Marxist thinking can offer a critical understanding of education in an international context. Jones tackles these issues from a variety of angles and perspectives, taking advantage of recent theoretical innovations in Marxist analysis as well as the personal experiences of educational practitioners with Marxist commitments. With a specific focus on pedagogical practices as cultural practices, this book combines detailed case studies of local situations with broad, critical overviews of global development and challenges.

The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning. Each chapter in this book is written in an accessible style by an international expert in the field. Authors tackle the task of identifying, analysing and addressing the key problems, topics and issues relevant to questions about the nature, purpose and scope of values education and Lifelong Learning that are internationally generalisable and, in times of rapid change, of enduring interest to the scholar and practitioner. Authors explore the ways and means by which learners may be encouraged to become educated and grow, both as individual beings and social agents, throughout the whole of their lifespan. The book seeks to provide accounts and critical appraisal of some of the different principles, philosophies, theories, beliefs, traditions and cultures that might form the basis of, frame and furnish the setting for values education policies and programs. We look at some of the main theories behind versions of value in lifelong learning and we point to some of the key concepts and categories at work in such theories. We provide reference to and accounts of some examples of policies or proposals in various national contexts and a range of examples of good practice in policies, programs and curriculum schemes from different schools, school systems and other educating agencies, institutions and organisations around the world.

This essential teacher resource will guide you in successfully implementing Social-Emotional Learning (SEL) strategies into every day instruction while looking at how to foster your own emotional awareness with support. Learn how to create a classroom community centered around SEL engagement to help students succeed in the classroom and beyond. You will dig into key SEL topics such as the 5 SEL competencies. Perfect for educators with a wide range of experience, this resource will empower you to explore your own SEL skills to make lasting connections in the classroom and school community.

This resource offers instructors a full palette of strategies for teaching social justice concepts across subject areas from kindergarten through college. Dividing its content between elementary, adolescent, and adult learners, the book analyzes the classroom experience as a powerful means of challenging stereotypes and supporting inclusion, respect, and equity. History, language arts, literature, and social studies, as well as mathematics and science are shown as platforms for tying critical thinking to moral behavior. And while professional development underlies all chapters in the text, special areas such as technology, curriculum design, recognizing student demographics, and raising social justice awareness in school culture are spotlighted. Among the topics covered: Reframing social justice for the adult learner. The politics of "being": faculty of color teaching social justice in the college classroom. Stories of social justice from the kindergarten classroom. Critical literacy and multicultural literature. The shaming: creating a curriculum that promotes socially-responsible online engagement. Literacy is a civil write: the art, science, and soul of transformative classrooms. For educators and education researchers involved in the field, Social Justice Instruction unlocks the potential for imparting progressive ideas along the educational spectrum. The strategies here model a humanist perspective that will serve learners both in and outside the classroom.

Debate on the effects of class on educational attainment is well documented and typically centres on the reproductive nature of class whilst studies of the effect of class on educational aspirations also predict outcomes that see education reinforcing and reproducing a student's class background.
Despite a number of government initiatives to help raise higher education participation to 50% by 2010, for the working class numbers have altered little. Using data from an ethnographic case study of a low-achieving girls school the author explores aspirations and argues that whilst class is very powerful in explaining educational attainment, understanding educational aspirations is somewhat more complex. The purpose of this book, therefore, is to question and challenge popular assumptions surrounding class-based theory in making sense of girls aspirations and to question the usefulness of the continued over reliance of such broad categorisations by both academics and policy makers.

In recent years, debates over culture and education have entered the public consciousness as never before. Politicians, bureaucrats, and scholars have credited these endeavors with the capacity to influence matters ranging from public morality to national productivity. Trend examines points at which art and learning intersect in both traditional and nontraditional settings and offers a variety of alternatives for the construction of a new cultural pedagogy. He argues that we need to redefine concepts like "art," "literature," and "education," to integrate them more fully into our lives. On one hand, Trend uses a critical approach to examine how cultural work and pedagogy intersect within a range of discourses such as Marxist, feminist, deconstructionist and postcolonial. Yet on the other, he focuses on the use of specific examples of cultural practice within and outside the classroom to emphasize the importance of action as well as philosophy to bring about social change. Trend provides a theoretical overview of the ideological battles over texts and their discursive contexts and then analyzes how cultural education has evolved in such settings as the school, the university, and the community. He concludes with a discussion of pedagogy and democracy which suggests a range of possible resolutions.

What are the ties that bind the 'good youth citizen' and the youth activist in the twenty-first century? Contemporary young people are encouraged -- through education and other cultural sites -- to 'save the world' via community projects that resemble activism, yet increasingly risk arrest for public acts of dissent. "Citizen Youth: culture, activism, and agency in a neoliberal era "goes to the heart of these contradictions, exploring the dilemmas and cultural dynamics of being young and politically engaged. Through an ethnographic study of young people working on activist causes across the three largest urban centres in one of the wealthiest nations in the world (Toronto, Montreal, and Vancouver, Canada), this book draws on Bourdieusian cultural sociology, feminist theories of agency, phenomenology, and political theories of the state and neoliberalism to understand what it means to be a certain kind of youth citizen in the twenty-first century. Accessibly written yet theoretically engaged, the book will be of interest to individuals both within academia and in the wider world of social movements and youth engagement.

"The complementary areas of comparative, international and development education occupy a critical part of the landscape in educational policy debates in a global context. This volume brings together a distinguished group of international scholars and practitioners who focus on key policy issues in a variety of national settings throughout the regions of Asia/Pacific, Africa, the Middle East, Europe, North America and Latin America. The topics they address are critical for the future of education in a globalized context and include issues such as social justice, quality assurance, governance, access and equity, marketization, and the role of new media and technology among others. Representing both theoretical and practical approaches to these topics this volume illuminates the many challenges facing education for the twenty-first century learner"-- Provided by publisher.

The best way to teach democracy has been the subject of an ongoing debate for 2,500 years. Unlike most books about teaching democracy, this one spends more time on how to teach democracy than the what and why of teaching democracy. It punctures the irony of teaching democracy by lectures and superior teachers. In its place, this book provides a variety of illustrations for the teaching of democracy in an experiential and egalitarian fashion. The introduction presents a theoretical and analytical framework of democracy and democratic pedagogy. The six chapters cover topics such as structuring a democratic classroom; democratic practices that empower students; problem solving and community service that make the classroom a laboratory for democracy; and university-based programs of democratic alternatives that serve the community. The volume's treatment of community organization, students as collaborators, personal empowerment, the community of need and response, and the democratic organization expresses its preference for direct democratic participation.

This book has been quite long in the making. In its original format, but with some different chapters, and with the then publisher, it foundered (as did other volumes in the planned series). At the in press stage, when we obviously thought it was going ahead, it was suddenly canned. Quite distraught I closed it away in a desk drawer for a year or so. But then Joy Carp of Kluwer Academic Publishers expressed an interest in it, and we were in business again. Most of the contributors to the original volume have stayed with it, only to be delayed by myself, for a variety of reasons (but see the dedication). I had been writing on Michel Foucault for a number of years but had become concerned about mis-appropriations of his ideas and works in educational literature. I was also concerned about the increasingly intemperate babble in that literature of the notion of postmodernism. Indeed at one major educational conference in North America I listened to a person expounding postmodernism in terms of 'Destroy, Destroy, Destroy'. Like Michel Foucault I am not quite sure what postmodernism is, but following Mark Poster's account of poststructuralism - as merely a collective term to catch a number of French thinkers - I thought that what we had to do in education was to look at what particular thinkers had said, and not become involved in vapid discussion at an abstract level on '-isms'. Thus the book was conceived.

A volume in Science & Engineering Education SourcesSeries Editor Calvin S. Kalman, Concordia UniversityThis book is intended to offer college faculty members the insights of thedevelopment of reasoning movement that enlighten physics educators in thelate 1970s and led to a variety of college programs directed at improving thereasoning patterns used by college students. While the original materials weredirected at physics concepts, they quickly expanded to include other sciencesand the humanities and social sciences. On-going developments in the fieldwill be included.The editors have introduced new topics, including discussions of Vygotsky's ideas in relation to those of Piaget, of science education research progress since 1978, of constructivist learning theory applied to educationalcomputer games and of applications from anthropology to zoology. These materials are especially relevant forconsideration by current university faculty in all subjects.

This study is concerned with creativity in education - especially in arts education (broadly conceived to include the visual arts, music, and creative writing). It takes as its starting point Nietzsche's view that works of art do not appear "as if by magic." Using insights from philosophy, psychoanalysis, and semiotics, the book examines the creative processes of many artists in different media, showing how art works often result from processes of construction, deconstruction, and reconstruction that may be long and laborious. Pigrum demonstrates how teachers and their students in all sectors of education may gain from a better, systematic, understanding of such processes. >

This is a global exploration of humanitarian aid and educational service provision in situations of instability. What is the relationship between education, aid and aid agencies? Drawing on international research in numerous countries, including Thailand, India, Afghanistan, Lebanon and the UK, the contributors consider, conceptually and empirically, the provision of education to aid and aid agencies, analyzing the internal and external factors affecting educational provision during and after emergencies. Each chapter contains a summary of the key points and issues within the chapter to enable easy navigation, key contemporary questions to encourage you to actively engage with the material and an annotated list of suggested further reading to support you to take your exploration further. A companion website supports the text and provides updates and additional resources. 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.

An authoritative critical edition, based on fresh collation of the seventeenth century texts and documented in an extensive textual apparatus, of Francis Bacon's (1561-1626) The Advancement of Learning, the principal philosophical work in English announcing his comprehensive programme to restore and advance learning.

More than 40 years ago, E. Paul Torrance undertook to study creativity in students and study whether it would predict their creative achievements as adults. He and his colleagues wanted to determine what other factors influence, predict, encourage or sustain their creativity over time. There has never been a longitudinal study of creativity of this magnitude. Its findings will be useful to, and have implications for, several audiences: parents, teachers, counselors--especially vocational counselors--university and college instructors, and educational administrators. The Manifesto for Children was developed on the basis of the responses of 215 young adults who had attended two elementary schools in Minnesota from 1958 to 1964. They had been administered some creativity tests each year, and they were followed up in 1980. On the basis of their questionnaire responses, the Manifesto was developed to describe their ongoing struggle to maintain their creativity and use their strengths to create their careers and to provide guidance to children. In 1998, they were followed up to assess their creative achievements and to validate the Manifesto. Some of the participants had attained eminence, while others had attained only mediocre careers.

In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate to traditional epistemological distinctions between beliefs and knowledge. Furthermore, can these ways of establishing knowledge stand up to critical scrutiny? This volume marshals a variety of resources to pursue such open questions in a lively and accessible way: a critical literature review, analyses from philosophers of education who have different positions on the key issues, a roundtable discussion, and interactions between the two editors, who sometimes disagree. It also employs the work of prominent feminist epistemologists who have investigated parallel issues with sophistication. This volume does not settle the question of culturally distinctive epistemologies, but teases out the various philosophical, sociological and political aspects of the issue so that the debate can continue with greater clarity."

John Dewey was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. In this classic work, first published in 1916, Dewey sought to at once synthesize, criticize, and expand upon the democratic educational philosophies of Rousseau and Plato.

This book charts new territory both theoretically and methodologically. Drawing on MacDougall's notion of social aesthetics, it explores the sensory dimensions of privilege through a global ethnography of elite schools. The various contributors to the volume draw on a range of theoretical perspectives from Lefebvre, Benjamin, Bourdieu, Appadurai, Kress and van Leeuwen to both broaden and critique MacDougall's original concept. They argue that within these elite schools there is a relationship between their 'complex sensory and aesthetic environments' and the construction of privilege within and beyond the school gates. Understanding the importance of the visual to ethnography, the social aesthetics of these elite schools are captured through the inclusion of a series of visual essays that complement the written accounts of the aesthetics of privilege. The collection also includes a series of vignettes that further explore the sensory dimension of these aesthetics: touch, taste-though metaphorically understood- sight and sound. These varying formats illustrate the aesthetic nature of social relations and the various ways in which class permeates the senses. The images from across the different schools and their surroundings immerse the reader in these worlds and provide poignant ethnographic data of the forces of globalisation within the context of elite schooling.

Through focusing on children's sustainability learning this book examines how school education can address the current environmental problems. It explores children's responses in literacy and language, arts-based approaches, and indigenous studies as well as scientific pedagogies to provide a unique insight into how children learn.

Public universities are in crisis, waning in their role as central institutions within democratic societies. Denunciations are abundant, but analyses of the causes and proposals to re-create public universities are not. Based on extensive experience with Action Research-based organizational change in universities and private sector organizations, Levin and Greenwood analyze the wreckage created by neoliberal academic administrators and policymakers. The authors argue that public universities must be democratically organized to perform their educational and societal functions. The book closes by laying out Action Research processes that can transform public universities back into institutions that promote academic freedom, integrity, and democracy.

As long as there is good money to be made from ignoring or cultivating the ignorance of working people, education for their children in the best sense is going to be a difficult goal. This book delineates in three case studies how our main myths of emancipation and upward mobility work as images of delusion. The frontier of space, the arena of sports, and the goal of employment, all essential elements in the discourse of reform, provide big windows into the absurd interior of the dreamscape of rhetorical hope that lay over the official landscape. The teacher has been replaced by the user-friendly, standardized trainer/coach/cooperative facilitator who works in the swamps of student minds so drained by consumerism that false consciousness cannot even grow. Reading the meaning of death in the ring, death in the rocket, murder in the workplace, Senese makes us notice the simulated, spectacular effects that distract from the important educational work that educators must do in this post-industrial world.