From its origins in the University of Birmingham’s then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research. Seventy-five years on, Mapping the Field presents a detailed account of education theory and research, policy, and practice through the lens of key articles published in the journal over this timespan. Volume II opens with Part I, a collection of articles examining teachers’ job (dis/) satisfaction and stress, and the gendered composition of the teaching workforce. Articles in Part II trace a shift in academic focus from schools seen as families/communities, to the parent-school relationship. The concepts of inclusion and equality—and strategies for their fulfilment in education—are interrogated in Part III. The volume concludes with Part IV, in which diverse identities in the education field are represented. Curated and introduced by the editors, the articles included in both volumes of Mapping the Field represent a careful selection from the work of scholars whose ideas have been, and continue to be, influential in the field of education. Overall, this major text covers a wide range of topics and offers original insights into educational policy, provision, processes, and practice from around the world.

This book scrutinizes physical, temporal and psychological strata across early twentieth-century literature, focusing on geological and archaeological tropes and conceptions of the stratified psyche. The essays explore psychological perceptions, from practices of envisioning that mimic looking at a painting, photograph or projected light, to the comprehension of the palimpsestic complexities of language, memory and time. This collection is the first to see early twentieth-century physical, temporal and psychological strata interact across a range of canonical and popular authors, working in a variety of genres, from theatre to ghost stories, children's literature to modernist magna opera.

From its origins in the University of Birmingham’s then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research. Seventy-five years on, Mapping the Field presents a detailed account of education theory and research, policy, and practice through the lens of some of the key articles published in the journal over this timespan. The Foreword written by the journal’s editors in Volume I presents a comprehensive account of the changing context for education scholarship and plots the key events in the development of the journal. The articles in Part I discuss some of the underpinning theories and research methodologies which have guided education researchers and practitioners, both past and present. Parts II and III focus on politics and policymaking in education and on the challenges involved in managing educational practice. The articles included in both volumes of Mapping the Field represent a careful selection from the work of scholars whose ideas have been, and continue to be, influential in the field of education. Overall, this major text covers a wide range of topics and offers original insights into educational policy, provision, processes, and practice from around the world.

This book scrutinizes physical, temporal and psychological strata across early twentieth-century literature, focusing on geological and archaeological tropes and conceptions of the stratified psyche. The essays explore psychological perceptions, from practices of envisioning that mimic looking at a painting, photograph or projected light, to the comprehension of the palimpsestic complexities of language, memory and time. This collection is the first to see early twentieth-century physical, temporal and psychological strata interact across a range of canonical and popular authors, working in a variety of genres, from theatre to ghost stories, children's literature to modernist magna opera.