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This book explores Marxism and related political-economic theory,
and its implications for education around the world, as seen in the
history of the journal Educational Philosophy and Theory. As such,
it illustrates the evolution of political-economic changes across
societies, as they have been brought to bear within the academic
field and in the journal, through the exploration of typical and
noteworthy articles examining political-economic themes over time.
In the early decades of Educational Philosophy and Theory, only a
few works can be found focused on Marx’s work, Marxism, and
related themes. However, since the mid-1990s, Educational
Philosophy and Theory has published many articles focused on
neoliberalism and educational responses to theories and policies
based on political-economic perspectives. This collection serves to
showcase this work, exploring the way Marxist, neoliberal and other
related political-economic theories have been applied to
educational discussions among philosophers and theorists of
education in the history of Educational Philosophy and Theory. As a
collection, this book provides a glimpse of a dramatically changing
world, and changing scholarly responses to it, during the late
nineteenth and early twentieth centuries. This collection can
therefore be useful to scholars interested in better understanding
how changes to the political economy have intersected with those in
education over time, as well as the diverse ways scholars have
approached and reacted to a shifting landscape, considering views
ranging from Marxist to Post-Marxist, to neoliberal, and beyond.
This volume examines the place of Marxist theory in the history of
the journal Educational Philosophy and Theory, primarily through
the selection and exploration of typical and significant articles
exploring Marxist-related themes in the journal over time. The
title, From Radical Marxism to Knowledge Socialism, reflects this
historical approach. In the 1960s and 1970s, Marxism was considered
to be a radical, extreme ‘political’ theory, while western
liberalism and a free-market economy were largely taken for granted
as natural phenomena, in western philosophy of education and in the
journal. More recently, educational theorists have begun to explore
trends related to the neoliberal age. Paradoxically, such trends
include the move toward knowledge socialism, which decenters the
normative presuppositions of knowledge capitalism as the latest
iteration of western liberalism. The volume begins with an
introductory chapter that examines the history of Marxism in
western philosophy and philosophy of education. The rest of the
book features works selected from the journal that further
illustrate the evolution of Marxist theoretical perspectives in the
field over time. This collection thus gives a sense of the range
and extent of Marxist-inspired thinking in educational philosophy
and theory. This book will be of interest to students and scholars
of educational philosophy and theory and others who are interested
in exploring in depth the evolution of key themes in this field
over time, including liberalism, ideology, Marxism, neoliberalism,
knowledge construction, capitalist and socialist schooling, and
other aspects of economic analysis in education.
This book explores Marxism and related political-economic theory,
and its implications for education around the world, as seen in the
history of the journal Educational Philosophy and Theory. As such,
it illustrates the evolution of political-economic changes across
societies, as they have been brought to bear within the academic
field and in the journal, through the exploration of typical and
noteworthy articles examining political-economic themes over time.
In the early decades of Educational Philosophy and Theory, only a
few works can be found focused on Marx's work, Marxism, and related
themes. However, since the mid-1990s, Educational Philosophy and
Theory has published many articles focused on neoliberalism and
educational responses to theories and policies based on
political-economic perspectives. This collection serves to showcase
this work, exploring the way Marxist, neoliberal and other related
political-economic theories have been applied to educational
discussions among philosophers and theorists of education in the
history of Educational Philosophy and Theory. As a collection, this
book provides a glimpse of a dramatically changing world, and
changing scholarly responses to it, during the late nineteenth and
early twentieth centuries. This collection can therefore be useful
to scholars interested in better understanding how changes to the
political economy have intersected with those in education over
time, as well as the diverse ways scholars have approached and
reacted to a shifting landscape, considering views ranging from
Marxist to Post-Marxist, to neoliberal, and beyond.
This multi-authored collection covers the methodology and
philosophy of collective writing. It is based on a series of
articles written by the authors in Educational Philosophy and
Theory, Open Review of Educational Research and Knowledge Cultures
to explore the concept of collective writing. This tenth volume in
the Editor's Choice series provides insights into the philosophy of
academic writing and peer review, peer production, collective
intelligence, knowledge socialism, openness, open science and
intellectual commons. This collection represents the development of
the philosophy, methodology and philosophy of collective writing
developed in the last few years by members of the Editors'
Collective (EC), who also edit, review and contribute to
Educational Philosophy and Theory (EPAT), as well as to PESA Agora,
edited by Tina Besley, and Access, edited by Nina Hood, two PESA
'journals' recently developed by EC members. This book develops the
philosophy, methodology and pedagogy of collective writing as a new
mode of academic writing as an alternative to the normal academic
article. The philosophy of collective writing draws on a new mode
of academic publishing that emphasises the metaphysics of peer
production and open review along with the main characteristics of
openness, collaboration, co-creation and co-social innovation, peer
review and collegiality that have become a praxis for the
self-reflection emphasising the subjectivity of writing, sometimes
called self-writing. This collection, under the EPAT series
Editor's Choice, draws on a group of members of the Editors'
Collective,who constitute a network of editors, reviewers and
authors who established the organisation to further the aims of
innovation in academic writing and publishing. It provides
discussion and examples of the philosophy, methodology and pedagogy
of collective writing. Split into three sections: Introduction,
Openness and Projects, this volume offers an introduction to the
philosophy and methodology of collective writing. It will be of
interest to scholars in philosophy of education and those
interested in the process of collective writing.
Racism has been endemic in the history of western societies, while
the nature of race as a social category of difference is
controversial and rigorously contested from scholarly and everyday
perspectives today. This edited collection traces the history of
considerations of the meaning and importance of race and racism in
society and education through a deep dive into the contents of the
archives of the journal Educational Philosophy and Theory. Journal
articles from the 1970s to today have been carefully selected
throughout the text to showcase the trends and transformations in
the field of educational philosophy over time. While historically
western analytic philosophy of education did not focus particularly
on race and racism, this changed in the 1990s, with the emergence
of critical conversations about social justice that moved beyond
liberal models. More recently, historical and theoretical accounts
have sought to understand the processes of racialization in depth,
as well as the intersectional nature of race privilege and
discrimination across contemporary diverse societies worldwide.
Taken together, the pieces in this book illustrates both the
history of theorizing about race and racism in educational
philosophy and theory as well as the breadth of present-day
concerns. This collection provides a foundation for developing a
historical understanding of the position of race and racism in
philosophy of education, while it also inspires new works in
Critical Race Theory, Black and African Studies, critical pedagogy,
and related areas. Additionally, it will inspire educators and
scholars across diverse fields to further consider the significance
of race and racism in education and in research in the present age.
This volume examines the place of Marxist theory in the history of
the journal Educational Philosophy and Theory, primarily through
the selection and exploration of typical and significant articles
exploring Marxist-related themes in the journal over time. The
title, From Radical Marxism to Knowledge Socialism, reflects this
historical approach. In the 1960s and 1970s, Marxism was considered
to be a radical, extreme 'political' theory, while western
liberalism and a free-market economy were largely taken for granted
as natural phenomena, in western philosophy of education and in the
journal. More recently, educational theorists have begun to explore
trends related to the neoliberal age. Paradoxically, such trends
include the move toward knowledge socialism, which decenters the
normative presuppositions of knowledge capitalism as the latest
iteration of western liberalism. The volume begins with an
introductory chapter that examines the history of Marxism in
western philosophy and philosophy of education. The rest of the
book features works selected from the journal that further
illustrate the evolution of Marxist theoretical perspectives in the
field over time. This collection thus gives a sense of the range
and extent of Marxist-inspired thinking in educational philosophy
and theory. This book will be of interest to students and scholars
of educational philosophy and theory and others who are interested
in exploring in depth the evolution of key themes in this field
over time, including liberalism, ideology, Marxism, neoliberalism,
knowledge construction, capitalist and socialist schooling, and
other aspects of economic analysis in education.
This book critically considers what various Asian philosophies can
contribute to a more substantive discourse on sustainability
education and educational philosophy. The contributors examine how
'east' and 'west' interact in educational philosophy and practice
in Asian contexts. As a collection, they provide a broad view of
Asian sustainability thinking that is not dominated by
Confucianism, Buddhism, Islam, and post-colonialism, but rather
which regards these themes-and other frameworks for sustainable
education-as dynamic aspects of Asian contexts, both historically
and today. As such, the book invites readers to consider the
challenges and opportunities for theorising of sustainability in
the philosophy of education, while also critically engaging with
the way in which 'Asia' and 'east' are typically understood. Of
interest to those researchers in Asian conceptions of
sustainability, this book highlights a series of potential insights
in relation to the often-foregrounded perspectives of Global North
and western-based frameworks. The chapters were originally
published in Educational Philosophy and Theory.
This multi-authored collection covers the methodology and
philosophy of collective writing. It is based on a series of
articles written by the authors in Educational Philosophy and
Theory, Open Review of Educational Research and Knowledge Cultures
to explore the concept of collective writing. This tenth volume in
the Editor's Choice series provides insights into the philosophy of
academic writing and peer review, peer production, collective
intelligence, knowledge socialism, openness, open science and
intellectual commons. This collection represents the development of
the philosophy, methodology and philosophy of collective writing
developed in the last few years by members of the Editors'
Collective (EC), who also edit, review and contribute to
Educational Philosophy and Theory (EPAT), as well as to PESA Agora,
edited by Tina Besley, and Access, edited by Nina Hood, two PESA
'journals' recently developed by EC members. This book develops the
philosophy, methodology and pedagogy of collective writing as a new
mode of academic writing as an alternative to the normal academic
article. The philosophy of collective writing draws on a new mode
of academic publishing that emphasises the metaphysics of peer
production and open review along with the main characteristics of
openness, collaboration, co-creation and co-social innovation, peer
review and collegiality that have become a praxis for the
self-reflection emphasising the subjectivity of writing, sometimes
called self-writing. This collection, under the EPAT series
Editor's Choice, draws on a group of members of the Editors'
Collective,who constitute a network of editors, reviewers and
authors who established the organisation to further the aims of
innovation in academic writing and publishing. It provides
discussion and examples of the philosophy, methodology and pedagogy
of collective writing. Split into three sections: Introduction,
Openness and Projects, this volume offers an introduction to the
philosophy and methodology of collective writing. It will be of
interest to scholars in philosophy of education and those
interested in the process of collective writing.
This text examines the intersection of youth civic engagement,
identity, and protest in Hong Kong, through the lens of education.
It explores how education and identity have been protested in Hong
Kong, historically and today, and the mark that such contestations
have left on education. Many people, particularly outside Hong
Kong, were astonished by youth participation in the Umbrella
Movement of 2013-2014, and the anti-extradition law protests in
2019. These protests have caused people to consider what has
changed in Hong Kong over time, and what education has to do with
youth civic engagement and political expression. This book provides
an academic, theoretically oriented perspective on the intersection
of youth identity and education in Hong Kong. Coming from an
educational (and philosophical) orientation, Jackson focuses on
areas where greater understanding, and greater potential agreement,
might be developed, when it comes to education. This book will be
of interest to educational policy makers, curriculum specialists,
and educational scholars and students in liberal studies, social
studies, civic education, comparative and international education,
multicultural education, and youth studies.
From 'Aggressive Masculinity' to 'Rape Culture' is the fifth volume
in this series and explores the relationship between gender and sex
roles and socialisation and education, foregrounding issues of
inequity and different forms of oppression in various contexts. It
tells a rich story of transformation of a field over nearly half a
century, in relation to the theorisation of gender and sexuality in
educational philosophy and theory. The transformation of this field
is mapped on to broader social trends during the same period,
enabling a better understanding of the potential role of
educational philosophy and theory in developing feminist, queer,
and related veins of scholarship in the future. The collection of
texts focuses on a wide range of topics, including nature versus
nurture and the debate over whether gender and sex roles are
natural or based upon culture and socialisation, gender and sexual
binaries, and how power is organised and circulates within
educational spaces (including possibly online spaces) with regard
to enabling or disrupting sexually oppressive or violently gendered
social conditions. Other important trends include Internet activism
and the use of intersectional theory, postcolonial theory, and
global studies approaches. From 'Aggressive Masculinity' to 'Rape
Culture' will be key reading for academics, researchers and
postgraduate students in the fields of philosophy of education,
philosophy, education, educational theory, post-structural theory,
the policy and politics of education, and the pedagogy of
education.
Education about living in society and in the world is a vital task
of schools. Yet such civic education is not always critically
examined, and few among us have been encouraged to reflect on our
civic education experiences. Around the world, one's civic
education most often looks like a black box. How it works is
unclear. When human harm, violence, and oppression can be seen in a
wide variety of contexts, it is worth critically examining civic
education. Could it be that civic education is not playing a
helpful role in society? Can it be done differently and better? As
one reflects on the contemporary social world, it is helpful to
examine the assumptions surrounding education for living together,
to think about current modes and possible alternatives. Otherwise,
one might end up promoting allegiance to civic and partisan
entities which are themselves black boxes (the 'nation', the
'people'), failing to notice when and how what goes on in civic
education is morally questionable. This book aims to elucidate some
of the black box of civic education, and focuses on some of its
main operations across contexts. Offering a new framework for
students and academics, this book questions existing thinking and
shifts the focus of attention from the right balance to strike
between local, national, and global allegiances to the more
fundamental question of what counts as 'local', 'national', and
'global', and what might be involved in cultivating allegiances to
them. It looks at allegiance to not just transnational but also
sub-global 'civilisations' and it problematises the notion of the
'local community' in new ways. This book is the 2020 AESA Critics'
Choice Book Award Winner.
Education about living in society and in the world is a vital task
of schools. Yet such civic education is not always critically
examined, and few among us have been encouraged to reflect on our
civic education experiences. Around the world, one's civic
education most often looks like a black box. How it works is
unclear. When human harm, violence, and oppression can be seen in a
wide variety of contexts, it is worth critically examining civic
education. Could it be that civic education is not playing a
helpful role in society? Can it be done differently and better? As
one reflects on the contemporary social world, it is helpful to
examine the assumptions surrounding education for living together,
to think about current modes and possible alternatives. Otherwise,
one might end up promoting allegiance to civic and partisan
entities which are themselves black boxes (the 'nation', the
'people'), failing to notice when and how what goes on in civic
education is morally questionable. This book aims to elucidate some
of the black box of civic education, and focuses on some of its
main operations across contexts. Offering a new framework for
students and academics, this book questions existing thinking and
shifts the focus of attention from the right balance to strike
between local, national, and global allegiances to the more
fundamental question of what counts as 'local', 'national', and
'global', and what might be involved in cultivating allegiances to
them. It looks at allegiance to not just transnational but also
sub-global 'civilisations' and it problematises the notion of the
'local community' in new ways. This book is the 2020 AESA Critics'
Choice Book Award Winner.
Feminist Theory in Diverse Productive Practices is the second of
two volumes examining gender and feminist theory in Educational
Philosophy and Theory. This collection explores the difference that
gender and sexual identities make both to theorizing and working in
education and other fields. As the articles contained in this text
span nearly 40 years of scholarship related to these issues, this
volume sheds light on how feminist, gender, and sexuality theory
has evolved within and beyond the field of philosophy of education
over time. Key themes explored in the book include women's ways of
knowing, the challenges women (and girls) face in taking up
professional employment across diverse fields historically and
today, and how feminist and related theories can enable women in
professional development roles to empower each other. The book
tells a rich story of how gender and sexuality theory has been
brought to bear on discussions of educational practice in diverse
fields over decades of publication of Educational Philosophy and
Theory. Feminist Theory in Diverse Productive Practices will be key
reading for academics, researchers and postgraduate students in the
fields of philosophy of education, philosophy, education,
educational theory, post-structural theory, and the policy and
politics of education.
Winner of Philosophy of Education Society of Australasia (PESA)'s
inaugural PESA Book Awards in 2015, and The University of Hong Kong
Research Output Prize for Education 2014-15. Muslims and Islam in
U.S. Education explores the complex interface that exists between
U.S. school curriculum, teaching practice about religion in public
schools, societal and teacher attitudes toward Islam and Muslims,
and multiculturalism as a framework for meeting the needs of
minority group students. It presents multiculturalism as a concept
that needs to be rethought and reformulated in the interest of
creating a more democratic, inclusive, and informed society.Islam
is an under-considered religion in American education, due in part
to the fact that Muslims represent a very small minority of the
population today (less than 1%). However, this group faces a
crucial challenge of representation in United States society as a
whole, as well as in its schools. Muslims in the United States are
impacted by ignorance that news and opinion polls have demonstrated
is widespread among the public in the last few decades. U.S.
citizens who do not have a balanced, fair and accurate view of
Islam can make a variety of decisions in the voting booth, in job
hiring, and within their small-scale but important personal
networks and spheres of influence, that make a very negative impact
on Muslims in the United States. This book presents new information
that has implications for curricula, religious education, and
multicultural education today, examining the unique case of Islam
in U.S. education over the last 20 years. Chapters include:
Perspectives on Multicultural Education 9/11, the Media, and the
New Need to Know Islam and Muslims in Public Schools Blazing a Path
for Intercultural Education This book is an essential resource for
professors, researchers, and teachers of social studies,
particularly those involved with multicultural issues, critical and
sociocultural analysis of education and schools; as well as
interdisciplinary scholars and students in anthropology and
education.
Feminist Theory in Diverse Productive Practices is the second of
two volumes examining gender and feminist theory in Educational
Philosophy and Theory. This collection explores the difference that
gender and sexual identities make both to theorizing and working in
education and other fields. As the articles contained in this text
span nearly 40 years of scholarship related to these issues, this
volume sheds light on how feminist, gender, and sexuality theory
has evolved within and beyond the field of philosophy of education
over time. Key themes explored in the book include women's ways of
knowing, the challenges women (and girls) face in taking up
professional employment across diverse fields historically and
today, and how feminist and related theories can enable women in
professional development roles to empower each other. The book
tells a rich story of how gender and sexuality theory has been
brought to bear on discussions of educational practice in diverse
fields over decades of publication of Educational Philosophy and
Theory. Feminist Theory in Diverse Productive Practices will be key
reading for academics, researchers and postgraduate students in the
fields of philosophy of education, philosophy, education,
educational theory, post-structural theory, and the policy and
politics of education.
Winner of Philosophy of Education Society of Australasia (PESA)'s
inaugural PESA Book Awards in 2015, and The University of Hong Kong
Research Output Prize for Education 2014-15. Muslims and Islam in
U.S. Education explores the complex interface that exists between
U.S. school curriculum, teaching practice about religion in public
schools, societal and teacher attitudes toward Islam and Muslims,
and multiculturalism as a framework for meeting the needs of
minority group students. It presents multiculturalism as a concept
that needs to be rethought and reformulated in the interest of
creating a more democratic, inclusive, and informed society.Islam
is an under-considered religion in American education, due in part
to the fact that Muslims represent a very small minority of the
population today (less than 1%). However, this group faces a
crucial challenge of representation in United States society as a
whole, as well as in its schools. Muslims in the United States are
impacted by ignorance that news and opinion polls have demonstrated
is widespread among the public in the last few decades. U.S.
citizens who do not have a balanced, fair and accurate view of
Islam can make a variety of decisions in the voting booth, in job
hiring, and within their small-scale but important personal
networks and spheres of influence, that make a very negative impact
on Muslims in the United States. This book presents new information
that has implications for curricula, religious education, and
multicultural education today, examining the unique case of Islam
in U.S. education over the last 20 years. Chapters include:
Perspectives on Multicultural Education 9/11, the Media, and the
New Need to Know Islam and Muslims in Public Schools Blazing a Path
for Intercultural Education This book is an essential resource for
professors, researchers, and teachers of social studies,
particularly those involved with multicultural issues, critical and
sociocultural analysis of education and schools; as well as
interdisciplinary scholars and students in anthropology and
education.
This text examines the intersection of youth civic engagement,
identity, and protest in Hong Kong, through the lens of education.
It explores how education and identity have been protested in Hong
Kong, historically and today, and the mark that such contestations
have left on education. Many people, particularly outside Hong
Kong, were astonished by youth participation in the Umbrella
Movement of 2013-2014, and the anti-extradition law protests in
2019. These protests have caused people to consider what has
changed in Hong Kong over time, and what education has to do with
youth civic engagement and political expression. This book provides
an academic, theoretically oriented perspective on the intersection
of youth identity and education in Hong Kong. Coming from an
educational (and philosophical) orientation, Jackson focuses on
areas where greater understanding, and greater potential agreement,
might be developed, when it comes to education. This book will be
of interest to educational policy makers, curriculum specialists,
and educational scholars and students in liberal studies, social
studies, civic education, comparative and international education,
multicultural education, and youth studies.
Marking the fiftieth anniversary of the Educational Philosophy and
Theory journal, this book brings together the work of over 200
international scholars, who seek to address the question: 'What
happened to postmodernism in educational theory after its alleged
demise?'. Declarations of the death knell of postmodernism are now
quite commonplace. Scholars in various disciples have suggested
that, if anything, postmodernism is at an end and has been dead and
buried for some time. An age dominated by playfulness, hybridity,
relativism and the fragmentary self has given way to something
else-as yet undefined. The lifecycle of postmodernism started with
Derrida's 1966 seminal paper 'Structure, Sign and Play in the
Discourse of the Human Sciences'; its peak years were 1973-1989;
followed by uncertainty and reorientation in the 1990s; and the
aftermath and beyond (McHale, 2015). What happened after 2001? This
collection provides responses by over 200 scholars to this question
who also focus on what comes after postmodernism in educational
theory. This book was originally published as a special issue of
the journal Educational Philosophy and Theory.
This book examines the importance, possibilities, and complexities
of the university as an ethical academy. Universities may be seen
as an evolving network of ethical systems that govern teaching,
research, service, and administration. However, the university
system is changing: adding new rules, new ways of working, and new
ideas to its repertoire of operations. The theories that we have
traditionally employed may be now put up for questioning and
examination. Universities now comprise a spectacularly large body
of regulations and policies, both internal and external, that cover
issues from cheating, human subject research, academic integrity,
research on animals, environmental ethics, and the ethics of sexual
harassment. These interconnected ecological systems of ethics have
not emerged in one rational process but rather reflect the ongoing
historical and dynamic development of law and ethics in relation to
the creation of new values. This has played out in a particular
political and ideological environment, which has produced the
university as a set of practices and beliefs and a particular set
of rationalities. This book was originally published as a special
issue of the journal Educational Philosophy and Theory.
This book critically considers what various Asian philosophies can
contribute to a more substantive discourse on sustainability
education and educational philosophy. The contributors examine how
'east' and 'west' interact in educational philosophy and practice
in Asian contexts. As a collection, they provide a broad view of
Asian sustainability thinking that is not dominated by
Confucianism, Buddhism, Islam, and post-colonialism, but rather
which regards these themes-and other frameworks for sustainable
education-as dynamic aspects of Asian contexts, both historically
and today. As such, the book invites readers to consider the
challenges and opportunities for theorising of sustainability in
the philosophy of education, while also critically engaging with
the way in which 'Asia' and 'east' are typically understood. Of
interest to those researchers in Asian conceptions of
sustainability, this book highlights a series of potential insights
in relation to the often-foregrounded perspectives of Global North
and western-based frameworks. The chapters were originally
published in Educational Philosophy and Theory.
From 'Aggressive Masculinity' to 'Rape Culture' is the fifth volume
in this series and explores the relationship between gender and sex
roles and socialisation and education, foregrounding issues of
inequity and different forms of oppression in various contexts. It
tells a rich story of transformation of a field over nearly half a
century, in relation to the theorisation of gender and sexuality in
educational philosophy and theory. The transformation of this field
is mapped on to broader social trends during the same period,
enabling a better understanding of the potential role of
educational philosophy and theory in developing feminist, queer,
and related veins of scholarship in the future. The collection of
texts focuses on a wide range of topics, including nature versus
nurture and the debate over whether gender and sex roles are
natural or based upon culture and socialisation, gender and sexual
binaries, and how power is organised and circulates within
educational spaces (including possibly online spaces) with regard
to enabling or disrupting sexually oppressive or violently gendered
social conditions. Other important trends include Internet activism
and the use of intersectional theory, postcolonial theory, and
global studies approaches. From 'Aggressive Masculinity' to 'Rape
Culture' will be key reading for academics, researchers and
postgraduate students in the fields of philosophy of education,
philosophy, education, educational theory, post-structural theory,
the policy and politics of education, and the pedagogy of
education.
This book examines teachers' conceptions and practices of
assessment in Tanzania. Adopting a sociocultural perspective, it
reveals how Tanzanian teachers understand the role of assessment in
relation to their classroom practices, community and other factors.
The book determines that although teachers in Tanzania generally
consider assessment to be useful for evaluating and monitoring
learning, improving student performance and for accountability,
their assessment practices are rarely seen as directly supporting
student learning; it is not that teachers do not know how to
implement the mandated assessment reforms. Instead, they are
reluctant to adopt and embrace the reforms because they consider
them to be contradictory to their teaching roles, and overly
burdensome, if not implausible, given the physical, economic and
cultural contexts of teaching and learning. This book argues that
improving traditional assessments, rather than radically
transforming them, can be more effective for cultivating practices
that suit the physical, political, economic and cultural contexts
of Tanzanian schools. Highlighting the significance of
sociocultural factors in educators' professional practices, while
also illustrating the major challenges in implementing global
reform agendas in diverse contexts, it is a valuable resource for
educators and scholars interested in development and educational
reform in African contexts.
Educating students for emotional wellbeing is a vital task in
schools. However, educating emotions is not straightforward.
Emotional processes can be challenging to identify and control. How
emotions are valued varies across societies, while individuals
within societies face different emotional expectations. For
example, girls face pressure to be happy and caring, while boys are
often encouraged to be brave. This text analyses the best practices
of educating emotions. The focus is not just on the psychological
benefits of emotional regulation, but also on how calls for
educating emotions connect to the aims of society. The book
explores psychology's understanding of emotions, 'the politics of
emotions', and philosophy. It also discusses education for
happiness, compassion, gratitude, resilience, mindfulness, courage,
vulnerability, anger, sadness, and fear.
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