public schools, expanded the constitutional concepts of equal protection and due process of law, and in many ways launched the modern civil rights movement. Since that time, it has been cited by appellate courts in thousands of federal and state cases, analyzed in thousands of books and articles, and remains a cornerstone of law school education.

Wilson reminds us that Brown was not one case but four-including similar cases in South Carolina, Virginia, and Delaware-and that it was only a quirk of fate that brought this young lawyer to center stage at the Supreme Court. But the Kansas case and his own role, he argues, were different from the others in significant ways. His recollections reveal why.

Recalling many events known only to Brown insiders, Wilson re-creates the world of 1950s Kansas, places the case in the context of those times and politics, provides important new information about the state's ambivalent defense, and then steps back to suggest some fundamental lessons about his experience, the evolution of race relations, and the lawyer's role in the judicial resolution of social conflict.

Throughout these reflections Wilson's voice shines through with sincerity, warmth, and genuine humility. Far from a self-serving apology by one of history's losers, his memoir reminds us once again that there are good people on every side of the issues that divide us and that truth and meaning are not the special preserve of history's winners.

David Gribble's last book, Lifelines, was selected as book of the week in the Times Educational Supplement. Tim Brighouse had this to say about it: Books such as this test fundamental beliefs. Do we belong to the libertarian idealistic Left that believes in the fundamental goodness of children? Or are we with the Gradgrind disciplinarian Right, which discounts the 'Don't smile until Christmas' theory of discipline, because it thinks children should never smile? Worlds Apart challenges these basic beliefs once again, providing evidence from the opposing camps and presenting it side by side. The book does not pursue a single argument but instead juxtaposes the two styles of education, firstly in the words of the adutls who expound them and then from the point of view of the young people who experience them. Fourteen pages of photographs vividly illustrate the contrasting nature of the different types of school

This book explores diverse relationships at play in integrating Indigenous knowledges and Western Science in curricula. The readers will unravel ways in which history, policy, and relationships with local Indigenous communities play a role in developing and implementing 'cross-cultural' science curricula in schools. Incorporating stories from multiple individuals involved in curriculum development and implementation - university professors, a ministry consultant, a First Nations and Metis Education coordinator, and most importantly, classroom teachers - this book offers suggestions for education stakeholders at different levels. Focusing on the importance of understanding 'relationships at play', this book also shows the author's journey in re/search, wherein she grapples with both Indigenous and Western research frameworks. Featuring a candid account of this journey from research preparation to writing, this book also offers insights on the relationships at play in doing re/search that respects Indigenous ways of coming to know.

This book examines how religion operates as an institution of governance and discipline in society. The authors unravel the ways in which adolescents are socialized into adhering to the dictates of their religious identities, which often translates into practices of micro-aggression enacted in and through their interaction with the 'religious other' in schools and classrooms. Through ethnographic immersion in villages in the Gujarat, the authors identify media as a powerful source through which the dominant ideology of religious discrimination is perpetuated among adolescents. Subsequently, a critical media education framework was developed in order to equip these young people with the critical skills needed to challenge power relations, with the goal being to identify resources for resistance within themselves and their immediate media environments. Using pedagogic techniques such as spatial and cultural mapping, content creation and applied theatre practices to create a reflective yet practical guide, the findings of this book can be applied to a wide range of socio-cultural contexts.

This book explores the significance of silence within and beyond pedagogical contexts. Silence is a complex and multidimensional phenomenon for everyday life: since schools mirror society, it is also significant in education. While silence can be experienced in a multitude of different ways, the author reflects on whether silence itself can bear a message: is there an aspect of dialogue in silence, or is it a language all of its own? This book examines a variety of silences essential for education, examining such topics as silence and aspects of power, silent students, and the relationship between listening and silence. Drawing on a range of empirical data, the author elucidates the significance of silence in pedagogical contexts.

This book explores the impact of the Lesson Books of the National Board of Education in Ireland in the nineteenth century. The author contextualizes the books used in national schools as well as across the wider British Empire: in doing so, he highlights the influence of the religious, social, political and cultural realms of the time. Firmly grounding the volume in its historical context, the author goes on to explore the contemporary moral climate and social influences, including imperialism, morality, rote-learning and socialization. Through meticulous analysis of each Lesson Book, the author traces the evolution of education in Ireland as a reflection of contemporary society, as it changes and transforms in line with cultural, religious and social changes. This pioneering and comprehensive volume will be of interest and value to students and scholars of education in Ireland as well as education in the British Empire more widely.

This open access book reviews evidence and case studies on the effects of outdoor learning on teachers and learners. It shows how real-world learning outside the classroom contributes to unlocking the full potential of learners, demonstrating its benefits for academic learning, social competencies, personal and emotional development, psychological well-being, and physical activity and health. In addition, the book highlights how outdoor learning nurtures environmental awareness and helps learners to tackle current sustainability challenges. Its focus on high-quality learning makes it a unique contribution to the implementation of SDG 4. Aimed at lecturers at teacher training universities, teachers, professional educators, coaches, and multipliers who train staff of educational NGOs, as well as decision makers on all levels of education systems, this book is of interest to all those who seek a more in-depth understanding of the future of education.

Over the past decade, community schools similar to those supported by Save the Children have been established in many developing countries, and especially in sub-Saharan Africa. As large numbers of children attend schools started and managed by their own communities and/or by nongovernmental organizations. Questions have come up about the impact of such schools at large scale: Can village-based or community schools have a national impact on access to education, spur improved long-term development strategies and education policy, or achieve or influence Education for All? This book explores these and related questions, drawing on Save the Children's experience with community-based schooling in four countries: Ethiopia, Malawi, Mali, and Uganda. The literature on community schools in Africa tends to be sparse, repetitive and highly descriptive with little or no sustained critique of practice. This book fills a big gap in the education literature and is particularly timely, given the current emphasis on decentralization and community involvement in education.

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.

Journeys of Charter School Creators tells of the journeys of ten thriving charter schools throughout the United States and their leaders over the past 20 years. The first seven cases are follow-up stories from the original book published in 2004, Adventures of Charter School Creators: Leading from the Ground Up. The final three cases feature three North Carolina charter schools and their leaders. Each leaders' narrative reveals amazing journeys with different paths taken, different choices made; however, these leaders were all entrepreneurs with a passion to guide their schools for the long haul toward success with a specific mission and vision to improve educational opportunities and a better future for a specific group of children. Readers will learn, through the firsthand experiences of these charter school leaders, lessons on leading in the challenging charter school world, a rewarding, yet somewhat tumultuous journey of growth and innovation.

In the words of Bill Gates, 'We all need people who give us feedback. That's how we improve.' The art of giving feedback is widely recognised as one of the most powerful tools in education and equally one of the most variable aspects in the way it is applied. In The Feedback Pendulum, Michael aims to explore how the use of feedback has evolved over time, drawing on a combination of research and sharing experiences, and examples of best practices across the different phases of education to establish a culture of efficient and effective feedback that supports the teaching and learning cycle. This book will unpick the research, the experience of expert practitioners, and practical strategies in the different phases of education, including: the evolution of feedback over time; pre-school feedback; primary and secondary school feedback; specialist education feedback; parental feedback; and CPD feedback Through the use of spotlights from teachers and an education psychologist's perspective interweaved throughout, Michael provides a manifesto for enhancing feedback in education.

Winner of the AERA Division B Outstanding Book Recognition Award This book examines the dynamics surrounding the education of children in the unofficial schools in China's urban migrant communities. This ethnographic study focuses on both the complex structural factors impacting the education of children attending unofficial migrant children schools and the personal experiences of individuals working within these communities. As the book illustrates in careful detail, the migrant children schools serve a critical function in the community by serving as a hub for organized collective action around shared grievances related to issues of education, employment, wellbeing, and other social rights. In turn, the development of a collective identity among teachers, students, parents, and other members in the migrant communities makes it possible for activists to begin to working to address multiple forms of discrimination and maltreatment while simultaneously moving towards the possibility of more profound social transformation.

This book explores the role of students' involvement in teacher professional development. Building upon a research study whereby pupils instruct their teachers in the use of Information and Communication Technology (ICT), the author argues that using student voice in this way can result in transformational learning for all those involved. The author presents the processes and experiences of pupils taking on the role of educators as well as the experiences of the teachers receiving such professional development from their students. In doing so, he promotes the innovative use of a student voice initiative to support teaching and learning, with the overarching purpose of improving and transforming teacher-pupil relationships. This book will be of interest and value to students and scholars of pupil voice, teacher professional development and transformational learning.

This book examines the experiences and perspectives of students and teachers at an alternative music school, which caters for young learners who have been marginalised and disenfranchised from mainstream schooling. The school utilises a rich music-infused curriculum that connects to the lives of its students, alongside a democratic ethos and ethic of care for members of the school community, including the students, teachers, and parents. The combination of personal narratives together with detailed critical discussion, provides a compelling argument for how schools can make a major difference to the lives of young people. The case study presented in this book offers one potential response to the institutionalised social and educational inequities that young people continue to face, and highlights the important lessons from alternative schooling for education more broadly. It will be of particular interest to researchers in the areas of education and sociology, especially those concerned with matters of social justice and equity in education.

Parents have questions for school administrators. They want to know how they hire teachers, erect facilities, select learning materials, protect students, allocate budgets, use data, make forecasts, measure progress, and compete with for-profit schools. This book examines the questions they pose, the answers they elicit, the allies they attract, the adversaries they arouse, and the improvements they prod.

This volume discusses the importance of positive schooling in producing responsible and potentially productive adults. Students are generally more motivated to do well and to realize their full potential in schools that have a positive schooling climate, where they feel safe, included and supported. Nevertheless, the reality in today's schools is very different. This volume discusses the major challenges faced by children and adolescents in schools, including problems with curricula, safety issues, lack of inclusive policies, non-availability of teachers, ineffective teaching, insensitivity towards students' issues, improper evaluation methods, harmful disciplinary measures, and so on. Experts in child psychology and education discuss these issues at length in this volume and offer viable solutions for policymakers, school administrators, teachers and parents to make suitable changes and create a positive atmosphere in educational institutions. This volume further discusses the role of various stakeholders---school principals, teachers, counsellors and psychologists---in addressing these challenges. In addition, it raises other, emerging issues which have not been covered in previous volumes on this topic and offers evidence-based suggestions to address them. The intended readership of the volume is researchers and students of psychology, education, sociology, social work and public health, and school teachers, administrators and teacher-trainers.

This collection draws from research studies to build theory, critique reality, and provide practical recommendations for readers. Essays from each section speak to current school matters, with a range of students in different spaces across the U.S. and abroad. Readers are invited to visualize what "can be" in schools and how teacher educators can serve as leaders in the fight for social justice-oriented curriculum development and implementation. Researchers are challenged to pose different kinds of questions - questions that look at the possibilities rather than those of difficulties in their work to address and transform institutional and systemic inequality, inequity, oppression, marginalization, and discrimination in education.

This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.

A new go-to text for in-service professionals concerned about violence and trauma in schools Driven by an original three-pillar model that addresses safety, support, and mental health. Lead authored by a pioneer of school crisis assistance and featuring interview quotations from experts in the fields of school safety, mental health, and education Dispels myths about problematic policies such as zero tolerance and staff firearms training while proposing alternatives strategies like restorative justice and peer mediation

A new go-to text for in-service professionals concerned about violence and trauma in schools Driven by an original three-pillar model that addresses safety, support, and mental health. Lead authored by a pioneer of school crisis assistance and featuring interview quotations from experts in the fields of school safety, mental health, and education Dispels myths about problematic policies such as zero tolerance and staff firearms training while proposing alternatives strategies like restorative justice and peer mediation

Digital tools have a clear educational purpose, but how do we help students with the darker corners of the web? This book provides timely, much-needed advice for educators on how to teach students to handle the anger and divisiveness that pervades social media and that is impossible to ignore when using tech for other purposes. Author Andrew Marcinek provides strategies we can use to help students with issues such as navigating relationships; understanding digital ethics and norms; returning to a balance with screen time; reclaiming conversation; holding yourself accountable; creating a new digital mindset; and more. Throughout, there are practical features such as Pause and Reflects, Teachable Moments, and classroom activities and lesson plans, so you can easily implement the ideas across content areas and grade levels.

In recent years, the Islamization of Turkish politics and public life has been the subject of much debate in Turkey and the West. This book makes an important contribution to those debates by focusing on a group of religious schools, known as Imam-Hatip schools, founded a year after the Turkish Republic, in 1924. At the outset, the main purpose of Imam-Hatip schools was to train religious functionaries. However, in the ensuing years, the curriculum, function and social status of the schools have changed dramatically. Through ethnographic and textual analysis, the book explores how Imam-Hatip school education shapes the political socialization of the schools' students, those students' attitudes and behaviours and the political and civic activities of their graduates. By mapping the schools' connections to Islamist politicians and civic leaders, the book sheds light on the significant, yet often overlooked, role that the schools and their communities play in Turkey's Islamization at the high political and grassroots levels.

This book explores the current state of lndonesian education. There appear to be few distinctive images of education in Indonesia that are widely known internationally. But this is not because nothing is happening. The past decade has seen major trends in the structure of the Indonesian education system and in schooling trajectories of lndonesia's children and adolescents. It has also seen major policy discussions and initiatives. Over the same period, the country saw the administration of primary and secondary levels decentralised to the regional government, introduction of the new paradigm of school-based management, and public spending on education required to reach one-fifth of total government spending. But while enrolment rates at all levels continue to increase, quality remains low and has not improved, and the tertiary education sector continues to experience issues with autonomy and unsatisfactory performance. In Indonesia, as elsewhere in Asia, education will inevitably play a key role in the trajectory of national development as the 21"" century unfolds. Aside from World Bank reports, three does not appear to be any volume that provides a wide-ranging comprehensive coverage of the Indonesian educational situation and the issues it faces. Therefore, this book fills an important gap and, as such, potentially has a wide readership.