Throughout history, the right to vote has been extended to landowning men, the poor, minorities, women, and young adults. In each case, the meaning of democracy itself has been transformed. The one major group still denied suffrage is the third of humanity who are under 18 years of age. However, children are becoming increasingly active in political movements for climate regulation, labor rights, gun control, transexual identity, and racial justice. And these have led to a growing global movement to eliminate minimum ages of enfranchisement. This book argues that it is time to give children the vote. Using political theory and drawing on childhood studies, it shows why suffrage cannot legitimately be limited according to age, as well as why truly universal voting is beneficial to all and can help save today's crumbling democratic norms. It carefully responds to a wide range of objections concerning competence, knowledge, adult rights, power relations, harms to children, and much more. And it develops a detailed childist theory of voting based on holding elected representatives maximally responsive to the people's different lived experiences. The book also introduces the concept of proxy-claim voting, wherein parents or guardians exercise proxy votes for non-competent persons, both child and adult, until whatever time those persons wish to claim or reclaim the exercise of their vote for themselves. Ultimately, the book maps out a new vision of democratic voting that, by equally empowering children, is at last genuinely democratic.

A Christian's Book of Haiku is a compilation of poems designed to promote insight, guidance, and encouragement across a wide range of topics in a concise manner. Written from a Christian perspective with wisdom that rings true for people of diverse backgrounds, its contents aim to not only provide empowerment for more purposeful daily living but also to inspire others in the development of their relationship with God.

Luminous Literacies shares examples of teachers and educators using local knowledge to illustrate literacy engagement and curriculum-making through scholarly accounts of experiences in teacher preparation courses, classrooms, and other community spaces in New Mexico. This edited collection includes chapters focusing on the teaching of Native American literature to indigenous students in what used to be an assimilation school; learning to code while making connections to the bomb-building that was part of New Mexican history; using graphic novels and text sets that reflect local identities and concerns; and examining the duality of querencia/herencia with teachers from across the United States in a National Endowment of the Humanities-funded project. Teachers present counter narratives to literacy knowing and learning in places with extensive colonial histories. These chapters provide vivid demonstrations of what literacy is, how literacies are positioned in communities and contexts, and how literacies come alive as they are taught. This is essential reading for practicing teachers, teacher education researchers, cultural studies scholars, and educational leaders.

This handbook brings together a range of global perspectives in the field of critical studies in education to illuminate multiple ways of knowing, learning, and teaching for social wellbeing, justice, and sustainability. The handbook covers areas such as critical thought systems of education, critical race (and racialization) theories of education, critical international/global citizenship education, and critical studies in education and literacy studies. In each section, the chapter authors illuminate the current state of the field and probe more inclusive ways to achieve multicentric knowledge and learning possibilities.

This fascinating volume introduces an international audience to citizenship in Japan. It traces the development of citizenship education from before the Second World war to the present day, demonstrating the role of both the school system and the wider society. The book provides a detailed account anchored in critical analysis of the curriculum, educational resources, pedagogy and assessment. Citizenship Education in Japan explores controversial issues through tracing four themes: global/intercultural education environmental education geographical education historical education. It also examines current curricular innovations. Overall, this insightful volume demonstrates that contemporary citizenship education entails not only knowledge about social, historical and geographical affairs, but also participation in society locally, nationally, and globally.

This book focuses on the interrelationship between international student connectedness and identity from transnational and transdisciplinary perspectives. It addresses the core issues surrounding international students' physical and virtual connectedness to people, places and communities as well as the conditions that shape their transnational connectedness and identity formation. Further, it analyses the nature, diversity and complexity of international student connectedness and identity development across different national, social and cultural boundaries.

Mission Statement: The central question in this edited book is how to train teachers of an increasingly multilingual and multicultural American school population. Teacher Training and Effective Pedagogy in the Context of Student Diversity offers (1) a research-based dialogue from a variety of perspectives about teacher training and teaching in the context of student's linguistic and cultural diversity, and (2) three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to English language learners at all levels of instruction.

By joining bodies of research in media theory, cultural studies, and critical pedagogy, "Developing Media Literacy in Cyberspace" offers a vision of learning that values social empowerment over technical skills. An inquiry into the existence and range of models equipped to cultivate critical teaching and learning in the Internet-supported classroom, this new study argues that media literacy offers the best long-term training for today's youth to become experienced practitioners of 21st-century technology. Author Julie Frechette helps educators develop and provide concrete learning strategies that enable students to judge the validity and worth of what they see on the Internet as they strive to become critically autonomous in a technology-laden world.

Part of this effort lies in developing a keen awareness of the institutional, political, and economic structure of the Internet as a means of communication that is increasingly marketing products and targeting advertisements toward youth. Values on the Internet are discussed constantly both by the major media and by the private sector, with little regard for the pervasive interests and authority of profitable industries staking out their territory in this new global village. Unlike other studies that provide a broad sociohistorical context for the development of theoretical uses of new technologies in the classroom, "Developing Media Literacy in Cyberspace" lays the groundwork for establishing critical thinking skills that will serve students' interests as they navigate this vast and complicated cyberterritory.

This book is an autobiography/memoir of a South African scientist and academic leader which honestly explores the inter-relation between professional/public and private life, revealing what happens to a person’s inner being and family as a career unfolds over a lifetime. It shows how chance and opportunity affect such a life, how the elusive qualities responsible for repeated survival and success can be retrospectively identified, with lessons for the young and hopeful who might wish to tread on a similar path.

The story also maps onto the country’s history, by including crucial aspects of the closely linked spheres of higher education, research and scholarship in both the protagonist’s home country, South Africa and some of the strongest centres in Britain and America. It describes the life-path of an individual citizen who sought to change, and in some key instances did change, the basic workings of higher education and research as the country went through the post-apartheid transition. The author developed a special interest and skill in building new institutions such as the Academy of Science of South Africa (ASSAf) and a number of highly successful research institutes and consortia in a changing country.

The major part of the book amounts to a concise history of higher education and research in the democratic era in SA, but, unusually, readers of the book will be able to see into many aspects of workings that are usually hidden from the public gaze, yet may significantly affect their own lives or those of their communities. The story of a love-marriage impacted by a prolonged health tragedy is fully interwoven with the professional narrative in a completely open and telling manner.

It is the authors’ belief that a diverse market for such an autobiography/memoir exists in South Africa and possibly abroad. There are few ‘warts and all’ memoirs in this domain, and few understand how scientists and university leaders function as people in their apparently uncomplicated ‘white-coated’ or ‘ivory tower’ public lives.

This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as "curriculum genres", some of which operate in turn as part of larger unities of work called "curriculum macrogenres". Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular "content" or knowledge at issue. Each can be shown to be realized in distinctive clusters of choices in the grammar. The operation of the regulative register determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. It serves to draw various fields of experience and knowledge from beyond the school (the instructional register) and to "relocate" them for the purposes of teaching and learning The book explores the model and demonstrates the methodology of school discourse analysis in considerable detail. The methodology is set out, explained and exemplified in selections of classroom texts, both spoken and written, and over a range

Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies are being applied. This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, topic modelling, geometric data analysis, creativity and playfulness, longitudinal network analysis, grounded theory methods and autonetnography.

Clergy have historically been represented as figures of authority, wielding great influence over our society. During certain periods of American history, members of the clergy were nearly ever-present in public life. But men and women of the clergy are not born that way, they are made. And therefore, the matter of their education is a question of fundamental public importance. In Clergy Education in America, Larry Golemon shows not only how our conception of professionalism in religious life has changed over time, but also how the education of religious leaders have influenced American culture. Tracing the history of clergy education in America from the Early Republic through the first decades of the twentieth century, Golemon tracks how the clergy has become increasingly diversified in terms of race, gender, and class in part because of this engagement with public life. At the same time, he demonstrates that as theological education became increasingly intertwined with academia the clergy's sphere of influence shrank significantly, marking a turn away from public life and a decline in their cultural influence. Clergy Education in America offers a sweeping look at an oft-overlooked but critically important aspect of American public life.

Now, more than ever, high quality relationships between teachers and learners are critical to deep meaningful learning and to the learner's long-term success. Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher (Second Edition) explores the nature of the transcendent teacher learner relationship and precisely how such relationships of warmth, safety, mutual care, mutual respect and mutual trust are developed and maintained. Personal narratives from the classroom frontlines as well as the analysis contained herein provide a fresh outlook, a roadmap that leads to the most transformative relationships imaginable for teachers and learners.

Over the last two centuries, collectors from around the world have historicized, politicized, and digitized media in the pursuit of knowledge and education. This collected volume explores collections of educational media and their bearing on the ways in which people learn in both the present and future, how and why material objects have been used worldwide to store and maintain knowledge for politically expedient reasons, and how our understanding of digital collections can be adequately understood only in relation to, and as an extension and adaptation of, the historically contingent material collections from which they emerged.

Places of Privilege examines dynamics of privilege and power in the construction of place in a period of the rapid social transformation of places, borders and boundaries. Drawing on inter-disciplinary perspectives, the book examines place as a site for the making and re-making of privilege, while considering new meanings of community, and examining spaces for cultural identity and resistance. Chapters point to a range of conceptual resources that can be utilised to produce critical analyses of place-making. As the authors point out, power and privilege shape place but these dynamics are in turn shaped by the specific place based histories and social dynamics within which they are located. Contributors are: Lutfiye Ali, Alison M. Baker, Paola Bilbrough, Tony Birch, Jora Broerse, Sally Clark, Josephine Cornell, Yon Hsu, Lou Iaquinto, Karen Jackson, Shose Kessi, Rebecca Lyons, Chris McConville, Nicole Oke, Amy Quayle, Alexandra Ramirez, Kopano Ratele, Christopher C. Sonn, and Ramon Spaaij.

As one of the few books on the history and philosophy of American elementary school education, Cavanaugh's work examines the pioneering careers of Francis Wayland Parker, John Dewey, Rudolph Steiner, Hughes Mearns, and Laura Zirbes. Finding the basic framework for current fashionable trends in education like the Whole Language and Process Writing Movement, Cavanaugh shows how educators came to these ideas over 100 years ago. After presenting the five biographies, Cavanaugh goes on to explain how children learn to read and write; what kinds of schools foster this learning; the roles of teachers, students, and parents; and the important tools of grading, evaluation, and assessment. In all these areas there are important lessons to learn from the past.

This book explains why virtually all children can achieve proficiency or higher. And it gives you the tools to do it. The notion that schools are Waiting for Superman or Wonder Woman to rescue them is at best a fantasy and at its worst, damaging to schools and school systems that advance this type of flawed thinking. This is why in this book the reader will be encouraged to embrace the concept that only through building effective teams (collective instructional leadership) will schools begin to realize their stated goal educate all students. It may take a village to raise children but it takes collective instructional leadership to educate them. This book takes great care to ask the questions that policymakers, educators, parents, students and the larger community want answered. For example, below are just some of the questions examined: .Can you handle the truth? .Why is team leadership needed? .How do campuses improve their team dynamics? .What methods do high performing nations use to excel? .What strategies really work in high poverty schools? .Where do American schools rank on the rigor scale? .What is trust and how is it developed? .What are campus learning disabilities? .How do beliefs about human capacity affect student achievement levels? .What methods motivate students to work hard? .What do we really mean when we say, All children can learn ? The Pyramid Approach was designed by Dr. George Woodrow, Jr. for use by educators. The Pyramid is research-based. It aligns theory with professional practice. In addition, it strives to take what we know and provide a practical framework to effectively apply that same knowledge in ways that promotes student achievement. The Pyramid Approach calls attention to the need for a systematic framework that recognizes the interconnectedness among research methods."

New Perspectives on Young Children's Moral Education explores how to approach young children's moral education in a world of uncertainty and change. What is moral education? How do young children learn to act and interact appropriately? How do we enable children to recognise that how they act and interact matters? How can character, virtues and value help young children internalise qualities associated with living 'a good life'? Challenging many current assumptions about ethics and education, Tony Eaude suggests that a moral dimension runs through every aspect of life and that ethics involves learning to act and interact appropriately, based on an 'ethic of care' and enduring qualities and attributes, to equip children to resist strong external pressures. Drawing accessibly on research in neuroscience and psychology, he discusses how young children learn, highlighting the role of emotion, culture, example, habituation and feedback. Small actions can help to develop agency, empathy and thoughtfulness and a sense of moral identity, with an increasing emphasis on self-regulation, a vocabulary of ethics and intrinsic motivation. Eaude explores how character, virtues and values can help young children and adults to recognize and internalize qualities associated with living 'a good life'. He identifies how adults and learning environments can support these processes and shows why an inclusive approach is needed, rather than focusing on these topics only in particular settings, programmes or lessons. Recognising pitfalls and dilemmas, Eaude argues that an approach based on virtue ethics and an apprenticeship model is suitable in school and other settings, both religious and otherwise, internationally.

Edusemiotics is a pioneering area of study that connects semiotics - the science of signs - with educational theory and the philosophy of education. This volume reflects cutting-edge research by scholars in education and in semiotics worldwide, bridging the two discourses to present the state of the art in this new transdisciplinary field. The book's emphasis is on educational theory as based on semiotic philosophy: as such, it challenges the current conception of semiotics in education as merely a sub-branch of applied semiotics. It presents edusemiotics as a novel unified conceptual framework at the interface of theoretical semiotics and educational philosophy, based on both theoretical and empirical studies from around the world. The chapters in this handbook also bring to the fore the intellectual legacy of Charles S. Peirce, John Dewey, Gilles Deleuze, Umberto Eco, Julia Kristeva, Mikhail Bakhtin, Paul Ricoeur, Martin Heidegger and other thinkers, pointing out the implications of edusemiotics for meaningful pedagogy and experiential learning in diverse contexts.

According to Jane Roland Martin, philosophical thinking in education for some time has focused on a limited range of questions and endorsed a deficient theory of curriculum. Martin has responded by widening the scope of thinking and recognizing the significance of gender and women's experience for education and schooling. Her ideas are innovative and forceful and make a strong case for a reassessment of contemporary mainstream educational thought.

The present book responds to Martin by addressing the issues she raises, with particular reference to issues in gender, curriculum, and schooling in need of urgent attention by theorists and practitioners alike. This is accomplished through analysis and response to three areas of Martin's thought: (1) her critique of conventional thinking in curriciulum in which she challenges traditional assumptions regarding knowledge and the goals of education, (2) her gender critique of educational thought and practice in which she examines the extent to which gender bias is reflected in influential educational theories of the past and present that underlie current practice, and (3) her alternative vision for schooling founded upon the acceptance of women's experience, caring, and a widened concept of cultural wealth and its implication for the school curriculum.

Pedagogies of Possibility for Negotiating Sexuality Education with Young People offers a sustained and critical consideration of the possibilities and politics of engaging with young people in the redevelopment and delivery of contemporary approaches to Sexuality Education. Drawing on research undertaken as part of an Australian Research Council (ARC) Linkage grant, this book explores the affordances, tensions and challenges of participatory methodologies and pedagogies that authorize young people's perspectives and visions for Sexuality Education. Foregrounded are the contradictions between what young people want to learn more about and the risky forms of praxis that are necessary to engage with various understandings of Sexuality Education and the important role of adult allies in supporting young people to navigate these contradictions. Each chapter chronicles and captures both adult allies and young people's experiences of the project by drawing on data produced through visual-arts based methods and various ethnographic techniques, such as participant observation, focus group interviews, and guided conversations.