- This book provides a systematic comparison of how doctoral thesis are examined around the world. - This book considers case studies of examination practices covering 20 countries which collectively are responsible for over 75% of global doctoral awards. - Adda to the body of literature on doctoral examination by taking into consideration current global developments.

This book calls into question the colonial and neoliberal university, presenting alternative models of higher education that can more effectively respond to today's intersecting social, economic, environmental and political crises. The authors argue that universities should be driven by a different set of core values - one that promotes the common good over private or commercial interests, individualism and market fundamentalism. Presenting a broad range of educational initiatives from around the world that reflect life-affirming regenerative and relational practices, Indigenous intellectual sovereignty, and principles of social and ecological justice, the authors contend that pathways toward transforming higher education already exist within and without the university. This task, say the authors, is urgent and necessary if universities and other institutions are to hold relevance in a rapidly changing global environment. This book makes a unique contribution to critiques of the modern, neoliberal university by looking for alternatives within and beyond traditional institutions of higher education. In doing so, the authors dismantle the longstanding 'ivory tower' image of the university, instead resituating education within broader social and ecological communities. Transforming Universities in the Midst of Global Crisis is aimed at all those who have a direct or indirect interest and stake in universities, from the general reader to futurists, ecologists as well as students, academics, administrators, managers, policy makers and politicians.

"Esteemed for providing the best available translations, Philosophic Classics: Ancient Philosophy, features complete works or complete sections of the most important works by the major thinkers, as well as shorter samples from transitional thinkers." First published in 1961, Forrest E. Baird's revision of "Philosophic Classics, "Pearson Education's long-standing anthology (available in split volumes), continues the tradition of providing generations of students with high quality course material. Using the complete works, or where appropriate, complete sections of works, this anthology allows philosophers to speak directly to students. "For more information on the main combined anthology, or the additional period volumes, please see below: " Philosophic Classics: From Plato to Derrida, 6/E "ISBN-10: 0205783864"Philosophic Classics, Volume I: Ancient Philosophy, 6/E "ISBN-10: 0205783856"Philosophic Classics, Volume III: Modern Philosophy, 6/E "ISBN-10: 0205783899"

"This should be required reading by every school administator, every teacher, every board member and all university faculty involved in the training of teachers. There is no doubt that we need to squeeze all blame, all coerion and all criticism out of any people-related business. Not until we realize that schools are in a people business will we ever be able to make meaningful changes."
--Dr. Albert Mamary, former superintendent of schools, Johnson City, New York.

Stories and personal narratives are powerful tools for engaging in self-reflection and application of critical theory in higher educational contexts. This edited text centers "name stories" as a vehicle to promote readers' understanding of social identity, oppression, and intersectionality in a variety of educational contexts from residence halls and classrooms to faculty development workshops and executive leadership board rooms. The contributors in this volume reveal how names may serve as entry points through which to foster learning and facilitate conversations about identity, power, privilege, and systems of oppression. Through an intersectional perspective, chapter authors reveal interlocking systems of oppression in education while also providing recommendations, lessons learned, reflection questions, and calls to action for those working to transform and advance equity-minded campus climates. This unique volume is for educators at colleges and universities doing equity work, seeking ways to initiate, facilitate, and maintain rich conversations about identity.

Within educational research, the over-disciplining of Black and Indigenous students is most often presented as a problem located within pathologized or misunderstood communities. That is, theories and proposed solutions tend toward those that ask how we can make students of color from particular backgrounds more suited to US educational standards rather than questioning the racist roots of those standards. Tender Violence in US Schools takes as a provocation this "discipline gap," in exploring a thus far unconsidered stance and asking how white women (the majority of US teachers) have historically understood their roles in the disciplining of Black and Indigenous students, and how and why their role has been constructed over time and space in service to institutions of the white settler colonial state.

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.

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.

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.

Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers.

Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:

• What role does culture play in our understanding of pedagogy?
• What role do global influences, especially economic, cultural and social, have in shaping our understanding of education?
• How does language influence our thinking about education?
• What implications does our view of childhood have for education?
• How do learners negotiate the transition between the different phases of education?
• How best can children learn the 'school knowledge'?
• What is a teacher? And how do teachers learn?
• How do we understand learners, their minds, identity and development?

To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.

Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.

The topics covered in this volume, originally published in 1973, include the need for a more adequate concept or definition of education, the issue of whether indoctrination is compatible with education, particularly with moral education, and the processes of judging the merits of different approaches to aesthetic education. Two contributors present complementary analyses of the relations between freedom as a characteristic of institutions and the process of learning to be a free man. There is discussion of the neglected subject of rights and duties in education, with special emphasis on the question of a universal right to education. The volume concludes with papers on the relevance of philosophy to the practical judgments of educators and to education as a field of study.

Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept. Each of the chapters in Pioneering Perspectives in Cooperative Learning foregrounds a key approach to CL, and documents the experiences, research, and fruitful collaborations which have shaped and driven their development. Contributions from leading scholars include Aronson, Davidson, Kagan, Johnson & Johnson, Schmuck, the Sharans, Slavin and Madden, as well as retrospective pieces on the work of Deutsch and Cohen. These chapters detail the historical development of cooperative learning, cooperation versus competition, and cover major approaches including the jigsaw classroom; complex instruction; the learning together model, and several more. Chapters include qualitative, personal, and retrospective accounts, whereby authors outline the research and theory which underpins each approach while highlighting practical strategies for classroom implementation. This text will primarily be of interest to professors, researchers, scholars, and doctorial students with an interest in the theory of learning, educational research, and educational and social psychology more broadly. Practitioners of CL with an interest in varied forms of small group learning and classroom practice, as well as those interested in the history and sociology of education, will also benefit from the volume.

This edited volume examines the historical development of Chinese-medium schools from the British colonial era to recent decades of divergent development after the 1965 separation of Singapore and Malaysia. Educational institutions have been a crucial state apparatus in shaping the cultural identity and ideology of ethnic Chinese in Singapore and Malaysia. This volume applies various perspectives from education theory to heritage studies in dealing with the cultural legacy and memory of such schools as situated in larger contexts of society. The book offers comprehensive practice-based analysis and reflection about the complex relationships between language acquisition, identity construction, and state formation from socio-political-cultural perspectives. It covers a broad range of aspects from identities of culture, gender, and religion, to the roles played by the state and the community in various aspects of education such as textbooks, cultural activities, and adult education, as well as the representation of culture in Chinese schools through cultural memory and literature. The readership includes academics, students and members of the public interested in the history and society of the Chinese diaspora, especially in South East Asia. This also appeals to scholars interested in a bilingual or multilingual outlook in education as well as diasporic studies.

An introduction to the rapidly growing category of New Adult (NA) literature, this text provides a roadmap to understanding and introducing NA books to young people in high school, college, libraries, and other settings. As a window into the experiences and unique challenges that young and new adults encounter, New Adult literature intersects with but is distinct from Young Adult literature. This rich resource provides a framework, methods, and plentiful reading recommendations by genre, theme, and discipline on New Adult literature. Starting with a definition of New Adult literature, Kane demonstrates how the inclusion of NA literature helps support and encourage a love of reading. Chapters address important topics that are relevant to young people, including post-high school life, early careers, relationships, activism, and social change. Each chapter features text sets, instructional strategies, writing prompts, and activities to invite and encourage young people to be reflective and engaged in responding to thought-provoking texts. A welcome text for professors of literacy and literature instruction, first-year college instructors, researchers, librarians, and educators, this book provides new ways to assist students as they embark upon the next stage of their lives and is essential reading for courses on teaching literature.

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.

This book critically identifies and evaluates neoliberal policy and its impacts on schooling/ education in the Rich World. Chapters ask 'What Neoliberal Changes have taken place (e.g. privatisation, vouchers, marketisation, commercialization, school fees, new brutalist public managerialism, and the the assault on the comprehensive / common school principle and on democratic control of schools) and identify neoliberal Drivers' or Levers - national / transnational corporations, think tanks, pressure groups, state power, ideologies/ discourses. The contributors examine the impacts on equality, equal opportunities and access (social class; race'/ ethnic/ linguistic groups; gender, rural/urban differentiation); democracy/ critical thinking; and the pay and conditions of education workers in England and Wales, USA, Australia, Canada, Finland, Portugal, Greece, Singapore and Japan.

Neoliberal education policies have privatised, marketised, decentralized, controlled and surveilled, managed according to the business and control principles of new public managerialism, attacked the rights and conditions of education workers, and resulted in a loss of democracy, critique and equality of access and outcome. This book, written by an impressive international array of scholars and activists, explores the mechanisms and ideologies behind neoliberal education, while evaluating and promoting resistance on a local, national and global level. Chapters examine the activities and impacts of the arguably socialist revolution in Venezuela, the Porto Alegre democratic community experimental model in Brazil, the activities of the Rouge Forum of democratic socialist teachers and educators in the USA, Public Service International, resistance movements against the GATS (General Agreement on Trade in Services), and trade union and social movement and community/parental opposition to neoliberal education policies in Britain and in Latin America.

Addressing underlying issues in science education and teacher training, which contribute to continued underrepresentation of racial and ethnic minority students in STEM and STEAM subjects and careers, this timely volume illustrates how a critical postmodern science pedagogy (CPSP) can be used effectively to raise awareness of diversity issues amongst preservice teachers. Using a case study design consisting of class observations, interviews, content analysis, questionnaires, and instructional interventions in preservice teacher training, the volume bridges science and multicultural education and investigates how curricular development and teacher preparation can be used to ensure that science education itself promotes diversity within STEM, and throughout education. Chapters also examine the intersections of science education and science literacy for both students and teachers and, in doing so, promote the importance of positive and accurate representation of diversity within science and research discourse. The book attempts to raise awareness regarding the need for meaningful curricular reform that creates real opportunities to address historical and scientific misinformation, while increasing diversity and inclusion in schools and society. This important text will be of interest to postgraduate students, researchers, scholars, and preservice teachers in the fields of science and mathematics education, STEM, multicultural education, teacher education, urban education, and the sociology of education.

Recognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics. Combining essays from over 20 internationally renowned contributors, this text offers a critical examination of key terms which have become increasingly central to educational discourse. Each essay considers the etymological foundation of each term, the context in which they have evolved, and likewise their changed meaning. In doing so, these essays illustrate the transformative potential of language to express or challenge political, social, and economic ideologies. The text's musings on the language of education and its implications for the current and future role of education in society make clear its relevance to today's cultural and political landscape. This exploratory monograph will be of interest to doctoral students, researchers, and scholars with an interest in the philosophy of education, educational policy and politics, as well as the sociology of education and the impacts of neoliberalism.

Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also considered.

Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as:

• What are schools and what are they for?
• What knowledge should schools teach?
• How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability?
• What influence does educational policy have on improving schools?
• What influence does research have on our understanding of education and schooling?

To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.

Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.

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

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.

A manual for teaching Young Adult Literature, this textbook presents perspectives and methods on how to organize and teach literature in engaging and inclusive ways that meet specific educational and programmatic goals. Each chapter is written by an expert and offers a rich and nuanced approach to teaching YA Literature through a distinct lens. The effective and creative ways to construct a course explored in this book include multimodal, historical, social justice, place-based approaches, and more. The broad spectrum of topics covered in the text gives pre-service teachers and students a toolbox to select and apply methods of their choosing that support effective reading and writing instruction in their own contexts, motivate students, and foster meaningful conversations in the classroom. Chapters feature consistent sections for theory and practice, course structure, suggestions for activities and assessments, and takeaways for further discussion to facilitate easy implementation in the classroom. This book is an essential text for pre-service teachers of English as well as professors and scholars of Young Adult Literature.

* Provides strategies for undoing systemic racism in education through use of case histories * Introduces co-learning, whereby institutional leaders can work with community activists, organizers, and local organizations to address challenges they collectively face in their communities * Integrates voices from over 25 "partners in change" - including activists in community organizations, schools, universities, and other local agencies.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past thirty-forty years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations.Each volume contains archival documents organized around a specific theme: Volume 1 - Conceptual Frameworks and Curricular Content; Volume2 - Foundations and Stratifications; Volume 3 - Instruction and Assessment; Volume 4 - Policy and Governance; Volume 5 - Students and Student Learning; and, Volume 6: Teachers and Teacher Education.The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.