Len Barton's intellectual and practical contribution to the sociology of disability and education is highly significant and widely known. The leading scholars in this collection, including his long term collaborators, offer both a celebration and a reassessment of this contribution, addressing the challenge that the social model of disability has presented to dominant medicalised concepts, categories and practices, and their power to define the identity and the lives of others. At the same time the authors build upon some of the key themes that are woven through Len Barton's work, such as his call for a 'politics of hope'. This collection explores a wide range of topics, including: difference as a field of political struggle the relationship of disability studies, disabled people and their struggle for inclusion radical activism: organic intellectuals and the disability movement discrimination, exclusion and effective change inclusive education the 'politics of hope', resilience and transformative actions universal pedagogy, human rights and citizenship debates. The Sociology of Disability and Inclusive Education highlights Len Barton's humane vision of academic work, of the nature of an inclusive and non-discriminatory society, of the role of an education system which addresses the rights, and potential of all participants. It indicates how such a society could be achieved through the principles of social inclusion, human rights, equity and social justice. This book was originally published as a special issue of the British Journal of Sociology of Education.

Bringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory. This anthology represents a valuable teaching resource with which to challenge the conventional canons of educational research theory and practice. It provides readers with the chance to read high quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborations. Educational Research Practice in Southern Contexts will be essential reading for anyone teaching educational research methods and will encourage novice and experienced researchers to rethink their research approaches, disentangle the local and global, and challenge those research rituals, codes and field work practices which are often unproblematically assumed to be universally relevant.

Bringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory. This anthology represents a valuable teaching resource with which to challenge the conventional canons of educational research theory and practice. It provides readers with the chance to read high quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborations. Educational Research Practice in Southern Contexts will be essential reading for anyone teaching educational research methods and will encourage novice and experienced researchers to rethink their research approaches, disentangle the local and global, and challenge those research rituals, codes and field work practices which are often unproblematically assumed to be universally relevant.

After more than twenty years of feminist education research, policy development and innovative school practice, it seems appropriate to evaluate the impact and significance of this world wide struggle for social justice in education. At the same time, the recent restructuring of educational provision whether in the name of sexual equality or the ideologies of the New Right also requires a considered response from Those Committed To Promoting Greater Social Equality.; This Collection offers a unique opportunity to host an international forum on contemporary thinking and practice, not just within different national contexts, but for feminism more generally. ln adopting a critical feminist approach, the chapters re-establish such egalitarian traditions as radical feminism, black feminism and socialist feminism and address such themes as the interrelation between social class, race and gender and the ways these articulate with feminist educational practice.; In gathering together leading educators from five different countries all committed to the project of social transformation, this book represents the shifting concerns of the feminist theoretical debate and helps formulate feminist educational agendas more suited to the political and economic conditions which orevail in the 19905.

Within the context of increased global migration and mobility, education occupies a central role which is being transformed by new human movements and cultural diversity, flows, and networks. Studies under the umbrella terms of migration, mobility, and mobilities reveal the complexity of these concepts. The field of study ranges from global child mobility as a response to poverty, to the reconceptualising of notions of inclusion in relation to pastoralist lifestyles, to the ways in which new offshore institutions and transnational diasporas shape the educational experiences of students, families, and teachers. At the heart of this new research is a need to explore how identity, integration, and social stratification play a role in the story of global migration between and within the Global North and South. This volume focuses on three major themes: poverty, migration, social mobility and social reproduction; networks of migration within and across national education systems; and higher education and international student mobility, and the concerns and opportunities that go along with this mobility. The international group of researchers who have contributed to this book demonstrate how educational institutions are part of a common global project characterised by fluidity, how the social fabric of educational institutions responds to demographic diversity, and how new social differentiations occur as a result of human movement. By bringing together these contributions, a number of important theoretical and empirical methodological dimensions are identified that need more attention within the growing field of migration and education studies. This volume shows how mobilities and transnational interconnectedness create multiple interactions that tie our different educational projects together. This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.

Len Barton's intellectual and practical contribution to the sociology of disability and education is highly significant and widely known. The leading scholars in this collection, including his long term collaborators, offer both a celebration and a reassessment of this contribution, addressing the challenge that the social model of disability has presented to dominant medicalised concepts, categories and practices, and their power to define the identity and the lives of others. At the same time the authors build upon some of the key themes that are woven through Len Barton's work, such as his call for a 'politics of hope'. This collection explores a wide range of topics, including: difference as a field of political struggle the relationship of disability studies, disabled people and their struggle for inclusion radical activism: organic intellectuals and the disability movement discrimination, exclusion and effective change inclusive education the 'politics of hope', resilience and transformative actions universal pedagogy, human rights and citizenship debates. The Sociology of Disability and Inclusive Education highlights Len Barton's humane vision of academic work, of the nature of an inclusive and non-discriminatory society, of the role of an education system which addresses the rights, and potential of all participants. It indicates how such a society could be achieved through the principles of social inclusion, human rights, equity and social justice. This book was originally published as a special issue of the British Journal of Sociology of Education.

This book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough, who, as a leading figure in education and international development, played a key role in the global fight for education for all children. The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor-quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved. The book will be of great interest to researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development. Chapters 1, 6, 7 and 12 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution 4.0 license (Ch7) and Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license (Chs 1/ 6/ 12) available at https://www.taylorfrancis.com/books/e/9780429293467

The Millennium Development Goals aim to achieve basic education for all by 2015. But can such global agendas address national and local gender inequalities and will they empower women through education?

This thought-provoking book offers an opportunity to engage critically with existing and emergent conceptual frameworks and methodological approaches to this global debate. It is divided into three sections that:

reconceptualise the definitions of gender equality used by various social scientific disciplines, international organisations and policy makers;

illustrate the methodologies used to collect the voices of young men and women and their teachers telling stories of their success in lifting the burdens of poverty and negotiating traditional gender relations;

trace the impact of global gender agendas on national education policies, such as citizenship education, poverty reduction strategies, and feminist activism around adult women s learning.

Gender Education and Equality in a Global Context is an invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development.

Globalisation and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for national as well as global citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality. This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to these national and global debates. It brings together for the first time a selection of influential new and previously published papers by Madeleine Arnot on the theme of gender, education and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of the 'good citizen' and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education. Reaching right to the heart of current debates, the chapters focus on: feminist democratic values in education teachers' constructions of the gendered citizen European languages of citizenship the inclusion of women's rights into English citizenship textbooks gender struggles for equality in school pedagogy and curriculum the implications of personalised learning for the individualised learner citizen globalisation and the construction of a global ethic for citizenship education . It will be an invaluable text for all those interested in citizenship education, gender studies, sociology of education, educational policy studies, critical pedagogy and curriculum studies and international or comparative education.

Originally published in 1987. This book addresses a reappraisal of the processes of gender development and its social and educational consequences. It provides examples of key research topics and methods used for the exploration of gender and education and suggests direction for further inquiry. Unique in its depth and range of coverage, it is still helpful reading for students of education and practising teachers and administrators. A major theme of the book is the relationship between class, racism, sexuality and education. Divided into five parts, the first offers new critical analysis of theories of gender difference, while the following sections focus on four lines of inquiry into education: exploring the past (through autobiography and life history); evaluating the implicit messages contained in texts; investigating gender dynamics within schools; and researching teachers' expectations and their attempts to change practice.

This new Reader brings together classic pieces of gender theory, as well as examples of the sophistication of contemporary gender theory and research methodologies in the field of education. Leading international gender researchers address current debates about gender, power, identity and culture and concerns about boys' and girls' schooling, gender achievement patterns, the boys' education debate, and gender relationships in the curriculum, the classroom and youth cultures. The Reader is divided into six sections which reflect contemporary concerns about Gender and Education: Gender and Educational Theory Difference and Power Identity Work Knowledge and Pedagogy Reflexivity and Risk Gender and Citizenship. A specially written Introduction from the editors, both experts in feminist and masculinity research, provides a much-needed context to the current educational climate. Undergraduates, postgraduates and academics interested in education, gender studies and women's studies will find this a stimulating and important resource. The analysis of the gender dimensions of the curriculum, teaching and alternative pedagogies also provide important insights for practitioners wishing to promote gender equality.

This new Reader brings together classic pieces of gender theory, as well as examples of the sophistication of contemporary gender theory and research methodologies in the field of education. Leading international gender researchers address current debates about gender, power, identity and culture and concerns about boys' and girls' schooling, gender achievement patterns, the boys' education debate, and gender relationships in the curriculum, the classroom and youth cultures. The Reader is divided into six sections which reflect contemporary concerns about Gender and Education: Gender and Educational Theory Difference and Power Identity Work Knowledge and Pedagogy Reflexivity and Risk Gender and Citizenship. A specially written Introduction from the editors, both experts in feminist and masculinity research, provides a much-needed context to the current educational climate. Undergraduates, postgraduates and academics interested in education, gender studies and women's studies will find this a stimulating and important resource. The analysis of the gender dimensions of the curriculum, teaching and alternative pedagogies also provide important insights for practitioners wishing to promote gender equality.

This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include:

• particular concepts such as voice research
• the significance of social class in relation to the language, schooling and home cultures
• differences between official and pedagogic recontextualising fields
• formation of different types of identities
• the construction of the learner
• formation of teacher identities and use of pedagogic discourses
• analysis of performance-based educational reforms and its impact on pedagogy.

Originally published in 1987. The perspectives, research methods and strategies adopted by researchers and teachers to investigate gender and education have been diverse and contradictory. This book provides an overview of developments and analyses the range of policy responses to the issues of sex inequality as well. Divided into six parts, the first indicates the range of feminist theories conceptualizing gender and provides context for the following parts on equality of opportunity; gender, power and schools; and studies on class, race and gender. The last parts explore how education and training provision in the nineteenth and twentieth centuries were shaped by assumptions about masculinity and femininity; and examine patterns of policy making on equal opportunities at teacher, local and national levels.

Reproducing Gender? charts the development of a theory of gender relations built up over the last twenty years. This theory has been highly influential in establishing the importance of the sociology of women's education for the study of society. It demonstrates the power of feminist educational theory and research and its role in creating new political and academic agendas.
This fascinating book explores gender relationships at all levels of schooling. It brings together political, social and cultural theories to understand continuity and change in gender and education. Madeleine Arnot, widely considered to be a pioneer in the field of gender and education, brings together for the first time in a single volume her most influential writings. This book will be essential reading for students and academics in the areas of gender studies, women's studies, educational policy, sociology and history of education.

Reproducing Gender? charts the development of a theory of gender relations built up over the last twenty years. This theory has been highly influential in establishing the importance of the sociology of women's education for the study of society. It demonstrates the power of feminist educational theory and research and its role in creating new political and academic agendas.
This fascinating book explores gender relationships at all levels of schooling. It brings together political, social and cultural theories to understand continuity and change in gender and education. Madeleine Arnot, widely considered to be a pioneer in the field of gender and education, brings together for the first time in a single volume her most influential writings. This book will be essential reading for students and academics in the areas of gender studies, women's studies, educational policy, sociology and history of education.

This collection establishes a highly topical, new, international field of study: that of gender, education and citizenship. It brings together for the first time important cutting-edge research on the contribution of the educational system to the formation of male and female citizens. It shows how gender relations operate behind apparently neutral concepts of liberal democratic citizenship and citizenship education.
The editors asked leading international educationalists to describe the theoretical frameworks and methodologies they used to research gender and citizenship.
Challenging Democracy suggests ways in which the educational system could help develop genuinely inclusive democratic societies in which men and women play an equal role in shaping the meaning of citizenship.

Originally published in 1987. This book addresses a reappraisal of the processes of gender development and its social and educational consequences. It provides examples of key research topics and methods used for the exploration of gender and education and suggests direction for further inquiry. Unique in its depth and range of coverage, it is still helpful reading for students of education and practising teachers and administrators. A major theme of the book is the relationship between class, racism, sexuality and education. Divided into five parts, the first offers new critical analysis of theories of gender difference, while the following sections focus on four lines of inquiry into education: exploring the past (through autobiography and life history); evaluating the implicit messages contained in texts; investigating gender dynamics within schools; and researching teachers' expectations and their attempts to change practice.

Originally published in 1987. The perspectives, research methods and strategies adopted by researchers and teachers to investigate gender and education have been diverse and contradictory. This book provides an overview of developments and analyses the range of policy responses to the issues of sex inequality as well. Divided into six parts, the first indicates the range of feminist theories conceptualizing gender and provides context for the following parts on equality of opportunity; gender, power and schools; and studies on class, race and gender. The last parts explore how education and training provision in the nineteenth and twentieth centuries were shaped by assumptions about masculinity and femininity; and examine patterns of policy making on equal opportunities at teacher, local and national levels.

After more than twenty years of feminist education research, policy development and innovative school practice, it seems appropriate to evaluate the impact and significance of this world wide struggle for social justice in education. At the same time, the recent restructuring of educational provision whether in the name of sexual equality or the ideologies of the New Right also requires a considered response from Those Committed To Promoting Greater Social Equality.; This Collection offers a unique opportunity to host an international forum on contemporary thinking and practice, not just within different national contexts, but for feminism more generally. ln adopting a critical feminist approach, the chapters re-establish such egalitarian traditions as radical feminism, black feminism and socialist feminism and address such themes as the interrelation between social class, race and gender and the ways these articulate with feminist educational practice.; In gathering together leading educators from five different countries all committed to the project of social transformation, this book represents the shifting concerns of the feminist theoretical debate and helps formulate feminist educational agendas more suited to the political and economic conditions which orevail in the 19905.

Around the world today, young people are being called upon to develop civic competence and carry the burden of forging a political future in the midst of impoverishment, exclusion and inequality. In societies that have experienced civil war, military occupation, mass immigration of displaced people or social conflict, the conditions under which young people attempt to build their citizenship are not well understood. Youth Citizenship and the Politics of Belonging contributes to the field of youth citizenship studies by purposively exploring the experiences of young adults in the context of the formation of nationhood and global citizenship. It explores, from the perspective of various countries, the role of social context and schooling in creating young citizens. This collection offers a unique opportunity to hear the voices of young people themselves who, as 'learner citizens' within educational institutions, poor communities and refugee camps, amongst other settings, expose the tensions between social inclusion and marginalization. The book considers young people's contemporary social movements, their activism and their sense of belonging. It looks at understandings of national, political and religious identities, youth rights, and various forms of state, community and sexual violence as well as strategic coping strategies, their reinterpretations of civic messages, and the ways in which anger, resistance and disengagement put youth in a difficult position. This book was originally published as a special issue of Comparative Education.

The Millennium Development Goals aim to achieve basic education for all by 2015. But can such global agendas address national and local gender inequalities and will they empower women through education? This thought-provoking book offers an opportunity to engage critically with existing and emergent conceptual frameworks and methodological approaches to this global debate. It is divided into three sections that: reconceptualise the definitions of gender equality used by various social scientific disciplines, international organisations and policy makers; illustrate the methodologies used to collect the voices of young men and women and their teachers telling stories of their success in lifting the burdens of poverty and negotiating traditional gender relations; trace the impact of global gender agendas on national education policies, such as citizenship education, poverty reduction strategies, and feminist activism around adult women's learning. Gender Education and Equality in a Global Context is an invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development.

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language (EAL) and a framework of home-school communication to promote effective EAL parental engagement in schools.

This book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough, who, as a leading figure in education and international development, played a key role in the global fight for education for all children. The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor-quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved. The book will be of great interest to researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development. Chapters 1, 6, 7 and 12 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution 4.0 license (Ch7) and Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license (Chs 1/ 6/ 12) available at https://www.taylorfrancis.com/books/e/9780429293467

This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein's work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures. The subjects covered include: particular concepts such as voice research the significance of social class in relation to the language, schooling and home cultures differences between official and pedagogic recontextualising fields formation of different types of identities the construction of the learner formation of teacher identities and use of pedagogic discourses analysis of performance-based educational reforms and its impact on pedagogy.