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This book examines challenges associated with the education of
teachers in and for rural places. It offers a new perspective with
respect to how Canadian educators are shifting the conversation
toward a hopeful discourse concerning how educators can foster
meaningful rural learning environments, which will contribute to
building stronger rural communities and regions. A central focus of
the book is emerging reconceptualization of education, place and
indigeneity in Canadian education in the wake of the Truth and
Reconciliation Commission Though the challenge of addressing rural
teaching and learning lies partly in the nuances and complexities
of unique places, there are also common threads that affect
virtually all communities in rural, regional and remote
educational, cultural, economic, and social geographies. Chapters
in this collection provide current research in Canadian rural
education including examples and stories from the field -
contributed by teachers, administrators, and superintendents - on
the challenges and creative opportunities that they have discovered
in their own rural context, giving hope and inspiration for what is
possible. The book will appeal to all readers interested in rural
education and teacher education, as well as to those concerned with
educational inequality and indigenous education.
This book examines challenges associated with the education of
teachers in and for rural places. It offers a new perspective with
respect to how Canadian educators are shifting the conversation
toward a hopeful discourse concerning how educators can foster
meaningful rural learning environments, which will contribute to
building stronger rural communities and regions. A central focus of
the book is emerging reconceptualization of education, place and
indigeneity in Canadian education in the wake of the Truth and
Reconciliation Commission Though the challenge of addressing rural
teaching and learning lies partly in the nuances and complexities
of unique places, there are also common threads that affect
virtually all communities in rural, regional and remote
educational, cultural, economic, and social geographies. Chapters
in this collection provide current research in Canadian rural
education including examples and stories from the field -
contributed by teachers, administrators, and superintendents - on
the challenges and creative opportunities that they have discovered
in their own rural context, giving hope and inspiration for what is
possible. The book will appeal to all readers interested in rural
education and teacher education, as well as to those concerned with
educational inequality and indigenous education.
The terrorist attacks in the USA and UK on 9/11 and 7/7, and
subsequent media coverage, have resulted in a heightened awareness
of extremists and terrorists. Should educators be exploring
terrorism and extremism within their classrooms? If so, what should
they be teaching, and how? Dianne Gereluk draws together the
diverging opinions surrounding these debates, exploring and
critiquing the justifications used for why these issues should be
addressed in schools. She goes on to consider the ways in which
educators should teach these topics, providing practical
suggestions. Education, Extremism and Terrorism is essential
reading for undergraduate and postgraduate education students
looking to engage with the philosophical, sociological and
political issues that are central to this debate.
Dress codes and uniform policies have been enforced with great
discrepancy in schools. A notable example is the banning of all
'ostentatious' religious symbols in public institutions in France.
"Symbolic Clothing in Schools" looks to the debate surrounding
social, political and religious clothing in schools - any piece of
dress that significantly forms a part of a person's identity,
including headscarves, veils, t-shirt slogans and gang-identifiers.
It will be of key interest to those caught up in the debate such as
teachers, headteachers, students and policy makers, as well as
anyone with a keen interest in how such clothing has been addressed
in education policy and practice. Dianne Gereluk looks to incidents
in France, England, Canada and the United States, and provides
principles that should assist in setting some general parameters
that might be acceptable to all.
"Education and Community" offers a fully international approach to
using political philosophy and sociology to develop the promotion
of communities, schools and society.Notions of 'community' are
found in almost every educational context from primary schools to
HE institutions. Given the polemic nature of promoting community in
schools and society today, this fascinating book uses an
interdisciplinary approach of political philosophy and sociology.
The approach used develops theoretical principles for the promotion
of communities, and subsequently applies them to the realities of
schools and society. This book is fully international, drawing on
examples and references from the UK, US and Canada.
Designed as a guide for pre-service education students and
in-service teachers, Professional Ethics and Law in Education: A
Canadian Guidebook provides an accessible and accurate source of
information on the ethical and legal frameworks of the teaching
profession while encouraging the examination of fundamental issues
that underpin key debates in Canadian schooling and
education.Divided into four sections, this guidebook is grounded in
the idea that teacher professionalism requires a solid
understanding of the ethical and legal expectations that society
has of teachers. Written for both the student and the professional,
this text is an essential companion to both aspiring and active
teachers. It provides clear guidance on how to navigate the complex
regulatory framework of contemporary teaching while highlighting
the indispensable contribution that individual judgment and shared
values make to thoughtful, informed, and well-reasoned decision
making in teaching, making it necessary reading for educators in
Canada.
Understanding School Choice in Canada provides a nuanced and
theoretical overview of the formation and rise of school choice
policies in Canada. Drawing on twenty years of work, Lynn Bosetti
and Dianne Gereluk analyze the philosophical, historical,
political, and social principles that underpin the formation and
implementation of school choice policies in the provinces and
territories. Bosetti and Gereluk offer theoretical frameworks for
considering the parameters of school choice policies that are
aligned and attentive to Canadian educational contexts. This robust
overview successfully shifts the debate away from ideology in order
to facilitate an understanding that the spectrum of school choice
policy in Canada is a response to the varying political challenges
in society at large. This book is essential reading for those who
desire a deeper understanding of school choice policies in Canada.
This is a thorough exploration of how the issues of extremism and
terrorism should be addressed and taught in schools. In England,
the issue of extremism and terrorism has recently been introduced
within various aspects of the curriculum at secondary level. Little
has been said about the justification of including these issues and
little has been said about how such subjects should be broached
within school walls. This text redresses this void and explores and
critiques various justifications used for why these issues should
be addressed in schools: the broader education and political
objectives of the extent to which the state should develop
political education with particular reference to extremism and
terrorism. In light of the exploration of the justifications for
teaching extremism and terrorism, the way in which educators should
teach these topics in school are explored with practical
suggestions. Essential reading for students studying education at
undergraduate and postgraduate level looking to engage with the
philosophical, sociological and political issues discussed and the
resulting curriculum and pedagogical debates.
Notions of "community" are found in almost every educational
context from primary schools to HE institutions. Given the polemic
nature of promoting community in schools and society today, this
fascinating book uses an interdisciplinary approach of political
philosophy and sociology to develop theoretical principles for the
promotion of communities, and subsequently applies them to the
realities of schools and society. This book is fully international,
drawing on examples and references from the UK, US and Canada.
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