The rapidity of change in education has intensified in recent years. With the emergence of co-operative schools increasing significantly and the new framework focusing heavily on co-operation, there is a direct challenge to traditional ways of thinking about education at both school and university level.

Co-operation, Learning and Co-operative values: Contemporary Issues in Education addresses the urgent need to describe, analyse and assess the development of co-operative education. The relationship between co-operation and education is a complex process and this book critically reflects on the tensions and obstacles facing this movement.

Integrating contributions from academics and practitioners from a range of backgrounds, topics covered include:

• Theories of co-operative values and principles
• Critical views of the practice of co-operative education
• Case studies of processes in action from both schools and Higher Education
• Co-operative Education and the wider context

This volume provides an essential introduction to a new and expanding area of research with contributions from many leading commentators in education including, Michael Fielding, Richard Pring and Tim Brighouse "Co-operation, Learning and Co-operative values: Contemporary Issues in Education and "will be of interest to researchers and educators interested in education and social policy. "

The rapidity of change in education has intensified in recent years. With the emergence of co-operative schools increasing significantly and the new framework focusing heavily on co-operation, there is a direct challenge to traditional ways of thinking about education at both school and university level.

Co-operation, Learning and Co-operative values: Contemporary Issues in Education addresses the urgent need to describe, analyse and assess the development of co-operative education. The relationship between co-operation and education is a complex process and this book critically reflects on the tensions and obstacles facing this movement.

Integrating contributions from academics and practitioners from a range of backgrounds, topics covered include:

• Theories of co-operative values and principles
• Critical views of the practice of co-operative education
• Case studies of processes in action from both schools and Higher Education
• Co-operative Education and the wider context

This volume provides an essential introduction to a new and expanding area of research with contributions from many leading commentators in education including, Michael Fielding, Richard Pring and Tim Brighouse "Co-operation, Learning and Co-operative values: Contemporary Issues in Education and "will be of interest to researchers and educators interested in education and social policy. "

From the early 1970s, working class writing and publishing in local communities rapidly proliferated into a national movement. This book is the first full evaluation of these developments and opens up new perspectives on literature, culture, class and identity over the past 50 years. Its origins are traced in the context of international shifts in class politics, civil rights, personal expression and cultural change. The writing of young people, older people, adult literacy groups as well as writing workshops is analysed. Thematic chapters explore how audiences consumed this work, the learning of writers, the fierce debates over identity, class and organisation, as well as changing relations with mainstream institutions. The book is accessibly written but engages with a wide range of scholarly work in history, education, cultural studies, literature and sociology. It will be of interest to lecturers and students in these areas as well as the general reader. -- .

From the early 1970s, working class writing and publishing in local communities rapidly proliferated into a national movement. This book is the first full evaluation of these developments and opens up new perspectives on literature, culture, class and identity over the past 50 years. Its origins are traced in the context of international shifts in class politics, civil rights, personal expression and cultural change. The writing of young people, older people, adult literacy groups as well as writing workshops is analysed. Thematic chapters explore how audiences consumed this work, the learning of writers, the fierce debates over identity, class and organisation, as well as changing relations with mainstream institutions. The book is accessibly written but engages with a wide range of scholarly work in history, education, cultural studies, literature and sociology. It will be of interest to lecturers and students in these areas as well as the general reader. -- .