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The papers in this volume provide a coherent philosophical study of a group of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching and the integration of the curriculum. A thesis on the necessary differentiation of knowledge into logically distinct forms is outlined, and is defended against recent philosophical criticisms. Its implications for curriculum planning are examined, with particular reference to the urgent problems of adeqately characterizing liberal education and those forms of moral and religious education that are appropriate in maintained schools.

The topics covered in this volume, originally published in 1973, include the need for a more adequate concept or definition of education, the issue of whether indoctrination is compatible with education, particularly with moral education, and the processes of judging the merits of different approaches to aesthetic education. Two contributors present complementary analyses of the relations between freedom as a characteristic of institutions and the process of learning to be a free man. There is discussion of the neglected subject of rights and duties in education, with special emphasis on the question of a universal right to education. The volume concludes with papers on the relevance of philosophy to the practical judgments of educators and to education as a field of study.

This book gathers selected original papers presented at the Sixth Beijing Normal University - University College London, Institute of Education International Conference in Education, a biennial event organised in partnership between this two universities. Readers will find a wealth of papers and reports on research involving schools and the initial and professional development of teachers, revealing links between research, policy and practice, while also analyzing key themes in education, including public goals and policies, pedagogy, curricula, organisation, resources and technologies, and institutional effectiveness. An essential guide for anyone who wishes to understand the main issues involved in mobilities of ideas, people and technology in the field of education, the book offers an extensive introduction, and can also be used as a resource for empirical and conceptual research into related issues.

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers.

At the time this book was first published the disciplines of philosophy of education, educational psychology, sociology of education and the history of education had developed rapidly. The papers in this volume outline the developments that took place. The first paper analyses the nature of a theory concerned with determining practice and the place of academic disciplines within that. What emerges is the crucial role of these disciplines, but also the need to develop much more adequately a domain of practical principles, assessed and critically reformulated in the light of those disciplines. The following papers are concerned with the contributions four of those disciplines are now making.

This volume expands the discussion on the language management (LM) framework through two themes: interests and power, which are driving forces of the LM process, observable and describable at every step. It consists of thirteen contributions analyzing diverse situations in Europe, Asia, and Africa. Authors focus on a range of topics, including the role of language ideologies in various types of institutions, such as higher education institutions and language cultivation centers, the struggle to maintain minority languages, the positions of the actors involved in the process of making policies concerning foreign language teaching, or the processes that learning and choosing to use foreign languages entail. Emergent insights into the commonalities in the ways in which interests and power guide or underlie the management of language, communication, and sociocultural problems contribute significantly to the strength of LM as a sociolinguistic framework.

All papers of this edition give an opportunity for reflection on the chances, challenges and difficulties associated with the long-term transformation of higher education and scientific activities. Therefore, the concept of “scientific excellence” has been perceived as a guiding idea in the academics'efforts. On the other hand, it seems to be an ideal that can never be achieved but towards which one ought to strive persistently. Furthermore, the pursuit of excellence is accompanied by contradictions which have been pointed out many times in the history of academia in Poland. This publishing series embodies the belief in the existence of the so-called invisible college, i.e., the research community, exemplified by young scientists starting their academic path inspired by recognized professors.

In Belonging: Rethinking Inclusive Practices to Support Well-Being and Identity, issues related to inclusive education and belonging across a range of education contexts from early childhood to tertiary education are examined and matters related to participation, policy and theory, and identity and well-being are explored. Individual chapters, which are drawn from papers presented at The Inclusive Education Summit held at the University of Canterbury, 2016, canvass a variety of topics including pedagogy, sexuality, theory, policy and practice. These topics are explored from the authors'varying perspectives as practitioners, academics and lay-persons and also from varying international perspectives including New Zealand, South Africa and Australia. Contributors are: Keith Ballard, Henrietta Bollinger, Hera Cook, Michael Gafffney, Annie Guerin, Fiona Henderson, Leechin Heng, Kate McAnelly, Trish McMenamin, Be Pannell, Christine Rietveld, Marie Turner, Ben Whitburn, Julie White, and Melanie Wong.

First published in 1977, Urban Education in the 19th Century is a collection based on the conference papers of the annual 1976 conference for the History of Education Society. The book illustrates a variety of ways of elucidating the connections between education and the city, mainly in nineteenth-century Britain. Essays cover political, geographical, demographic and socio-structural aspects of urbanization. There is an emphasis on comparative studies of urban educational developments and attention is paid to the perceptions of the nineteenth-century city and its problems, especially for child life, as well as to the realities of urban change

Carlos Bulosan—Revolutionary Filipino Writer in the United States: A Critical Appraisal is an in-depth, critical evaluation of Bulosan's major works in the context of the sociopolitical changes that configured his sensibility during the Depression, the united-front mobilization prior to World War II, and the Cold War witch-hunting of the fifties. Unprecedented for its thorough historical-materialist analysis of the symbolic dynamics of the texts, this book uses original research into the Sanora Babb papers that have never before been linked to Bulosan. Sophisticated dialectical analysis of the complex contradictions in Bulosan's life is combined with a politico-ethical reading of U.S.-Philippines relations. San Juan takes the unorthodox view that Bulosan's career was not an immigrant success story but instead a subversive project of an organic intellectual of a colonized nation-in-the-making. Today, Bulosan is hailed as a revolutionary Filipino writer, unparalleled in the racialized, conflicted history of the Philippines as a colony/dependency of the United States. This book follows San Juan's pioneering 1972 study Carlos Bulosan and the Imagination of the Class Struggle.

This book presents a collection of papers written by researchers, teachers, administrators, analysts and graduate students working and doing research in the field of social sciences. The scientific studies include a wide range of topics from the analysis of social science textbooks to the teacher image in newspapers, the relationship between self-efficacy and cognitive level and the role of organizational silence on the loneliness of academics in work life.

Since Michael Oakeshott spoke of education as initiation into'the conversation of mankind'more than fifty years ago, the idea has inspired a diverse array of thinkers and continues to be invoked today by those seeking to resist the influence of managerialism and narrow instrumentalism in educational policy and practice. Education and Conversation draws together papers written by scholars from both the analytic and continental philosophical traditions to offer a variety of perspectives on the implications of Oakeshott's educational ideas. The metaphor of the conversation of mankind is explored, together with the roots of Oakeshott's thinking in his early philosophical work, the relevance of his ideas to the concept of Bildung, and the significance of his political conservatism in evaluating the seemingly progressive potential of his educational ideas. In addition, concepts prominent in Oakeshott's thought are taken up and brought to bear on contemporary philosophical discussions about education, learning and development, including the nature of initiation, the phenomenology of listening, and the value of the liberal arts tradition. Education and Conversation shows how the idea of conversation illuminates both the character and the ends of education, yielding insight into the scope and limits of the philosophy of education and the character of philosophical inquiry more generally.

Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT'extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by:- enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research- relating theory and practice in praxis- conducting interdisciplinary studies with systemic functional linguisticsPart II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education- practices of research, curriculum, pedagogy and assessment- both education and informal learning contexts, such as museums and masonic lodgesCarefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics.

What competences do young citizens need to be considered as active and engaged in the context of a modern Europe? In 2011 an invited research symposium of leading civic and political educators, social scientists and educational administrators from Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above question the symposium addressed two significant issues: 1. Identify key competencies required for active citizenship of young people in Europe of the future. 2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies. The group addressed these questions through discussion in the symposium and through previously prepared papers. Subsequently the group participated in a modified Delphi Technique to identify the key competences and the final competences are presented in this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection. Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens.

Education Matters draws together a selection of the most influential papers published in the British Journal of Educational Studies by many of the leading scholars in the field over the past sixty years. This unique collection of seminal articles published since the first issue of the Journal provides students and researchers in education with an informed insight and understanding of the nature the development of the field of Educational Studies in the United Kingdom since the Second World War. It also assesses the current position of Educational Studies and explores the possibilities for the development of the field in coming years.Compiled by the journal's editors, past and present, James Arthur, Jon Davison and Richard Pring, the book illustrates the development of the field of educational studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field.Each of the twenty articles includes a preface which highlights the changing conceptions and development of, or consistency in, educational thought over time, as well as debates and conflicts in the seminal articles by key educational thinkers that have been published in the Journal.

This volume consists of the revised versions I of a selection of papers of the second EDINEB conference, held in Uppsala from 17-19 August 1995. As with the fIrst edition, the conference and these proceedings are rooted in the participant's involvement with'EDucational INnovation in Economics and Business'. The thematic focus is quality audit, quality assessment and quality improvement, all of them collected in the theme'In Search of Quality'. For the fIrst EDINEB conference, which took place in Maastricht, December 1993,'Problem-Based Learning'was chosen as leading theme. The introduction of problem-based learning in the curriculum of any faculty is to be regarded as a major innovation in the educational system. In contrast, the dedication to the search of quality in education resulted in a large variety of case studies and theoretical contributions on educational innovations aiming at increasing the quality of teaching and learning. This contrast between the one major step and the many small steps has been the decisive factor for the editors to compose these proceedings as a kind of allegory of Robert M. Pirsig's famous novel'Zen and the art of Motorcycle Maintenance, an Inquiry into Values'(ZAMM). Of course, on top of the very obvious reason that the conference had been saddled with a theme that is identical to the title that many critics (probably those who aren't so fond of motorcycling) used to rename ZAMM.

This collection of original papers shows how women in Britain are still being discriminated against during schooling, despite the existence of legislation prohibiting such discrimination and despite apparent concern with promoting equality between the sexes in education. Focusing on the current situation and experiences of women in education and their subsequent entry to, and experiences of, the labour market, the book shows how the category of gender is made relevant in the education of women: how it is influential in structuring their actions, beliefs, values and life chances, and how it provides them with a set of contradictions about their role in society.

The main concern of the volume is the relation of theory to practice in education but the book also reviews the state of educational theory, and its relation to politics. Beginning with a group of papers on specific areas of the relation between theory and practice, the book goes on to discuss aspects of the curriculum, such as curricular principles in recent official reports, the newly emerging theme of general abilities, and controversial material in the curriculum. The theme of the third group of articles is personal autonomy, one of the very few generally supported educational aims of recent years, and a final group presents a retrospective view of the Plowden Report.

The manner in which we variously come to an understanding of our world presents problems for us all, but the unified method by which we ought best to acquire such knowledge represents the particular problem of contemporary education. This important book seeks to explore some of the underlying practises and assumptions that go to produce and sustain both such sets of activities. As a result of its concerns with the social organization of knowledge at all levels, the sociology of education has become a central form of much contemporary sociological theory. All the papers in this collection are formulations of a ‘reflexive'method of theorizing within sociology of education. This is a mode of address, deriving partly from social phenomenology, which seeks to display the grounds of the theorists'speech as itself an essential feature of any informative dialogue. Major themes in education and in sociology are considered in this way, including the social form of rationality, the constitution of curricula, normative beliefs about Learning, the nature of literary study as liberal education and the character of scientific knowledge in the social world.

This collection of papers by a group of Chinese educational administrators came about through a graduate study program that facilitated comparisons of educational practices from other cultures against the backdrop of globalization. Collaborative international programs allow contrast and comparisons of practices, policies and educational principles but are not without barriers faced by candidates which can include but are not limited to culture shock and communication and language adjustments. Comparisons of international educational institutions are telling when examined through transfer credit policies, degree recognition, institutional accreditation and the value of academic credits in a globalized educational marketplace. China and Chinese educators recognize that movement and take it most seriously as demonstrated by the group of educational ambassadors who have contributed a variety of perspectives and interests to this volume. They are a new wave of thinkers whose studies embrace their native culture and open minds to alternative ways of understanding and acting on rapidly changing educational circumstances for learners, teachers and administrators.

Professor Peter Jarvis has spent over 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed well over 30 books and 200 papers and chapters in books on learning theory, adult education and learning, continuing professional education, nurse education, primary school education, distance education and third age education. In this book, he brings together 19 key writings in one place. Starting with a specially written Introduction, which gives an overview of Peter's career and contextualises his selection within the development of the field, the chapters cover: Learning Learning and Spirituality Learning and Doing Teaching The End of Modernity Learning in Later Life. This book not only shows how Peter's thinking developed during his long and distinguished career; it also gives an insight into the development of the fields to which he contributed.In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.Contributors to the series include: Richard Aldrich, Stephen J. Ball, John Elliott, Elliot Eisner, Howard Gardner, John Gilbert, Ivor F. Goodson, David Labaree, John White, E.C. Wragg.

What do pupils actually do in school? There are remarkably few studies that take the pupils'perspective and reconstruct experience from their point of view within the context of their own cultures and careers. This volume brings together a number of research studies on various aspects of how pupils cope with schools. The theoretical papers consider amongst other issues a developmental model of the growth of pupil strategies based on primary and secondary socialisation; a discussion of ‘interactionist empiricism'which argues for co-ordinated research between micro and macro perspectives and an extended overview of the general sociological background of work on teacher and pupil strategies. The empirical articles consider a number of themes ranging from strategies employed in answering teacher questions to the power and influence of the pupil peer group in the development of attitudes and behaviour.

This collection of important and significant papers examines a wide range of issues. One of the author's main concerns is to clarify the meaning of'education'and'quality in education'- a phrase often used in public debate but seldom scrutinized. Long-standing ambiguities latent in the concept of'liberal education'are also exposed, and Herbert Spencer's question'What knowledge is of most worth?', vital in the light of the recent vast development of knowledge, is considered. The first section of the collection clarifies different aspects of the concept of education and to reflect upon the difficulties and dilemmas facing teachers who strive to educate their pupils as distinct from just preparing them for examinations. This section concludes with a constructive re-examination of Plato's conception of education with a view to seeing what is acceptable in it instead of just concentrating on what is manifestly unacceptable. The second section is concerned with the role of edcuational theory in the education of teachers.

The theme of'Learning in a Changing Environment'reflects the way in which educational thinking in Higher Education has undergone a rapid change throughout the world. The EDINEB network consists of people who see the role of educationalists as providing a framework for learning rather than taking a traditional approach of'chalk and talk'. The key to the success of this fourth conference (and these articles selected from it) lies in the supportive role delegates give to each other in sharing experiences (and problems!) in a changing environment. The network has grown because ofthe commitment of members to form what is in effect a multinational self-help group which is dedicated to continual improvement in the educational environment. This fourth EDINEB conference brought together 95 registrations from over 21 countries. The 16 papers selected represent a cross-section of the articles submitted to the authors and the book is divided into four sections. 1 LEARNING OBJECTIVES AND PROGRAMME STRUCTURES The first section examines how different programmes (in different of countries and cultures) have been structured to meet the particular needs both the participants/students and the economic environment within which they operate.

This volume contains the proceedings of the second Canadian Conference on Children which was held in Montreal in the autumn of 1965. It includes four papers given by Dr. Alva Myrdal, Dr. Alan Ross, Dr. M.S. Rabinovitch and Dr. C.E. Hendry, all well known for their attention to the problems of children growing up in the present world and concerned here to draw attention to those they see in Canada and elsewhere. A running commentary is supplied by Dr. Alan Thomas on the less formal side of the conference—the discussions that took place in groups after the speeches. The four papers and the commentary are printed in both English and French. Reverend Roger Guindon O.M.I. of the University of Ottawa provides the closing address, presented in a style which can be seen as an interesting new approach to the Canadian problem of bilingualism.

This novel volume delves into a specific and crucial aspect of early years pedagogy – the intersection between early childhood education and spirituality, offering tips on nurturing spirituality and a sense of connectedness with nature through outdoor learning.With experience both as a scholar and a teacher, the author delves into the ontological and epistemological issues related to outdoor learning and education while keeping accessibility and sustainability at the centre of the volume. Chapters take a comprehensive approach to the exploration of children's innate spirituality and their connection with nature in the context of early childhood education, fusing elements such as a critique of early years policy with philosophy of education and children's mental health. Using a robust theoretical foundation incorporating philosophical figures such as Froebel, McMillan, Montessori, Dewey and Freire, as well as the inclusion of practical examples from educational settings designed for real-world scenarios, this book reinvigorates the conversation around the holistic development of children by emphasising the importance of nature and child-centred pedagogies.Ultimately exploring avenues that can foster a sense of well-being and social responsibility in children, the book will be of interest to researchers, educators and teacher trainers in the field of early childhood education, environmental education, philosophy of education and teacher education. Policy makers and school leaders may also benefit from this volume.

This book provides a broad introduction to the critical work of leading Australian educator Garth Boomer, widely recognised as a significant figure in English teaching. This insightful text provides an accessible introduction to his work, with particular reference to English curriculum and pedagogy, and provides a fascinating account of his journey as a scholar-practitioner, from classroom teaching to the highest levels of the educational bureaucracy.Bill Green explores Boomer's huge influence on literacy education, teacher development, curriculum inquiry, and educational policy, and critically asks why Boomer's insights and arguments about English teaching from the last century have such importance for the field now. This text also focuses on the nature and significance of his curriculum thinking, specifically his arguments and provocations regarding English teaching, the English classroom, and the contexts that infuse and shape them. It constitutes a rich resource for rethinking English teaching in the present day and provides an important contribution to the historical imagination.With all due consideration of the larger context of social life and educational thought, this text will help any student of English in Education and Language Arts obtain a deeper understanding of Boomer's vital contribution to the field of education.

This edited volume focuses on understandings and enactments of care in teacher induction in a landscape reshaped by the recent pandemic, ongoing societal issues, and increased expectations of teachers. Building on the editors'book Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change, this volume extends reconsiderations of care and teacher development into K-12 schools, aiming to explore how care is, should, and can be operationalized in teacher induction now.Each chapter draws on research, practice, and reflection to provide recommendations to move teacher induction forward in responsive and caring ways. Authors include teacher educators, practicing teachers, and administrators representing different subject areas and educational levels. The operationalization of care also takes many forms, from mentorship and professional learning communities to support in navigating burnout and staff shortages. Chapters offer specific examples from contributors'own teaching experiences and conclude with suggestions for adapting the model or practice for readers'own programs and students.Ideal for faculty working with preservice educators and administrators supporting newly hired teachers, this book can also serve as recommended or supplementary reading in undergraduate or graduate teacher education, curriculum and instruction, leadership, and educational administration courses as well as within professional development opportunities.

Teaching Women's History: Breaking Barriers and Undoing Male Centrism in K-12 Social Studies challenges and guides K-12 history teachers to incorporate comprehensive and diverse women's history into every region and era of their history curriculum.Providing a wealth of practical examples, ideas, and lesson plans – all backed by scholarly research – for secondary and middle school classes, this book demonstrates how teachers can weave women's history into their curriculum today. It breaks down how history is taught currently, how teachers are prepared, and what expectations are set in state standards and textbooks and then shows how teachers can use pedagogical approaches to better incorporate women's voices into each of these realms. Each chapter explores a major barrier to teaching an inclusive history and how to overcome it, and every chapter ends with an inquiry-based lesson plan on women or using women's sources which stands counter to the way curriculum is traditionally taught, a case in point that tasks readers to realize how women have been integral to every period of history.With expert guidance from an award-winning social studies teacher, this guidebook will be important reading for middle and high school history educators. It will also be beneficial to preservice teachers, particularly within Social Studies Education and Gender Studies.Additional resources for educators are available to view at www.remedialherstory.com.Chapter 3 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Presenting cutting-edge research from around the world, this book demonstrates how critical pedagogy is shaped by social-political contexts and ideological constructions of knowledge and power.The edited collection brings together a global author team using critical pedagogy to synthesise political and theoretical ambitions with the complex realities of classroom practice. The book addresses two key questions: what does critical pedagogy look like in educative work with young people around the globe? And how can critical praxis enacted in schools and classrooms push the core tenets of critical pedagogy so that they are more responsive to the complex power relations of the real world? Bringing together chapters that create a nuanced understanding of some of the challenges involved in the intersection of ideologies, systems and institutions, the authors offer a set of resources which respond to claims that critical pedagogy is often little more than emancipatory rhetoric with limited practical application.Spanning almost two decades of pedagogical thinking, practice, outreach, community development and activism, this robust volume will be of great interest to researchers and postgraduate students investigating critical education, curriculum, creative thinking and pedagogies.

This book interrogates the role games and playfulness bear in both formal education and informal social learning. Responsive to contemporary social and ecological challenges, this book especially explores games'interactions with social power. On one hand, games sometimes operate to reinforce ideologies that normalise social injustice and environmental disregard. On the other, games offer rich possibilities for questioning such ideologies and encouraging change.Strongly interdisciplinary, the book assembles 20 chapters written by 50 experts across fields including education, game design, cultural studies, sociology, Indigenous studies, disability studies, queer studies, STEM, legal studies, history, creative writing, visual arts, music, the creative industries, and social inclusion. These contributions not only make games a focus but incorporate playful research writing strategies, demonstrating methods of what we term ludic inquiry. This includes chapters written using arts-based research, practice-led research, poetic inquiry, narrative inquiry, autoethnography, duoethnography, and more. Organised across four themes – ‘philosophical sparks', ‘lived experiences', ‘pedagogical perspectives', and ‘the spirit of play'– this book emphasises the radical egalitarian possibilities inherent in critical attention to games and how we play (or get played by) them. Its fresh insights will interest all readers interested in creatively remaking our worlds.

Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools.In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights.Divided into three distinct sections, chapters invite readers to consider: The context behind human rights education (HRE) Rights-based approaches to teaching and education International dialogue and how we may learn from the approaches of other countries. D­rawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education.

Writing for Inclusion (WIN) wishes to develop high quality and care systems in childhood education. The priority has been to sensitize very young learners towards care and inclusion. The book shows the learning modules to train teachers to tackle care in education within their classrooms. It also provides students with materials both visual and written to create texts both orally and in writing to advocate for inclusion through stories. As for digital competence, the book explores the possibilities of new technologies to engage in active citizenship. Inclusion practices to create inclusive environments, such as the integration of children with a disability or an awareness campaign for minority students are valuable because they stem from the concept of'Care', fostering empathy in 4th-year primary education students. This book is about building and implementing a methodology that interprets those special needs in four European schools and acts upon them through digital storytelling.

Universities are primarily social institutions, but they are also physical, material structures. This book bridges this divide by examining the links between the two and explores how good connectivity can result in a more effective university.Through an original study of connectivity in university design, Paul Temple explores what it is, why it's important, and how it works. Using case studies and practical examples to examine the nature of social and material interactions, this book reviews what is known about connectivity and how it can be used to enhance academic effectiveness.This book will be of interest to academics, students, and researchers interested in higher education theory and practice, the philosophy of higher education, and those working at the interface between higher education studies and architecture and design.

Providing a theoretical underpinning for the idea of inclusion within education, this book recognizes the fundamental role political values play in our understanding of inclusion in the classroom, providing a philosophical lens on the inherent tensions that exist within sociological perspectives on social justice, equity and diversity.Chapters address value tensions from the perspective of classical liberalism and the extent to which this can be reconciled with values pluralism and Berlin's notions of negative and positive liberty. The book argues for a re-framing of inclusion as a process of negotiation between teachers, parents, children and young people which involves a recognition of the complex tradeoffs involved in working with difference in the classroom. These tensions are explored through a series of case studies of real-world dilemmas in the classroom, ultimately serving to highlight the ways in which varying political value positions, including liberalism, are inescapably embedded within the practice in education.Considering topics such as decolonization of the curriculum, freedom of speech and social justice, this seminal volume will be highly relevant for researchers, scholars and postgraduate students in the fields of inclusive education, special educational needs, philosophy of education, social justice and education and critical theory.

This book delves into the embodied ground of thinking, illuminating the transition from theorising about the embodied mind to actively practising embodied thinking in research, teaching, and learning. The authors speak from immersing themselves in novel methods that engage the felt, experiential dimensions of cognition in inquiry.The turn to embodiment has sparked the development of new methodologies within phenomenology, pragmatism, and cognitive science. Drawing on Eugene Gendlin's philosophical work on felt understanding, and Francesco Varela's enactivist approach, contributors explore innovative embodied thinking methods such as Focusing, Thinking at the Edge, micro-phenomenology, and mindfulness practices. They demonstrate the practical applications of these methods in research, teaching, and learning, highlighting their liberating and empowering potential for researchers and students. In an age marked by information overload and societal polarisation, methods of embodied thinking provide an innovative edge to critique, complementing more traditional approaches to critical thinking with listening skills and reflexive care.This book shows how heeding the essential, yet often overlooked, embodied grounds of critical and creative thinking can deepen and strengthen each of research, teaching, and learning. It will interest philosophers of education and educators in higher education in particular, as well as researchers and postgraduate students from philosophy, and the cognitive and social sciences, who are curious about how embodied thinking can enrich research, teaching, and learning.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This edited collection investigates, from a sociological perspective, what it means to create an autonomous individual through a novel exploration of three central fields of sociology: education, mental health care, and parenting.By linking these three aspects through their contribution to the building of an autonomous child, the volume analyses the intersecting roles of parent, teacher, and caregiver as well as the transformations in identities of child, pupil, and patient to understand the construction and repair of autonomy. Using a comparison of various case studies across Scandinavian, English-speaking, and French-speaking countries, chapters explore why personal autonomy is so important in many societies and demonstrate the conceptual and practical challenges the idea brings. Ultimately, the book provides an innovative contribution to the fields of educational sociology and the philosophy of education, as well as parenting studies and the sociology of mental health by making the case for taking autonomy, and its paradoxes, seriously.This cross-disciplinary volume will be of interest to scholars, researchers, and postgraduate students working in sociology and the philosophy of education, parenting, mental health, and child development more broadly. Those with a focus on the study of individualistic societies will also find the volume of use.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution (CC-BY) 4.0 license.

¿Qué es el Metaverso? ¿En qué ámbitos de nuestra vida cultural está presente? ¿Cómo nos condiciona en nuestra reinterpretación de la realidad? ¿En qué puede beneficiarnos desde el ámbito de las Humanidades? ¿Cuáles son sus posibles ventajas y desventajas?El Metaverso parece haberse convertido en un concepto clave para el inicio de este siglo. Por ello, conviene conocerlo, investigarlo y profundizar en sus múltiples aplicaciones en la cultura y las letras, en definitiva, en el campo de las Humanidades. Esta publicación es precisamente eso: una investigación revisada por pares con grandes dosis de reflexión realizada por diferentes investigadores nacionales e internacionales desde varias disciplinas: la literatura, la enseñanza, la traducción y la cultura. A través de sus reflexiones teórico-prácticas, los capítulos aquí recopilados dan cuenta de algunas de las claves que entraña el Metaverso, siempre desde una sólida, fundamentada y rigurosa perspectiva científica.

This book lays out the promise and potential of schools as community-building institutions. It explores the challenges faced in incorporating schools into broader community development policy, and also recognizes the changing demographics of schools and their need to integrate with economic development policy in order to promote broader community development.The book includes chapters on tax abatements and economic development policy impacts on schools, new approaches to school building renovation, the potential and reach of shared services between communities and schools, and the impact of school-based health centers. It also offers a theory to integrate schools into community development. Key elements include shared power between communities and schools, greater transparency in economic development policy, collaboration across the broad range of community actors, and engagement of diverse voices. These elements build a greater sense of belonging across generations and class and racial divides.Creative democracy can broaden both school and community development agendas and build a culture of health. This book will help community development and school leaders recognize and pursue the promise of schools as critical community development actors.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial (CC-BY-NC) 4.0 license.

This book layouts historic and future perspectives at the introduction of technology into education systems: On the one hand, the book attempts to explain why despite numerous attempts, technology has struggled to integrate successfully into the education system for over a century; on the other hand, it explores whether this trend will persist in the foreseeable future, questioning if emerging technologies, like virtual reality or Gen-AI will ever be embraced by education systems worldwide, and introducing a hypothesis that these technologies will become inevitable so that education systems will have a little choice in adopting them. The underlying perspective is that education systems need to prepare for this new future and better start doing so now. The book encompasses three key areas: education, technology, and future studies, with a focus on how technology will shape the future of education. It begins by examining past failures of integrating technology into education, analyzing the reasons behind these setbacks. It progresses to assess the potential integration of future technologies (10-20 years from now), exploring a feasible scenario and the force implications on learning, teachers, and the system. Examining recent attempts to implement technology in education reveals numerous reasons for failure. A significant contributing factor appears to be inherent conflicts within the education system's fundamental structure. These conflicts, involving goals, curricula, organizational structure, pedagogy, and student management, prevent the system from embracing reforms or new technologies. Envisioning a future where technology will deeply'know'the students,'sense'their environment,'understand'the context and the situation,'explain'and'advise'them on the best suitable behavior or activity, the book anticipates applications in education ranging from ensuring personal safety and health to enhancing knowledge acquisition and decision-making. As the book explores the potential inevitability of technology in education, it recognizes the transformative impact on teachers and students and outlines possible desire scenario to aid in preparation, such as, personalized education to better suit student's capabilities, needs, and desires; how to motivate students to learn in an environment where all tasks can be done by machines; ethical issues; the new role of the school, the educator, and the system, etc. This book is especially suitable for teachers, educators, public officials, and anyone interested in the future of education.

'Why Study for A Future We Won't Have?'is was a sign carried by a student at a protest at a local school board. It provided the motivation for this collection. Herein are philosophical, poetic and practical essays that question the image of education we have all inherited, and provide encouragement, commiserations and examples of a more ecologically sound understanding of the living disciplines of knowledge entrusted to teachers and students in school. is book also explores the parallels between this ecopedagogy and hermeneutics. Hermeneutics is not just a research method about curriculum, teaching and learning, but is itself deeply pedagogical. e author has been exploring these issues since the early 1990s. Why mention this? Up against the dominant discourses that bend and shape our individual and collective lives in and outside of schools, our task is inevitably tough and long-standing. We all need encouragement and commiseration in these ecologically sorrowful times.

Teacher Learning and Informal Science Education chronicles Jennifer D. Adams'teaching and research journey in informal science education. While the primary focus of the book is research on teacher learning and identity in informal science education, it contains bursts of reflections of Adams'navigation of learning spaces from childhood visits to the museum, class trips as a high school teacher, designing and facilitating learning as a museum and teacher educator, and researcher. These learning interactions inspired research to learn how teachers'identities and corresponding practices were influenced by informal science learning. What emerged was the ways that teachers transformed meanings, pedagogies, and enactments of informal science in ways that both resonated with their identities as social agents vis-à-vis the identities and needs of their students. Recognising the importance of historical context in current and ongoing educational inequities, this book offers a chapter that unpacks the colonial history of the museum and discusses the relevance for science teaching and learning today. With New York City as the backdrop, this book emphasizes the teaching and learning in an urban context with creative teachers who are passionate about their practice and their brilliant and diverse middle and high school students. This book offers theoretical considerations for designing learning experiences, with a research-to-practice emphasis, for teachers across formal and informal settings in ways that are attentive to and affirming of students'and teachers'identities and desires to utilize science education as a tool to create flourishing futures.

In this book, we argue that authoritarian forces are working harder than ever to maintain, reinstate, and pass laws and policies that are antithetical to a kind, equitable, and socially just society that meets all of its citizens'needs. American cultural hegemony—the dissemination process by which people are persuaded through laws and policies, institutional and cultural ideologies, norms, values, and practices to privilege the interests of powerful, disproportionately white, highstatus, and wealthy individuals and families—is ubiquitous. We learn to take for granted that the capitalist, social caste system in which we live, in largely segregated, racial, ethnic, and social class communities, is the best and fairest of all possible systems and just ‘the way things are.'For example, large numbers of media and educational programs sell white supremacy, racism, social caste, sexism, and other forms of discrimination, as normal, natural, and common sense. Few schools teach children to become critically conscious of the hegemonic process by which social hierarchy in the United States has been handed down over more than four hundred years. Our research in this book names some of the above-mentioned laws, policies, and ways of framing reality that maintain the inequitable system in which we live, and silence and traumatize students, faculty, staff, and social justice activists in education and beyond. It also includes some alternative narratives being enacted by extraordinary educators, supporting collective action, critical consciousness, accountability, hope, equity, and social justice. Despite some social change, social caste continues to de- ne our lives. So, those of us who value democracy, equity, and social justice need to contribute, collectively and individually, to help our students and communities see through the gaslighting that conceals the lack of historical and current equity in our society—in other words, to recognize how cultural hegemony works to reproduce inequities.

This handbook traces the evolution of teaching practices in professional translation and interpretation and critically assesses the effectiveness of current methodologies. With contributions from both established and young scholars, the book weaves together practical teaching applications and theoretical research from a unique vantage point. Noted for its close link with the industry, the book also anticipates the trends shaping the field and proposes innovative pedagogical strategies to meet evolving demands. It will be of useful reference for those engaged in the research and practice of professional translation and interpreting education.

This volume aims at analysing how self-experience of religious communication becomes a reflexive phenomenon reproduced in time and space to constitute a collectively shared narrative. The issues addressed in this volume investigate how individual, creative micro-strategies of communication with the gods became established patterns of behaviour, to what extent individual behaviour was mediated by cultural constraints, or why individual biographies of divine experience became exempla and identity markers. The different chapters of this volume explore human-divine communication through three different study-cases: linguistic communication and, specially, the role and processes of construction of divine epithets; the use of the body as a tool for communication with the supernatural; and the role of objects in the human-divine communicative act.

This edited collection brings together theories and lived experiences in teaching and learning Nature through multiple ways of coming to know. Showcasing the experiences and ideas from diverse stakeholders in the field of education, this book includes work from researchers, teacher-educators, teachers, outreach workshop facilitators, and Indigenous youth. Focusing on the importance of relationalities in teaching and learning, this book offers candid accounts and innovative ideas on bringing diverse perspectives into Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education.

«In a world where environmental challenges, education and activism converge, this is an important addition to the field of art and early childhood education. It identifies a post qualitative research approach and provides an ethical alternative to the difficult and urgent challenges facing future artist educators and researchers in Ireland today.» (Dr Dervil Jordan, Emeritus Professor of Education, NCAD) «This thought-provoking book is an essential read. Lucy's aesthetic lens offers a fresh perspective for early years professionals'as it reveals the infinite richness of children's learning with materials. It is full of AHA moments on the artfulness of everyday moments, you will think differently about the material world.» (Mary Skillington, Lecturer, Atlantic Technical University, Ireland) This work suggests that art has more to offer education than diverting activities grounded by ideas of human exceptionalism. Posthuman perspectives of everyday playful activity in Early Childhood Education and Care, can offer alternative ways of seeing and understanding nature/culture entanglements. Tuning in to young children's play with materials through a posthuman theoretical lens, can orientate adults'attention toward the innate artfulness of young children's everyday moments of learning and growth. This perspective reveals how such moments of intensity and learning always occur in complex relation with diverse others, human and non-human, natural and technological, living and non-living. This emphasises the undeniably rich, yet easily overlooked, relationship with the material and social complexities of the world, upon which all human learning and growth relies.

La literatura forma parte desde hace siglos de la educación escolar y, pese a los rápidos cambios a los que asistimos en las sociedades actuales, se sigue enseñando en gran medida de la misma forma. Este libro presenta los resultados de un proyecto de investigación que se ha centrado en obtener datos sobre el corpus de textos que actualmente se lee en las etapas no universitarias, sobre las actividades que se realizan en torno a ellos, y sobre si estas incluyen la reflexión a propósito de valores de la ciudadanía europea como la igualdad de género o la multiculturalidad.

The Handbook of Moral and Character Education offers a definitive, state-of-the-art synthesis of leading scholarship in moral and character education. A subject of international interest and the focus of numerous governmental curricular mandates, the moral development and character formation of students are increasingly recognized as an essential component of a well-rounded schooling experience. This comprehensive volume explores the philosophical, psychological, and educational issues that define the field; links robust theoretical and empirical foundations to effective classroom practice; highlights implications for civic engagement and social justice; and follows the lessons learned from moral and character education into contexts outside of schools.Fully revised and updated, this third edition features a refreshed research base, coverage of digital pedagogies, out-of-school programs, and informal learning, and discussions about the role of reason, emotion, cultural processes, and citizenship/democracy in education. Further, the book's substantive emphasis on diversity and equity in the field results in greater racial, ethnic, and geographic representation among contributing authors, inclusion of historically marginalized school communities and student identities, and coverage of practices such as transformative social and emotional learning (SEL), restorative justice, and education for environmental sustainability.

​This book examines Nietzsche's early writings on education, paying particular attention to his thought on scholarship and teaching. Giosuè Ghisalberti examines Nietzsche's view of himself as a teacher in the broader context of his reflections on scholarship and philology, and puts Nietzsche's examination into conversation with prominent themes in his later philosophy (including morality, truth, and language). The book is to be read as an assessment of our social predicament, in and out of the university. “We Scholars” According to Nietzsche develops ideas on our contemporary world most especially in institutions of higher learning and how morality is proving to be inimical to freedom.