This book explores the concept and facilitation of critical reflection and its implications for professional practice. It draws on the author's own extensive experience to demonstrate how reflective processes involving metaphor and imagery, as well as critique, can be used not only to understand and articulate key values underpinning professional practice and to generate new theoretical models, but to explore one's own worldview, including the ultimate question: 'Who am I?'. The author incorporates practical examples of reflection-through-writing and other reflective techniques which illustrate how ideas about critical reflection, transformative learning, authenticity and spirituality are intricately entwined within theories and practices of adult learning and professional development. The book highlights the importance of understanding the relationship between personal worldviews, values and professional practice. It draws on the concepts of vocation and professional psychological wellbeing to consider what it means to act authentically as a professional within an audit culture. The book will be invaluable for practitioners, academics and students interested in critical reflection, educational inquiry, autoethnography and the use of the self in and as research, the nature and use of metaphor, and the development of worldviews.

This book provides readers with the basic coping strategies of surviving within the political arena of their schools. If educators want to survive, they should read this book and find practical strategies from those who have collectively worked within the school setting for over 75 years voices of experience to share helpful coping skills. When educators are bogged down with gossip, ostracism, and upsetting events, they will not be able to work effectively with their students and coworkers. These dynamics are illustrated throughout the book through the use of fictitious educators who portray staff dealing with situations to which readers can relate. In each chapter, readers will find an action plan designed to provide tools that educators should utilize in surviving internal politics."

Better Worlds: Education, Art, and Utopia provides a fresh examination of utopia and education. Adopting an interdisciplinary approach and drawing on literature and the visual arts as well as traditional non-fiction sources, the authors explore utopia not as a model of social perfection but as the active, imaginative building of better worlds. Utopian questions, they argue, lie at the heart of education, and addressing such questions demands attention not just to matters of theoretical principle but to the particulars of everyday life and experience. Taking utopia seriously in educational thought also involves a consideration of that which is dystopian. Utopia, this book suggests, is not something that is fixed, final, or ever fully realized; instead, it must be constantly recreated, and education, as an ongoing process of reflection, action, and transformation, has a central role to play in this process.

This book serves as an important companion to Freire's seminal work, providing powerful insights into both a philosophically sound and politically inspired understanding of Freire's book, supporting application of his pedagogy in enacting emancipatory educational programs in the world today. Antonia Darder closely examines Freire's ideas as they are articulated in Pedagogy of the Oppressed, beginning with a historical discussion of Freire's life and a systematic discussion of the central philosophical traditions that informed his revolutionary ideas. She engages and explores Freire's fundamental themes and ideas, including the issues of humanization, the teacher/student relationship, reflection, dialogue, praxis, and his larger emancipatory vision. Questions are included throughout Chapter 3, Reading the Text Chapter-by-Chapter, to enable greater discussion of, and engagement with, the text itself. The book includes an incisive interview with Freire's widow, Ana Maria Araujo Freire. The bibliography offers invaluable support to those looking to read and study other works by Paulo Freire.

"Ethical English" addresses the 'ethos' of English teaching and draws attention to its 'spirit' and fundamental character, identifying the features that English teaching must exhibit if it is to continue to sustain us morally as a liberal art and to provide the learners of increasingly plural societies with a broad ethical education. Mark A. Pike provides practical examples from the classroom, including assessment and teaching, knitting these with an ethical critique of practice, stimulating readers to engage in critical reflection concerning the teaching of English. This book not only shows readers how to teach English but also helps them to critically evaluate the ethics of the practice of English teaching.

"Authority and the Teacher" seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher's authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time. By invoking the work of three major philosophers - Polanyi, Oakeshott and Wittgenstein - as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking.

The second volume of companion books on comparative student discipline identifies the best practices in dealing with student misconduct, on six continents, in a legally sound manner. It is essential for educators to examine national as well as international practices addressing student misconduct in schools because learner misbehavior often has a detrimental effect on the quality of teaching and learning in elementary and secondary schools. The countries covered are Brazil, China, Malaysia, Turkey and South Africa.

Although classrooms are thought of as places where skills are learned and knowledge gained, they are also defined by norms and the need to conform. As a result they often reproduce, rather than interrogate, power and cultural relations. Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches examines a range of disruptive approaches, exploring how challenge, dissonance, and discomfort might be mobilized in educational contexts in order to shift taken-for-granted attitudes and beliefs held by both educators and learners. As digital technologies transform both social norms and political resistance, and the imperative to think critically and disruptively is now more urgent than ever.

This book is a comparative study of the endeavors to create a socialist system of higher education in the Soviet Union under Stalin and in China under Mao. It is organized around three themes: the convergence of Maoism with Stalinism in the early 1950s, which induced the transnational transplantation of the Soviet model of higher education to China; historical convergence between Stalinism of the First Five-Year Plan period (1928-1932) and Maoism of the Great Leap period (1958-1960), which was prominently manifested in Soviet and Chinese higher education policies in these respective periods; the eventual divergence of Maoism from Stalinism on the definition of socialist society, which was evinced in the different final outcomes of the Maoist and Stalinist endeavors to create a socialist system of higher learning.

Montessori: Living the Good Life will surprise you more than you can imagine. With a master's degree in theology, author Connie Ripley Lujan delves deep into Maria's spiritual understanding of the roots of war. Passionately she explains how we can make a difference.

Maria Montessori discovered the secret miracle of childhood over one hundred years ago. Her vision of peace lives on in this passionate memoir of a disciple of her spirit.

Maria's enlightened revelation of the newborn's talent to construct his future life with his own mind is illuminated step by step as each chapter probes deeper into mankind's existence.

The key to assisting the new ones, Maria tells us, lies in the adult's willingness to collaborate with the child's desire for an appropriate environment. Education, for the child and the adult, is the crucial element.

A thoughtful guide for mothers, fathers, grandparents, and all educators and citizens concerned for peace in the home, schools, and world, Montessori-Living the Good Life, about the child in your arms and the child in your heart, is for everyone.

The author goes where no one dares to go, explicating Maria's concepts of the origins of war and peace and how we can make a difference.

This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education-its concepts, categories, policies, and practices-contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being.

This book is about three things; 1. It's about the human condition and the devastating effects one experiences or may experience as a result of unemployment, and coping strategies that enable one to maintain some stability while being unemployed. 2. The book offers several different approaches to seeking and obtaining employment for public and private sector jobs. 3. The book shows people how to save money now and in the future on cell phone cost, household expenses, and energy cost, pharmaceutical expences. The book was written by a person, who has experienced much adversity in his personal life, including being unemployed for thirteen months. This book is the result of personal experiences, seeking higher learning, attending college, job training, seeking employment, and the experiences of many others from various social and economic backgrounds experiencing unemployment and triumphantly landing a job. Controlling spending and saving money were key elements in the process. The author teaches and cares for many people, in the health care setting as a Registered Nurse.

How do we educate so all can learn? What does differentiation look like when done successfully? This practical guide to differentiation answers these questions and more. Based on national and international work, McCarthy shares how educators finally understand how differentiation can work. Bridging pedagogy and practice, each chapter addresses a key understanding for how good teaching practices can include differentiation with examples and concrete methods and strategies. The book is constructed to differentiate for diverse educators: veteran of many years to the pre-service teacher, classroom teacher leader to administrator as instructional leader, and coaches for staff professional development: *Presents common language for staff discussing learner needs. *Provides structures for designing powerful learning experiences so all can learn. *Includes chapter reflection questions and job-embedded tasks to help readers process and practice what they learn. *Explore a supporting website with companion resources. All learners deserve growth. All teachers and administrators deserve methods and practices that helps them to meet learner needs in an ever challenging education environment. Take this journey so all can learn.

Teaching abroad is one promising pathway to educational diplomacy and positive international relations. As opportunities to teach internationally increase, educators need to develop skills and cultural understandings that will prepare them for the challenges they may face in diverse cultures. Global Competencies for Educational Diplomacy in International Settings is a pivotal academic resource that explores the development of cultural competency, knowledge, skills, and dispositions critical for teaching abroad. Featuring anecdotal vignettes that illustrate competency on topics, such as adaptability, educational diplomacy, and cultural fluency in educational ventures, this book is geared towards school administrators, university professors, curriculum developers, and researchers interested in teaching and leading abroad.

Higher education is vital to India's future, creating democratic citizens and a modern economy, building communities and cities and conducting research the country needs to continue its advance. Yet, with two thirds of people of India living in rural areas and urban incomes below the world average, in a culturally diverse country, the tragic effects of the Covid-19 pandemic and profound problems of regional, social and gender inequalities, higher education faces many challenges. This book brings together experts and emerging researchers from India and the UK to discuss these issues and to explore positive solutions. The team shine the spotlight on financing and funding, governance and regulation, sector organisation and institutional classification, equity and social inclusion, the large and poorly regulated private sector, Union-State relations in higher education, student political activism, and internationalisation.

This is an engaging discussion about the functions of education, drawing on a range of educational situations. "Education as a Global Concern" introduces the issues covered by this exciting new series, "Education as a Humanitarian Response". Colin Brock challenges the existing functions of education as widely and conventionally perceived, and promotes the notion of education as a humanitarian response as the prime function. He will examine the educational situations of a range of human groups that are marginalized or excluded from mainstream provision and will also consider the idea that 'humane' means 'appropriate'. This series presents an authoritative, coherent and focused collection of texts to introduce and promote the notion of education as a humanitarian response as a prime function of educational activity. The series takes a holistic interpretation of education, dealing not only with formal schooling and other systemic provisions in the mainstream, but rather with educational reality - teaching and learning in whatever form it comes at any age.