Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

In recent years there has been increasing interest in issues of space and spatiality in the social sciences and humanities generally, if less so in the study of education. This relative lack of interest is surprising given the importance of space and time in the organization of teaching, learning and research. For instance, the timetable and project timeline are central to the organization of learning and knowledge production whether in schools, colleges or universities. Classrooms, workshops and laboratories have different spatial layouts, which support certain forms of interaction and communication. When we add to this, the increasing distances across which knowledge, understanding and competence are being distributed through the use of information and communications technologies, the fact that issues of space have not been taken up seems more than an oversight. This relative lack of interest in space becomes even more surprising when one considers the extensive use of spatial metaphors in the discussion of education and pedagogy. For instance, the notions of open, distance and distributed learning and student-centredness, border crossing, and communities of practice all have a spatial dimension to them. Notions of a spiral curriculum act as a spatial imaginary. Indeed some metaphors, such as flexibility seem to be suggestive of the possibility that all constraints of space and time can be conquered in the provision of learning opportunities throughout life. This collection of chapters from researchers around the world attempts to address these issues, to examine the significance of space for curriculum, learning and identity.

With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book.

The authors examine a number of questions posed by the rapid march of globalisation, incuding:

• What is the role of the teacher, and how do we teach in the context of globalisation?
• What curriculum is appropriate when people and ideas become more mobile?
• How do the technologies of the internet and mobile phone impact upon what is learnt and by whom?

The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.

With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book.

The authors examine a number of questions posed by the rapid march of globalisation, incuding:

• What is the role of the teacher, and how do we teach in the context of globalisation?
• What curriculum is appropriate when people and ideas become more mobile?
• How do the technologies of the internet and mobile phone impact upon what is learnt and by whom?

The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.

Working in the fields of education, health and social care demands a great deal of energy, effort and commitment on the part of the practitioner or trainee. When a research project is added to a workload the pressures can be great, particulary if the would-be-researcher is not confident about the process involved. The Hard-pressed Researcher provides practical guidance on how to undertake a research project. It has been written specially for practitioners and students in the fields of education, health and social care and assumes no specific knowledge of the research process. This revised and updated version of the first edition covers the major modes of research (experimental research, survey work, case study, interpretative research and action research) and provides step-by-step guidance from conceptualization through to report writing. Each chapter provides sources for further reading and the book ends with a series of statistical tables. All those studying or working in the caring professions will welcome the very straightforward and sympathetic approach of the authors, both of whom have considerable experience in the supervision of research work.

Postmodernism and Education is a valuable book that needs to be vigorously engaged by educationalists and others wishing to rethink the contemporary crisis in education. An excellent introduction to postmodern social theory and its implications for pedagogy, educational policy and social transformation. Peter McLaren, University of California
This book responds to the growing interest in postmodernism as a way of understanding social, cultural and economic trends, and explores the impact which postmodernism has had upon the theory and practice of education, using a broad analysis of postmodernism and an in-depth introduction to key writers in the field.

In this book, the authors explore and clarify the nature of postmodernism and provide a detailed introduction to key writers in the field such as Lacan, Derrida, Foucault and Lyotard. They examine the impact which this thinking has had upon contemporary theory and practice of education, concentrating particularly upon how postmodernist ideas challenge existing concepts, structures and hierarchies. Usher has also published, with Bryant, Adult Education as Theory, Practice and Research (Routledge, 1989). Edwards has published, with Thorpe and Hanson, Culture and Processes of Adult Learning (Routledge, 1993), and Adult Learners, Education and Training (Routledge, 1993), with Sieminski and Zeldin.

Working in the fields of education, health and social care demands a great deal of energy, effort and commitment on the part of the practitioner or trainee. When a research project is added to a workload the pressures can be great, particulary if the would-be-researcher is not confident about the process involved. The Hard-pressed Researcher provides practical guidance on how to undertake a research project. It has been written specially for practitioners and students in the fields of education, health and social care and assumes no specific knowledge of the research process. This revised and updated version of the first edition covers the major modes of research (experimental research, survey work, case study, interpretative research and action research) and provides step-by-step guidance from conceptualization through to report writing. Each chapter provides sources for further reading and the book ends with a series of statistical tables. All those studying or working in the caring professions will welcome the very straightforward and sympathetic approach of the authors, both of whom have considerable experience in the supervision of research work.