This book continues the exploration of themes either neglected or devalued by others working in the field of philosophy and culture. The authors in this volume consider the domain of travel from the broadest and most diverse of philosophical perspectives, covering everyday topics ranging from commuting and vacation travel to immigration and forced relocation. Our time in transit, our being in transit, and our time at rest, whether by choice or edict, has always been at issue, always been at play (and has always been in motion, if you will), for our species. The essays collected here explore the possibilities of the material impact of being able to move or stay put, as well as being forced to go or prevented from leaving.

This book is an appeal to those directly and indirectly involved in education reform to reconsider the very nature of education as a process of transformation and not, as the neoliberal corporate model insists upon, as a "product." By using Paulo Freire's fundamental principle of understanding "education as the practice of freedom," and expanding upon it with bell hooks' own spiritual understanding of that principle, this book offers readers the opportunity to rethink what education is, and what it is not. Utilizing the work of diverse thinkers and critics, the book lays out a criticism of neoliberalism's profound influence on education reform and our culture generally. It reaffirms the political and ethical import of education for individuals and for our nation as a whole.

Offering an alternative to the failing models of educational leadership, this book places school management at the centre of debates on practice and pedagogy. Shifting the ideal away from corporate business models of management, it provides suggestions for school administrators and leaders to redefine their practice.

Offering an alternative to the failing models of educational leadership, this book places school management at the centre of debates on practice and pedagogy. Shifting the ideal away from corporate business models of management, it provides suggestions for school administrators and leaders to redefine their practice.

Teaching Values is the first radical response to honestly and fully enter the ongoing debate over values in contemporary education. Scapp addresses controversial issues from a broad, progressive and postmodern perspective, offering readers the critical analyses crucial to beginning a sophisticated dialogue about values-based education. Grounding theoretical knowledge in practical examples, the book examines a range of topics, from multicultural education to the impact of postmodernism on contemporary pedagogy and from power in the classroom to question of masculinity. This provocative work combines intellectual rigor and theoretical nuance with practical know-how for the teacher.

Teaching Values is the first radical response to honestly and fully enter the ongoing debate over values in contemporary education. Scapp addresses controversial issues from a broad, progressive and postmodern perspective, offering readers the critical analyses crucial to beginning a sophisticated dialogue about values-based education. Grounding theoretical knowledge in practical examples, the book examines a range of topics, from multicultural education to the impact of postmodernism on contemporary pedagogy and from power in the classroom to question of masculinity. This provocative work combines intellectual rigor and theoretical nuance with practical know-how for the teacher.

This book continues the exploration of themes either neglected or devalued by others working in the field of philosophy and culture. The authors in this volume consider the domain of travel from the broadest and most diverse of philosophical perspectives, covering everyday topics ranging from commuting and vacation travel to immigration and forced relocation.  Our time in transit, our being in transit, and our time at rest, whether by choice or edict, has always been at issue, always been at play (and has always been in motion, if you will), for our species. The essays collected here explore the possibilities of the material impact of being able to move or stay put, as well as being forced to go or prevented from leaving.

Etiquette, the field of multifarious I prescriptions governing comportment in life's interactions, has generally I been neglected by philosophers, who may be inclined to dismiss it as trivial, most specifically in contrast to ethics. Philosophy tends to grant absolute privilege to ethics over etiquette, placing the former alongside all of the traditional values favored by metaphysics [order, truth, rationality, mind, masculinity, depth, reality), while consigning the latter to metaphysics' familiar, divisive list of hazards and rejects (arbitrariness, mere opinion, irrationality, the body, femininity, surface, appearance). Addressing a broad range of subjects, from sexuality, clothes, and cell phones to hip-hop culture, bodybuilding, and imperialism, the contributors to Etiquette challenge these traditional values--"not in order to favor etiquette over ethics, but to explore the various ways in which practice subtends theory, in which manners are morals, and in which ethics, the practice of living a good life, has always depended upon the graceful relations for which etiquette provides the armature.