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"Changing Urban Education" considers the way we approach teaching
and learning in the urban context and examines the debates
concerning developments in wider social, cultural, political and
economic contexts. Grounded in a strong conceptual, theoretical
framework, this accessible text will guide the reader through this
evolving area.
Reflective exercises, interviews, chapter summaries and useful
websites will encourage and support student learning and the
application of new concepts. Recent debates and developments are
considered, including:
* The city as a social, cultural and economic resource
* Virtual communities
* The impact of the forces of globalisation on urban
education
* Challenging schools and urban policy
* Mobile urban learning
"
Changing Urban Education" is essential reading for undergraduate
and postgraduate students on education studies and related courses.
Young People, Popular Culture and Education explores the
inter-relationship between the three fields and considers how these
relationships have informed teaching practice, especially in the
school context. Reflective exercises, interviews, chapter summaries
and useful websites will encourage and support student learning and
the application of new concepts. Recent debates and developments
are considered, including: Culture and youth; New youth research;
'Race' and representation; Children and television; Young adult
fictions; Popular music, youth and education; and, Youth, politics,
citizenship. "Young People, Popular Culture and Education" is
essential reading for undergraduate and postgraduate students on
education studies and related courses. This series presents an
authoritative, coherent and focused collection of texts to
introduce the contemporary issues that are covered in Education
Studies, and related programmes. Each book develops a key theme in
contemporary education, such as: Multiculturalism; The social
construction of childhood; Urban education; eLearning and
multimedia; and, Language and literacy. A key feature of this
series is the critical exploration of education in times of rapid
change, with links made between such developments in wider social,
cultural, political and economic contexts. Further, contextualised
extracts from important primary texts, such as Bourdieu, Piaget and
Vygotsky, will ensure students' exposure to dominant contemporary
theories in the field of education. Grounded in a strong
conceptual, theoretical framework and presented in an accessible
way with the use of features such as case studies, activities and
visual devices to encourage and support student learning and the
application of new concepts, this series will serve well as
collection of core texts for the Education Studies student and
lecturer.
Globalization and International Education introduces key
international issues in education and considers the changes in
education stemming from the rapid social, economic and cultural
transformations associated with globalization. Grounded in a strong
conceptual, theoretical framework, this accessible text will guide
the reader through this evolving area. Reflective exercises,
chapter summaries and useful websites will encourage and support
student learning and the application of new concepts. Recent debate
and developments are considered, including: - international aid,
education and development - education in conflict and emergencies -
education and the 'knowledge economy' Globalization and
International Education is essential reading for undergraduate and
graduate students studying education.
Men Teaching Children 3-11 provides a comprehensive exploration of
work experiences of men who teach young children. The authors draw
on their own research as well as international studies to provide
realistic strategies to help to remove barriers in order to develop
a more gender-balanced teacher workforce. Burn and Pratt-Adams,
former primary school teachers who have both experienced these
unfair gender practices, also trace the historical roots of the
gender barriers that have now become embedded within the
occupational culture. Throughout Men Teaching Children 3-11, the
authors argue that primary school teachers should be judged by
their teaching talents, rather than by the application of biased
gender stereotypes; and that male and female teachers need to work
together to remove these stereotypes from the occupation.
This is an informative and contemporary guide to a key area of
Education Studies BA courses offering an introduction to the
emergence of modern and post-modern childhoods. "Education and
Constructions of Childhood" considers the social construction of
childhood through the institutions of education. Grounded in a
strong conceptual, theoretical framework, this accessible text will
guide the reader through this evolving area. Reflective exercises,
interviews, chapter summaries and useful websites will encourage
and support student learning and the application of new concepts.
"Education and Constructions of Childhood" is essential reading for
undergraduate and postgraduate students on education studies and
related courses. This series presents an authoritative, coherent
and focused collection of texts to introduce the contemporary
issues that are covered in Education Studies, and related
programmes. Each book develops a key theme in contemporary
education, such as: Multiculturalism; The social construction of
childhood; Urban education; eLearning and multimedia; and, Language
and literacy. A key feature of this series is the critical
exploration of education in times of rapid change, with links made
between such developments in wider social, cultural, political and
economic contexts. Further, contextualised extracts from important
primary texts, such as Bourdieu, Piaget and Vygotsky, will ensure
students' exposure to dominant contemporary theories in the field
of education. Grounded in a strong conceptual, theoretical
framework and presented in an accessible way with the use of
features such as case studies, activities and visual devices to
encourage and support student learning and the application of new
concepts, this series will serve well as collection of core texts
for the Education Studies student and lecturer.
This title offers a critical overview on the history of inclusive
education policy and practice developments, with suggestions for
possible ways forward. "Inclusive Education, Politics and
Policymaking" provides a critical and up to date overview on how
far we have come in educational policy and practice in regards to
inclusive education, and suggests possible ways forward. The author
brings together and critically analyses a wide range of theories
and research in exploring inclusion in education. To make this text
fully engaging for the reader, activities are presented which have
been used on Education Studies courses to encourage students to
reflect on their own experiences enabling them to position
themselves within the theory and research in this field. These
activities are transferable to primary, secondary, further and
adult education contexts. "Inclusive Education, Politics and
Policymaking" serves as an ideal introduction to this contemporary
issue and provokes a critical review and engagement with study in
this field for students of Education Studies and MA Education
courses. This series presents an authoritative, coherent and
focused collection of core texts to introduce the contemporary
issues that are covered in Education Studies, and related
programmes.
This book explores the application of Soft Systems Methodology in
educational research as a qualitative research tool to generate
theory, and identifies the mechanisms that engender the behaviours
and discourse of social groups. Grounded within the literature from
philosophy and science, the approach is predicated on the ontology
and epistemology of critical realism. The authors consider the
tenets of systems thinking, recognizing that emergent features
appear at higher levels of complexity within a hierarchy and that
unintended consequences can occur when making decisions in complex
situations with interacting components. The central element of the
book is the formulation of a research strategy entitled
‘Worldview, Metaphor and Power of Social Objects’ (Womposo) and
its application to a research study of the practicum experience of
teachers in training. Integral to the methodology is the creation
of rich pictures and diagrams. Additionally, images representing
different stakeholders’ views of the whole system are presented
in revealing illustrations, allowing the reader to grasp each
holistic metaphor. It is suitable for postgraduate students and
researchers in education and other social science programmes
This title offers an engaging look at the debates surrounding the
benefits and dangers of the increasing use of technology in
eduaction. "New Technology and Education" explores the benefits and
dangers of the increasing use of technology in education, drawing
on different cultural perspectives from across the globe to
consider a variety of viewpoints. The reader is encouraged to
engage with each facet of the debate considering the philosophical,
psychological and sociological implications of the relationship
between technology and education. Recent debates and developments
are considered, including: What is the relationship between
creativity, education and new technology? Are subject boundaries
blurred by the use of new technologies? How do we plan for
technologies becoming redundant? Reflective exercises, interviews,
chapter summaries and useful websites encourage and support student
learning and the application of new concepts. This series presents
an authoritative, coherent and focused collection of core texts to
introduce the contemporary issues that are covered in Education
Studies, and related programmes. Each book develops a key theme in
contemporary education, such as: Multiculturalism; The social
construction of childhood; Urban education; eLearning and
multimedia; and, Language and literacy. A key feature of this
series is the critical exploration of education in times of rapid
change, with links made between such developments in wider social,
cultural, political and economic contexts. Further, contextualised
extracts from important primary texts, such as Bourdieu, Piaget and
Vygotsky, will ensure students' exposure to dominant contemporary
theories in the field of education. Grounded in a strong
conceptual, theoretical framework and presented in an accessible
way with the use of features such as case studies, activities and
visual devices to encourage and support student learning and the
application of new concepts, this series will serve well as
collection of core texts for the Education Studies student and
lecturer.
This book explores the application of Soft Systems Methodology in
educational research as a qualitative research tool to generate
theory, and identifies the mechanisms that engender the behaviours
and discourse of social groups. Grounded within the literature from
philosophy and science, the approach is predicated on the ontology
and epistemology of critical realism. The authors consider the
tenets of systems thinking, recognizing that emergent features
appear at higher levels of complexity within a hierarchy and that
unintended consequences can occur when making decisions in complex
situations with interacting components. The central element of the
book is the formulation of a research strategy entitled 'Worldview,
Metaphor and Power of Social Objects' (Womposo) and its application
to a research study of the practicum experience of teachers in
training. Integral to the methodology is the creation of rich
pictures and diagrams. Additionally, images representing different
stakeholders' views of the whole system are presented in revealing
illustrations, allowing the reader to grasp each holistic metaphor.
It is suitable for postgraduate students and researchers in
education and other social science programmes
Men Teaching Children 3-11 provides a comprehensive exploration of
work experiences of men who teach young children. The authors draw
on their own research as well as international studies to provide
realistic strategies to help to remove barriers in order to develop
a more gender-balanced teacher workforce. Burn and Pratt-Adams,
former primary school teachers who have both experienced these
unfair gender practices, also trace the historical roots of the
gender barriers that have now become embedded within the
occupational culture. Throughout Men Teaching Children 3-11, the
authors argue that primary school teachers should be judged by
their teaching talents, rather than by the application of biased
gender stereotypes; and that male and female teachers need to work
together to remove these stereotypes from the occupation.
"Young People, Popular Culture and Education" explores the
inter-relationship between the three fields and considers how these
relationships have informed teaching practice, especially in the
school context. Reflective exercises, interviews, chapter summaries
and useful websites will encourage and support student learning and
the application of new concepts. Recent debates and developments
are considered, including: Culture and youth; New youth research;
'Race' and representation; Children and television; Young adult
fictions; Popular music, youth and education; and Youth, politics,
and citizenship. "Young People, Popular Culture and Education" is
essential reading for undergraduate and postgraduate students on
education studies and related courses. This series presents an
authoritative, coherent and focused collection of texts to
introduce the contemporary issues that are covered in Education
Studies, and related programmes. Each book develops a key theme in
contemporary education, such as: Multiculturalism; The social
construction of childhood; Urban education; eLearning and
multimedia; and, Language and literacy. This is a key feature of
this series is the critical exploration of education in times of
rapid change, with links made between such developments in wider
social, cultural, political and economic contexts. Further,
contextualised extracts from important primary texts, such as
Bourdieu, Piaget and Vygotsky, will ensure students' exposure to
dominant contemporary theories in the field of education. Grounded
in a strong conceptual, theoretical framework and presented in an
accessible way with the use of features such as case studies,
activities and visual devices to encourage and support student
learning and the application of new concepts, this series will
serve well as collection of core texts for the Education Studies
student and lecturer.
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