This book examines how injustice based on social positioning is performed within the context of international schools. Drawing on the lived experiences of an international school teacher, it proposes and explores the notion that teachers, in being constituted and positioned as subordinate within the hierarchy that is the international school, leads to their being wronged on three counts: epistemically for being wrongfully mistrusted; ethically for being wrongfully excluded; and ontologically for being wrongfully positioned as a lesser human being. The book addresses the dearth of research currently available on conflict in international schools and how conflict between teachers and administrators is dealt with in and by such institutions. It will be valuable reading for students and teachers of education and sociology, and those interested in the workings of international schools.

In his works on ethics, Foucault turned towards an examination of one's relationship with oneself and others. This differs from the modern approaches that explore the relationship between and the responsibilities of actors to each other by adopting criteria. Ethical criteria engender assumptions about the actors by focusing on their responsibilities. Instead of relying on criteria, Foucault's writing and lectures contributed to an awareness of the activities we take upon ourselves as ethical subjects. His reconstruction of the Greco-Roman ethics seeks to examine the possibilities of the reconstitution and transformation of subjectivity. Through this, he offers an avenue of understanding the formation of ethical subjects in their educational interrelationships.

As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word "research" connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? How do we learn from indigenous research methods such as Kaupapa Maori (Smith, 1999) and develop an understanding of research that is emancipatory in nature? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). Rodney's (1969) legacy of "groundings" provides a Caribbean oriented ethnographic approach to collecting data about people and culture. It is an anti-imperialist method of data collection focused on the socioeconomic and political environment within the (post) colonial context. Similar to Rodney, other critical Caribbean scholars have moved the research discourse to center on the notions of resistance, struggle (Chevannes, 1995; Feraria, 2009) and decolonoizing methodologies. This proposed edited volume will provide a collective body of scholarship for innovative uses of decolonizing qualitative research. In order to theorize and conduct decolonizing research, one can argue that the researcher as self and as the Other needs to be interrogated. Borrowing from an autoethnographic ontology, the researcher or investigator recognizes the self as the unit of measure, and there is a concerted effort to continuously see the self, seeing the self through and as the other (Alexander, 2005; Ellis, 2004). This level of interrogation may require frameworks such as Reasonable Humanism in which there is a clear understanding of the role of the researcher and researched from a physiological and psychosocial standpoint. Thereafter, the researcher is better prepared to enter into a discourse about decolonizing methodologies. The origins of qualitative inquiry in the Caribbean can be traced to political and economic discourses - Marxism, postcolonialism, neocolonialism, capitalism, liberalism, postmodernism- which have challenged ways of knowing and the construction of knowledge. Evans (2009) traced the origins of qualitative inquiry to slave narratives, proprietor's journals, missionaries' reports and travelogues. Common to the Caribbean is an understanding of how colonial legacies of research have ridiculed oral traditions, language, and ways of knowing, often rendering them valueless and inconsequential. This proposed edited volume acknowledges the significance of decolonizing approaches to qualitative research in the Caribbean and the wider Caribbean diaspora. It includes an audience of scholars, teacher/ researchers and students primarily in and across the humanities, social sciences and educational studies. This proposed volume would provide much needed knowledge and best practice strategies to the community of researchers engaged in decolonizing methodologies. Additionally, this volume will allow readers to think of new imaginings of research design that deconstruct power and privilege to benefit knowledge, communities and participants. It will spark key objectives, directions and frameworks for deeper discussions and interrogations of normative, westernized and hegemonic approaches to qualitative research. Lastly, the volume will welcome empirical studies of application of decolonizing methodologies and theoretical studies that frame critical discourse.

This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.

First published in 1982, Education and Power remains an important volume for those committed to critical education. In this text Michael Apple first articulated his theory on educational institutions and the reproduction of and resistance to unequal power relations, and provided a thorough examination of the ways in which race-gender-class dynamics are embedded in, and reflected through, curricular issues. While many of the theories set forward in this book are now taken for granted by the left in education, they were nothing short of revolutionary when first proposed. In this newly reissued classic edition, Apple suggests that we need to take seriously the complicated and contradictory economic, political and cultural structures that provide for some of the most important limits on, and possibilities for, critical education. He re-examines his earlier arguments and reflects on what has happened over the intervening years. Education and Power is a vital example of the call to challenge the assumptions that underpin so much of what happens in education.

Paulo Freire is one of the century's great thinkers on education and the politics of liberation. Known mostly for his literacy campaigns in Latin America and Africa, and for his seminal work Pedagogy of the Oppressed, his thinking continues to be rediscovered by generations of teachers, scholars, community activists and cultural workers in Europe and North America. While his name is synonymous with the practice of Critical Literacy' and A Pedagogy of Liberation', his work has been appropiated in many diverse fields of discipline and site-based projects of social reform. This volume represents a pathfinding analysis of Freires work and in many cases it offers an extension of his thinking in order to make it more applicable to first world contexts. Peter McLaren and Peter Leonard have brought together a divergent group of scholars widely recognized for their contributions to critical theory and critical pedagogy. Themes addressed include Freier's relation to feminist critique, his philosophical roots and an evaluation of his ideas from postmodernist and postcolonialist perspectives. The collection will be essential reading for anyone interested in the radical sociology of education and the politics of liberation.

A volume in Peace Education Series Editors Edward Brantmeier, James Madison University, Jing Lin, University of Maryland, and Ian Harris, University of Wisconsin, Milwaukee, To truly move toward a more peaceful society, it is imperative that peace education better address structural and institutional violence. This requires that it be integrated into institutions outside of schools and universities. Doing so will be challenging, as many of these institutions are structured on domination and control, not on partnership and shared power. In particular, U.S. criminal justice, social services and prevention programs, and sport have tended to be dominator-modeled. This book offers analysis and suggestions for overcoming these challenges and for integrating peace education into important social institutions. Creativity will be one of the most useful assets in moving peace education from schools to other institutions. This book argues that with creative visioning, collaboration, and implementation, peace education can be integrated into the most challenging situations and provide hope for holistic changes in our society.

This book explores the study of policies and practices in Higher Education by comparing systems, institutions, programs, innovations, results and cultures. In a rapidly changing global and international marketplace, the growth of higher education has occurred within distinct cultural contexts, meaning that change is reflected within local, regional, national and global perspectives. Using a single data methodology across countries and continents, the editors and contributors explore higher education reforms between global and local dimensions, the expansion of access and democratisation, and relevant aspects in the organisation and management of higher education. In doing so, this book arrives at an understanding of higher education at a truly intercultural level, which can lead to a deeper and more holistic understanding of policies and practices in higher education. This innovative book will be of interest and value to students and scholars of higher education across the world as well as the study of interculturality.

A volume in Qualitative Research Methods in Education and Educational TechnologySeries Editor Jerry W. Willis, Manhattanville CollegeThis book is about emerging models of design that are just beginning to be used by ID types.They are based on constructivist and chaos (non-linear systems or "soft systems") theory.This book provides constructivist instructional design (C-ID) theorists with an opportunity topresent an extended version of their design model. After an introductory chapter on the history ofinstructional design models, and a chapter on the guiding principles of C-ID, the creators of sixdifferent C-ID models introduce and explain their models. A final chapter compares the models, discusses the future of C-ID models, and discusses the ways constructivist designers and scholarscan interact with, and work with, instructional technologists who use different paradigms.

Ongoing ideological or political conflicts in the modern world have led to appalling human rights violations against North Korean defectors who attempt to escape from their repressive country and seek freedom. Although some North Korean defectors have survived the life-threatening escape journey and arrived in free countries, their overwhelming challenges have not yet ended, as they now face a range of issues and challenges in resettlement, adjustment, and learning process in new and competitive societies. North Korean Defectors in a New and Competitive Society articulates several hurdles that North Korean defectors encounter, from their long journey of escape to assimilation in their new homes. This book seeks to raise international awareness of human rights violations against North Koreans, and to emphasize the importance of helping them overcome the substantial cultural gaps between North Korea and their new homes.

This book generates a fresh, complex view of the process of globalization by examining how work, scholarship, and life inform each other among intercultural scholars as they navigate their interpersonal relationships and cross boundaries physically and metaphorically. Divided into three parts, the book examines: (1) the socio-psychological process of crossing boundaries constructed around nations and work organizations; (2) the negotiation of multiple aspects of identities; and (3) the role of language in intercultural encounters, in particular, adjustment taking place at linguistic and interactional levels. The authors reflect upon and give meaning and structure to their own intercultural experiences through theoretical frameworks and concepts-many of which they themselves have proposed and developed in their own research. They also provide invaluable advice for transnational scholars and those who aspire to work and live abroad to improve organizational participation and mutual intercultural engagement when working in a globalizing workplace. Researchers and practitioners of applied linguistics, communication studies, and higher education in many regions of the world will find this book an insightful resource.

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.

Herbert Kohl, one of America's most influential and provocative educators, believes that the only way to persist and to grow as a teacher is to commit oneself to the development of the child rather than to the regimented training of the pupil. His book is a lively, personal testament of one teacher's efforts to cultivate the natural vitality of the learning process; it is also a wondefully concrete and practical guide full of stories of individual students and how they were helped to grow through learning.

This highly original collection presents speculative fiction as fiction-based research to re-imagine education in the future. Given the particular convergence of economic and governmental pressures in educational institutions today, schools represent imaginative sites especially well-suited to interrogation through an SF lens. The relevance for education of the exploration and interrogation of themes related to technology, human nature, and social organization is evident; yet the speculative fiction approach is unique in its harnessing of creative capacities to envision alternatives. The contributions in this collection are generated from educational experience and research, drawing on scholarship in curriculum studies and teacher education and on the authors' experiences and imaginations as teachers, teacher educators, educational scholars, and human beings.

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.

The Comparative and International Education Society (CIES) is the oldest and largest body of its kind, and is a leader among the 44 members of the World Council of Comparative Education Societies (WCCES). This book celebrates the CIES' 60th anniversary. The Society grew out of a series of conferences in the mid-1950s. Those conferences were attended by a small group of scholars in the USA who were keen to elucidate and expand their field. Now the Society has over 2,500 individual and about 900 institutional members (mainly libraries) around the world. The book explains how the Society was constructed and internationalized. It analyzes its development trajectory, its major structural components, and the programs and curricula that it has inspired and nourished. The significance of the book is not restricted to the CIES. It will certainly interest counterparts in other WCCES constituent societies and scholars from all fields who are concerned with institutional structures and their evolution.

This book provides an optimistic account of the value and role of schooling. Schooling is a common but not universal approach to education and has need of its own distinctive justification, in contrast to other approaches such as home-based or work-based education. The book tackles and rejects the various large-scale 'functional' theories of schooling which continue to dominate current debates and policies, such as schooling supporting employment and the economy, or developing citizenship. Instead, it argues that schooling and schools should be viewed as places to learn community within and through community. The lived reality of relationships within schools, based on care and curiosity, is as strong as ever: and upon this foundation is built an original philosophy of schooling. This reflective book will appeal to students and scholars of philosophy of education and to all professionals concerned with schools.

This book argues for renewed understandings of academic activism, understandings that conceive of the ideas, arguments and scholarship of the academe as embedded within the practices of what the academy does. It examines why and how a renewed notion of academic activism informs a philosophy of higher education specifically in relation to teaching and learning. The book focuses on the theories and practices of teaching and learning, in particular how such pedagogical actions are guided by social, political and cultural influences outside of the university as a higher education institution. The authors advocate for a living philosophy of higher education that is commensurate with real actions and imaginary fictions of what constitutes higher education and what remains in becoming for the discourse. With a focus on South African social justice education, the book imagines pathways for academic activism to manifest in revolutionised pedagogical actions or actions that bring into contestation what already exists with the possibility for the cultivation of renewal.

This volume contributes to the ongoing interdisciplinary controversies about the moral, legal and political status of children and childhood. It comprises essays by scholars from different disciplinary backgrounds on diverse theoretical problems and public policy controversies that bear upon different facets of the life of children in contemporary liberal democracies. The book is divided into three major parts that are each organized around a common general theme. The first part ("Children and Childhood: Autonomy, Well-Being and Paternalism") focusses on key concepts of an ethics of childhood. Part two ("Justice for Children") contains chapters that are concerned with the topics of justice for children and justice during childhood. The third part ("The Politics of Childhood") deals with issues that concern the importance of `childhood as a historically contingent political category and its relevance for the justification and practical design of political processes and institutions that affect children and families.

International Perspectives on Theorizing Aspirations offers new insights and guidance for those looking to use Bourdieu's tools in an educational context, with a focus on how the tools can be applied to issues of aspiration. Written by contributors from the UK, USA, Australia, Nigeria, Jamaica and Spain, the book explores how Bourdieu's tools have been applied in recent cutting-edge educational research on a range of topics, including widening participation, migration, ethnicity, and class. The contributors consider how aspirations are theorized in sociology, as well as exploring the structure/agency debates, before recapitulating Bourdieu's tools and their applicability in educational contexts. A key question running through the chapters is: how does social theory shape research? Including recommended readings, this is essential reading for anyone looking to use Bourdieu in their research and for those studying aspiration in an educational research setting.

This book explores education in the 21st century in post-modern Western societies through a philosophical lens. Taking a broad perspective of education and its attendant terminology, assumptions, myths and influences; the author examines why we teach as opposed to how. In doing so, he includes not only teachers, but all adults who are involved in bringing up children. Applying philosophical theories throughout history to present day practice, this volume is sure to be a useful resource not only for teachers who are just starting out, but those with an interest in education in the past, present and future. This wide-ranging book will be valuable for educators, parents and educational policy makers, and all those who believe it takes a village to raise a child.

A volume in Peace Education Series Editors Ian Harris, University of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State University, and Jing Lin, University of Maryland, Books Not Bombs: Teaching Peace Since the Dawn of the Republic is an important work relevant to peace scholars, practitioners, and students. This incisive book offers an exciting and comprehensive historical analysis of the origins and development of peace education from the creation of the New Republic at the end of the Eighteenth Century to the beginning of the Twenty-First century. It examines efforts to educate the American populace, young and old, both inside the classroom and outside in terms of peace societies and endowed organizations. While many in the field of peace education focus their energies on conflict resolution and teaching peace pedagogically, Books Not Bombs approaches the topic from an entirely new perspective. It undertakes a thorough examination of the evolution of peace ideology within the context of opposing war and promoting social justice inside and outside schoolhouse gates. It seeks to offer explanations on how attempts to prevent violence have been communicated through the lens of history.

This collection brings together international scholars to interrogate a range of educational practices, procedures and policies, around the organizing principle that 'myths' often require critical scrutiny. Engaging with key themes in contemporary global education, the contributors challenge and address educational myths and their consequences.

This book is the first to articulate and challenge the consensus on the right and left that knowledge is the key to any problem, demonstrating how the left's embrace of knowledge productivity keeps it trapped within capital's circuits. As the knowledge economy has forced questions of education to the forefront, the book engages pedagogy as an underlying yet neglected motor of capitalism and its forms of oppression. Most importantly, it assembles new pedagogical resources for responding to the range of injustices that permeate our world. Building on yet critiquing the Marxist notion of the general intellect, Derek R. Ford theorizes stupidity as a necessary alternative pedagogical logic, an anti-value that is infinitely mute and unproductive.