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Most published bodies of work relating to curriculum theory focus
exclusively, or almost exclusively, on the contributions of men.
This is not representative of influences on educational practices
as a whole, and it is certainly not representative of educational
theory generally, as women have played a significant role in
framing the theory and practice of education in the past. Their
contribution is at least equal to that of men, even though it may
not immediately appear as visible on library shelves or lecture
lists. This book addresses this egregious deficit by asking readers
to engage in an intellectual conversation about the nature of
women’s curriculum theory, as well as its impact on society and
thought in general. It does this by examining the work of twelve
women curriculum theorists: Maxine Greene, Susan Haack, Julia
Kristeva, Martha Nussbaum, Nel Noddings, Jane Roland Martin, Marie
Battiste, Dorothea Beale, Susan Isaacs, Maria Montessori, Mary
Warnock and Lucy Diggs Slowe. The book is not an encyclopaedia, nor
is it a history book. It aims to bring to the reader’s attention,
through a semantic rendition of the world, those seminal
relationships that exist between the three meta-concepts that are
addressed in the work, feminism, learning and curriculum. It will
appeal to scholars and researchers with interests in curriculum,
and the philosophy and sociology of education.
The digital world is a place where even the most informed parents
and teachers can feel one pace behind children. Bombarded with
scare stories about the risks of everyday Internet interactions for
young people, those caring for them are frequently left to navigate
online minefields more or less on their own. This book is here to
help. Two leading experts on digital childhoods, Dr Sandra Leaton
Gray and Professor Andy Phippen, explore the realities of growing
up online in the 21st century. They provide an informative and
accessible guide to the issues young people face today, based on
the latest research and scholarship. They also expose the many ways
the child safeguarding industry means well, but often gets things
very wrong. The authors explain the latest research on topics such
as biometrics, encryption, cyphertext and sexting, and analyse
their relevance to the next generation. They raise a number of key
questions about the contemporary lives of young people, including
their relationship with digital technologies such as games, social
media, surveillance and tracking devices. They also challenge
conventional thinking on these issues. Rather than relying on
technology, they argue we should instead focus on the quality of
relationships between children, their peers, their parents and with
adults generally. Then we can build a healthy digital future for
society as a whole.
This book is open access under a CC BY 4.0 license. This open
access book examines the modern role of the European School system
within the European Union, at a time when the global economy
demands a new vision for contemporary education. The European
schools are currently in a state of crisis: their 60-year-old
tradition of bilingual and multilingual education is being strained
by rapid EU expansion and the removal of English speaking teachers
as a result of Brexit. Their tried and tested model of mathematics
and science education has rapidly been overtaken by new
developments in pedagogy and assessment research, while recruitment
and retention of students and teachers has become increasingly
fraught as European member states review what they are, and what
they are not, prepared to fund. The authors draw on original and
empirical research to assess the European Schools' place in a new
Europe where the entire post-war European Project is potentially at
risk. This well-researched volume will be of interest to
practitioners working in European schools as well as students and
scholars of EU politics and international education.
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R398
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