This book is a compelling collection of essays on the intersection of race, gender and class in education written by leading black and postcolonial feminists of colour from Asia, Africa and the Caribbean living in Britain, America, Canada, and Australia. It addresses controversial issues such as racism in the media, exclusion in higher education, and critical multiculturalism in schools.

Introducing new debates on transglobal female identity and cultures of resistance the book asks:

• How does black and postcolonial feminisms illuminate race and gender identity in new global times?
• How are race, gender and class inequalities reproduced and resisted in educational sites?
• How do women of colour experience race and gender differences in schools and universities?

This book is a must for political and social commentators, academic researchers and student audiences interested in new feminist visions for new global times.

This book was published as a special issue of Race, Ethnicity and Education.

This anthology provides fresh theorization of gendered dimensions of learning, war, and violence, with a view to offering new insights on the impact of violence on women's learning and well being. The collection is an important contribution to emerging interdisciplinary approaches to the role and effectiveness of civil society, especially women's NGOs, working in war and post-conflict zones, and to the relationship between neoliberal, global ?feminist? projects and the re-emergence of colonial and imperial feminisms. This collection is also an exploration of the plausibility of current peace education strategies augmenting the political and leadership role of women and their civic engagement.

This collection is designed to create a space for conversation across disciplines on such issues as how to advance our conceptualization of gender-related education and conflict; how to provide empirically-based case studies and transnational analyses that improves our understanding of the impact of war and violence on women's learning; and how to contribute to national and international policy analyses to improve education for women and girls, through related policy reforms or humanitarian aid programs in post-war reconstruction efforts.

This book was published as a special issue in the International Journal of Lifelong Education.

* Uniquely explores adversity in education from an international perspective; * Introduces influential thinkers, events, and ideas that shape current understanding and inform future developments in the area; * Identifies the key factors that give rise to adversities for learners; * Explores through practical cases studies, ways in which individuals, institutions, cultures/societies can help manage and overcome adversities; * Provides exemplars that illustrate successful proactive preventative approaches, interventions, and coping strategies; * Draws out principles that can be applied in developing a successful intervention

This book explores the lived meanings of being a university educator from an existential perspective. The book enriches our understanding of educators' experiences in light of Martin Heidegger's early philosophy, and vice versa (opening our understanding of Heidegger's philosophy through educators' experiences). Also drawing on the philosophical insights of Hans-Georg Gadamer, the book situates the purposes and experiences of the 'educator' in historical and contemporary contexts. In doing so, the author reveals that being a university educator is essentially characterised by conversation and time. Inspired by the author's own experiences of teaching community development and sociology within a youth-work specific bachelor degree, the book invites educators to apply existential philosophy as a tool to reflect upon their own experiences and to reconnect with the question of what it means to be an educator in their shared world of practice. This thoughtful volume is sure to resonate with the experiences of readers who educate within a university context.

This book uses the set of relations announced by teachers' and students' readings of literary fictions as a commonplace location to interpret the experience of curriculum. In addition to illuminating the complexity of schooled readings of literature, Private Readings in Public provides insightful and provocative interpretations of the intertwined, overlapping, and ever-evolving intertextual relations that comprise events of curriculum. It will be of interest to those who wish to expand their understanding of the way in which interpretations of shared reading can become a literary anthropology where the identities of readers, writers, and teachers are continually re-invented during processes of reading, writing, and teaching.

As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors' aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us-and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent "ecological crises" to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth's ecosystems in the context of ecosociocultural theory and participatory democracy alike. "Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education's intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead

This book focuses on socioecological learning through the touchstone concepts of the Anthropocene, the Posthuman and Common Worlds as Creative Milieux. The editors and contributors explore, situate and interrogate social learning through transdisciplinary positionings, exemplars and theories. The eclectic and cohesive chapters unfold as a journey that may inspire innovative and unique understandings of the socioecological learner: insights that will surely be paramount as we careen towards the 22nd century and all of its as-yet-unknown challenges. Offering tangible and nuanced practice for educational leadership in socioecological learning, this pioneering book will be of interest and value to researchers and educators at all levels. This volume is sure to appeal to students and scholars of socioecological learning as well as the Anthropocene and the Posthuman.

Structured around major movements in world history, the lives of leading educators, and the philosophies and ideologies that resulted from their ideas, Historical and Philosophical Foundations of Education: A Biographical Introduction, Fifth Edition provides a clear interdisciplinary exploration of the development of educational ideas. The author takes a global perspective on the history and philosophy of education, capturing the essence of educational evolution through the biographies of 23 theorists, philosophers, and educators. This biographical focus, combined with an introductory presentation of the inherent connections between education's major movements and its primary movers, helps students better understand the social and historical conditions that have informed today's educational arena.

This volume discusses theory, philosophy, praxis and methods in Environmental and Ecological education, and considers the junction with the main visions and issues of Critical Pedagogy. The volume and its separate chapters address four axes, which can also be seen as the guidelines of the content as well as the central objectives of the book. The first axis concerns the missing theoretical and practical pieces at this point in time. The volume considers the issues that are not included in contemporary Environmental Education, and thus, deprive it from critical orientations. This implies that in Environmental Education, very little discussion exists about the political, economic, racial, gender and class issues that in most cases govern the actions of leaders and stake-holders. The second axis concerns what has been done so far and in what directions. This involves descriptions of theoretical approaches or actual applied methodologies in the classroom, such as curricula or syllabus used or the kind of actions certain educators have taken to infuse the issues of justice and critical reflection within the Environmental Education teaching agenda. The third axis examines proposals. It looks at ways to enrich domains of Environmental Education with the argumentations of Critical Pedagogy. The fourth axis concerns the way in which proposals can be effectuated. This part contains specific methodologies and teaching sequences, depicting ways of including major aspects of Critical Pedagogy and Critical Education in Environmental Education. Examples are: Non-anthropocentric ecological approaches in the classroom, political activism in the Curricula, mixture of field activities and political activities.

In this book ? a landmark text that is both engaging and accessible ? Hilary Janks addresses the following questions and many more:

• Is literacy a skill or a social practice?
• In what ways is literacy embodied?
• Do texts have designs on us and what can we do about it?
• How does language construct reality?
• What is 'linguistic capital' and who has it?
• Who gets access to new literacies and who is excluded?
• How is literacy implicated in relations of power and questions of identity in our daily lives?

Janks shows how competing orientations to critical literacy education ? domination (power), access, diversity, design ? foreground one over the other. Her central argument is that these different orientations are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. Recognizing ongoing change in socio-historical conditions, in the communication landscape, and in the applications of critical literacy, she examines the theory underpinning each orientation, and develops new theory in the argument for interdependence and integration. Most important, Literacy and Power sits at the interface between theory and practice, constantly moving from one to the other. It is rich with examples of how to use these orientations in real teaching contexts, and how to use them to counterbalance one another.

In the groundbreaking final chapter, Janks shows ways of working 'beyond reason'. Considering how the rationalist underpinning of critical literacy tends to exclude the non-rational ? pleasure and play, desire and the unconscious ? she makes the case that these need to be taken seriously given their power to cut across the work of critical literacy educators working from any orientation.

What is at stake in compromising the Enlightenment ideals of a liberal education with new educational policies engendered by a neo-liberalized, global marketplace? Richly grounding his arguments in the social philosophy of European and American intellectuals, Raphael Sassower explores Western culture's long-standing ambivalence toward 'the life of the mind.' He shows how and why this historical legacy contributes to today's confusion over goals and values in contemporary education. He sheds new light on many of today's controversies, showing why the demands of technology and a global economy increase society's need for 'educational sanctuaries' of liberal education, intellectual 'play' and social consciousness that may better serve the diverse and often conflicting needs of a changing world.

This book presents a case for teaching philosophy in schools. It develops two original arguments for teaching philosophy to all students at some point over the course of their education. Gatley argues that teaching philosophy is the best way to help students to think clearly using ordinary, or non-specialist concepts such as 'good', 'truth', or 'happiness'. She goes on to argue that teaching philosophy is the best way to help students to make sense of the different conceptual schemes used by different school subjects. Combining these two arguments, Gatley suggests that these two roles for philosophy are central to the task of educating people, and so philosophy ought to be included on school curricula. Building on the work of philosophers of education including Richard Stanley Peters, Harry Brighouse, Matthew Lipman, Mary Midgley and Martha Nussbaum, the book covers a range of topics including Philosophy for Children (P4C), the aims education, religious education, curriculum design and education policy.

Using the highly successful Oxford model of teacher training and the widely respected work in teacher education of Harry Judge, a number of prominent educationists from around the world contribute chapters on a range of topics relating to the interface between the university and the schools in the complex processes involved in the initial training of teachers.

The book covers discussion of aspects of teacher education in the UK, the United States, and France, as well as in the developing country context of Pakistan. Policy issues are described by William Taylor, Tim Brighouse, and Stuart Maclure. And Jerome Bruner and David Cohen write about the processes involved in learning and thinking about what teachers need to know in their training.

This book was published as a special issue of the Oxford Review of Education.

A stunning account of how a principal combines the rational and emotional components of leadership to lead the transformation of a school.
Most attempts at reform have come from the outside, with people wishing to impose curriculum and benchmarks. This book assumes that schools can transform themselves, but only when those involved in schools, particularly the principal, develop self-respect and achieve self-actualization. The author believes, and has shown in his own colleges, that a sensitive, thoughtful, proactive leadership might yet deliver the quality outcomes that the community desires from schooling.

This book argues that with the rise of market fundamentalism and the ensuing economic and financial crisis, youth are facing a crisis unlike that of any other generation. With the collapse of the welfare state, youth are no longer seen as a social investment but as troubling and, in some cases, disposable, especially poor minority youth. Caught between the discourses of consumerism and a powerful crime-control-complex, young people are increasingly either viewed as commodities or are subjected to the dictates of an ever expanding criminal justice system.

Constructing a new analytic of youth, Giroux explores the current conditions of young people and their everyday experiences within this emerging crime complex, a politics of disposability, and the ever present market-driven forces of commercialization and commodification. Drawing upon the work of theorists such as Zygmunt Bauman, Judith Butler, Agamben, Foucault, and others as a theoretical foundation for addressing the growth of a rigid market fundamentalism and a punishing state, Giroux explores both the increasing militarization and commercialization of schools and other public spheres, and what can happen to a society in which young people are increasingly portrayed as dangerous and, hence, no longer appear to be a referent for a democratic future. But Giroux does more than examine the implications this new war on youth has for American society, he also analyses the role that educators, parents, intellectuals, and others can play in both challenging the plight of young people deepening and extending the promise of a better future and a sustainable and viable democracy.http: //www.henryagiroux.com/

Every business and organization today needs to impress stakeholders with its ethics policy. Universities, Ethics and Professions examines how this emphasis on ethics by the professional world is impacting universities, institutions that have long been key contributors to ethical reflection and debate, and shapers of ethical discourse. Changing objectives, globalization, and public concerns continue to bring professionalism, and commercialization, into the dialogue about what ethics mean on campus.

Universities, Ethics and Professions offers an in-depth examination of the changing landscape of academic ethics, with case-study analysis from sociologists, educationalists, management specialists and philosophers. As professionalism becomes an integral part of university teaching, training, and research, this book considers the impact on the ethical practices of academics, and explores the importance of universities remaining sites of open discourse on ethics in the future.

"An Introduction to Education Studies" presents a concise overview for students who are new to this area of academic study.
Part 1 introduces the reader to the main themes they will encounter in their study of education such as the sociology of education, the philosophy of education, comparative education, and ethics for educators.
Part 2 explores the contexts within which education takes place in order to stimulate further thinking about education in action. Issues such as disaffection, pupil voice and breaking barriers to learning are introduced to give the reader a feel for such issues and how they might approach them.
Through discussions of relevant literature and research, and the use of case studies and exploratory activities, students are encouraged to actively engage with their learning about theories and disciplines within the study of education and the contexts in which learners live and work. Each chapter is written in an accessible style and provides the reader with start points for further study.
This book serves as a true course companion to meet the needs of students and lecturers working on Education Studies programmes. Prospective teachers may also find the book of interest as the subject matter is discussed in terms of theory and practical applications in a range of educational contexts.

More than 70 languages are spoken in contemporary Iran, yet all governmental correspondence and educational textbooks must be written in Farsi. To date, the Iranian mother tongue debate has remained far from the international scholarly exchanges of ideas about multilingual education. This book bridges that gap using interviews with four prominent academic experts in linguistic human rights, mother tongue education and bilingual and multilingual education. The author examines the arguments for rejecting multilingual education in Iran, and the four interviewees counter those arguments with evidence that mother tongue-based education has resulted in positive outcomes for the speakers of non-dominant language groups and the country itself. It is hoped that this book will engage an international audience with the debate in Iran and show how multilingual education could benefit the country.

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.

This is a philosophical exploration of the concept of well-being that argues for its importance in education and provides teachers with strategies for its encouragement and nurturing. The simple premise of this book is that the purpose of education is to serve the well-being of students. Well-being might seem to be an obvious aim for education, but it has been given insufficient attention and often is poorly understood. Karl D. Hostetler asks: What does it mean for a human being to live a good life, to experience well-being? How, as individuals and a society, can we debate and evaluate the quality of lives? What classroom practices would be conducive to furthering the welfare of our students? Hostetler explores how teachers can "seduce" students' souls, guiding and provoking while still respecting individuals' rights to conceive and live a fulfilling life for themselves. He prompts serious reflection about the purposes of education and challenges dominant ideas about the aims of education, the politics of policy-making, and the practice of teaching. "Seducing Souls" argues eloquently and provocatively for the necessity of experiences that touch the soul, that elevate the young self so that students can better understand life and discern value.

Enough. Private interests, politicians, reformers, and pundits have had their chance, and enough is enough. Teachers have been pushed around and pushed to the edge, and the time for tolerating the failed system of our public education policies is over. It's time to drag the standardized testing commercial complex out of our schools, kicking and screaming if need be, and take back our schools for our kids. The revolution has already begun. We must understand the etiology of the American public school's seeming inability to meaningfully and holistically teach every child if we are to have any hope of changing that school for the better. We must wrestle with the philosophical, sociological, and psychological roots of our misperception and mistreatment of children in order to change the way we understand our students. We must also understand the history of ""reform"" in American education in order to avoid repeating failed experiments. Once we do this, we can dismantle the traditional structures of the American Public School deliberately and thoughtfully, and capitalize upon the intense zeitgeist of the movement against corporatized standardized multiple choice testing, in order to truly revolutionize our schools. Over five sequential sections, ""Insurrection"" addresses educational philosophy, the system of schools, the social issue of misunderstanding children, replacement structures for those that are incompatible with understandings corrected in the first three sections, and a possible manner in which current school employees can lend their efforts to the revolution called for by Sir Ken Robinson in his 2010 TED Talk, which served as the impetus for the work.

This book presents an overview of the ways in which women have been able to conduct mathematical research since the 18th century, despite their general exclusion from the sciences. Grouped into four thematic sections, the authors concentrate on well-known figures like Sophie Germain and Grace Chisholm Young, as well as those who have remained unnoticed by historians so far. Among them are Stanislawa Nidodym, the first female students at the universities in Prague at the turn of the 20th century, and the first female professors of mathematics in Denmark. Highlighting individual biographies, couples in science, the situation at specific European universities, and sociological factors influencing specific careers from the 18th century to the present, the authors trace female mathematicians' status as it evolved from singular and anomalous to virtually commonplace. The book also offers insights into the various obstacles women faced when trying to enter perhaps the "most male" discipline of all, and how some of them continue to shape young girls' self-perceptions and career choices today. Thus, it will benefit scholars and students in STEM disciplines, gender studies and the history of science; women in science, mathematics and at institutions, and those working in mathematics education.

Although bell hooks has long challenged the dominant paradigms of race, class, and gender, there has never been a comprehensive book critically reflecting upon this seminal scholar's body of work. Her written works aim to transgress and disrupt those codes that exclude others as intellectually mediocre, and hooks? challenge to various hegemonic practices has heavily influenced scholars in numerous areas of inquiry. This important resource thematically examines hooks? works across various disciplinary divides, including her critique on educational theory and practice, theorization of racial construction, dynamics of gender, and spirituality and love as correctives in postmodern life. Ultimately, this book offers a fresh perspective for scholars and students wanting to engage in the prominent work of bell hooks, and makes available to its readers the full significance of her work. Compelling and unprecedented, Critical Perspectives on bell hooks is a must-read for scholars, professors, and students interested in issues of race, class, and gender.

This provocative and challenging book questions how people think about what universities should seek to do and how they should respond to the grave problems of our age. It addresses issues such as: What is wisdom? Ought universities to seek, promote and teach wisdom and what would this involve? Does it mean we need a revolution in the aims and methods of academic inquiry? What implications would the pursuit of wisdom have for science, for social inquiry and the humanities, for education? Is it reasonable to ask of universities that they take up the task of helping humanity learn how to create a wiser world? Is there a religious dimension to wisdom? What can non-academics do to encourage universities to take wisdom seriously? Would the pursuit of wisdom be possible given that universities are increasingly subjected to commercial pressures? With contributions from leading experts in various fields Wisdom in the University is essential reading for all those interested in the future of universities and philosophy of education. This book was previously published as a special issue of London Review of Education