This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.

MappingMultiple Literaciesbrings together the latest theory and research in the fields of literacy studyand European philosophy, Multiple Literacies Theory (MLT) and the philosophicalwork of Gilles Deleuze. It frames the process of becoming literate as a fluidprocess involving multiple modes of presentation, and explains these processesin terms of making maps of our social lives and ways of doing things together.For Deleuze, language acquisition is a social activityof which we are a part, but only one partamongst many others..Masny and Cole draw on Deleuze's thinking to expand the repertoires of literacyresearch and understanding. They outline how we can understand literacy as asocial activity and map the ways in which becoming literate may take hold andtransform communities. The chapters in this book weave together theory, dataand practice to open up a creative new area of literacy studies and to provokevigorous debate about the sociology of literacy.

A rich, comparative case study systematically exploring two program approaches for preparing teachers of color, Gist's work explores culturally responsive pedagogy as a strategy for organizing teacher education.

This book examines the role of nonformal education (NFE) in African languages in promoting democracy in Senegal. Using data from a survey of rural Senegalese citizens, this is the first study to empirically test the effects of NFE on political participation and attitudes. The results indicate that NFE stimulates community and political participation and appears to have a stronger effect on participation than formal education. Both NFE and formal education increase the likelihood that people will embrace democratic, tolerant attitudes. Thus, NFE could be a potent force in the promotion of civic orientations in the emerging democracies.

The real world is full of challenges and the sheer weight of problems facing us can stifle the genius of our collective human creativity at exactly the time when we desperately need imaginative and innovative solutions. Responding to this, Practicing Futures: A Civic Imagination Action Handbook harnesses our connections to popular culture and taps the boundless potential of human imagination to break free of assumptions that might otherwise trap us in repetitive cycles of alienation. Utopias and dystopias have long been used to pose questions, provoke discussions, and inspire next steps and are helpful because they encourage long view perspectives. Building on the work of the Civic Imagination Project at the University of Southern California, the Handbook is a practical guide for community leaders, educators, creative professionals, and change-makers who want to encourage creative, participatory, and playful approaches to thinking about the future. This book shares examples and models from the authors' work in diverse communities. It also provides a step-by-step guide to their workshops with the objective of making their approach accessible to all interested practitioners. The tools are adaptable to a variety of local contexts and can serve multiple purposes from community and network building to idea generation and media campaign design by harnessing the expansive capacity for imagination within all of us.

Globalization and International Education introduces key international issues in education and considers the changes in education stemming from the rapid social, economic and cultural transformations associated with globalization. Grounded in a strong conceptual, theoretical framework, this accessible text will guide the reader through this evolving area. Reflective exercises, chapter summaries and useful websites will encourage and support student learning and the application of new concepts. Recent debate and developments are considered, including: - international aid, education and development - education in conflict and emergencies - education and the 'knowledge economy' Globalization and International Education is essential reading for undergraduate and graduate students studying education.

This study gives a comprehensive account of the evolution of the educational system in Modern Egypt, set against the events of the last twenty five years. From the Revolution of 1952, which saw the breakdown of the party system, seen as 'sham democracy', to the re-adoption of the party system in 1976, the Egyptian government has searched for an ideal system that is secular, but not irreligious, and benefitting from, but not copying, the western or eastern models. Professor Hyde has analysed the problems of the educational system, administrative, institutional, theoretical and practical, and related them to Egypt's urgent need to modernise the state, and to improve the quality of life of her hitherto deprived masses. The deficiencies of the system are discussed with emphasis on the attempts to provide solutions, mainly within the framework of reformed institutions. Informal and private education, literacy campaigns, women's aspirations and student welfare are all considered, as are policies and plans for the immediate and long-term solutions of Egypt's problems. The analysis also takes into account socio-economic factors in post-Revolutionary Egypt which not only constitute instruments of change in Egyptian society but also provide the restraints which prevent the rapid translation of educational ideals into reality. First published 1978.

All philosophical concepts clearly explained in order to appeal to a wide spectrum of readers in the field of education The subject matter deals with the current weaknesses in teacher education from a philosophical perspective that promotes life-value The book shows the relevance of Bertrand Russell's educational philosophy to teacher education and the work of teachers today The book uses a combination of reasoned argument and personal narrative to explain how and why educational philosophy is, and should be, central to teacher education and how, together with Indigenous knowledge systems, it forms the basis for climate change education for future teachers concerned with educating their students about the main crisis of our times.

With debates on the relationship between cultural diversity and the role of schools raging on both sides of the Atlantic, the time is apt for a philosophical work that shines new light on the issues involved and that brings a fresh perspective to a political and emotive discussion. Here Burtonwood brings the writing of British philosopher Isaiah Berlin to bear on the subject of multiculturalism in schools, the first time that his work has been applied to matters of education. Tackling the often-contradictory issues surrounding liberal pluralism, this book poses serious questions for the education system in the US and in the UK.

Helen Keller and her famous teacher, Annie Sullivan, up to the present have consistently appeared near the top of lists of best-known American women. But few Americans know much about the history of how Anne Sullivan, once a pauper in a large Massachusetts poorhouse, came to her role as the miracle worker who taught the deaf and blind Helen Keller. Nor do most contemporaries know how controversial the education of Helen Keller by Annie Sullivan was in the late nineteenth and early twentieth centuries. Leading philanthropists, for example, attacked both Sullivan and Keller for more than twenty years.Portraying the contrasting lives of Sullivan and Franklin Benjamin Sanborn, the era s prominent transcendentalist, abolitionist, and founder of many national organizations, this book sheds new light on the ethnic and religious tensions that haunted the notoriety of Sullivan and the gender and disability expectations that affected the public reception of both Sullivan and Keller. The book places into historical context the Anglo-Saxon reformers exemplified by Sanborn who, on the one hand, saved Sullivan from the poorhouse, but who ultimately could not accept Sullivan s hero status. While highlighting the story of Sullivan, Keller, and Sanborn, Wagner also seeks to shed light on the Gilded Age and Progressive Era America in which battles over class, ethnicity, gender, and disability were fought by both genteel and by more belligerent means."

There is no better way to understand a society's assessment of its own success or failure than an examination of its theories of education, because any attempt to improve national performance will be reflected in educational policy. This study is a comprehensive account of the evolution of American educational theory from the colonial period to the present. It includes a broad discussion of the foundations upon which early Americans built their educational policy, as well as influential factors unique to the American experience. From the Revolution to nineteenth century reform efforts to the turbulent twentieth century, educational theory has been adapted to suit the needs of an ever-changing, multicultural society. Throughout U.S. history key objectives have affected the character of education, particularly curriculum. One main thrust for reform has been the belief that equality in education serves the national interest. Examination of the historical attitudes toward the education of African Americans provides a valuable insight into this process. Today America is experiencing significant difficulties in making its educational system succeed, and the negative social effects of this deterioration are already apparent. The future success of educational theory lies in international cooperative efforts.

With contributions from six leading scientific countries of the Global North and from the general European Higher Education Area, this book questions the predominant view on academic freedom and pleads for a holistic approach. While academic freedom has been a top agenda point for the global scientific community in recent years, the public and academic discourse has often been marked by a negative interpretation of the term understood merely as exemption from state intervention and censorship. The contributions in this edited volume demonstrate, however, that this is not where the story ends: the ability to exercise academic freedom not only involves the freedom of expression in its abstract sense but should involve the capability to determine research agendas and curricula independently from market pressures or threats of career sabotage, and to resist workplace misconduct without fear of losing future career chances. Providing a differentiated picture of contemporary structural limits to academic freedom in advanced democracies, this volume will be of great interest for not only scholars of higher education, but for the entire academic community.

In a time of unprecedented social and economic crisis, this book represents a challenge to the orthodoxy that shapes our vision of educational purpose. It argues that now, more than ever, there is a moral imperative for educators to assume responsibility for helping to bring about a culture of peace and non-violence in both our nation and throughout the world as a whole. Shapiro has situated his vision of education in a broader quest for social and moral change. His framework is one rooted in the critical pedagogic tradition which sees education's primary purpose as nurturing democratic values, civic involvement, and a commitment to a more just and compassionate culture.

This volume provides a comprehensive, learned and lively presentation of the whole range of Plato's thought but with a particular emphasis upon how Plato developed his metaphysics with a view to supporting his deepest educational convictions. The author explores the relation of Plato's metaphysics to the epistemological, ethical and political aspects of Plato's theory of education and shows how Plato's basic positions bear directly on the most fundamental questions faced by contemporary education.

"I highly appreciate the quality of Fejes' and Dahlstedt's research and writing. They manage to present in a comprehensible way some essential concepts of Foucault that help us to understand better what practices of lifelong learning, in a broad sense, are emerging nowadays in advanced liberal societies. In doing so, they contribute to the renewal of critical thinking in education. They convince me that such renewal is important and necessary... and I think both theoreticians and practitioners of lifelong learning will equally recognize and value this analysis, particularly also, because they present a good mix of theory and practice." -Professor Danny Wildemeersch Today, people are constantly encouraged to verbalise and disclose their "true" inner self to others, whether on TV shows, in newspapers, in family life or together with friends. Such encouragement to disclose the self has proliferated through discourses on lifelong learning through which each citizen is encouraged to become a constant learner. The Confessing Society takes a critical stance towards the modern relentless will to disclose the self and argues that society has become a confessing society. Drawing on Foucault's later work on confession and governmentality, this book carefully analyses how confession operates within practices of lifelong learning as a way to shape activated and responsible citizens and provides examples of how it might be possible to traverse the confessional truth of the present time. Chapters include: Reflection and Reflective Practices Deliberation and Therapeutic Intervention Lifelong Guidance Medialised Parenting This controversial book is international in its scope and pursues current debates regarding trans-national policy and to research discussions on education, lifelong learning and governance, and it will provoke lively debate amongst educational practitioners, academics, postgraduate and research students in education and lifelong learning in Europe, North America and Australasia.

First published in 1984, Peace Through Education records the history of the first 45 years of the Council for Education in World Citizenship (CEWC). It describes the rise in interest of increased international understanding in the years preceding the book's publication and highlights the influential role of the CEWC in encouraging educators to make the rising generations aware of threats to world peace. Created in 1939, at a time of tense international crisis, the organization's record is both an important and fascinating story. The book provides an overview of the history and work of the organization and assesses how far the Council has achieved its objectives, and how successful it has been in satisfying needs and wielding influence.

At its core, the main goal of critical pedagogy is deceptively simple-to construct schools and education as agents of change. While noble and ambitious, it is not always realistic in a climate of increased commodification, privatization of schooling, and canned curriculum. By assuming rather than articulating its own possibilities, critical pedagogy literature itself is often its own worst enemy in its call for transformation. With such challenges from both within and without, is the idea of liberatory pedagogy for social change out of reach or can critical educators really achieve the rather high call for social change? What alternative visions of schooling does critical pedagogy truly offer against the mainstream pedagogy? In short, what are the political projects of critical pedagogy? This powerful and accessible text breaks with tradition by teasing out mere assumptions, and provides a concrete illustration and critique of today's critical pedagogy. Veteran teacher educator Seehwa Cho begins the book with an engaging overview of the history of critical pedagogy and a clear, concise breakdown of key concepts and terms. Not content to hide behind rhetoric, Cho forces herself and the reader to question the most basic assumptions of critical pedagogy, such as what a vision of social change really means. After a thoughtful and pithy analysis of the politics, possibilities and agendas of mainstream critical pedagogy, Cho takes the provocative step of arguing that these dominant discourses are ultimately what stifle the possibility for true social change. Without focusing on micro-level approaches to alternatives, Cho concludes by laying out some basic principles and future directions for critical pedagogy. Both accessible and provocative, Critical Pedagogy and Social Change is a significant contribution to the debates over critical pedagogy and a fresh, much-needed examination of teaching and learning for social justice in the classroom and community beyond.

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff.

When originally published in 1965 this book reflected some of the new thinking among philosophers regarding the role of the discipline in its investigation of central issues in educaton. The essays are grouped into four major sections: The Nature and Function of Educational Theory; The Context of Educational Discussion; Conceptions of Teaching; and The Essence of Education. The concepts dealt with are of the first importance to any practical or theoretical discussion in education and the editor provides a generous introduction to the essays to aid the reader in his analysis of the issues.

This volume provides an introduction to the philosophy of education, which will enable students meeting the subject for the first time to find their way among the many specialized volumes. It deals in a non-technical way with the more important issues raised in a philosophical approach to education, and gives a clear idea of the scope of the subject. After discussing different theories of the aims of education, whether mechanistic or organic, the author addresses practical issues - for example, about the curriculum, the distinction between education and indoctrination, the role of authority and discipline, and the place of religious and moral teaching. Finally he deals with some important aspects of education and the influence of different political structures on the philosophy of education.

Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that these conclusions have significant repercussions for education. Throughout the book the exposition of utilitarianism and the interpretation of the Republic are closely linked. The author assesses the nature of recent Platonic criticism and provides a critical summary of the Republic. He expounds and defends utilitarianismn and examines in greater depth the consequences for education of accepting a utilitarian position, showing how, for example, from this standpoint such key terms in educational debate as 'autonomy' and 'self-development' must be reassessed as educational objectives.

In this study of the main conceptual and normative issues to which the education of the adult gives rise, the author demonstrates that these issues can be understood and resolved only by coming to grips with some of the central and most contentious questions in epistemology, philosophy of mind, ethics, and social philosophy. A salient feature of the book is its searching examination of the different types of value judgement by which all educational discourse is permeated. The analysis of the nature and justification of educational judgements forms the basis of an overall philosophy of adult education which should provide a much needed axiological framework for the guidance of practitioners in this growing area of educational concern.

A companion volume to Moral Judgement from Childhood to Adolescence specially written for teachers and students of education. This volume includes analysis of the broad stages in the developmental pattern; of the key variables that must shape it, and of their function in moral judgement; and of the principles that must lie behind a moral education that has autonomy as its goal. The book concludes with practical proposals for a sequential pattern of moral learning, and the methods of approach appropriate to it.

The contributors to this collection of essays offer a stimulating and varied range of approaches to this developing area. The volume includes discussions on the concept of education and such related topics as indoctrination and the nature and scope of the theory of education. Aspects of education including the field of moral education, and issues which are reflected prominently in the curricula of such subjects as Mathematics and Science in schools and colleges are considered.