Higher education provision is an essential component (socially as well as economically) of modern social structures. The British Labour Party and Higher Education focuses on the development of the Labour Party's policy on higher education from 1945 to 2000. It analyses the rapid expansion and series of fundamental transformations in higher education and Labour's part in both shaping and reacting to them. The authors explore the historical evolution and Labour's varying policy initiatives in the period, and question the place higher education has occupied in the various strands of Labour ideology. As always with Labourism', perspectives are contentious and contested, spanning the centralist Fabians', the liberal moralists, and the socialist left. How far, if at all, have Labour's policy stances in this area confronted the elite social reproduction functions of universities or the instrumentalist needs of corporate capitalism? Has this policy evolution given concrete evidence to support (Ralph) Miliband's pessimistic assessment of Labourism' as a political formation structurally unable to confront capitalist social structures, or to see a viable Third Way', as advocated by New Labour?

In this wide-ranging and compelling set of essays, Nigel Tubbs illustrates how a philosophical notion of education lies at the heart of Hegelian philosophy and employs it to critique some of the stereotypes and misreadings from which Hegel often suffers. With chapters on philosophical education in relation to life and death, self and other, subject and substance, and to Derrida and Levinas in particular, Tubbs brings Hegelian education - read as recollection - to bear on modern social and political relations. He argues, in sum, that Hegelian philosophy comprehended in terms of education yields a theory of self and other that can inform and reform relations between rich and poor, West and East. Finally, the book addresses the most controversial aspect of any defence of Hegel, namely the comprehension of the absolute and its imperialist implications for Western history. The author argues passionately that through a notion of philosophical education Hegel teaches us not to avoid the dilemmas that are endemic to modern Western power and mastery when trying to comprehend some of our most pressing human concerns. >

Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and the mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured. Modern theories, including recent interpretations of neuroscience, have re-enforced this sense of children's incompleteness. This fascinating monograph seeks to overturn this philosophical tradition. It develops instead a "fully semiotic" perspective, arguing that in so far as children are no more or less interpreters of the world than adults, they are no more or less reasoning agents. This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes. Another is that childhood must be grown out of and left behind. Thus adults, as well as children, are impeded by the incompleteness thesis. The study will examine critically the bases for the beliefs that more and more compulsory education is necessarily a social good, and that adulthood should be conceived as an entirely separate realm from childhood.

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 title explores effective teaching across the curriculum drawing on the experience of art teachers. Richard Hickman considers effective teaching across the curriculum, examining the notion that successful teachers of art and design are amongst the best teachers of any subject with much to offer outside their discipline in terms of pedagogy. The case study approach focuses on adolescent learning, although much of what is considered is applicable to all ages and phases of education, to consider: What are the characteristics of successful art teaching? How do individual life experiences inform art teachers' teaching? How in turn might others benefit from their pedagogical practices? Using self-portraiture, autoethnography and autobiography, Hickman draws together the varied experiences of a group of art teachers to explore a range of issues, including identity, learning environment and the nature of the teacher/learner relationship are discussed with clarity and imagination. Continuum Studies in Educational Research (CSER) is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the CSER series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.

Rethinking Citizenship Education presents a fundamental reassessment of the field. Drawing on empirical research, the book argues that attempting to transmit preconceived notions of citizenship through schools is both unviable and undesirable. The notion of 'curricular transposition' is introduced, a framework for understanding the changes undergone in the passage between the ideals of citizenship, the curricular programmes designed to achieve them, their implementation in practice and the effects on students. The 'leaps' between these different stages make the project of forming students in a mould of predefined citizenship highly problematic. Case studies are presented of contrasting initiatives in Brazil, a country with high levels of political marginalisation, but also significant experiences of participatory democracy. These studies indicate that effective citizenship education depends on a harmonisation or 'seamless enactment' of the stages outlined above. In contrast, provision in countries such as the UK and USA is characterised by disjunctures, showing insufficient involvement of teachers in programme design, and a lack of space for the construction of students' own political understandings. Some more promising directions for citizenship education are proposed, therefore, ones which acknowledge the significance of pedagogical relations and school democratisation, and allow students to develop as political agents in their own right. "Continuum Studies in Educational Research (CSER)" is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the "CSER" series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.

Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. However, understandings of criticality are conceptually and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during students' higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in different disciplines, this book critically analyses higher education curriculum and policy documentation to explore higher educational processes, encouraging a re-evaluation of practice and educational values, and enabling the development of curricula which incorporate systematic attention to the development of student criticality. This book proposes a rounded conceptual vision of criticality in higher education for the twenty-first century.

This fascinating monograph explores lifelong learning in the context of development as it is used for low and middle income countries, particularly with reference to Africa and South Asia. Taking a broadly postcolonial and critical theory perspective, thus privileging texts from the 'global South' that highlight pre-colonial origins for lifelong learning, it critiques the discourse of development as it applies to education for low income countries, and explores relevant texts that apply lifelong learning principles to nation building and other development issues.
Professor Preece draws on the broader philosophical and sociological concerns of authors from low and middle income countries in order to highlight values, cultures and learning priorities that are often forgotten in the dominant and usually instrumentalist policy texts for lifelong learning. She includes reference to African Renaissance texts on African philosophies and education traditions, feminist theories on lifelong learning, Southern feminist approaches to gender issues, and comparative research literature that addresses the dangers of uncritical international transfer.

This highly topical monograph focuses on how children in their first year of high school feel about school, its place in their lives and its role in their futures. The theoretical context of the study is the focus in educational studies on children's voice and children's active role in education, together with the focus in the sociology of childhood on children as active constructors of their lives and childhood as a subject of serious study. The importance of young people's life plans and the alignment between education and ambitions was recognised in the Sloan Foundation study of American teenagers. In many Western societies there is concern that children from less advantaged social backgrounds have limited aspirations, and are disproportionately unlikely to go to university. This book is highly relevant to understanding the nature of children's engagement with education, the choices and constraints they experience and the reasons some young people fail to take advantage of educational opportunities.

Lectures remain a staple form of teaching in higher and professional education. However, some lectures are more effective than others. 53 interesting things to do in your lectures presents practical suggestions, each tried and tested, for developing your lectures. The book is designed for dipping into to find suggestions that dovetail with your own practice. The topics covered are wide-ranging. They include: structuring the lecturing process; improving students' notes; structuring and summarising content; linking lectures to each other; holding the students' attention; promoting active learning during lectures; using resources; and monitoring students' learning from lectures. Abstract: 53 practical ideas for developing lectures are presented. They cover: structuring the lecturing process; improving students' notes; using handouts; structuring and summarising content; linking lectures to each other; holding the students' attention; active learning during lectures; and monitoring learning. For each of the ideas, a problem or issue is identified and a practical teaching or learning method is proposed.Overall, the ideas are designed to help reflective practitioners in professional and higher education broaden their repertoire of pedagogical techniques. Key terms: higher education; learning; lectures; pedagogy; post-compulsory education; professional education; study; teaching

Using theory drawn from Education, Cultural Studies and Human Geography, this work explores the related issues of belonging, learning and community. This book draws on a range of research studies conducted with adult learners both nationally and internationally in formal and informal contexts (including universities, voluntary sector and community based projects, work and leisure). It uses interdisciplinary theory drawn from Education, Cultural Studies and Human Geography to explore the related issues of belonging, learning and community. It critiques dominant ideas and practices of learning community in Higher Education and Lifelong Learning as simplistic and regulatory and argues that learners gain most benefit from creating their own symbolic communities and networks, which help to produce 'imagined' social capital. It demonstrates how such imagined social capital works, using a rich variety of empirical data. It then considers how these new critical perspectives can help us to rethink education as a cultural practice. "Continuum Studies in Educational Research (CSER)" is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the "CSER" series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.

'Publish or perish' is a well-established adage in academia. Never has the pressure on academics to publish been greater. Yet the prospect of writing a book can seem daunting, while the business of getting it published may be mystifying. Written by an expert in academic publishing, Writing Successful Academic Books provides a practical guide to both writing and getting published. It covers all stages of academic authorship from developing the initial idea for a book through to post-publication issues, showing how to avoid the common pitfalls and achieve academic and professional success through publication. Full of real life examples, including a sample book proposal, the book covers everything you need to know to build up an authorial career. This is an invaluable guide for academic authors - prospective or established - in all disciplines.

'Publish or perish' is a well-established adage in academia. Never has the pressure on academics to publish been greater. Yet the prospect of writing a book can seem daunting, while the business of getting it published may be mystifying. Written by an expert in academic publishing, Writing Successful Academic Books provides a practical guide to both writing and getting published. It covers all stages of academic authorship from developing the initial idea for a book through to post-publication issues, showing how to avoid the common pitfalls and achieve academic and professional success through publication. Full of real life examples, including a sample book proposal, the book covers everything you need to know to build up an authorial career. This is an invaluable guide for academic authors - prospective or established - in all disciplines.

Higher education provision is an essential component (socially as well as economically) of modern social structures. British Labour and Higher Education focuses on the development of Labour policy on higher education from 1945 to 2000. It analyses the rapid expansion and series of fundamental transformations in higher education and Labour's part in both shaping and reacting to them. The authors explore the historical evolution and Labour's varying policy initiatives in the period, and question the place higher education has occupied in the various strands of Labour ideology. As always with 'Labourism', perspectives are contentious and contested, spanning the centralist 'Fabians', the liberal moralists, and the socialist left. How far, if at all, have Labour's policy stances in this area confronted the elite social reproduction functions of universities or the instrumentalist needs of corporate capitalism? Has this policy evolution given concrete evidence to support Ralph Miliband's pessimistic assessment of 'Labourism' as a political formation structurally unable to confront capitalist social structures, or to see a viable 'Third Way', as advocated by New Labour?

Rethinking Citizenship Education presents a fundamental reassessment of the field. Drawing on empirical research, the book argues that attempting to transmit preconceived notions of citizenship through schools is both unviable and undesirable. The notion of 'curricular transposition' is introduced, a framework for understanding the changes undergone in the passage between the ideals of citizenship, the curricular programmes designed to achieve them, their implementation in practice and the effects on students. The 'leaps' between these different stages make the project of forming students in a mould of predefined citizenship highly problematic. Case studies are presented of contrasting initiatives in Brazil, a country with high levels of political marginalisation, but also significant experiences of participatory democracy. These studies indicate that effective citizenship education depends on a harmonisation or 'seamless enactment' of the stages outlined above. In contrast, provision in countries such as the UK and USA is characterised by disjunctures, showing insufficient involvement of teachers in programme design, and a lack of space for the construction of students' own political understandings. Some more promising directions for citizenship education are proposed, therefore, ones which acknowledge the significance of pedagogical relations and school democratisation, and allow students to develop as political agents in their own right. >

This highly topical monograph focuses on how children in their first year of high school feel about school, its place in their lives and its role in their futures. The theoretical context of the study is the focus in educational studies on children's voice and children's active role in education, together with the focus in the sociology of childhood on children as active constructors of their lives and childhood as a subject of serious study. The importance of young people's life plans and the alignment between education and ambitions was recognised in the Sloan Foundation study of American teenagers. In many Western societies there is concern that children from less advantaged social backgrounds have limited aspirations, and are disproportionately unlikely to go to university. This book is highly relevant to understanding the nature of children's engagement with education, the choices and constraints they experience and the reasons some young people fail to take advantage of educational opportunities.

In this wide-ranging and compelling set of essays, Nigel Tubbs illustrates how a philosophical notion of education lies at the heart of Hegelian philosophy and employs it to critique some of the stereotypes and misreadings from which Hegel often suffers. With chapters on philosophical education in relation to life and death, self and other, subject and substance, and to Derrida and Levinas in particular, Tubbs brings Hegelian education - read as recollection - to bear on modern social and political relations. He argues, in sum, that Hegelian philosophy comprehended in terms of education yields a theory of self and other that can inform and reform relations between rich and poor, West and East. Finally, the book addresses the most controversial aspect of any defence of Hegel, namely the comprehension of the absolute and its imperialist implications for Western history. The author argues passionately that through a notion of philosophical education Hegel teaches us not to avoid the dilemmas that are endemic to modern Western power and mastery when trying to comprehend some of our most pressing human concerns.

Richard Hickman considers effective teaching across the curriculum, examining the notion that successful teachers of art and design are amongst the best teachers of any subject with much to offer outside their discipline in terms of pedagogy. The case study approach focuses on adolescent learning, although much of what is considered is applicable to all ages and phases of education, to consider the following questions: What are the characteristics of successful art teaching? How do individual life experiences inform art teachers' teaching? How in turn might others benefit from their pedagogical practices? Using self-portraiture, autoethnography and autobiography, Hickman draws together the varied experiences of a group of art teachers to explore a range of issues, including identity, learning environment and the nature of the teacher/learner relationship, which are discussed with clarity and imagination.

Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and the mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured. Modern theories, including recent interpretations of neuroscience, have re-enforced this sense of children's incompleteness.
This fascinating monograph seeks to overturn this philosophical tradition. It develops instead a "fully semiotic" perspective, arguing that in so far as children are no more or less interpreters of the world than adults, they are no more or less reasoning agents. This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes. Another is that childhood must be grown out of and left behind.

Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. However, understandings of criticality are conceptually and empirically unclear. The book combines a well developed conceptual discussion of the nature of criticality appropriate for the twenty-first century, the extent to which it is attainable by arts and social science undergraduates, and the paths by which it is developed during students' higher education experiences. Drawing upon empirical accounts and case studies of teaching and learning in different disciplines, this book critically analyses higher education curriculum and policy documentation to explore higher educational processes, encouraging a re-evaluation of practice and educational values, and enabling the development of curricula which incorporate systematic attention to the development of student criticality. This book proposes a rounded conceptual vision of criticality in higher education for the twenty-first century.

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 fascinating monograph explores lifelong learning in the context of development as it is used for low and middle income countries, particularly with reference to Africa and South Asia. Taking a broadly postcolonial and critical theory perspective, thus privileging texts from the 'global South' that highlight pre-colonial origins for lifelong learning, it critiques the discourse of development as it applies to education for low income countries, and explores relevant texts that apply lifelong learning principles to nation building and other development issues. Professor Preece draws on the broader philosophical and sociological concerns of authors from low and middle income countries in order to highlight values, cultures and learning priorities that are often forgotten in the dominant and usually instrumentalist policy texts for lifelong learning. She includes reference to African Renaissance texts on African philosophies and education traditions, feminist theories on lifelong learning, Southern feminist approaches to gender issues, and comparative research literature that addresses the dangers of uncritical international transfer.>

"What to do Before you Teach a Class" is a one-stop resource for busy teachers on planning lessons. This fascinating guide focuses on what teachers really need to know before they teach a class - it deals with the things that all teachers have to do every time they plan a lesson. It also provides genuinely comprehensive treatment of short-term, medium-term and long-term planning, preparing resources and differentiation. Accessible, well-written and brimming with advice, this essential guide will prove indispensable for everyone in the classroom.

Pupils across the age range and across the curriculum spend an extraordinary amount of time writing, yet teachers often do not receive much training on how to teach writing. Pupils do not always develop confidence or fulfil their potential. This book shows teachers how to approach the teaching of writing so that they: can teach writing as part of the whole curriculum and as a component of pupils' linguistic development; can teach writing as a process rather than just a product - the process includes: finding ideas, designing briefs, drafting, revising, polishing and presenting; and use assessment as part of a cycle to improve pupils' learning and the teacher's planning. The book is full of practical tips including instant lessons, effective resources, and lists of dos and don'ts. Emphasis is put on providing pupils with a sense of purpose, opportunities to write for real and varied audiences, and experience of real life types of writing.