educational foundations 2011 (uk)

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contEntsSociology of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Multicultural Education and Cultural Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Philosophy of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Pedagogy and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

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Economics of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Comparative and International Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

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sociology oF Education


NEW IN 2011

Beyond Learning by DoingTheoretical Currents in Experiential Education

Jay W. Roberts, Earlham College, USA

Offering a fresh and distinctive take on a progressive pedagogy, this book examines the notion of experience as it is used in the field of experiential education. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of ’learning by doing’ and ’direct experience’ in the educational process. For all the usage of such language, the terms themselves have generally become common sense and taken for granted in a way that belies the contradictions and conflict within the idea of experience itself. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book contributes theoretical coherence to the project of pushing the field of experiential education forward.

July 2011: 229 x 152: 200ppHb: 978-0-415-88207-1: £95.00Pb: 978-0-415-88208-8: £26.99eBook: 978-0-203-84808-1

For more information, visit: www.routledge.com/9780415882088

NEW IN 2011

Bourdieu and the Fields of Education PolicyUnderstanding Globalization, Mediatization, Implementation

Bob Lingard and Shaun Rawolle, both at University of Queensland, Australia

The work of the late French sociologist Pierre Bourdieu has had huge impact on the social sciences and the field of education studies. In Bourdieu and the Fields of Education Policy, the authors utilize the entire raft of Bourdieu’s ‘thinking tools’ and apply them to the study and analysis of education policy in a world of globalization, with its related flows, policyscapes, rapid communication and mediatization of processes of educational governance. The authors argue that in the context of both globalization and mediatization of education policy processes, Bourdieu’s concept of field needs to be extended. This extension includes the development of the concept of a ’global education policy field’, which has rescaled the governance of education policy within nations.

This book therefore breaks new ground methodologically and in terms of its application of Bourdieu specifically within education policy studies in the context of globalization. It provides a new approach to education policy studies and is eminently suitable for today’s context of multilevel governance and post-national pressures.

November 2011: 234 x 156: 224ppHb: 978-0-415-57583-6: £75.00


NEW IN 2011

Basil BernsteinThe Thinker and the Field

Rob Moore, Education at Cambridge University, UK

The book provides a detailed yet clear introduction to the sociology of Basil Bernstein that will be accessible to those not already familiar with it, but also of interest to those who are. It locates his thinking within the history of the field of British sociology in his life-time, explores the classical sources in Durkheim and Marx, and shows how a world-wide network of scholars continues to apply and further develop his ideas. His later ideas about knowledge structures are applied to Bernstein himself in terms of a historical analysis of the fields of British sociology and the sociology of education and his position within them.

The book is organised in four main sections that deal with: theory, research, control and pedagogy. It explores the major areas of his work and shows their inter-relatedness and their development over time.

December 2011: 234 x 156: 224ppHb: 978-0-415-57703-8: £75.00


NEW

EcoJustice EducationToward Diverse, Democratic, and Sustainable Communities

Rebecca A. Martusewicz, Eastern Michigan University, USA, Jeff Edmundson, University of Oregon, USA and John Lupinacci, Eastern Michigan University, USA

Series: Sociocultural, Political, and Historical Studies in Education

Designed for introductory social foundations or multicultural education courses, this text offers a powerful model for cultural ecological analysis and pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable

societies in an increasingly globalized world.

A primary premise is that diversity and democracy must be considered within our larger and more fundamental relationships to the living ecological systems supporting our communities. The book examines issues of social justice – race, class, gender, globalization – within a larger EcoJustice framework. It offers an analytic model whereby teachers and their students learn to identify the deep cultural patterns and assumptions framing our relationships to each other and to the natural world.

The Companion Website for this book, www.routledge.com/9780415872515, offers a wealth of resources linked to each chapter in the book.

March 2011: 229 x 152: 352ppHb: 978-0-415-87250-8: £95.00Pb: 978-0-415-87251-5: £32.99eBook: 978-0-203-83604-0


NEW IN 2011

Economy, Work, and EducationCritical Connections

Catherine Casey, University of Leicester, UK

Series: Routledge Advances in Management and Business Studies

‘With her empirical critique of the neo-liberal dogmas that dominate employment policies today, Catherine Casey has re-asserted the importance of social values not only for education but for work itself.’ – James Wickham, Trinity College Dublin

Economy, Work and Education provides a research-intensive crossing of these fields to contribute a closer disciplinary and scholarly dialogue between interested thinkers across fields who too often must labour and converse apart. This pioneering book offers the vantage point afforded by traversing old boundaries and retrieving core concerns shared by many scholars and researchers in international circles, enabling socio-cultural innovation in the governance of work and education and advancing wider scholarly debate.

May 2011: 229 x 152: 200ppHb: 978-0-415-88671-0: £70.00


NEW IN 2011

EcopedagogyEducating for Sustainability in Schools and Society

Richard Kahn, University of North Dakota, USA

Series: Positions: Education, Politics, and Culture

With ever-mounting and unprecedented ecological crises such as global warming, biodiversity extinction, the pollution by synthetic chemicals and other toxins, schools can no longer afford anything less than a thoroughgoing commitment to teaching for sustainability. Ecopedagogy can contribute to this project by working in the tradition of critical pedagogy to critique the current pedagogical terrain from the standpoint of sustainability and advancing potential openings for robust forms of ecoliteracy.

Ideal for courses in education and environmental studies, this accessibly written introduction provides a powerful illustration for how the notion of ecopedagogy as a form of ongoing education can offer emancipatory critiques of schools, educational policy, and institutional and organizational culture.

August 2011: 229 x 152: 150ppHb: 978-0-415-80377-9: £80.00Pb: 978-0-415-80378-6: £17.99


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NEW IN 2011

Educating for the Knowledge Economy?Edited by Hugh Lauder, University of Bath, UK, Michael Young, Institute of Education, University of London, UK, and Harry Daniels, Maria Balarin and John Lowe, also at University of Bath, UK

The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy-makers and educationists across the world see education as central to economic competitiveness. However, this book asks fundamental questions about the relationship between the economy and education since, in contrast to policy-makers’ rhetoric, the relationship between the two sectors is not straightforward. An unorthodox account of the knowledge economy and economic globalisation suggests that autonomy in the workplace and permission to think will be only given to the elite.

In this book, leading scholars from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. Even if we assume that the official view of the knowledge economy is correct, are we educating young people to be autonomous, creative thinkers?

June 2011: 234 x 156: 224ppHb: 978-0-415-61506-8: £75.00Pb: 978-0-415-61507-5: £24.99


NEW IN 2011

Globalization and EducationFazal Rizvi, University of Melbourne, Australia

Series: Key Ideas in Education

Globalization and Education provides a critical introduction to various theories of globalization and the implications they are assumed to have for educational policy and practice. Using the current global financial crisis as a backdrop, internationally renowned author Fazal Razvi examines a series of questions about the ways in which globalization has been variously represented in theoretical, policy and popular discourses. In clear, concise language, Rizvi argues that the problem is not the idea of globalization itself but a particular ideological representation of the manner in which educational policy and practice should be aligned to its dictates.

Both an introduction to the topic and a fresh analysis designed to elicit wide-ranging discussions, the book opens with discussion of some of the key contemporary theories of globalization and education in order to show these are shaped by a neo-liberal social imaginary. The second half of the book describes some of the discontents such as social image has produced among particular groups of people, relegating them to the edges of the global community and resulting in vast and unacceptably high levels of inequalities. Not content to accept the popular assumption that there is no alternative to a neoliberal view of globalization, the book concludes with an overview of the many alternatives already proposed and the role that education might need to play in articulating a better, more democratic and just, way of imagining the interconnected and interdependent world.

July 2011: 229 x 152: 132ppHb: 978-0-415-88124-1: £70.00Pb: 978-0-415-88163-0: £15.99


NEW IN 2011

Education and CultureJocey Quinn, London Metropolitan University, UK

Series: Routledge Research in Education

Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture. Cultural perspectives and rich empirical data from a wide range of research with learners in university, voluntary, community and work settings are used to provide a bridge between cultural theory and the embodied worlds of learners. Drawing vivid links with other cultural evidence from literature and popular culture, this book convincingly shows how anti-realist theory can produce positive material changes both in education and society.

August 2011: 229 x 152: 192ppHb: 978-0-415-99405-7: £65.00


NEW

Marx and EducationJean Anyon, CUNY Graduate Center, USA

Series: Key Ideas in Education

This concise, introductory book by internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been used in education studies as a guide to theory, analysis, research, and practice. Marx and Education begins with a brief overview of basic Marxist ideas and terms and then traces some of the main points scholars in education have been articulating since the late

1970s. Following this trajectory, Anyon details how social class analysis has developed in research and theory, how understanding the roles of education in society is influenced by a Marxian lens, how the failures of urban school reform can be understood through the lens of political economy, and how cultural analysis has laid the foundation for critical pedagogy in US classrooms. She assesses ways neo-Marxist thought can contribute to our understanding of issues that have arisen more recently and how a Marxist analysis can be important to an adequate understanding and transformation of the future of education and the economy. By exemplifying what is relevant in Marx, and replacing that which has been outdone by historical events, Marx and Education aims to restore the utility of Marxism as a theoretical and practical tool for educators.



NEW

Learning FuturesEducation, Technology and Social Change

Keri Facer, Manchester Metropolitan University, UK

Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for

recognising the challenges that the next two decades may bring, including: the opportunities and challenges of aging populations; the development of new forms of knowledge and democracy; the challenges of climate warming and environmental disruption; and the potential for radical economic and social inequalities.

This book describes the potential for these developments to impact critical aspects of education, including adult-child relationships, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK’s FutureLab, the book helps to bring into focus the risks and opportunities for schools, students and societies in the near future. It makes a powerful case for rethinking the relationship between education and social futures and presents a set of principles for creating schools better able to meet the future needs of their students and communities.

March 2011: 234 x 156: 208ppHb: 978-0-415-58142-4: £80.00Pb: 978-0-415-58143-1: £19.99


NEW

Handbook of Research in the Social Foundations of EducationSteven Tozer, University of Illinois, USA, Bernardo P. Gallegos, National University, USA, Annette Henry, University of Washington, USA, Mary Bushnell Greiner, City University, New York, USA and Paula Groves Price, Washington State University, USA

Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study.

October 2010: 276 x 219: 722ppHb: 978-0-8058-4211-1: 140.00


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NEW

The New Political Economy of Urban EducationNeoliberalism, Race, and the Right to the City

Pauline Lipman, University of Illinois-Chicago, USA

Series: Critical Social Thought

Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman’s insightful analysis of the relationship between education policy and the neoliberal economic, political, and

ideological processes that are reshaping cities in the United States and around the globe.

Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and ’the right to the city’. She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people’s lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.



NEW IN 2011

Urban High SchoolsFoundations and Possibilities

Annette B. Hemmings, University of Cincinnati, USA


Focused on critical and problematic elements of the urban high school, this theory-based text introduces readers to the historical, sociological, anthropological, and political foundations of urban public secondary schooling and also to possibilities for urban public school reform.

Designed to engage students in urban education courses and programs in thinking about, conducting research on, and applying concepts in their own practices, each chapter includes concept boxes summarizing key ideas, a summative commentary, and questions for discussion and student research.

September 2011: 229 x 152: 208ppHb: 978-0-415-87870-8: £95.00Pb: 978-0-415-87871-5: £29.99eBook: 978-0-203-83237-0


NEW IN 2011

Promoting Diversity and Social JusticeEducating People from Privileged Groups, Second Edition

Diane J. Goodman

Promoting Diversity and Social Justice provides theories, perspectives, and strategies that are useful for working with adults from privileged groups – those who are in a more powerful position in any given type of oppression. The thoroughly revised edition of this accessible and practical guide offers tools that allow educators to be more reflective and intentional in their work – helping them to consider who they’re working with, what they’re doing, why they’re doing it and how to educate more effectively.

New features include:

• a new chapter, ’The Joy of Unlearning Privilege/Oppression,’ highlights specific ways people from privileged groups benefit from unlearning privilege/oppression and from creating greater equity

• a new chapter, ’Allies and Action,’ gives focus and guidance on how people from privileged groups can constructively and appropriately be involved in social change efforts

• updated Appendix of additional resources.

April 2011: 229 x 152: 240ppHb: 978-0-415-87287-4: £90.00Pb: 978-0-415-87288-1: £22.99eBook: 978-0-203-82973-8


NEW IN 2011

The Routledge International Handbook of Creative LearningEdited by Julian Sefton-Green, Pat Thomson, University of Nottingham, UK, Ken Jones, University of Keele, UK and Liora Bresler, University of Illinois at Urbana-Champaign, USA

The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of

fully realising young people’s potential.

Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research.

June 2011: 246 x 174: 512ppHb: 978-0-415-54889-2: £125.00


NEW IN 2011

Urban EducationA Model for Leadership and Policy

Edited by Karen Gallagher, Estela Bensimon, Dominic Brewer and Rodney Goodyear, all at University of Southern California, USA

Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of ’urban education’ and treating them as a specific area of practice and inquiry is relatively recent.

This comprehensive volume addresses this definitional challenge and provides a three-part conceptual model in which the achievement of equity for all – regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d’être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.

August 2011: 254 x 178: 400ppHb: 978-0-415-87240-9: £160.00Pb: 978-0-415-87241-6: £75.00eBook: 978-0-203-83733-7


NEW IN 2011

Youth StudiesKeywords and Movements

Edited by Susan Talburt and Nancy Lesko

Recent attention from the public, national governments, and international organizations to issues such as youth, social exclusion, poverty, school underachievement, school violence, gang activity, sexuality, and youth’s interactions with media and the internet, have all contributed to youth studies emergence as a significant interdisciplinary field of study. Youth Studies is a cutting-edge title from leading scholars in the field that functions as a unique blend of introductory textbook, reference guide to key concepts and critical assessment of the state of the field.

Through scholarly yet accessible conceptual essays, the volume interrogates the key concepts and commonsense approach of youth studies, promising new perspectives on developments, discourses, and methods. Volume contributors include internationally-renowned research experts on youth studies and its multiple related subfields. Seven section introductory essays present theoretically informed, interdisciplinary interrogations of the field’s assumptions, practices, purposes, and possibilities. Each is then followed by six-eight ’keywords,’ shorter essays by leading international experts that explore significant analytical terms, themes, and categories for youth studies.

September 2011: 229 x 152: 224ppHb: 978-0-415-87411-3: £100.00Pb: 978-0-415-87412-0: £26.99


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Actor-Network Theory in EducationTara Fenwick and Richard Edwards, both at University of Stirling, UK

This book offers an introduction to actor-network theory for educators to consider in three ways. One mode is the introduction of concepts, approaches and debates around actor-network theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn

from the UK, USA, Canada, Europe and Australia. These demonstrate how ANT can operate in highly diverse ways whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings. A third mode looks at recent ’after-ANT’ inquiries which open an array of important new approaches. Across these diverse environments and uptakes, the authors trace how learning and practice emerge, show what scales are at play, and demonstrate what this means for educational possibilities.

May 2010: 234 x 156: 200ppHb: 978-0-415-49296-6: £80.00Pb: 978-0-415-49298-0: £24.99eBook: 978-0-203-84908-8


2nd Edition

Education as EnforcementThe Militarization and Corporatization of Schools

Edited by Kenneth J. Saltman, DePaul University, USA and David A. Gabbard, East Carolina University, USA

The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposed the many ways schooling has become the means through which the expansion of global corporate power are enforced. Since publication of the first edition, these trends have increased to disturbing levels as a result of the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically called into question the basic assumptions undergirding neoliberal ideology. Education as Enforcement elaborates upon the central arguments of the first edition and updates readers on how recent events have reinforced their continued original relevance. In addition to substantive updates to several original chapters, this second edition includes a new foreword by Henry Giroux, a new introduction, and four new chapters that reveal the most contemporary expressions of the militarization and corporatization of education. New topics covered in this collection include zero-tolerance, foreign and second language instruction in the post-9/11 context, the rise of single-sex classrooms, and the intersection of the militarization and corporatization of schools under the Obama administration.



Disciplines of EducationTheir Role in the Future of Education Research

Edited by John Furlong, University of Oxford, UK and Martin Lawn, University of Edinburgh, UK

The contribution of the ‘foundation disciplines’ of sociology, psychology, philosophy, history and economics to the study of education has always been contested in the UK and in much of the English-speaking world. But such debates are now being brought to a head in education by the demographic crisis. Recent research has shown that with the an ageing

population of education academics, in ten years’ time, there could be very few disciplinary specialists left working within faculties of education in UK universities. But does that matter and is the UK no more than a special case? How does this ‘crisis’ look from Europe where the disciplines of education are more embedded, and from the USA with its more diverse higher education system?

In this book, leading scholars – including A.H. Halsey, David Bridges, John Furlong, Hugh Lauder, Martin Lawn and Sheldon Rothblatt – consider the changing fortunes of each discipline as education moved away from the dominance of psychology in the 1930s, 1940s and 1950s as a result of the growing importance of the other disciplines and new social questions, and how the changing epistemological and political debates of the last twenty years haves resulted in their progressive demise. Finally, the book confronts the question as to whether the disciplines have a place in education in the twenty-first century.

August 2010: 234 x 156: 216ppHb: 978-0-415-58205-6: £75.00Pb: 978-0-415-58206-3: £24.99


NEW

Education, Professionalization and Social RepresentationsOn the Transformation of Social Knowledge

Edited by Mohamed Chaib, Jönköping University, Sweden, Berth Danermark, Orebro University, Sweden and Staffan Selander, Stockholm University, Sweden

Series: Routledge International Studies in the Philosophy of Education

This book scrutinizes how social – common sense – knowledge is shared, transmitted and transformed in different social and psychological contexts, particularly in research related to education, social work and communication.

November 2010: 229 x 152: 276ppHb: 978-0-415-88506-5: £75.00eBook: 978-0-203-83720-7


NEW

Education ReconfiguredCulture, Encounter, and Change

Jane Roland Martin, University of Massachusetts Boston, USA

In Education Reconfigured, the internationally acclaimed philosopher of education, Jane Roland Martin asks: what is education? In answer, she puts forward a unified theory that casts education in a brand new light. Martin’s ’theory of education as encounter’ places culture alongside the individual at the heart of the educational process, thus responding to the call John Dewey made over a

century ago for an enlarged outlook on education. Look through her theory’s lens and you can see that education takes place not only in school but at home, on the street, in the mall - everywhere and all the time. Look through that lens and you can see that education does not always spell improvement; rather, it can be for the better or the worse. Indeed, you can see that education is inevitably a maker and shaper of both individuals and cultures.

Above all, Martin’s new educational paradigm reveals that education is too important to be left solely to the professionals; that it is one of the great forces in human society and, as such, deserves the attention and demands the vigilance of every thoughtful person.



Globalization, the Nation-State and the CitizenDilemmas and Directions for Civics and Citizenship Education

Edited by Alan Reid, Judith Gill, both at University of South Australia, Australia and Alan Sears, University of New Brunswick, Canada


The past decade has seen an explosion of interest in civics and citizenship education. There have been unprecedented developments in citizenship education taking place in schools, adult education centers, or in the less formally structured spaces of media images and commentary around the world. This book provides an overview of the development of civics and citizenship education policy across a range of nation states. The contributors, all widely respected scholars in the field of civics and citizenship education, provide a thorough understanding of the different ways in which citizenship has been taken up by educators, governments and the wider public. Citizenship is never a single given, unproblematic concept, but rather its meanings have to be worked through and developed in terms of the particularities of socio-political location and history. This volume promotes a wider and more grounded understanding of the ways in which citizenship education is enacted across different nation states in order to develop education for active and participatory citizenry in both local and global contexts.

February 2010: 229 x 152: 264ppHb: 978-0-415-87223-2: £75.00eBook: 978-0-203-85511-9


6



NEW

Knowledge and IdentityConcepts and Applications in Bernstein’s Sociology

Edited by Gabrielle Ivinson, Brian Davies and John Fitz, all at Cardiff University, UK

Drawing on aspects of Bernstein’s work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation. The book is divided into three sections:

• Part one extends Bernstein’s sociology of knowledge by revitalizing fundamental questions, such as: what is knowledge, how is it produced and what are its functions within education and society in late modernity? It demonstrates that big theory, like big science, provides immense resources for thinking ourselves out of crisis because, in contradistinction to micro theory, we are able to contemplate global transformations in ways which otherwise would remain unthinkable.

• Part two considers the new, hybrid forms of knowledge that are emerging in the gap opened up between economic markets and academic institutions across a range of countries.

• Part three adds new conceptual tools to the understanding of subjectivity within Bernstein’s sociology of knowledge and elaborates conceptual developments about pedagogic regulation, consciousness and embodiment.



NEW

Knowledge, Pedagogy and SocietyInternational Perspectives on Basil Bernstein’s Sociology of Education

Edited by Daniel Frandji, Institut National de Recherche Pédagogique, France and Philippe Vitale, Université de Provence, France

Over the course of the late-twentieth century, Basil Bernstein pioneered an original approach to educational phenomena, taking seriously questions regarding the transmission, distribution and transformation of knowledge as no other before had done. Knowledge, Pedagogy and Society seeks to clarify the broad brushstrokes of his theories, developed over the span of more than forty years, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examine Bernstein’s work against the backdrop of their own research. From teaching content and the social, cognitive and linguistic aspects of education, to changes in the political climate in the early twenty-first century, this collection represents an open dialogue with Bernstein’s work using a forward-looking and dynamic approach.

October 2010: 234 x 156: 288ppHb: 978-0-415-56536-3: £80.00eBook: 978-0-203-84393-2


Lost Youth in the Global CityClass, Culture, and the Urban Imaginary

Jo-Anne Dillabough, University of Cambridge, UK and Jacqueline Kennelly, University of British Columbia, Canada

In Lost Youth in the Global City, Jo-Anne Dillabough and Jacqueline Kennelly focus on young people who live at the margins of urban centers, the ’edges’ where low-income, immigrant, and other disenfranchised youth are increasingly finding and defining themselves. Taking the imperative of multi-sited ethnography and urban youth cultures as a starting point, this

rich and layered book offers a detailed exploration of the ways in which these groups of young people, marked by economic disadvantage and ethnic and religious diversity, have sought to navigate a new urban terrain and, in so doing, have come to see themselves in new ways. By giving these young people shape and form – both looking across their experiences in different cities and attending to their particularities – Lost Youth in the Global City sets a productive and generative agenda for the field of critical youth studies.

February 2010: 229 x 152: 256ppHb: 978-0-415-99557-3: £100.00Pb: 978-0-415-99558-0: £26.99eBook: 978-0-203-85833-2


Class in EducationKnowledge, Pedagogy, Subjectivity

Edited by Deborah Kelsh, College of Saint Rose, USA, Dave Hill, University of Northampton, UK and Sheila Macrine, Montclair State University, USA

Class in Education argues for a materialist understanding of class in analysing the structure of owning and power in social relations, and as a key element in the restructuring of society in a more egalitarian way.

2009: 234 x 156: 224ppHb: 978-0-415-45027-0: £83.00eBook: 978-0-203-87093-8


Reclaiming ChildhoodFreedom and Play in an Age of Fear

Helene Guldberg, The Open University, UK

This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Helene Guldberg argues that we need to identify what the real problems are – and how much they matter.

2009: 234 x 156: 216ppHb: 978-0-415-47722-2: £80.00Pb: 978-0-415-47723-9: £18.99eBook: 978-0-203-87041-9


2nd Edition

Readings for Diversity and Social JusticeEdited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming in Laramie, USA, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA

For over ten years, Readings for Diversity and Social Justice has been the go-to anthology for the broadest possible coverage of issues related to identity and oppression from a social justice perspective. This highly-anticipated second edition breaks even further ground, boasting over 40 more readings than previously available, updated and original section introductions, and three entirely new chapter sections on Religious Oppression, Transgender Oppression, and Ageism/Adultism. As with the first edition, each chapter section is divided into Contexts, Personal Voices, and Next Steps. The first two parts provide vivid portraits of the meaning of diversity and the realities of oppression. The third part challenges the reader to take action to end oppressive behaviour and affirm diversity and social justice.

Added new features to this edition include:

• Over 130 readings, many new and updated, including three entirely new sections.

• A Table of Intersections that enables readers to identify all selections that treat issues of race, religion, gender, sexuality, disability, class, and age, beyond those in designated topical chapters.

• An all new companion website with additional resources, further suggested readings, and teaching materials is also available.

January 2010: 254 x 178: 688ppHb: 978-0-415-99139-1: £100.00Pb: 978-0-415-99140-7: £34.99


Activity Theory in PracticePromoting Learning Across Boundaries and Agencies

Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK and Sten R. Ludvigsen, Intermedia, University of Oslo, Norway

This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition – moving toward collaboration in inter-organisational fields and continuous shaping of transformations.

2009: 234 x 156: 256ppHb: 978-0-415-47724-6: £85.00Pb: 978-0-415-47725-3: £23.99


7



2nd Edition

Sociology of EducationA Critical Reader

Edited by Alan R. Sadovnik, Rutgers University, USA

This comprehensive and bestselling Reader examines the most pressing topics in sociology and education while exposing students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan R. Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling and society. The second edition provides students with seven new readings from some of the best theorists and researchers in education including James S. Coleman, Madeleine Arnot, and Claudia Buchman. Through full, rather than excerpted primary source readings, students have the opportunity to read sociological research as it is written and engage in critical analyses of readings in their entirety. Including comprehensive section introductions, questions for reflection and discussion, and suggested readings, Sociology of Education will stimulate student thinking about the important roles that schools play in contemporary society and their ability to solve fundamental social, economic and political problems.

August 2010: 254 x 178: 600ppHb: 978-0-415-80369-4: £95.00Pb: 978-0-415-80370-0: £29.99


NEW

School TroubleIdentity, Power and Politics in Education

Deborah Youdell, Institute of Education, University of London, UK

Series: Foundations and Futures of Education

In this book, Deborah Youdell brings together theories of counter-politics and radical traditions in education to make sense of the politics of daily life inside schools and explores a range of resources for thinking about and enacting political practices that make ‘school trouble’.

The book offers a solid introduction to the much-debated issues of

‘intersectionality’ and the limits of identity politics and the relationship between schooling and the wider policy and political context. It pieces together a series of tools and tactics that might destabilize educational inequalities by unsettling the knowledges, meanings, practices, subjectivities and feelings that are normalized and privileged in the ‘business as usual’ of school life. Engaging with curriculum materials, teachers’ lesson plans and accounts of their pedagogy, and ethnographic observations of school practices, the book investigates a range of empirical examples of critical action in school. The book draws on the work of Michel Foucault, Judith Butler, Ernesto Laclau and Chantel Mouffe, and Gilles Deleuze and Felix Guattari to make sense of these practices and identify the political possibilities for educators who refuse to accept the everyday injustices and wide-reaching social inequalities that face us.

October 2010: 234 x 156: 176ppHb: 978-0-415-47987-5: £75.00Pb: 978-0-415-47988-2: £24.99eBook: 978-0-203-83937-9


Education and Climate ChangeLiving and Learning in Interesting Times

Edited by Fumiyo Kagawa, Sustainability Frontiers CIC, UK and David Selby, Mount Saint Vincent University, Canada


There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already in motion. In this volume, contributors review and reflect upon social learning from and within their field of educational expertise in response to the concerns over climate change.

2009: 229 x 152: 276ppHb: 978-0-415-80585-8: £70.00eBook: 978-0-203-86639-9


Global Crises, Social Justice, and EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA

Global Crises, Social Justice, and Education looks into the ways we understand globalization and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world.

2009: 229 x 152: 224ppHb: 978-0-415-99596-2: £95.00Pb: 978-0-415-99597-9: £24.99eBook: 978-0-203-86144-8


Globalizing Education PolicyFazal Rizvi, University of Melbourne, Australia and Bob Lingard, University of Queensland, Australia

This book provides an overview of some critical issues in educational policy and explores the key global drivers of policy change in education, suggesting that they do not operate in the same way on all nation-states, and have differential impact.

2009: 234 x 156: 240ppHb: 978-0-415-41625-2: £83.00Pb: 978-0-415-41627-6: £24.99eBook: 978-0-203-86739-6


Globalizing Education, Educating the LocalHow Method Made us Mad

Ian Stronach, Liverpool John Moores University, UK

Provides a critical account of how contemporary educational knowledge is put together and presented in the global knowledge economy, redefining the actors in the education process, including principally the child, pupil, and learner, but also the teacher, parent, inspector and policy-maker.

2009: 234 x 156: 240ppHb: 978-0-415-43111-8: £82.00Pb: 978-0-415-61912-7: £24.99eBook: 978-0-203-86362-6


Critical Pedagogies of ConsumptionLiving and Learning in the Shadow of the ’Shopocalypse’

Edited by Jennifer A. Sandlin, Arizona State University, USA and Peter McLaren, University of California, Los Angeles, USA


Distinguished international scholars from a wide range of disciplines explore consumption and its relation to learning, identity development, and education. This volume is unique within the literature of education in its examination of educational sites – both formal and informal – where learners and teachers are resisting consumerism and enacting a critical pedagogy of consumption.

2009: 229 x 152: 304ppHb: 978-0-415-99789-8: £90.00Pb: 978-0-415-99790-4: £29.99eBook: 978-0-203-86626-9


The Routledge International Handbook of Critical EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA, Wayne Au, California State University, Fullerton, USA and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil

The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling.

2009: 254 x 178: 512ppHb: 978-0-415-95861-5: £130.00Pb: 978-0-415-88927-8: £44.99eBook: 978-0-203-88299-3


The Routledge International Handbook of the Sociology of EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA, Stephen J. Ball, Institute of Education, University of London, UK and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil

This collection brings together the work of a group of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The chapters draw upon theory and research to provide ‘state of the art’ accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The topics which are addressed are of international relevance and significance.

2009: 246 x 174: 441ppHb: 978-0-415-48663-7: £130.00Pb: 978-0-415-61996-7: £44.99eBook: 978-0-203-86370-1


8



International Perspectives on Contexts, Communities and Evaluated Innovative PracticesFamily-School-Community Partnerships

Edited by Rollande Deslandes, Université du Québec à Trois-Rivières, Canada

Series: Contexts of Learning

Detailing practices that have proved effective alongside relevant case examples, this book analyses contributions from diverse countries facing common challenges, showing the way ahead for Family-School-Community Relations.

2009: 234 x 156: 256ppHb: 978-0-415-47949-3: £85.00eBook: 978-0-203-87566-7


Science, Society and SustainabilityEducation and Empowerment for an Uncertain World

Edited by Donald Gray, Laura Colucci-Gray, both at University of Aberdeen, UK and Elena Camino, Accademia Albertina, Italy


Drawing on experiences of interdisciplinary dialogue and practice in a higher education context, this book illustrates how reformulating the agenda in science and technology can have a revolutionary impact on learning and teaching in the classroom at all levels.

2009: 229 x 152: 246ppHb: 978-0-415-99595-5: £70.00eBook: 978-0-203-87512-4


Social Justice, Peace, and Environmental EducationTransformative Standards

Edited by Julie Andrzejewski, St. Cloud State University, USA, Marta Baltodano, Loyola Marymount University, USA and Linda Symcox, California State University, Long Beach, USA

Based on collaborative work devoted to social justice issues, this collection provides a broad-ranging and thoughtful discussion of what standards developed from an inclusive social justice perspective might look like.

2009: 229 x 152: 344ppHb: 978-0-415-96556-9: £100.00Pb: 978-0-415-96557-6: £31.99eBook: 978-0-203-87942-9


gEndEr

NEW

Boys and Their SchoolingThe Experience of Becoming Someone Else

John Whelen, Monash University, Australia


This book presents an ethnographic study of the experiences of teenage boys in an Australian high school. It follows a group of thirteen- to fifteen-year-olds over a period of more than two years, and seeks to understand why so many boys say they hate school yet enjoy being with one another in their daily confrontations with the formal school. The study acknowledges the ongoing significance of the ’boys’ debate’ to policy-makers and the media, and therefore to teachers and parents, but moves it on from issues of gender construction and the panic about achievement to the broader question of what it is to experience being schooled as a boy in the new liberal educational environment.

March 2011: 229 x 152: 272ppHb: 978-0-415-87917-0: £70.00eBook: 978-0-203-82780-2


NEW IN 2011

Gender and EducationMadeleine Arnot, University of Cambridge, UK

Series: Routledge Key Ideas in Education

Understanding the field of gender and education today requires thinking more critically about paradigmatic models of gender and their goals for educational and social reform. It involves recognizing that the international project of the women’s movement of the 1960s and 1970s has had a deep influence in many countries, not just in those which are income rich. In this

context, it is important to think critically and analytically about how gender is conceptualized in both international and national policy making and research and the ways in which gender analysis in education can now contribute to the creation of emancipatory forms of gender relations, and global gender justice.

The aim of this introductory text from international authority Madeleine Arnot, is to understand where the field of gender and education is located at present, its strengths and weaknesses in terms of foci, its theoretical advance, its methodological sophistication and its policy relevance and impacts. It provides a concise but comprehensive introduction to the progressive discussions in feminist theory and the role of education in relation to the structuring of familial, institutional, political and economic sites. The book concludes by considering some of the contemporary challenges which gender and education as a field of scholarship and political action face in the context of international and global developments.

October 2011: 229 x 152: 132ppHb: 978-0-415-80331-1: £80.00Pb: 978-0-415-80332-8: £19.99


NEW IN 2011

Gender, Race, and the Politics of Role ModelingThe Influence of Male Teachers

Wayne J. Martino and Goli Rezai-Rashti, both at University of Western Ontario, Canada


This book provides an illuminating account of teachers’ own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male roles in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modeling as a basis for explaining or addressing boys’ disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Toronto and Australia, that educational policy concerned with male teacher shortage and the plight of poor, disaffected minority boys would benefit from engaging with analytic perspectives and empirical literature which move beyond the singularity of gender and race as a basis for entertaining an urban school reform agenda that emphasizes the transformative potential of the male teacher as a role model.

May 2011: 229 x 152: 256ppHb: 978-0-415-87866-1: £70.00


NEW IN 2011

Postfeminist Education?Girls and the Sexual Politics of Schooling

Jessica Ringrose, Institute of Education, University of London, UK


Using feminist post-structuralist and Foucaldian frameworks, this book is a first in its explicit exploration and critique of how educational discourses have directly contributed to post-feminist notions about female power and success. Indeed, some educational research even posits as normative the new ‘super’, ‘alpha girls’, who have overcome all obstacles and combine feminine qualities of adaptation and learning with masculine practices of rationality and assertion to become the new successful citizens. This book explores the formation of this new ideal feminine educational subject and the core contemporary dilemma foisted upon girls to somehow balance particular versions of masculinity and femininity to be a ‘successful girl’.

Mapping how gender is constructed in international educational policy and research, the author explores how research and policy influences the globalised media and popular culture on discourses about girls. She uses a feminist critique, and applies recent feminist psychosocial approaches, to present a methodological framework to understand how girls negotiate and challenge post-feminist formations of sexism.

December 2011: 234 x 156: 224ppHb: 978-0-415-55748-1: £75.00Pb: 978-0-415-55749-8: £23.99


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gEndEr

NEW

Confronting Global Gender JusticeWomen’s Lives, Human Rights

Edited by Debra Bergoffen, Paula Ruth Gilbert, Tamara Harvey and Connie L. McNeely, all at George Mason University, USA

Confronting Global Gender Justice contains a unique, interdisciplinary collection of essays that address some of the most complex and demanding challenges facing theorists, activists, analysts, and educators engaged in the tasks of defining and researching women’s rights as human rights and fighting to make these rights realities in women’s lives.

With thematic sections on Complicating Discourses of Victimhood, Interrogating Practices of Representation, Mobilizing Strategies of Engagement, and Crossing Legal Landscapes, this volume offers both specific case studies and more general theoretical interventions. Contributors examine and assess current understandings of gender justice, and offer new paradigms and strategies for dealing with the complexities of gender and human rights as they arise across local and international contexts. In addition, it offers a particularly timely assessment of the effectiveness and limits of international rights instruments, governmental and nongovernmental organization activities, grassroots and customary practices, and narrative and photographic representations.

November 2010: 234 x 156: 344ppHb: 978-0-415-78078-0: £85.00Pb: 978-0-415-78079-7: £25.99eBook: 978-0-203-83859-4


Gender Inclusive Engineering EducationJulie Mills, University of South Australia, Australia, Mary Elizabeth Ayre, The University of Glamorgan, UK and Judith Gill, University of South Australia, Australia


This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive.

This innovative and much-needed work also addresses how faculty can incorporate inclusive curriculum within their courses and programs, and provides a range of exemplars of good practice in gender inclusive engineering education that will be immediately useful to faculty who teach engineering students.



Social Class, Gender and Exclusion from SchoolJean Kane, University of Glasgow, UK

Rising exclusion rates indicate the continuing marginalisation of many young people in education in the UK. Working-class boys, children living in poverty, and children with additional/special educational needs are among those experiencing a disproportionate rate of exclusion.

Jean Kane argues that policy on schooling, including curricular reform, needs to be re-connected to the broad political pursuit of social justice, and presents compelling case studies of excluded pupils, showing the multi-faceted identities of pupils, with a particular focus on masculine and feminine identities.

This invaluable contribution to the literature offers an alternative analysis where the social identities of pupils are shown to be tied up with their exclusion from school. Themes investigated include: the meanings of school exclusions; social class, gender and schooling; social identities of excluded pupils; negotiating identities in school: moving towards exclusion; exclusions and young people’s lives; improving participation in schooling.



NEW4 Volume Set

Women and EducationEdited by Jane Martin, University of London, UK and Joyce Goodman, University of Winchester, UK

Series: Major Themes in Education

Edited by two leading scholars in the field, Women and Education is a four-volume collection of foundational and cutting-edge contributions. Issues affecting women and education cannot be analysed in territorial isolation; while it is possible in many parts of the Western world to cite evidence of widening opportunities, choices, and potential in women’s lives, the gendered nature of educational provision, practice, and thought is often more starkly apparent in less developed parts of the world. Consequently, the collection adopts an explicitly international approach to explore fully the complexities of the educational experience, its gendered history, and its particular implications and interpretations in specific societies and locations. The collection’s temporal scope is similarly ambitious. Moreover, Women and Education is further distinguished by the inclusion of autobiographical works to capture the experience of education as a broad societal process, and not simply as formal schooling.

December 2010: 234 x 156: 1792ppHb: 978-0-415-54939-4: £650.00


The Educated WomanMinds, Bodies, and Women’s Higher Education in Britain, Germany, and Spain, 1865-1914

Katharina Rowold, London Metropolitan University, UK

Series: Routledge Research in Gender and History

This book is a fascinating comparative study of constructions of female nature in the nineteenth and early twentieth centuries. Focusing on debates surrounding women’s entry into higher education, it explores how gender difference was negotiated in Britain, Germany and Spain.

2009: 229 x 152: 322ppHb: 978-0-415-20587-0: £75.00eBook: 978-0-203-86093-9


The Problem with Boys’ EducationBeyond the Backlash

Edited by Wayne Martino, The University of Western Ontario, Canada, Michael D. Kehler, The University of Western Ontario, Canada and Marcus B. Weaver-Hightower, University of North Dakota, USA

The Problem with Boys’ Education: Beyond the Backlash offers an illuminating analysis of the theories, politics and realities of boys’ education around the world, providing an insightful and often disturbing account of various educational systems’ successes and failings in fostering intellectual and social growth in male students.

2009: 229 x 152: 312ppHb: 978-1-56023-682-5: £75.00Pb: 978-1-56023-683-2: £23.99eBook: 978-0-203-87771-5


Order Yours Today!For simple and secure online ordering,

please visit www.routledge.com/education

Or use the order form at the back of this catalog.

10


multicultural Education and cultural Education


NEW IN 2011

Critical Pedagogy and Cultural Studies in Urban EducationErnest Morrell

This book considers the potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront and transform many of the persistent challenges we presently face in urban education.

The book begins with an examination of the historical antecedents of critical pedagogy and cultural studies to provide the necessary contexts for their implications to transform the ways we work with urban youth. The second half of the book focuses on practical applications of critical pedagogy and cultural studies in K-12 urban classrooms. Drawing on numerous case studies and examples to keep students engaged, the text explores how teachers across the K-12 spectrum and across content areas have involved young people in making the world a better place as they have also increased important academic skills.

In an engaging, understandable writing style, this text walks educators through the many ways work in critical pedagogy and cultural studies can fundamentally reshape the urban educational landscape.

August 2011: 229 x 152: 224ppHb: 978-0-415-80317-5: £85.00Pb: 978-0-415-80318-2: £22.99


NEW

Education and SustainabilityLearning Across the Diaspora, Indigenous, and Minority Divide

Seonaigh MacPherson, British Columbia Institute of Technology, Canada


This book critically examines the impact of migration, education, development, and the spread of English on global bio-linguistic and cultural diversity. Derived from findings from a comparative eco-linguistic study of intergenerational language, culture, and education change in the Tibetan Diaspora, the book extends its analysis to consider the plight of other peoples who find themselves straddling the Indigenous-Minority-Diaspora divide. MacPherson explores the overlapping and distinctive sustainability challenges facing indigenous and minority communities when they are connected by and within diasporas, and seeks to adequately explain the discontinuities and disjunctures between their educational struggles and achievement levels.



NEW2nd Edition

Doing Multicultural Education for Achievement and EquityCarl A. Grant, University of Wisconsin-Madison, USA and Christine E. Sleeter, California State University, Montery Bay, USA

Doing Multicultural Education for Achievement and Equity, a hands-on, reader-friendly multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl A. Grant and Christine E. Sleeter, two of the most eminent scholars of multicultural teacher education, help pre-service

teachers develop the tools they will need to learn about their students and their students’ communities and contexts, about themselves, and about the social relations in which schools are embedded.

Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers.



Critical MulticulturalismTheory and Praxis

Edited by Stephen May, University of Waikato, New Zealand and Christine E. Sleeter, California State University, Monterey Bay, USA

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal

power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines?

Edited by two leading authorities on multicultural education, Critical Multiculturalism brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis.



NEW IN 2011

Education in the Black DiasporaEdited by Kassie Freeman, Southern University and A&M College, USA and Ethan Johnson, Portland State University, USA


This volume gathers scholars from around the world in a comparative approach to the various educational struggles of people of African descent, advancing the search for solutions and bringing to light new facets of the experiences of Black people in the era of globalization.

June 2011: 229 x 152: 240ppHb: 978-0-415-89034-2: £75.00


NEW IN 20113rd Edition

Education, Equality and Human RightsIssues of Gender, ’Race’, Sexual Orientation, Disability and Social Class

Edited by Mike Cole, Bishop Grosseteste University College Lincoln, UK

Education, Equality and Human Rights addresses the crucial issue of human rights and its relationship to education in the twenty-first century. Each of the five equality issues of gender, race, sexuality, disability and social class are covered as areas in their own right, and examined in relation to education. Written by experts in each particular field, chapters trace the history of the various issues up to the present and enable readers to assess their continuing relevance in the future.

The third edition of this important book has been updated in light of major changes that have taken place since the last edition was published. Fully revised to reflect changes in law and policy, new issues considered include: the ‘credit crunch’; the new US presidency; new Labour’s latter years and the impact of changes resulting from the next election; the impact of economic migration from Eastern Europe on women and work in Britain; climate change and its potential effects as new types of refugees flee climate chaos; and more.

Education, Equality and Human Rights provides the most up to date perspective on world-wide equality issues for teachers and student teachers at all stages.

June 2011: 234 x 156: 256ppHb: 978-0-415-58417-3: £80.00Pb: 978-0-415-58416-6: £22.99


You can now follow Routledge Education on

www.twitter.com/routledgeed

11



Critical Race Theory MattersEducation and Ideology

Margaret Zamudio, Christopher Russell, Francisco Rios and Jacquelyn L. Bridgeman, all at University of Wyoming, USA

Over the past decade, Critical Race Theory (CRT) scholars in education have produced a significant body of work theorizing the impact of race and racism in education. Critical Race Theory Matters provides a comprehensive and accessible overview of this influential movement, shining its keen light on specific issues within education. Through clear and accessible language, the

authors synthesize scholarship in the field, highlight major themes and assumptions, and examine strategies of resistance and practices for challenging the existing inequalities in education. By linking theory to everyday practices in today’s classroom, students will understand how CRT is relevant to a host of timely topics, from macro-policies such as Bilingual Education and Affirmative Action to micro-policies such as classroom management and curriculum. Moving beyond identifying problems into the realm of problem solving, Critical Race Theory Matters is a call to action to put into praxis a radical new vision of education in support of equality and social justice.



Dismantling Contemporary Deficit ThinkingEducational Thought and Practice

Richard R. Valencia, The University of Texas, Austin, USA

Deficit thinking is a pseudoscience founded on racial and class bias. It ’blames the victim’ for school failure instead of examining how schools are structured to prevent poor students and students of color from learning. Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by

framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking.

Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model, the culture of poverty model, and the ’at-risk’ model in which poor students, students of color, and their families are pathologized and marginalized.



Foundations of EducationThe Essential Texts

Edited by Susan F. Semel, The City College of New York and The Graduate Center of CUNY, USA

Foundations of Education helps aspiring teachers interpret the craft of teaching within the historical, philosophical, cultural, and social contexts of education inside and outside of schools. This volume contains substantial selections from those works widely regarded as central to the development of the field. These are the ’essential texts’ that lay the basis of further study for any

serious student of education. The text is organized around the separate foundations disciplines – history, politics, sociology, philosophy – and includes extended selections from the works of John Dewey and W.E.B. DuBois to contemporary thinkers such as Maxine Greene and Diane Ravitch.

March 2010: 254 x 178: 232ppHb: 978-0-415-80624-4: £100.00Pb: 978-0-415-80625-1: £32.99


Intercultural and Multicultural EducationEnhancing Global Interconnectedness

Edited by Carl A. Grant, University of Wisconsin-Madison, USA and Agostino Portera, University of Verona, Italy


By addressing intercultural and multicultural education in a global context, this volume brings together the dynamic discussions and lively debate of intercultural and multicultural education taking place across the world. Not content with discussion of theory or practice at the expense of the other, this collection of essays embodies dialogical praxis by weaving together a variety of epistemologies, ideologies, historical circumstances, pedagogies, policy approaches, curricula, and personal narratives. Contributors take readers to the countries, schools, and nongovernmental agencies where intercultural education and multicultural education, either collectively or singularly, are active (often central) concepts or practices in the daily educational undertaking and discourse of society.

July 2010: 229 x 152: 366ppHb: 978-0-415-87674-2: £75.00eBook: 978-0-203-84858-6


NEW2nd Edition

Rethinking Contemporary Art and Multicultural EducationNew Museum

For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking Contemporary Art and Multicultural Education

continues to provide an accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history.

December 2010: 7-7/8 x 9-7/16: 448ppHb: 978-0-415-88346-7: £95.00Pb: 978-0-415-96085-4: £34.99


2nd Edition

Against Common SenseTeaching and Learning Toward Social Justice

Kevin Kumashiro, University of Illinois-Chicago, USA

The new pedagogical components of the revised edition will offer K-12 teachers and teacher educators the tools they need to teach against their common sense assumptions and continue the evolution of social justice in education.

2009: 229 x 152: 184ppHb: 978-0-415-80221-5: £85.00Pb: 978-0-415-80222-2: £18.99


Black Youth MattersTransitions from School to Success

Cecile Wright, Nottingham Trent University, UK, P.J. Standen, University of Nottingham, UK and Tina Patel, Liverpool John Moores University, UK

Based on ethnographic research with young people permanently excluded from school, Black Youth Matters examines the resourcefulness of young black people in overcoming school failure to forge more positive futures for themselves.

2009: 229 x 152: 176ppHb: 978-0-415-99510-8: £85.00Pb: 978-0-415-99512-2: £23.99eBook: 978-0-203-86305-3


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Critical Perspectives on bell hooksEdited by Maria del Guadalupe Davidson, Oklahoma University, USA and George Yancy, Duquesne University, USA


In Critical Perspectives on bell hooks, contributors in the field of education, philosophy, and social work offer critical reflections on bell hooks’ work where she has been most influential. This is a must-read for scholars, professors, and students interested in issues of race, class and gender.

2009: 229 x 152: 256ppHb: 978-0-415-98980-0: £95.00Pb: 978-0-415-98981-7: £25.99eBook: 978-0-203-88150-7


Education and Hope in Troubled TimesVisions of Change for Our Children’s World

Edited by H. Svi Shapiro, University of North Carolina at Greensboro, USA


Bringing together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education, this collection of original essays by leading social and educational commentators in North America attempts to articulate a new vision for education, especially public education, and begin to set an alternative direction.

2009: 229 x 152: 304ppHb: 978-0-415-99425-5: £90.00Pb: 978-0-415-99426-2: £31.95eBook: 978-0-203-88185-9


Foundations of Critical Race Theory in EducationEdited by Edward Taylor, University of Washington, Seattle, USA, David Gillborn, Institute of Education, University of London, UK and Gloria Ladson-Billings, University of Wisconsin-Madison, USA

Foundations of Critical Race Theory in Education is a groundbreaking anthology of the foundational writings of Critical Race Theory as it pertains specifically to Education.

2009: 254 x 178: 376ppHb: 978-0-415-96143-1: £100.00Pb: 978-0-415-96144-8: £29.99


Home-School Connections in a Multicultural SocietyLearning From and With Culturally and Linguistically Diverse Families

Edited by Maria Luiza Dantas, University of California, Santa Barbara, USA and Patrick C. Manyak, University of Wyoming, USA

Series: Language, Culture, and Teaching

Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, this book shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families.

2009: 229 x 152: 312ppHb: 978-0-415-99756-0: £90.00Pb: 978-0-415-99757-7: £27.99eBook: 978-0-203-86843-0


Immigration, Diversity, and EducationEdited by Elena L. Grigorenko, Yale University, USA and Ruby Takanishi, Foundation for Child Development, New York, USA

This edited volume presents an overview of research and policy issues pertaining to children from birth to ten who are first- and second-generation immigrants to the US, as well as native-born children of immigrants.

2009: 229 x 152: 320ppHb: 978-0-415-45627-2: £100.00eBook: 978-0-203-87286-4


2nd Edition

Language, Culture, and TeachingCritical Perspectives

Sonia Nieto


Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this selection of her key book chapters and journal articles focused on language, culture, and teaching, thoughtfully integrated with creative pedagogical features. The text offers information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds.

2009: 229 x 152: 296ppHb: 978-0-415-99968-7: £90.00Pb: 978-0-415-99974-8: £29.99eBook: 978-0-203-87228-4


Race, Whiteness, and EducationZeus Leonardo, University of California, Berkeley, USA


Race, Whiteness, and Education reaffirms a critical appreciation of whiteness within race studies of education. It interrogates the racial center and produces insights into race relations and the common sense understandings that sustain it.

2009: 229 x 152: 232ppHb: 978-0-415-99316-6: £85.00Pb: 978-0-415-99317-3: £24.99eBook: 978-0-203-88037-1


The Routledge International Companion to Multicultural EducationEdited by James A. Banks, University of Washington, Seattle, USA

This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world.

2009: 246 x 174: 592ppHb: 978-0-415-96230-8: £130.00Pb: 978-0-415-88078-7: £44.99eBook: 978-0-203-88151-4


Traveller, Nomadic and Migrant EducationEdited by Patrick Alan Danaher, University of Southern Queensland, Australia, Máirín Kenny and Judith Remy Leder, California State University, Fullerton, USA


This edited collection explores the challenges and innovations in providing education for mobile communities across the world. While obstacles such as negative stereotypes and centuries-old prejudice remain problematic, the book also shows how educational innovations such as online education and mobile schools are bringing mobility and schooling together.

2009: 229 x 152: 268ppHb: 978-0-415-96356-5: £75.00eBook: 978-0-203-87867-5


Want more information on a book?

Visit the direct URL found at the bottom of the title description.

13


PhilosoPhy oF Education


NEW IN 2011

Commitment, Character, and CitizenshipReligious Schooling in Liberal Democracy

Edited by Hanan Alexander and Ayman K. Agbaria, both at Haifa University, Israel


This book draws together leading educationalists, philosophers, theologians, and social scientists to explore issues, problems, and tensions concerning religious education in a variety of international settings. The contributors explore the possibilities and limitations of religious education in preparing citizens in multicultural and multi-religious democratic societies.

July 2011: 229 x 152: 272ppHb: 978-0-415-87974-3: £70.00


NEW

Islamic Education and IndoctrinationThe Case in Indonesia

Charlene Tan, Nanyang Technological University, Singapore


This book critically discusses the concept of indoctrination in the context of Islamic education. It argues that indoctrination occurs when a person holds to a type of beliefs known as ’control beliefs’ that result in ideological totalism. Using Indonesia as an illustrative case study, the book expounds on the conditions for an indoctrinatory tradition to exist and thrive. Examples of indoctrinatory traditions include the Islamic school co-founded by Abu Bakar Ba’asyir and the militant organization Jemaah Islamiyah. The book further proposes ways to counter and avoid indoctrination in formal, non-formal and informal education. It highlights the need to create and strengthen educative traditions that are underpinned by religious pluralism, strong rationality and strong autonomy. Examples of such educative traditions in Indonesia will also be discussed.

March 2011: 229 x 152: 208ppHb: 978-0-415-87976-7: £70.00


NEW

Education, Professionalism, and the Quest for AccountabilityHitting the Target but Missing the Point

Jane Green, London University, UK


This book focuses on education and its relation to professional accountability as viewed from two different, but not unrelated, perspectives. First, the book is about the work of professionals in schools and colleges and the detrimental effects which our present system of accountability – and the managerialism which this system creates – have had on education, its practice, its organization, its conduct and its content. It is also about the professional education (the occupational/professional formation and development) of practitioners in communities other than educational ones and how they, too, contend with the effects of this system on their practices.

December 2010: 229 x 152: 280ppHb: 978-0-415-87925-5: £70.00eBook: 978-0-203-83256-1


Education, Autonomy and Critical ThinkingChristopher Winch, Kings College, University of London, UK

The concepts of autonomy and of critical thinking are of key importance in many contemporary accounts of the aims of education. Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy.

Assessing the significance of the concern with critical rationality as a key intellectual component for a worthwhile life involving autonomy, this book also examines important views about what critical thinking is and how it can be cultivated.

Drawing from discussions on epistemology and the philosophy of language which concern the nature of rationality, Christopher Winch produces a powerful critique of concepts central to contemporary philosophy of education - autonomy and critical thinking.

January 2010: 234 x 156: 208ppHb: 978-0-415-32237-9: £90.00eBook: 978-0-203-96386-9

NEW IN 2011

Kant and EducationInterpretations and Commentary

Edited by Klas Roth, Stockholm University, Sweden and Chris W. Surprenant, Tulane University, USA

Series: Routledge Studies in Contemporary Philosophy

Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars in philosophy, political theory, and aesthetics. This volume has gathered internationally recognized Kant scholars such as Paul Guyer, Manfred Kuehn, Richard Velkley, Robert Louden, G. Felicitas Munzel, and Susan Shell to fill this void in Kant scholarship by examining his writings on education and the role of education in cultivating moral character. All of the essays contained within this volume examine either Kant’s ideas on education through an historical analysis of his texts; or the importance and relevance of his moral philosophy, political philosophy, and/or aesthetics in contemporary education theory (or some combination).

September 2011: 229 x 152: 256ppHb: 978-0-415-88980-3: £75.00


Education, Politics and ReligionReconciling the Civil and the Sacred in Education

James Arthur, University of Birmingham, UK, Liam Gearon, University of Plymouth, UK and Alan Sears, University of New Brunswick, Canada

In recent years a number of popular books have savaged religion arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularising agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key

assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise.

For the most part, the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognises that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularising agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy.

June 2010: 234 x 156: 176ppHb: 978-0-415-56548-6: £75.00Pb: 978-0-415-56549-3: £24.99eBook: 978-0-203-84657-5


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NEW

Epistemology and Science EducationUnderstanding the Evolution vs. Intelligent Design Controversy

Edited by Roger S. Taylor, Vanderbilt University, USA and Michel Ferrari, University of Toronto, Canada

How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Pre-eminent scholars in these areas report

empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy.



Language, Learning, ContextTalking the Talk

Wolff-Michael Roth, University of Victoria, Canada


This innovative book focuses right at the heart of learning, arguing that current theories of speech in classrooms do not, and cannot, capture the essentially passive aspects of talking. Until now, these verbal and physical expressions of communication have been left untheorised, leaving the potential of an entire secondary area of language untapped.

Exploring his argument along three clear, but interrelated lines of investigation, the author focuses on our understanding, on language itself and finally on communication. Thus he argues: that language is unintentional and our understanding of it is limited; as soon as we speak, language appears beyond us in a highly singular, situated context; that communication cannot be reduced to the simple production of words.

Building on the work of linguistic philosophers such as Martin Heidegger, Donald Davidson, Paul Ricœur and Jacques Derrida, these salient points are further elaborated to fully develop the relationship between thinking and talk in educational settings.

May 2010: 234 x 156: 256ppHb: 978-0-415-55191-5: £80.00


Of Human Potential An Essay in the Philosophy of Education

Israel Scheffler

Series: Routledge Revivals

The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler’s book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability.

The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker.



NEW4 Volume Set

Islam and EducationEdited by Tahir Abbas, University of Birmingham, UK

Series: Major Themes in Education

Volume one of this new Routledge collection focuses on theories of education. The gathered materials explore and analyse the impact of the classical Islamic period in history and the developments in education which have emanated from it. Volume two focuses on education in Eastern Europe and Muslim Asia, capturing the essential issues in each of the countries studied, and how they vary across a vast region. The impact of culture and modernization on traditional societies, as well as the ways in which westernized modes of education are introduced, and the aspirations of youth are in turn determined.

Volume three looks at education in the Middle East and Muslim Africa. Islam has its origins in the Middle East, and today many of the challenges Muslims face in relation to Islam and education are concentrated in this region. Volume four explores the education of Muslims in North America and Europe, and of minorities in advanced liberal secular democracies.

November 2010: 234 x 156: 1728ppHb: 978-0-415-47845-8: £650.00


In Praise of the Cognitive EmotionsAnd Other Essays in the Philosophy of Education

Israel Scheffler


First published in 1991, In Praise of Cognitive Emotions comprises fourteen of Scheffler’s most recent essays – all of which challenge contemporary notions of education and rationality. While defending the ideal of rationality, he insists that rationality not be identified with a mental faculty or a mechanism of inference but taken rather as the capactity to grasp principles and purposes and to evaluate them in the light of relevant reasons. Examining a broad range of issues – from computers in school to math education, from metaphor to morality – these essays are unified by Scheffler’s conviction of the primacy of critical thought in education.



NEW

Radical Education and the Common SchoolA democratic alternative

Michael Fielding and Peter Moss, Thomas Coram Research Unit, Institute of Education, UK


What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning?

Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with

democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about.

Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future.

December 2010: 234 x 156: 208ppHb: 978-0-415-49828-9: £75.00Pb: 978-0-415-49829-6: £24.99eBook: 978-0-203-83740-5


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Philosophical Analysis and Education Volume 1Edited by Reginald Archambault

’Eminently readable ... there is a scintillation of new ideas that repels dullness.’ – British Journal of Educational Studies

2009: 216 x 138: 232ppHb: 978-0-415-56269-0: £70.00eBook: 978-0-203-86153-0


Beyond the Present and the Particular Volume 2A Theory of Liberal Education

Charles H. Bailey

2009: 216 x 138: 272ppHb: 978-0-415-56381-9: £70.00eBook: 978-0-203-86122-6


Plato, Utilitarianism and Education Volume 3Robin Barrow, Simon Fraser University, British Columbia

2009: 216 x 138: 216ppHb: 978-0-415-56250-8: £70.00eBook: 978-0-203-86121-9


Moral Education Volume 4Norman J. Bull

2009: 216 x 138: 200ppHb: 978-0-415-56272-0: £60.00eBook: 978-0-203-86120-2


Moral Judgement from Childhood to Adolescence Volume 5Norman J. Bull

2009: 216 x 138: 320ppHb: 978-0-415-56274-4: £80.00eBook: 978-0-203-86119-6


Education, Values and Mind Volume 6Essays for R. S. Peters

David Cooper, University of Durham, UK

2009: 216 x 138: 232ppHb: 978-0-415-56213-3: £70.00eBook: 978-0-203-86118-9


Illusions of Equality Volume 7David Cooper, University of Durham, UK

2009: 216 x 138: 192ppHb: 978-0-415-56171-6: £60.00eBook: 978-0-203-86117-2


Education and the Development of Reason Volume 8Edited by R.F. Dearden, Paul H. Hirst and R.S. Peters

2009: 216 x 138: 552ppHb: 978-0-415-56351-2: £95.00eBook: 978-0-203-86116-5


Educational Judgments Volume 9Papers in the Philosophy of Education

Edited by F. Doyle James

2009: 216 x 138: 280ppHb: 978-0-415-56572-1: £70.00eBook: 978-0-203-86115-8


Philosophers as Educational Reformers Volume 10The Influence of Idealism on British Educational Thought

Peter Gordon, University of London, UK and John White

2009: 216 x 138: 344ppHb: 978-0-415-56474-8: £80.00eBook: 978-0-203-86114-1


Experience and the growth of understanding Volume 11D.W. Hamlyn

2009: 216 x 138: 174ppHb: 978-0-415-56490-8: £60.00eBook: 978-0-203-86113-4


Knowledge and the Curriculum Volume 12A Collection of Philosophical Papers

Paul H. Hirst

2009: 216 x 138: 216ppHb: 978-0-415-56284-3: £70.00eBook: 978-0-203-86112-7


New Essays in the Philosophy of Education Volume 13Edited by Glenn Langford and D.J. O’Connor

2009: 216 x 138: 280ppHb: 978-0-415-56451-9: £70.00eBook: 978-0-203-86111-0


Philosophy of Education Volume 14An Introduction

Terence W. Moore

2009: 216 x 138: 160ppHb: 978-0-415-56454-0: £60.00eBook: 978-0-203-86110-3


The Philosophy of Open Education Volume 15Edited by David A. Nyberg

2009: 216 x 138: 230ppHb: 978-0-415-56358-1: £70.00eBook: 978-0-203-86109-7


Values, Education and the Adult Volume 16R.W.K. Paterson

2009: 216 x 138: 320ppHb: 978-0-415-56359-8: £80.00eBook: 978-0-203-86108-0


The Concept of Education Volume 17Edited by R.S. Peters

2009: 216 x 138: 240ppHb: 978-0-415-56253-9: £70.00eBook: 978-0-203-86107-3


Education and the Education of Teachers Volume 18R.S. Peters

2009: 234 x 156: 216ppHb: 978-0-415-56251-5: £70.00eBook: 978-0-203-86106-6


John Dewey reconsidered Volume 19Edited by R.S. Peters

2009: 216 x 138: 144ppHb: 978-0-415-56252-2: £60.00eBook: 978-0-203-86104-2


Concepts of Indoctrination Volume 20Philosophical Essays

Edited by Ivan A. Snook

2009: 216 x 138: 232ppHb: 978-0-415-56352-9: £70.00eBook: 978-0-203-86103-5


Ethics and Educational Policy Volume 21Edited by Kenneth A. Strike and Kieran Egan

2009: 216 x 138: 240ppHb: 978-0-415-56415-1: £70.00eBook: 978-0-203-86102-8


The Aims of Education Restated Volume 22John White

2009: 216 x 138: 192ppHb: 978-0-415-56255-3: £60.00eBook: 978-0-203-86101-1


Beyond Domination Volume 23An Essay in the Political Philosophy of Education

Patricia White

2009: 216 x 138: 200ppHb: 978-0-415-56271-3: £60.00eBook: 978-0-203-86100-4


Preface to the Philosophy of Education Volume 24John Wilson

2009: 216 x 138: 264ppHb: 978-0-415-56489-2: £70.00eBook: 978-0-203-86099-1


Routledge Library Editions

24 Volume Set

International Library of the Philosophy of EducationVarious

Series: Routledge Library Editions

International Library of the Philosophy of Education reprints twenty-four distinguished texts published in this field over fifty years and includes works by authors such as Reginald D. Archambault, Chris Bailey, Robin Barrow, Norman J. Bull, David E Cooper, R. F. Dearden, James F. Doyle, Kieran Egan, Peter Gordon, Kevin Harris, Paul H. Hirst, George Howie, Glenn Langford, T. W. Moore, D. A. Nyberg, D. J. O’Connor, R. W. K. Paterson, R. S. Peters, Herbert Phillipson, K. A. Strike, I. A. Snook, J. W. Tibble, John White, Patricia White and John Wilson.

January 2010: 216 x 138: 5960pp: Hb: 978-0-415-55946-1: £1500.00


16



Beauty and EducationJoe Winston, University of Warwick, UK


Incorporating examples across the curriculum, Winston argues that a due consideration of beauty in education can address some of the more fundamental problems that bedevil policy and practice. With its clear style and wealth of practical examples, this book will be of great interest to academics and teachers.

2009: 229 x 152: 186ppHb: 978-0-415-99490-3: £75.00


Education, Science and TruthRasoul Nejadmehr


This book argues that the cardinal problem with contemporary education is that it does not have an adequate notion of truth underpinning it. Here, Nejadmehr formulates a new version of the concept of objectivity based on the inclusion of multiple perspectives, including ones from art, philosophy and marginalised groups.

2009: 229 x 152: 222ppHb: 978-0-415-99767-6: £75.00eBook: 978-0-203-88003-6


Habermas, Critical Theory and EducationEdited by Mark Murphy, University of Chester, UK and Ted Fleming, National University of Ireland Maynooth, Ireland


This book delivers a definitive contribution to the understanding of Habermas’s oeuvre as it applies to education. The authors examine Habermas’s contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.

2009: 229 x 152: 224ppHb: 978-0-415-80617-6: £75.00eBook: 978-0-203-86489-0


Learning to FailHow Society Lets Young People Down

Fran Abrams, Freelance Journalist, UK

Blending interviews with those most closely affected together with views from key commentators and experts the author creates a vivid picture of a system and societal failure; a failure both that is at once both embarrassing and avoidable.

2009: 234 x 156: 184ppHb: 978-0-415-48395-7: £85.00Pb: 978-0-415-48396-4: £19.99eBook: 978-0-203-86482-1


Liberalism, Neoliberalism, Social DemocracyThin Communitarian Perspectives on Political Philosophy and Education

Mark Olssen, University of Surrey, UK

Series: Routledge Studies in Social and Political Thought

In moving beyond the theses of liberalism and neoliberalism that have provided philosophical support to free-market economics from the 1970s until the present, this book seeks to re-theorize social democracy by reconsidering issues such as totalitarianism, freedom, the role of the state, and the political arrangements needed for the future.

2009: 229 x 152: 294ppHb: 978-0-415-95704-5: £70.00eBook: 978-0-203-87332-8


Philosophy of EducationThe Essential Texts

Edited by Steven M. Cahn, The City University of New York, Graduate Center, USA

This anthology is organized around ten of the most widely taught and read classic philosophers of education. From Plato to John Dewey, this book offers the ’essential texts’ that lay the foundation for education students’ course of study.

2009: 254 x 178: 512ppHb: 978-0-415-99755-3: £100.00Pb: 978-0-415-99440-8: £30.99


Philosophy of Education in the Era of GlobalizationEdited by Yvonne Raley, Felician College, USA and Gerhard Preyer, Frankfurt University, Germany


Rather than having formed a global community, today’s society is more fragmented than ever. In light of this, education faces some formidable new challenges. The authors of this collection of essays explore these challenges, and suggest some novel ways of dealing with them.

2009: 229 x 152: 246ppHb: 978-0-415-99606-8: £70.00eBook: 978-0-203-87111-9


Transforming ThinkingPhilosophical Inquiry in the Primary and Secondary Classroom

Catherine C. McCall, University of Strathclyde, UK

Essential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method.

2009: 234 x 156: 240ppPb: 978-0-415-47668-3: £20.99


PEdagogy and lEarning

NEW IN 2011

Learning Outside the ClassroomPrinciples and Guidelines

Simon Beames, Peter Higgins, both at University of Edinburgh, UK and Robbie Nicol

What tools do mainstream teachers need to integrate curricular material into learning experiences outside the confines of the classroom? This book, the first curricular-focused outdoor learning textbook for prospective and practising teachers, provides both academic justification and practical support for educators working in a wide variety of environments and with diverse populations.

The principles and guidelines in this book are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. This is not a book of prescriptive activities that can be read and used uncritically. The idea of adaptation for personal relevance is central. By referring to the useful principles and practices in this book, teachers can incorporate more meaningful outdoor learning opportunities into their daily teaching activities.

September 2011: 234 x 156: 136ppHb: 978-0-415-89361-9: £85.00Pb: 978-0-415-89362-6: 18.99eBook: 978-0-203-81601-1


NEW IN 2011

The Routledge Companion to EducationEdited by James Arthur, University of Birmingham, UK and Andrew Peterson, Canterbury Christ Church University, UK

The Routledge Companion to Education presents the most comprehensive, up-to-date guide available to the major topics and theories in education. Forty specially commissioned chapters, covering all aspects of education, introduce you to the key thinkers, events, ideas, research and issues that have shaped the field of education.

• Part one opens with an exploration of the aims and purposes of education

• Part two introduces the key theories and thinkers that have established the history, sociology, philosophy, and psychology of education.

• Part three is devoted to how we organise education and the topics that attract much contemporary interest

• Part four covers the central concepts and theories needed for a comprehensive understanding of learning and knowledge.

This book presents a succinct, detailed, authoritative overview of the main topics in education. Each chapter includes a descriptive introduction, an analysis of the key ideas and debates, the latest research and scholarship, exploration of how the issues will develop, key questions for research and carefully selected further reading to signpost you to important resources.

July 2011: 246 x 174: 528ppHb: 978-0-415-58346-6: £125.00Pb: 978-0-415-58347-3: £25.00


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NEW

The Irregular SchoolExclusion, Schooling and Inclusive Education

Roger Slee, Institute of Education, University of London, UK


The Irregular School explores the foundations of the current controversies and argues that continuing to think in terms of the regular school or the special school obstructs progress towards inclusive education. The book contends that we need to build a better understanding of exclusion, of the foundations of the division between special and regular education, and of school reform

as a precondition for more inclusive schooling in the future. Schooling ought to be an apprenticeship in democracy and inclusion is a prerequisite of a democratic education.

The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools.



NEW IN 2011

Languages of EducationProtestant Legacies, National Identities, and Global Aspirations

Daniel Tröhler, University of Luxembourg, Luxembourg

In this landmark contribution to the study of the formation of the modern school, Daniel Trˆhler applies one of the most recognized methods of historical research to an analysis of the ’language’ of the academic discipline of education. Arguing the value of looking at languages rather than arguments – langues rather than paroles – this method of historical research is used to examine the background of different philosophies, theories, or arguments of education, specifically republicanism and Protestantism. Tröhler’s argument is that such analysis is essential to tracing back educational arguments to the ideological core of their concerns, and thus to understanding in international perspective the historical development of education systems and organizations and to evaluating their different theoretical and political approaches and claims. Elegantly written, with the historian’s attention to archival material, this book enables the reader to understand the complex and different social, cultural, religious, and political context factors embedded in the ’thought’ of schooling and its objects of scrutiny – its notions of the child and teacher.

May 2011: 234 x 156: 256ppHb: 978-0-415-99508-5: £85.00eBook: 978-0-203-82842-7


NEW

Schools and Schooling in the Digital AgeA Critical Analysis

Neil Selwyn, London Knowledge Lab, Institute of Education, University of London, UK


This book presents a wide-ranging and critical exploration of a topic that lies at the heart of contemporary education. The use of digital technology is now a key feature of schools and schooling around the world. Yet despite its prominence, technology use continues to be an area of education that rarely receives sustained critical attention and thought, especially from those

people who are most involved and affected by it.

Tackling the wider picture, addressing the social, cultural, economic, political and commercial aspects of schools and schooling in the digital age, this book offers to make sense of what happens, and what does not happen, when the digital and the educational come together in the guise of schools technology.

In particular, the book examines contemporary schooling in terms of social justice, equality and participatory democracy. Seeking to re-politicise an increasingly depoliticised area of educational debate and analysis, setting out to challenge the many contradictions that characterise the field of education technology today, the author concludes by suggesting what forms schools and schooling in the digital age could, and should, take.



NEW

Memory and PedagogyEdited by Claudia Mitchell, Teresa Strong-Wilson, both at McGill University, Canada, Kathleen Pithouse, University of KwaZulu-Natal, South Africa and Susann Allnutt, McGill University, Canada


Memory work is increasingly being acknowledged as a key pedagogical tool in working with children. This edited volume brings together essays from scholars who are studying the interconnections between pedagogy and memory in the context of social themes and social inquiry within educational research. The book provides a range of perspectives on the social and pedagogical relevance of memory studies to the educational arena in relation to the themes of memory and method, revisiting childhood, memory and place, addressing political conflict, sexuality and embodiment, and inter-generational studies.

December 2010: 229 x 152: 330ppHb: 978-0-415-88380-1: £70.00eBook: 978-0-203-83558-6


The Pedagogy of CreativityAnna Herbert, Lund University, Sweden

The Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories. Taking a classroom-based example of poststructuralist methodology as its starting point, Anna Herbert’s investigation explores the relationship between creativity seen in psychological activity, such as dreams, and creativity seen in the classroom.

Exploring the ideas of a number of psychological analysts including Jacques Lacan’s four discourses, concepts of ‘the other’ and the theories of Postructuralist thinkers including Levinas, Mead and Kristeva, Herbert explains how different theories can be used to develop creativity in the classroom and surmount obstacles preventing creative environments.

Clearly presenting both theoretical positions and their bearing on classroom practice, teachers at all levels will benefit from this innovative approach to creativity.



Re-Designing Learning ContextsTechnology-Rich, Learner-Centred Ecologies

Rosemary Luckin, London Knowledge Lab, Institute of Education, University of London, UK


Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location.

Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores:

• the ways in which different types of technology can scaffold learning in context

• the Learner-Centric ‘Ecology of Resources’ model of context as a framework for designing technology-rich learning environments

• the importance of matching available resources to each learner’s particular needs

• the ways in which the learner’s environment and the technologies available might change

• the potential impact of recent developments within computer science and artificial intelligence.

This interdisciplinary study draws on a range of disciplines.



18



Children, their World, their EducationFinal Report and Recommendations of the Cambridge Primary Review

Edited by Robin Alexander, University of Cambridge, UK,

‘What an inspirational book! I have been a head teacher for twenty years and this is the best book on primary education that I have ever read.’ – Bob Garton, Head Teacher, London

‘This is the most thorough, research-based analysis of primary schools I have seen in over two decades of reporting on education. It should carry the testimonial ’This book should change English primary schools forever’.’ – Mike Baker, formerly Senior BBC Education Correspondent

‘There is a simple account of the Cambridge Primary Review, which is essentially about awe and wonder: it is a formidable achievement.’ – Andrew Pollard, British Educational Research Journal

This is the eagerly-awaited final report from the Cambridge Primary Review, the most comprehensive enquiry into English primary education for over forty years. The book is grounded in evidence from research, official data and the enquiry’s thousands of individual and organisational witnesses.

2009: 246 x 174: 608ppHb: 978-0-415-54870-0: £99.00Pb: 978-0-415-54871-7: £35.99


The Cambridge Primary Review Research SurveysEdited by Robin Alexander, University of Cambridge, UK

Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner, all at University of Cambridge, UK

Brings together the twenty-eight research surveys from the Cambridge Primary Review – England’s biggest enquiry into primary education for over forty years – and is an essential reference tool for professionals, researchers, students and policy-makers working in the fields of early years, primary and secondary education.

2009: 246 x 174: 880ppHb: 978-0-415-54869-4: £260.00


Constructivist InstructionSuccess or Failure?

Edited by Sigmund Tobias, Teachers College, Columbia University, USA and Thomas M. Duffy, Indiana University, USA

Bringing together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction, this book presents the evidence for and against constructivism and detailed views from both sides of the controversy. A distinctive feature is the dialogue built into it between the different positions.

2009: 229 x 152: 392ppHb: 978-0-415-99423-1: £100.00Pb: 978-0-415-99424-8: £35.99eBook: 978-0-203-87884-2


Contemporary Perspectives on Reading and SpellingEdited by Clare Wood, University of Coventry, UK and Vincent Connelly, Oxford Brookes University, UK

With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing.

2009: 234 x 156: 304ppHb: 978-0-415-49716-9: £85.00Pb: 978-0-415-49717-6: £24.99eBook: 978-0-203-87783-8


Controversy in the ClassroomThe Democratic Power of Discussion

Diana E. Hess, University of Wisconsin--Madison, USA


Through rich empirical research from real classrooms throughout the nation, Controversy in the Classroom demonstrates why schools have the potential to be particularly powerful sites for democratic education.

2009: 229 x 152: 216ppHb: 978-0-415-96228-5: £85.00Pb: 978-0-415-96229-2: £24.99eBook: 978-0-203-87888-0


Learning, Creating, and Using KnowledgeConcept Maps as Facilitative Tools in Schools and Corporations

Joseph D. Novak

Fully revised and updated, this second edition updates Novak’s theory for meaningful learning and autonomous knowledge-building along with tools to make it operational.

2009: 234 x 156: 320ppHb: 978-0-415-99184-1: £90.00Pb: 978-0-415-99185-8: £32.99eBook: 978-0-203-86200-1


Handbook of Public PedagogyEducation and Learning Beyond Schooling

Edited by Jennifer A. Sandlin, Arizona State University, USA, Brian D. Schultz, Northeastern Illinois University, USA and Jake Burdick, Arizona State University, USA

Series: Studies in Curriculum Theory

Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field.

2009: 254 x 178: 712ppHb: 978-0-415-80126-3: £165.00Pb: 978-0-415-80127-0: £75.00eBook: 978-0-203-86368-8


Knowledge, Values and Educational PolicyA Critical Perspective

Edited by Harry Daniels, Hugh Lauder and Jill Porter, all at University of Bath, UK

Series: Critical Perspectives on Education

2009: 246 x 174: 320ppHb: 978-0-415-49119-8: £93.00


Educational Theories, Cultures and LearningA Critical Perspective

Edited by Harry Daniels, Hugh Lauder, and Jill Porter, all at University of Bath, UK

Series: Critical Perspectives on Education

2009: 246 x 174: 256ppHb: 978-0-415-49118-1: £93.00


Education for AllThe Future of Education and Training for 14-19 Year-Olds

Richard Pring, Geoffrey Hayward, both at University of Oxford, UK, Ann Hodgson, University of London, UK, Jill Johnson, Head of Outreach at UCAS, UK, Ewart Keep, Alis Oancea, University of Oxford, UK, Gareth Rees, University of Cardiff, UK, Ken Spours, University of London, UK and Stephanie Wilde, University of Oxford, UK

Written by the six co-directors of the Nuffield Review of 14-19 Education and Training, this book asks ’What makes an educated nineteen year old?’ in the light of evidence collected over five years by the most thorough investigation of every aspect of forteen-nineteen education and training to date.

2009: 234 x 156: 252ppHb: 978-0-415-54721-5: £83.00Pb: 978-0-415-54722-2: £20.99eBook: 978-0-203-87359-5


Rethinking Contexts for Learning and TeachingCommunities, Activites and Networks

Edited by Richard Edwards, Gert Biesta, both at University of Stirling, UK and Mary Thorpe, The Open University, UK

Drawing upon a variety of academic disciplines this book explores some of the different means of understanding teaching and learning.

2009: 234 x 156: 192ppHb: 978-0-415-46775-9: £80.00Pb: 978-0-415-46776-6: £24.99eBook: 978-0-203-88175-0


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Psychology oF Education


NEW

Cognitive DevelopmentAn Advanced Textbook

Edited by Marc H. Bornstein, National Institute of Child Health and Human Development, USA and Michael E. Lamb, Cambridge University, UK

This new text consists of parts of Bornstein and Lamb’s classic text, Developmental Science, 6th Edition, along with new introductory material that provides a general overview of the field of cognitive development. As a whole the book provides students with a cutting edge and comprehensive perspective on cognitive development.

Each of the world-renowned contributors masterfully introduces the history and systems, methodologies, and measurement and analytic techniques used to understand the area of human development under review. The relevance of the field is illustrated through engaging applications in each chapter. Each chapter reflects the current state of the field and features an introduction, an up-to-date overview of the field, a chapter summary, and numerous classical and contemporary references. As a whole, this highly-anticipated text illuminates substantive phenomena in cognitive developmental science and its relevance to everyday life.

March 2011: 254 x 178: 488ppPb: 978-1-84872-925-4: £27.50


NEW IN 2012

CreativityAn Interdisciplinary Perspective

Mark A. Runco, University of Georgia at Athens, USA

Written by one of the leading scholars in the field of creativity, the mission of this book is to provide instructors teaching courses in creativity with a textbook that provides both comprehensive content coverage and state-of-the-art pedagogy. No other text currently provides both of these elements. Key features of this exciting new text include the following.

Scholarly and Readable – Although the text is based entirely on research, the writing style is informal and laced with interesting examples and biographies to which students can relate.

Pedagogy – Each chapter opens with an advance organizer and questions and concludes with a chapter summary. Other pedagogical features include marginal notes to underscore key terms and ideas, illustrative boxes, pictures of creative persons and products, and exercises that require creative thinking.

January 2012: 254 x 178: 400ppHb: 978-0-415-80355-7: £90.00Pb: 978-0-8058-6385-7: £52.50eBook: 978-0-203-87214-7


NEW IN 2011

Cultivating the Arts in Education and TherapyMalcolm Ross, Formerly of University of Exeter, UK

Cultivating the Arts in Education and Therapy is a much needed textbook for courses in the training of arts teachers, arts therapists and community artists. Malcolm Ross brings together the latest research on human empathy and creativity to reposition the arts as central to the effective initiation and management of change in contemporary society.

The book integrates traditional Chinese Five Element Theory, also known as The Five Phases of Change, with contemporary Western psychological and cultural studies, to form a new Syncretic Model of creative artistic practice. Ross sets empathy and authenticity at the heart of the curriculum – not just the arts curriculum but the whole curriculum. The Syncretic Model is explored and validated through an analysis of interviews with practising, successful artists, and in a comprehensive review of the latest neuro-scientific research into human consciousness and emotion. Finally, drawing upon his extensive experience the author offers practical help in using the Syncretic Model to educational and therapy professionals working and training in the arts.

July 2011: 246 x 174: 224ppHb: 978-0-415-60365-2: £80.00Pb: 978-0-415-60366-9: £24.99


NEW

Handbook of Self-Regulation of Learning and PerformanceEdited by Barry J. Zimmerman, City University of New York, USA and Dale H. Schunk, University of North Carolina, Greensboro, USA

Series: Educational Psychology Handbook

This is the first volume to integrate all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences.

Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain

cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology.



NEW IN 2011

Design Research on Learning and Thinking in Educational SettingsEnhancing Intellectual Growth and Functioning

Edited by David Yun Dai, University at Albany, USA

Series: Educational Psychology

The central question this book addresses is how a design research-based science of learning can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints?

Part one provides an overview of the foundations of instructional design for intellectual development and functioning, setting up an overarching framework. Parts two and three focus on substantive models for teaching subject matters and for technology- and community-enhanced designs. Each chapter presents the theoretical basis for the model and what educational and developmental issues it is designed to address, reviews how the conceptual model was developed and materialized in specific educational settings through design research; explains the distinct components and organizational features in the instructional design and how they are orchestrated in authentic learning settings to serve the instructional goals; and discusses what lessons can be learned from building these instructional models.



NEW

Intelligence and Intelligence TestingRichard B Fletcher, University of Auckland, New Zealand and John Hattie, University of Melbourne, Australia

There can be no denying the enduring appeal of IQ over the last century. It is probably one of the most misunderstood yet highly researched psychological constructs ever. Such has been the controversy surrounding this topic that it is difficult to distinguish fact from fiction. Intelligence and Intelligence Testing is a text that aims to address that.

This book examines the controversial psychological construct that is IQ, discussing and reviewing the history and current status of the research on intelligence and providing an overview of its development, measurement and use. From Galton, Spearman and Binet to the relatively recent controversy caused by the research of Herrnstein and Murray, this important book makes a major claim about the importance today of ‘problem solving on demand’ as one of the key components of today’s notions of intelligence.



20



NEW IN 2011

Introducing BrunerA Guide for Practitioners and Sudents in Early Years Education

Sandra Smidt, Freelance Educational Consultant, UK

Sandra Smidt takes the reader on a journey through the key concepts of Jerome Bruner, a significant figure in the field of early education whose work has spanned almost a century.

Introducing Bruner is the companion volume to Introducing Vygotsky and is an invaluable work for anyone involved with children in the early years. The introduction of Bruner’s key concepts is

followed by discussion of the implications of these for teaching and learning. This accessible text is illustrated throughout with examples drawn from real-life early years settings and the concepts discussed include: how children acquire language; how children come to make sense of their world through narrative; the significance of play to learning; the importance of culture and context; the role of memory; what should children be taught: the spiral curriculum; how should children be taught: scaffolding and interaction.

The book also looks, crucially, at what those working or involved with young children can learn from Bruner, and includes a helpful glossary of terminology.



NEW

Making Sense The Child’s Construction of the World

Edited by Jerome S. Bruner, New York University, USA and Helen Haste


The growing child comes to understand the world, makes sense of experience and becomes a competent social individual. First published in 1987, Making Sense reflected the way in which developmental psychologists had begun to look at these processes in increasingly naturalistic, social situations. Rather than seeing the child as working in isolation, the authors of this collection take the view that ’making sense’ involves

social interaction and problem-solving. They particularly emphasize the role of language; its study both reveals the child’s grasp of the frames of meaning in a particular culture, and demonstrates the subtleties of concept development and role-taking.



Psychology for the Classroom

NEW

Psychology for the Classroom: E-LearningJohn Woollard, University of Southampton, UK

This book is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and practical analysis of e-learning, this book includes current research, offers a grounding in both theory and pedagogical application and contains illustrative case studies

designed to stimulate thinking about technology and education. The author places particular focus on the developing theory and practice of cybergogy as well as interpretations of conventional theories such as behaviourism, cognitivism and constructivism in the context of e-learning.

The book also explores how these developments provide new opportunities, contexts and environments for learning including: virtual learning environments; social networking; social justice; and cyber-bullying.



Psychology for the Classroom: BehaviourismJohn Woollard, University of Southampton, UK

This book describes and reflects upon the foundations of behaviourism and the proliferation of behaviourist techniques in common practice today. Through examples drawn from research, presentation of theory, description of pedagogy and illustration by vignette, the book informs teachers and allows them to modify their teaching in order to take account of what is now known about the way that

carefully planned curriculum and appropriately reinforced behaviours lead to learning. There is a particular emphasis upon the role of the traditional principles of behaviourist learning theory and practice to contemporary issues and strategies in e-learning.

The author has taken a broad sweep of what has been written and promoted to educators in the area of behaviourist theory and practice, and the result is an informative and useful guide which should be read by all of us who are interested in, or responsible for, planning and encouraging effective teaching and learning.

June 2010: 234 x 156: 144ppHb: 978-0-415-49398-7: £75.00Pb: 978-0-415-49399-4: £17.99eBook: 978-0-203-85142-5


NEW IN 2011

Psychology for the Classroom: MotivationRos Mclellan and Richard Remedios, Durham University, UK

The concept of motivation is probably one of the most used but theoretically misunderstood concepts in the practice of teaching. Psychology for the Classroom: Motivation introduces the reader to five of the major motivational theories most commonly referenced within educational contexts:

• goal theory

• self-determination theory

• attribution theory

• self-efficacy theory

• self-worth theory.

The authors provide an overview of the field of motivation, before focusing on each of the main theories covered, explaining theoretical backgrounds and offering practical examples of how teachers can use the theory to aid classroom practice.

Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, and all chapters will include introductions/summaries explicitly indicating what will be covered and what can be learned and boxes highlighting key terms and practical classroom activities.

October 2011: 234 x 156: 144ppHb: 978-0-415-59659-6: £75.00Pb: 978-0-415-59660-2: £18.99


Psychology for the Classroom: Constructivism and Social LearningAlan Pritchard and John Woollard, University of Southampton, UK

Psychology for the Classroom: Constructivism and Social Learning provides an introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis

which focuses on contemporary issues and strategies, including the use of e-learning and multimedia. Throughout the book theory is linked with its practical implications for everyday teaching and learning and chapters incorporate: the history of constructivist and social learning theory and key thinkers; pedagogical implications; practical strategies for the classroom; constructivist theory and e-learning.

Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met.



21



NEW IN 2011

Understanding Psychological Theories of MotivationAn Introductory Guide

Richard Remedios, Durham University, UK

We all think we know what motivation is. At an experiential level, we observe motivated behaviour all the time; we talk confidently about the causes of motivation both for ourselves and others. As part of our roles as educators, we try to influence motivation.

But the problem is that it is this very familiarity with motivation that leads students to have folk understandings of motivation; some of these understandings may align themselves with theory but many do not.

This book is for students who have heard about theories of motivation but have never studied any of them in particular detail.

This book will take you through the major theories in motivation, explain them to you, point you to the evidence that supports the various theories and tell you about the major debates within each theory.



Attachment Theory and the Teacher-Student RelationshipA Practical Guide for Teachers, Teacher Educators and School Leaders

Philip Riley, Monash University, Australia

This invaluable text explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony: equally important information for school leaders, teacher mentors and proteges.

Attachment Theory and the Teacher-Student Relationship addresses three significant gaps in the current literature

on classroom management:

• the effects of teachers’ attachment style on the formation and maintenance of classroom and staffroom relationships

• the importance of attachment processes in scaffolding teachers’ and students emotional responses to daily educational tasks

• the degree of influence these factors have on teachers’ classroom behaviour, particularly management of student behaviour.

Based on recent developments in adult attachment theory, this book highlights the key aspects of teacher-student relationships that teachers and teacher educators should know.



Beyond the Information Given Jerome S. Bruner


In this book are gathered together Jerome Bruner’s major papers on the ’psychology of knowing’. Spanning virtually the entire range of knowledge acquired from infancy onwards, they present the complete spectrum of his research, theories, and ideas concerning perception, thought, skills (of the eye, hand, ear, tongue and mind) developed in childhood, mental representation and cognition, the process of discovery and the nature and techniques of education. This will be invaluable not only for students of psychology, but also for a wider readership including teachers, doctors, biologists, sociologists and all who are interested in child development.

January 2010: 234 x 156: 530ppHb: 978-0-415-57395-5: £95.00Pb: 978-0-415-57624-6: £25.00


NEW

Developmental Cognitive Science Goes to SchoolEdited by Nancy L. Stein and Stephen Raudenbush, both at The University of Chicago, USA

This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. The contributors comprise a veritable ’who’s who’ of leading researchers and scientists who are broadly trained in developmental psychology, cognitive science, economics, sociology, statistics, and physical science, and who

are using basic learning theories from their respective disciplines to create better learning environments in school settings.

Developmental Cognitive Science Goes to School:

• presents evidence-based studies that describe models of complex learning within specific subject-area disciplines

• focuses on domain knowledge and how this knowledge is structured in different domains across the curriculum

• gives critical attention to the topic of the ability to overcome errors and misconceptions

• addresses models that should be used to begin instruction for populations of children who normally fail at schooling.



Education – An ’Impossible Profession’?Psychoanalytic Explorations of Learning and Classrooms

Tamara Bibby, Institute of Education, University of London, UK


In classrooms and lectures, we learn not only about academic topics but also about ourselves, our peers and how people and ideas interact. Education – An Impossible Profession extends the ways in which we might think about these processes by offering a refreshing reconsideration of key educational experiences including those of: being judged and assessed, both formally and

informally; adapting to different groups for different purposes; struggling to think under pressure; learning to recognise and adapt to the expectations of others.

This book brings psychoanalysis to new audiences, graphically illustrating its importance to understandings of teaching, learning and classrooms. Drawing on the author’s original research, it considers the classroom context, including policy demands and professional pressures, and the complexity of peer and pedagogic relationships and interactions asking how these might be being experienced and what implications such experiences might have for learners and teachers.



Educational DialoguesUnderstanding and Promoting Productive Interaction

Edited by Karen Littleton, The Open University, UK and Christine Howe, University of Cambridge, UK

Educational Dialogues provides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterise the nature of productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted.

Drawing upon a broad range of theoretical perspectives, this collection examines:

• theoretical frameworks for understanding teaching and learning dialogues

• teacher-student and student-student interaction in the curricular contexts of mathematics, literacy, science, ICT and philosophy

• the social contexts supporting productive dialogues

• implications for pedagogic design and classroom practice.



22



NEW

Educational Psychology: Concepts, Research and ChallengesEdited by Christine M. Rubie-Davies, University of Auckland, New Zealand

Educational Psychology: Concepts, Research and Challenges brings together the latest research across many areas of educational psychology, introducing and reporting on the most effective methodologies for studying teachers and learners and providing overviews of current debates within the field. With chapters from international authors, this academic text

reveals theoretical overviews and research findings from across the field including; teaching and learning, research methods, motivation and instruction, curriculum – reading, writing, mathematics, cognition, special educational needs and behaviour management, socio-cultural and socio-emotional perspectives, assessment and evaluation.

Educational psychology has historically had a focus on students with particular learning needs. This book provides a discussion about the gradual movement toward inclusion and the possibility of developing a more cohesive and potentially more effective education system for all students. It also provides recent research into effective behaviour management and presents specific and valuable techniques employed in applied behaviour analysis. The contributors also deliver analysis on the motivation of students and how home and society in general can contribute towards constraining or enhancing student learning.



NEW

Freud and EducationDeborah Britzman, York University, Canada

Series: Routledge Key Guides in Education

The concept of education - its dangers and promises and its illusions and revelations - threads throughout Sigmund Freud’s body of work. This introductory volume by psychoanalytic authority, Deborah P. Britzman, explores key controversies of education through a Freudian approach. It defines how fundamental Freudian concepts such as the psychical apparatus, the drives, the unconscious, the

development of morality, and transference have changed throughout Freud’s oeuvre. Freud and Education concludes with new Freudian-influenced approaches to the old dilemmas of educational research, theory, and practice.



NEW

Handbook of Research on Learning and InstructionEdited by Richard E. Mayer, University of California, Santa Barbara, USA and Patricia A. Alexander, University of Maryland, College Park, USA

Series: Educational Psychology Handbook

This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics.

The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second languages, and physical education, as well as learning to think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods – feedback, examples, self-explanation, peer interaction, cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations.



NEW2nd Edition

The Psychology of EducationMartyn Long, Educational Psychologist, UK, Clare Wood, University of Coventry, UK, Karen Littleton, The Open University, UK, Terri Passenger, Nuffield Hospital Cheltenham, UK and Kieron Sheehy, The Open University, UK

Written in an accessible and engaging style, this second edition of The Psychology of Education addresses key concepts from psychology which relate to education. Throughout the text the author team emphasise an evidence-based approach, providing practical suggestions to improve learning outcomes, while fictional case

studies are used in this new edition to provide students with a sense of what psychological issues can look like in the classroom. Activities around these case studies give students the chance to think about how to apply their theoretical knowledge to these real-world contexts.

‘Key implications’ are drawn out at appropriate points, and throughout the book students are provided with strategies for interrogating evidence. Key terms are glossed throughout the book and chapters are summarised and followed by suggestions for further reading.



Handbook of Research on Schools, Schooling and Human DevelopmentEdited by Judith L. Meece, University of North Carolina at Chapel Hill, USA and Jacquelynne S. Eccles, University of Michigan, USA

Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s

development and to describe various models and methods for studying schooling effects. Key features include:

• Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development.

• Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, and educational policy.

• Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy.

May 2010: 279 x 216: 536ppHb: 978-0-8058-5948-5: £170.00Pb: 978-0-8058-5949-2: £85.00eBook: 978-0-203-87484-4


3rd Edition

Motivating Students to LearnJere E. Brophy, Michigan State University, USA and Kathryn Wentzel, University of Maryland – College Park, USA

Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g. curriculum goals) and classrooms

(e.g. student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing ’repair work’ with students who have become discouraged or disaffected learners.



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Learning Across SitesNew Tools, Infrastructures and Practices

Edited by Sten R. Ludvigsen, Andreas Lund, Ingvill Rasmussen and Roger Säljö, all at University of Goteborg, Sweden

The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux.

Learning Across Sites brings together a diverse range of contributions from leading

international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:

• How are learning activities organised?

• How are tools and infrastructures used?

• What competences are needed to participate in specialised activities?

• What counts as knowledge in multiple and diverse settings?

• Where can parallels be drawn between workplaces?



Handbook of Motivation at SchoolEdited by Kathryn Wentzel and Allan Wigfield, both at University of Maryland – College Park, USA

The Handbook of Motivation at School is the first comprehensive and integrated compilation of theory and research on children’s motivation at school, covering major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school.

2009: 246 x 174: 704ppHb: 978-0-8058-6284-3: £185.00Pb: 978-0-8058-6290-4: £85.00eBook: 978-0-203-87949-8


Understanding Behaviour and Development in Early ChildhoodA Guide to Theory and Practice

Maria Robinson, Independent Adviser and Lecturer in Early Years Development, UK

In this accessible and thought-provoking text, the author examines the behaviour of babies and young children in a developmental context, and takes into account the shifts and changes over time as young children grow and mature.

Understanding Behaviour and Development in Early Childhood reveals, for example, how behaviour perceived as ‘difficult’ in a young child may be the

manifestation of a response to emotional, sensory and cognitive experiences. Throughout the book, readers will find a strong emphasis on emotional well-being and the need to place our understanding of behaviour within a developmental time frame.

Based on wide ranging professional experience the topics examined and discussed in this insightful book include; What we understand by ‘behaviour’,how the brain and senses work and mature during early childhood,behaviour as a reflection of the child’s internal state, what emotions are and how we learn what feelings mean to us as individuals, how emotions affect our ability to learn, how we develop a sense of self.

The book provides suggestions for how adults may think about and respond to changes in children’s behaviour, and how we may support children in learning how to manage their own behaviour as they grow older and encounter wider and more complex situations.



Use of Representations in Reasoning and Problem SolvingAnalysis and Improvement

Edited by Lieven Verschaffel, Katholieke Universiteit Leuven, Belgium, Erik de Corte, Katholieke Universiteit Leuven, Belgium, Ton de Jong, University of Twente, the Netherlands and Jan Elen, Katholieke Universiteit Leuven, Belgium

Use of Representations in Reasoning and Problem Solving brings together contributions from some of the world’s leading researchers in educational and instructional psychology, instructional design, and mathematics and science education to document the role which external representations play in our understanding, learning and communication. Traditional research has focused

on the distinction between verbal and non-verbal representations, and the way they are processed, encoded and stored by different cognitive systems. The contributions here challenge these research findings and address the ambiguity about how these two cognitive systems interact, arguing that the classical distinction between textual and pictorial representations has become less prominent.

Using empirical research findings to take a fresh look at the processes which take place when learning via external representations, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational and instructional psychology, instructional design and mathematics and science education.



Interdisciplinary Perspectives on Learning to Read Culture, Cognition and Pedagogy

Edited by Kathy Hall, University College Cork, Ireland, Usha Goswami, University of Cambridge, UK, Colin Harrison, University of Nottingham, UK, Sue Ellis, University of Strathclyde, UK and Janet Soler, The Open University, UK

Series: Routledge Psychology in Education

Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of: comprehension; gender and literacy attainment; phonics and decoding; digital literacy at home and school; bilingual learners and reading; dyslexia and special educational needs; evidence based literacy; and visual texts.

This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.



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Behavior Analysis for Effective TeachingJulie S. Vargas, B.F. Skinner Foundation, USA

Behavior Analysis for Effective Teaching provides teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices.

2009: 254 x 178: 392ppHb: 978-0-415-99007-3: £130.00Pb: 978-0-415-99008-0: £52.50eBook: 978-0-203-87980-1


2nd Edition

Developments in Educational PsychologyEdited by Kevin Wheldall, Macquarie University, Australia

In this collection of essays, leading psychologists of education reflect on how far we have come in the last twenty-five years.

2009: 234 x 156: 240ppHb: 978-0-415-46998-2: £85.00Pb: 978-0-415-46993-7: £24.99eBook: 978-0-203-87467-7


Metacognition in Young ChildrenShirley Larkin, University of Exeter, UK

The book examines theories of metacognition of particular relevance to primary school age children, drawing on empirical research from psychology and education.

2009: 234 x 156: 208ppHb: 978-0-415-46357-7: £80.00Pb: 978-0-415-46358-4: £24.99eBook: 978-0-203-87337-3


Handbook of Metacognition in EducationEdited by Douglas J. Hacker, University of Utah, USA, John Dunlosky, Kent State University, USA and Arthur C. Graesser, University of Memphis, USA

Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this Handbook of focused and in-depth discussions from leading scholars in the field sets the standard in scholarship for theoretical research and practical usage in this field.

2009: 254 x 178: 464ppHb: 978-0-8058-6353-6: £170.00Pb: 978-0-8058-6354-3: £65.00eBook: 978-0-203-87642-8


Introducing Neuroeducational ResearchNeuroscience, Education and the Brain from Contexts to Practice

Paul Howard Jones, Bristol University, UK

In this book, Paul Howard-Jones explores the differences between science and education, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

2009: 234 x 156: 256ppHb: 978-0-415-47200-5: £90.00Pb: 978-0-415-47201-2: £24.99eBook: 978-0-203-86730-3


The Social Psychology of the ClassroomElisha Babad, Hebrew University of Jerusalem, Israel


Teachers often find that their training has not provided them with sufficient knowledge and understanding about underlying social forces and processes in their classrooms. Elisha Babad addresses this gap by examining the social psychology of the classroom and facilitating the application of social psychological knowledge in the classroom.

2009: 229 x 152: 280ppHb: 978-0-415-99929-8: £70.00Pb: 978-0-415-88259-0: £24.95eBook: 978-0-203-87247-5


Transformation of Knowledge through Classroom InteractionEdited by Baruch Schwarz, The Hebrew University, Jerusalem, Israel, Tommy Dreyfus, Tel Aviv University, Israel and Rina Hershkowitz, Weizmann Institute of Science, Israel

Series: EARLI

Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms.

2009: 234 x 156: 336ppHb: 978-0-415-49224-9: £90.00Pb: 978-0-415-49225-6: £25.99eBook: 978-0-203-87927-6


curriculum thEory

NEW IN 2011

Critical Curriculum StudiesEducation, Consciousness, and the Politics of Knowing

Wayne Au, California State University, Fullerton, USA


Critical Curriculum Studies offers a novel framework for thinking about how curriculum relates to student understanding of the world around them. Here, author Wayne Au draws heavily upon critical traditions within curriculum theory, feminist theory, and teaching and learning to develop a ’critical standpoint theory’ for understanding how the orientation of school curriculum

relates to the development of student consciousness.

Using evidence from struggles over standards, high-stakes testing, textbook adoptions, and the politics of classroom practice, the work done in Critical Curriculum Studies will help educators and educational theorists better understand how the politics of knowledge, as well as social relations, are embedded within the very structure of curricular knowledge itself as part of the environmental design of classrooms.

July 2011: 229 x 152: 224ppHb: 978-0-415-87711-4: £100.00Pb: 978-0-415-87712-1: £27.99


NEW IN 2011

Engendering Curriculum HistoryPetra Hendry, Louisiana State University, USA


Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity – not linearity, and responsibility – not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understood as an emergent, not a finished, process – as an unending dialogue that creates spaces for conversation in which multiple, conflicting, paradoxical and contradictory interpretations can be generated.



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curriculum thEory

NEW IN 2011

Curriculum, Syllabus Design and EquityA Primer and Model

Edited by Allan Luke, Annette Woods and Katie Weir all at Queensland University, Australia

Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions of the ’technical form’ of the syllabus, this volume advances a unified, principled approach to the design of syllabus documents that aims for high quality/high equity educational outcomes. It introduces and unpacks definitions of curriculum, syllabus, the school subject, and ’informed professionalism’; presents principles of design that are key to equitable teaching and learning; discusses a range of approaches; and offers clear and practical guidelines for writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Examples from the US, Canada, Europe and Asia are included.

The editors and contributors, all leading international scholars, stress throughout the need for syllabus design that enhances local curriculum development capacity and teachers’ professional responses to specific community and student contexts.



NEW IN 2011

Disavowed KnowledgePsychoanalysis, Education and Teaching

Peter Maas Taubman, Brooklyn College/City University of New York, USA

Series: Studies in Curriculum Theory Series

This is the first and only book to detail the history of the century-long relationship between education and psychoanalysis. Relying on primary and secondary sources, it provides not only a historical context but also a psychoanalytically informed analysis. In considering what it means to think about teaching from a psychoanalytic perspective and in reviewing the various approaches to and theories about teaching and curriculum that have been informed by psychoanalysis in the twentieth century, Taubman uses the concept of disavowal and focuses on the effects of disavowed knowledge within both psychoanalysis and education and on the relationship between them. Tracing three historical periods of the waxing and waning of the medical/therapeutic and emancipatory projections of psychoanalysis and education, the thrust of the book is for psychoanalysis and education to come together as an emancipatory project. Supplementing the recent work of educational scholars using psychoanalytic concepts to understand teaching, education, and schooling, it works to articulate the stranded histories – the history of what could have been and might still be in the relationship between psychoanalysis and education.

October 2011: 229 x 152Hb: 978-0-415-89050-2: £85.00Pb: 978-0-415-89051-9: £25.99eBook: 978-0-203-82950-9


NEW IN 2011

Knowledge that Counts in a Global CommunityExploring the Contribution of Integrated Curriculum

Léonie Rennie, Curtin University, Australia, Grady Venville, University of Western Australia, Australia and John Wallace, University of Toronto, Canada

This book explores the potential contribution of curriculum integration in a context where school curricula segregated by discipline remain the norm. If school education is to develop citizens who can at least understand the issues which presently challenge our political leaders, it can only be done by integrating at least some parts of current school curricula. Informed citizens, who can

think broadly across disciplines, will be those who can contribute to sensible action for local problems with a global flow-on.

In response to these issues, the authors explore the nature of curriculum integration, the nature of knowledge, and the nature of learning, reflecting on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships between, curriculum integration, knowledge and learning and what are desirable outcomes of schooling in this century.



NEW IN 20112nd Edition

What is Curriculum Theory?William F. Pinar, University of British Columbia, Canada

Series: Studies in Curriculum Theory Series

This primer for teachers (prospective and practicing) presents curriculum theory as the interdisciplinary study of educational experience. It asks readers to question the historical present and their relation to it, to construct their own understandings of what it means to teach, to study, to become ’educated.’

Within this framework, Pinar offers a compelling interpretation of contemporary ’school reform’ policies and practices, and an explication of curriculum theory’s power to bring forth understanding, resistance, and change. His argument is this: Public education today is dominated by a conservative agenda based on a business model of education focused on the ’bottom line’ (test scores). What is dangerously at stake is academic freedom and control of the curriculum – what teachers are permitted to teach, what children are permitted to study.



NEW

World Yearbook of Education 2011Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics

Edited by Lyn Yates, University of Melbourne, Australia and Madeleine Grumet, University of Chapel Hill, USA

Series: World Yearbook of Education

Curriculum is always influenced by the events that shape our world, but when testing and benchmarking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to analyse and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face

of economic globalisation, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women, and of ethnic and racial groups are represented. They ask what has changed about history and civics post 9/11, and they ask how countries that have experienced profound political and economic changes have addressed them in curriculum.

These interactions and changes are a subject of particular interest for an international yearbook in that they are almost always permeated by global movements and influenced by multinational bodies and practices. This volume brings together a new approach to perspectives on curriculum today and a new collection of insights into the changes from different parts of the world which discuss:

• How is the world represented in curriculum?

• How do responses to world events shape the stories we tell students about who they are and can be ?

January 2011: 234 x 156: 272ppHb: 978-0-415-57582-9: £85.00eBook: 978-0-203-83049-9


The Worldliness of a Cosmopolitan EducationPassionate Lives in Public Service

William F. Pinar, University of British Columbia, Canada


William F. Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field of curriculum studies accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.

2009: 229 x 152: 240ppHb: 978-0-415-99550-4: £90.00Pb: 978-0-415-99551-1: £28.99eBook: 978-0-203-87869-9


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NEW

Critical Issues in Peace and EducationEdited by Peter Pericles Trifonas and Bryan Wright, both at University of Toronto, Canada


This collection asks theorists and educational practitioners from around the world influenced by the schools of feminist pedagogy, critical pedagogy, anti-racist or postcolonial pedagogy, and gay and lesbian pedagogy to reflect upon the possibilities of articulating a ’curriculum of difference’ that critically examines the cross-cultural issues of peace and education that are at the forefront of global education issues today.

Contributors examine the conceptualizations of peace and education within, between, and across cultures through the conceptualization of pedagogical possibilities that create an openness toward the horizons of the other within communal formations of difference permeating the public sphere. They take up new ways of questions related to globalization, difference, community, identity, peace, democracy, sexuality, ethics, conflict, politics, feminism, technology, language rights, cultural politics, Marxism, and deconstruction that have a vast literary history in and outside the area of ’education.’ This volume makes a significant contribution to the question of difference and its quintessential role in peace education for the new millennium.



NEW2nd Edition

Cultures of CurriculumEdited by Pamela Bolotin Joseph, University of Washington – Bothell, USA


Using ’cultures of curriculum’ as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and

practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals.



Place- and Community-Based Education in SchoolsGregory A. Smith, Lewis and Clark College, USA and David Sobel, Antioch New England Graduate School, USA


Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them

in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement.

Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

February 2010: : 184ppHb: 978-0-415-87518-9: £95.00Pb: 978-0-415-87519-6: £26.99eBook: 978-0-203-85853-0


Curriculum Studies Handbook – The Next MomentEdited by Erik Malewski, Purdue University, USA


What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies.

2009: 254 x 178: 584ppHb: 978-0-415-98948-0: £170.00Pb: 978-0-415-98949-7: £65.00eBook: 978-0-203-87779-1


NEW

Sourcebook of Experiential EducationKey Thinkers and Their Contributions

Edited by Thomas E. Smith, Raccoon Institute, USA and Clifford E. Knapp, Northern Illinois University, USA, Emeritus

Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work

is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections: philosophers and educational theorists; nature educators and outdoor educators; psychologists and sociologists; school and program founders.

Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundation for the field.



3rd Edition

The Curriculum Studies ReaderThird Edition

Edited by David J. Flinders, David Flinders, Indiana University, Bloomington, USA and Stephen J. Thornton, University of South Florida, USA

Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.

2009: 254 x 178: 464ppHb: 978-0-415-96321-3: £95.00Pb: 978-0-415-96322-0: £27.99


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NEW IN 2011

Frontiers of Test Validity TheoryMeasurement, Causation, and Meaning

Keith A. Markus, John Jay College of Criminal Justice and Denny Borsboom, University of Amsterdam

Series: Multivariate Applications Series

This book introduces the theories that address the process of measurement, the role of causality in measurement, and the meaning and interpretation of test scores. Philosophical and psychometric perspectives are explored as well as related problems and unresolved issues. As such, it appeals to researchers and advanced students interested in test validity in the behavioral, social, and educational sciences. Introductory chapters in each section provide an overview of existing literature for teaching purposes. The book examines how measurement is conceived of in both classical and modern perspectives on psychological testing. The importance of understanding, the underlying conceptual issues as well as the practical challenges of construction and use is emphasized throughout.

Organized into four sections, section one reviews the key theories. Section two examines the relation between measurements and theoretical attributes including both non-causal and causal relationships. Both the theoretical and practical consequences of choosing a particular measure is evaluated. Section three examines test validity theory as it relates to test score interpretation and the distinctions between different kinds of tests (e.g. attitude, knowledge, ability). Unresolved issues regarding meaning and measurement are also reviewed. The book concludes with a review of the common themes that run throughout the book as well as their interrelations and suggestions for future research.

July 2011: 229 x 152: 352ppHb: 978-1-84169-219-7: £50.00Pb: 978-1-84169-220-3: £27.99


NEW

Cultural Validity in AssessmentAddressing Linguistic and Cultural Diversity

Edited by María del Rosario Basterra, Mid-Atlantic Equity Consortium, Inc., USA, Elise Trumbull, Education Consultant and Guillermo Solano-Flores, University of Colorado, Boulder, USA


What is assessment and how is it a cultural practice? How does failure to account for linguistic and cultural variation among students jeopardize assessment validity? What is required to achieve cultural validity in assessment? This resource for practicing and prospective teachers – as well as others concerned with fair and valid assessment – provides a thorough grounding in relevant

theory, research, and practice. The book lays out criteria for culturally valid assessment and recommends specific strategies that teachers can use to design and implement culturally valid classroom assessments.

Assessment plays a powerful role in the process of education in the US and has a disproportionately negative impact on students who do not come from mainstream, middle-class backgrounds. Given the significance of testing in education today, cultural validity in assessment is an urgent issue facing educators. This book is essential reading for addressing this important, relevant topic.




NEW

The Struggle for the History of EducationGary McCulloch, Institute of Education, University of London, UK


In this book Gary McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including; finding a set of common causes for the field as a whole, engaging more effectively with social sciences and humanities while maintaining historical integrity, forming a rationale of missions and goals for the field, defining

the overall content of the subject, its priorities and agendas, and assessing the relevance of educational history to current educational and social issues.

Throughout this book the origins of unresolved debates and tensions about the nature of the field of history of education are discussed and key examples are analysed to present a new view of future development.

The Struggle for the History of Education demonstrates the key changes and continuities in the field and its relationship with education, history and the social sciences over the past century. It also reveals how the history of education can build on an enhanced sense of its own past, and the common and integrating mission that makes it distinctive, interesting and important for a wide range of scholars from different backgrounds.


For more information, visit: www.routledge.com/9780415565356NEW

From Testing to Productive Student LearningImplementing Formative Assessment in Confucian-Heritage Settings

David Carless, University of Hong Kong


Formative assessment is a major driver of teacher and student actions in all educational systems, and it is an increasingly high-profile topic. This book scrutinises the relationship between testing and learning from a vantage point outside the main Anglophone countries, by using data from schools in the Confucian-heritage setting of Hong Kong. It explores questions such as:

• Under what circumstances do tests support or hinder student learning?

• How can teachers effectively prepare students for tests and appropriately follow up after tests?

• What are the key socio-cultural influences impacting on testing and student learning in the classroom?

• How do teachers change in their orientation towards assessment and what support do they require?

This text will be a useful resource for education students, professionals and researchers, and for policy-makers and curriculum developers.

December 2010: 229 x 152: 280ppHb: 978-0-415-88082-4: £70.00


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Hermeneutics, History and MemoryPhilip Gardner, University of Cambridge, UK

History is the true record of an absent past. The trust between historians and their readers has always been founded upon this traditional claim. In a postmodern world, that claim and that trust have both been challenged as never before, drawing either angry or apologetic responses from historians.

Hermeneutics, History and Memory answers differently. It sees the sceptical challenge as an opportunity for reflection on history’s key processes and practices, and draws upon methodological resources that are truly history’s own, but from which it has become estranged. In seeking to restore these resources, to return history to its roots, this book presents a novel contribution to topical academic debate, focusing principally upon:

• the challenges and detours of historical methodology

• hermeneutic interpretation in history

• the work of Paul Ricoeur

• the relation between history and memory.



Hope Deferred Girls’ Education in English History

Josephine Kamm


Hope Deferred, initially published in 1965 traces the history of girls’ education from Anglo-Saxon England to modern times, telling the story largely through the leading personalities whose opinions and prejudices shaped this history. It outlines the progress of popular education and the work of the pioneers who fought to bring girls’ education at every level into line with boys’; and it carries the story into the second half of the twentieth-century to discuss the problem of whether girls are really receiving the right kind of education.



NEW

Schooling and the Making of Citizens in the Long Nineteenth CenturyComparative Visions

Edited by Daniel Tröhler, University of Luxembourg, Thomas S. Popkewitz, University of Wisconsin-Madison, USA and David F. Labaree, Stanford University, USA


This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue – the need to overcome self-interest in order to take up the common interest – which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican.

March 2011: 229 x 152: 320ppHb: 978-0-415-88900-1: £75.00


Fictions of Female Education in the Nineteenth CenturyJaime Osterman Alves, Bard College, USA

Series: Studies in American Popular History and Culture

Seeking to understand how literary texts both shaped and reflected the century’s debates over adolescent female education, this book examines fictional works and historical documents featuring descriptions of girls’ formal educational experiences between the 1810s and the 1890s.

2009: 229 x 152: 204ppHb: 978-0-415-99676-1: £75.00eBook: 978-0-203-87841-5


Women, Education, and Agency, 1600–2000Edited by Jean Spence, Sarah Aiston, both at Durham University, UK and Maureen M. Meikle, University of Sunderland, UK

Series: Routledge Research in Gender and History

Women, Education, and Agency 1600-2000 explores a range of topics on the history of women in eductational settings around the world, from the strategies of individuals seeking a personal education, to organized efforts of women to pursue broader feminist goals in an educational context.

2009: 229 x 152: 296ppHb: 978-0-415-99005-9: £70.00eBook: 978-0-203-88261-0


Economics oF Education

NEW IN 2011

Postcolonial Perspectives on Global Citizenship EducationEdited by Vanessa Andreotti, University of Canterbury, New Zealand and Lynn Mario de Souza, University of Sao Paulo, Brazil


This volume bridges the gap between contemporary theoretical debates and educational policies and practices. It applies postcolonial theory as a framework of analysis that attempts to engage with and go beyond essentialism, ethno- and euro-centrisms through a critical examination of contemporary case studies and conceptual issues. From a transdisciplinary and post-colonial perspective, this book offers critiques of notions of development, progress, humanism, culture, representation, identity, and education. It also examines the implications of these critiques in terms of pedagogical approaches, social relations and possible future interventions.

June 2011: 229 x 152: 240ppHb: 978-0-415-88496-9: £75.00


NEW

Growing-Up ModernThe Western State Builds Third-World Schools

Bruce Fuller

The modern state – First and Third Worlds alike – pushes tirelessly to expand mass education and to deepen the schools’ effect upon children. First published in 1991, Growing-Up Modern explores why, how, and with what actual effects state actors so vehemently pursue this dual political agenda.

Bruce Fuller first delves into the motivations held by politicians, education bureaucrats and civic elites as they earnestly seek to spread schooling to younger children, older adults and previously disenfranchised groups. Fuller argues that the school provides an institutional stage on which political actors signal their ideals and the coming of greater modernity; broadening membership in the polity, promising mass opportunity in the wage sector, intensifying modern (bureaucratic) forms of school management, and deepening a presumed commitment to the child’s individual development.

Fuller advances a theory of the ‘fragile state’ where Western political expectations and organisations are placed within pluralistic Third World settings, using southern Africa as an example of the dilemmas faced by the central state.



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Education, Poverty and International Development

This series of research-based monographs provides new analyses of the relationships between education, poverty and international development. The series offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics international relations and sociology. It represents a unique opportunity to publish work by some of the most distinguished writers in the fields of education and development along with that of new authors working on important empirical projects. The series contributes important insights on the linkages between education and society based on inter-disciplinary, international and national studies.

Education Outcomes and Poverty in the Global South Christopher Colclough, University of Cambridge, UK

What do we know about the outcomes of education in developing countries? Where are the gaps in our knowledge, and why are they important to fill? What are the policy challenges that underlie these knowledge gaps, and why is it that a ’common sense’ approach to policy design is likely to result in important mistakes of distribution and service provision?

This book arises out of a five year, DFID-funded programme of research examining the impact of education on the lives and livelihoods of people in developing countries, particularly those living in poorer areas and from poorer households. Based on highly innovative research that addressed common research questions across four countries in Africa and South Asia, the book presents new theoretical and empirical knowledge that will help to improve education and poverty reduction strategies in developing countries, through an enhanced recognition of education’s actual and potential role.

In addition to introducing the reader to a wide range of conceptual and policy-related problems concerning the impact of education on individuals and society, the book:

• provides the field of educational research with a contemporary economic and socio-cultural analysis and reassessment of the concept and effects of educational outcomes in relation to poverty

• discusses the challenges and priorities facing policy makers, practitioners and the international development community in improving the outcomes of education, particularly for the most disadvantaged in Africa, South Asia and other low income countries

• identifies the key theoretical and methodological challenges involved in researching the outcomes of education for the poor.

This book will appeal to undergraduate and postgraduate students and researchers within the fields of international and comparative education, teacher education, educational policy, poverty and development studies, African and Asian studies and related disciplines in the global North and South.

October 2011: 234 x 156: 224ppHb: 978-0-415-58202-5: £75.00


Education Quality and Social Justice in the Global SouthChallenges for Policy, Practice and Research

Leon Tikly and Angeline Barrett both at University of Bristol, UK.

Although more children than ever before are now enrolled in school, in the global South a good quality education remains out of reach for all except a privileged few. Most pupils experience inadequately prepared and poorly motivated teachers struggling to deliver new and complex curricula with insufficient learning resources in overcrowded classrooms, often using language that neither learners nor teachers speak outside school. For these learners, a good quality education must be a socially just education that is inclusive, relevant and democratic. It must develop the capabilities of learners to promote economic growth, create sustainable livelihoods, contribute to peaceful and democratic societies and achieve individual wellbeing. This in turn requires developing the professional capabilities of teachers and leaders.

This book includes contributions from leading scholars in the field of education and development. It draws on state of the art evidence from the five year EdQual research programme on implementing education quality in low income countries and other relevant research. Through exploring recent initiatives in areas such as the curriculum, the use of ICTs, language and literacy, school effectiveness and leadership, the contributions go beyond looking at inputs and outputs for good quality education to open up the black box of the classroom and explore how practices of teaching and learning impact on different groups of learners. Some of the cross-cutting themes explored include defining quality, gender, inclusion, taking successful initiatives to scale and planning for both quality and equality.

Education Quality and Social Justice in the Global South will appeal to undergraduate and postgraduate students and researchers within the fields of international and comparative education, teacher education, educational policy, poverty and development studies, African and Asian studies and related disciplines in the global North and South.

November 2011: 234 x 156: 224ppHb: 978-0-415-60354-6: £75.00


NEW IN 2011

Teacher Education and the Challenge of DevelopmentA Global Analysis

Edited by Bob Moon, The Open University, UK

Schools and teachers in many parts of the world face significant challenges. Enrolment is expanding to meet the millennium targets to have every child in school by 2015. Yet the supply of good quality teachers is falling behind. Poor status, low salaries and inadequate working conditions characterise perceptions of teachers in many countries. There are strong critiques of the one dimensional, didactic approach to pedagogic practice.

This book focuses on the teacher role. It examines the problems of finding and retaining teachers and also on how these teachers can be supported, trained and educated. The book examines the ways in which teachers can help in raising achievement levels and contributing to poverty alleviation. The main argument of this book is that existing policy structures around teachers, whilst barely adequate in the twentieth century, are not adequate at all in the twenty-first. The book identifies the global pressures on teaching and shows how these are particularly acute in developing economies.

In summarising the key policy and research issues and analysing innovatory approaches to teacher supply, retention, training, education and career enhancement, the book provides a key text for policy-makers, researchers and others working in this important development area.

August 2011: 234 x 156: 224ppHb: 978-0-415-60071-2: £75.00


30



NEW

Education and DevelopmentEdited by Roger M. Garrett

First published in 1984, this collection represents the combined contributions to an international conference held at the University of Bristol in April 1983. In assessing the complex relationship between education and development, it covers a wide range of countries in its appraisal and presents pictures both of optimism and pessimism. All, however, encourage the reader to re-examine long-held beliefs, and presents a new starting point for fresh discussion of this vital subject.



NEW

Routledge Library Editions: Development Mini-Set G: Education and DevelopmentVarious

Routledge Library Editions: Development will re-issue works which address economic, political and social aspects of development. Published over more than four decades these books trace the emergence of development as one of the most important contemporary issues and one of the key areas of study for modern social science. The books cover the most important themes within development and include studies of Latin America, Africa and Asia. Authors include Sir Alexander Cairncross, W. Arthur Lewis, Lord Peter Bauer and Cristobal Kay.

An extensive collection of previously hard to access or out of print books, this set presents an unrivalled opportunity to build up a wealth of material in the field of development studies, with a particular focus upon economic and political concerns. The volumes in the collection offer both a global overview of the history of development in the twentieth century, and a huge variety of case studies on the development of individual nations.



International Perspectives on the Goals of Universal Basic and Secondary EducationEdited by Joel E. Cohen, Rockefeller University, USA and Martin B. Malin, Harvard University, USA


Although universal schooling has been adopted as a goal by international organizations, national governments, and non-profit organizations, little sustained international attention has been devoted to the purposes or goals of universal education. This book offers diverse views from experts around the world on the purposes of universal education.

2009: 229 x 152: 322ppHb: 978-0-415-99766-9: £70.00eBook: 978-0-203-88214-6


NEW

Education in the Third WorldKeith Watson

This reissue examines the crucial question of how the education systems of Third World countries continue to be influenced by the former colonial powers, arguing that decisions and views made early in the twentieth century cannot always be so readily condemned from the standpoint of the 1980s. The study begins by placing the problem in its historical context and goes on to examine different regions of the Third World influenced by colonialism. It concludes with a contemporary global overview of current colonial dependency and provides a detailed and comprehensive bibliography on different facets of education and colonialism.



NEW

Planning and Development in EducationAfrican Perspectives

J.C.S. Musaazi

This reissue, first published in 1986, offers a comprehensive treatment of educational development in four countries in West and East Africa: Nigeria, Uganda, Kenya and Tanzania. The author focuses on the role of education in promoting or hindering national development; the way the educational system varies in response to societal and dialectical forces; the place of education in major theories of change and development; and the contribution made by education to economic, social and political development. Clearly and concisely written, the book will be of interest to teachers, administrators, educational planners and scholars in comparative education and the history of education.



NEW

The Rural WorldEducation and Development

Louis Malassis

First published in 1976, this book examines the issue of rural education, an all-important problem for the less developed countries in the world. Louis Malassis proposes that all citizens should be made aware of the role of agriculture in the economy and that, instead of placing rural education in a special category, education should be related to the rural world.



Education and Poverty in Affluent CountriesEdited by Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka, all at University of Manchester, UK


This unique book brings together scholarship and analysis from some of the most influential scholars on education to provide a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries.

2009: 229 x 152: 270ppHb: 978-0-415-99880-2: £75.00eBook: 978-0-203-86033-5


VIEW INsIDE RouTlEdgE BooKS

Did you know that many of our books now have “View Inside” functionality that allows you to browse online content before making any purchasing decisions?

For more information visit www.routledge.com.

31


comParativE and intErnational Education


NEW IN 2011

Education Reform and Social Class in JapanTakehiko Kariya, University of Tokyo, Japan

Series: Routledge/University of Tokyo

Japanese education until the early 1990s was usually commended for achieving outstanding results in global comparison. Nonetheless, this success has always been looked upon with suspicion, and educational reforms aimed at fostering ’creativity’ and ’individuality’ came to be called for. Far-ranging experiments aimed at creating a new education were embarked upon.

The present study demonstrates from a sociological point of view and by way of empirical analysis, that these educational reforms constituted one of the main factors causing profound changes in the society of post-war Japan. Its main focus is on the spread of inequality in Japanese society as an ’unintended outcome’ to which the educational reforms ended up contributing. It does not only show that inequality in educational attainment has grown, but also demonstrates that differing mechanisms have emerged with regard to incentives to study, depending on the students’ social origins.

By empirically establishing that the reforms ended up inviting this ironic result, the present study seeks to elucidate the causes of recent changes in Japanese society and to critically reassess problematic features of recent educational policy.

September 2011: 234 x 156: 256ppHb: 978-0-415-55687-3: £75.00


NEW IN 2011

History and Citizenship Education in Post-Mao ChinaPolitics, Policy, Praxis

Alisa Jones, Stanford University, USA

Series: Routledge Studies in Education and Society in Asia

This book examines the development of education in China over the past three decades, exploring the ways in which the manifold ‘contradictions’ both within and between policy prescriptions, pedagogical theory and classroom implementation have been handled where issues of political socialisation, national identification and public morality are at stake.

October 2011: 234 x 156: 240ppHb: 978-0-415-57536-2: £75.00


NEW IN 2011

Minority Students in East AsiaGovernment Policies, School Practices and Teacher Responses

Edited by JoAnn Phillion, Purdue University, USA, Ming Tak Hue, The Hong Kong Institute of Education and Yuxiang Wang, Purdue University, USA

Series: Routledge Series on Schools and Schooling in Asia

In Minority Students in East Asia: Government Policies, School Practices and Teacher Responses authors discuss their research on minority students’ schooling (elementary to higher education) in Mainland China, Hong Kong, Japan, South Korea, and Taiwan. Minority students’ educational issues are often neglected in the literature and in practice; social and educational conditions that have resulted from globalization – in particular issues pertaining to minority groups’ education, language and other human rights – receive little attention. In addition, many areas of East Asia have viewed themselves as single-ethnicity countries and have not articulated strong agendas around minority rights. The purpose of this book is to highlight key educational issues for specific minority populations in East Asia. Themes addressed include government policies related to minorities; equity issues in the education of minorities; school practices and teacher perspectives on minorities; identity construction in terms of language and culture; national vs. ethnic identity; teacher education issues; and parental concerns. Authors also discuss new theoretical orientations to understanding minority educational issues. A particular strength of this book is the use of multicultural education theories to both articulate concerns related to the education of minority students and to provide solutions to these concerns.

May 2011: 229 x 152: 256ppHb: 978-0-415-88839-4: £75.00


NEW IN 2012

The Schooling of Tibetans in ChinaMaking Tibetan Chinese

Gerald Postiglione

Series: Routledge Studies in Asia’s Transformations

The debates over Tibetan cultural autonomy continue without a great deal of attention given to the education system. Never before have so many Tibetans attended school. Before long, most will be at school for six to nine years, and the number going to college and university will increase. What is education doing to Tibetans?

This book is based on years of field research in rural, nomadic, and urban parts of the Tibetan Autonomous Region of China. This provides a context for the main focus of the book, assesses the results of the so-called neidi school policy that dislocated the education of Tibet’s best and brightest to China. Using extensive interview data Postiglione engages with the lives of the Tibetan students sent to China for secondary school, why they are sent there, what they learn, and how they function when they return to Tibet.

March 2012: 234 x 156: 256ppHb: 978-0-415-55239-4: £75.00


NEW

Changing Schools in an Era of GlobalizationJohn C.K. Lee, Hong Kong Institute of Education, Hong Kong and Brian J. Caldwell, University of Melbourne, Australia


Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People’s Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where student achievement is high but there is also a sense of urgency in continuing an agenda of change.

February 2011: 229 x 152: 256ppHb: 978-0-415-99330-2: £70.00eBook: 978-0-203-83085-7


NEW IN 2011

Towards Educational ChangeThe Transformation of Educational Systems in Post-Communist Countries

Edited by David Greger, Charles University in Prague, Czech Republic and Eliška Walterová, Charles University in Prague, Czech Republic


This book critically analyses the transformation of educational systems following the breakdown of the Communist regime in the countries of the Visegrád group (Czech Republic, Hungary, Poland, Slovakia) from 1989 until the present. The authors examine what changes have occurred, why the current shape of educational system is as it is today, as well as why in some areas certain changes did not appear. While all four countries instituted large-scale societal and educational changes in 1989 and in similar positions at the time, there have been various similarities and differences across their developments in curriculum, evaluation, teachers, educational management and administration, and school autonomy. The authors not only analyze each country individually but also offer a thorough comparative analysis across all four countries. This book will be a necessary addition to scholars and students in International Education and Educational Change as well as those studying Post-Soviet societies.

October 2011: 229 x 152: 272ppHb: 978-0-415-88490-7: £70.00


32



NEW

Citizenship, Education and Social ConflictIsraeli Political Education in Global Perspective

Edited by Hanan A. Alexander, Halleli Pinson, both at Haifa University, Israel and Yossi Yonah, Ben Gurion University, Israel


This volume provides new perspectives into the challenges of citizenship education in the age of globalization and in the context of multicultural and conflict-ridden societies. It calls on us to rethink the accepted liberal and national discourses that have long dominated the conceptualization and practice of citizenship and citizenship education in light of social conflict, globalization, terrorism, and the spread of an extreme form of capitalism.

The contributors of the volume identify the main challenges to the role of citizenship education in the context of globalization, conflicts and the changes to the institution of citizenship they entail and critically examine the ways in which schools and education systems currently address – and may be able to improve – the role of citizenship education in conflict-ridden and multicultural contexts.



Collaboration in EducationEdited by Judith J. Slater, Florida International University, USA and Ruth Ravid, National-Louis University, USA


Collaboration in Education establishes a needed framework for school/university collaborations that will be critical for others wishing to reproduce and participate in these partnerships. The contributors explore the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. This volume will help readers to ask the correct questions in thinking through school/university collaboration, such as: Does this collaboration make a true change in the way each parent organization operates in the future? Does it meet the needs of a more complex and changing work environment for universities and schools? Does it impact beyond the participant institutions and inform the field by producing knowledge of use to others? This volume also includes extensive analyses of ongoing school/university projects in the United States, Asia and Europe.

February 2010: 229 x 152: 250ppHb: 978-0-415-80621-3: £75.00


NEW

Handbook of Asian EducationA Cultural Perspective

Edited by Yong Zhao, Michigan State University, USA, Jing Lei, Syracuse University, USA, Guofang Li, Michigan State University, USA, Ming Fang He, Georgia Southern University, USA, Kaori Okano, La Trobe University, Australia, Nagwa Megahed, Ain Shams University, Egypt, David Gamage, The University of Newcastle, Australia and Hema Ramanathan, University of West Georgia, USA

Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economic perspectives.

Using a culture-based framework, the volume is organized in five sections, each

devoted to educational practices in one civilization in Asia: Sinic, Japanese, Islamic, Buddhist, and Hindu. Culture and culture identities essentially are civilization identities; the major differences among civilizations are rooted in their different cultures. This framework offers a novel approach to capturing the essence of the diverse educational systems and practices in Asia.

Uniquely combining description and interpretation of educational practices in Asia, this Handbook is a must-have resource for education researchers and graduate students in international and comparative education, globalization and education, multicultural education, sociocultural foundations of education, and Asian studies, and for educational administrators and education policy makers.

December 2010: 254 x 178: 584ppHb: 978-0-8058-6445-8: £140.00Pb: 978-0-8058-6444-1: £85.00


Minorities and Education in Multicultural JapanAn Interactive Perspective

Edited by Ryoko Tsuneyoshi, University of Tokyo, Japan, Kaori H. Okano, La Trobe University, Australia and Sarane Boocock, Rutgers University, USA

Series: Asia’s Transformations

This volume examines how Japan’s increasingly multicultural population has impacted on the lives of minority children and their peers at school, and how schools are responding to this trend in terms of providing minority children with opportunities and preparing them for the adult society.

The contributors focus on interactions between individuals and among groups representing

diverse cultural backgrounds, and explore how such interactions are changing the landscape of education in increasingly multicultural Japan. Drawing on detailed micro-level studies of schooling, the chapters reveal the ways in which these individuals and groups interact, and the significant consequences of such interactions on learning at school and the system of education as a whole. While the educational achievement of children of varying minority groups continues to reflect their places in the social hierarchy, the boundaries of individual and group categories are negotiated by mutual interactions and remain fluid and situational.

Minorities and Education in Multicultural Japan provides important insights into bottom-up policy making processes and consciously brings together English and Japanese scholarship.

July 2010: 234 x 156: 288ppHb: 978-0-415-55938-6: £75.00eBook: 978-0-203-84919-4


Postwar History Education in Japan and the GermanysGuilty Lessons

Julian Dierkes, University of British Columbia, Canada

Series: Routledge Contemporary Japan Series

History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives.

This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.



33



NEW

Schooling InternationallyGlobalisation, Internationalisation and the Future for International Schools

Edited by Richard Bates, Deakin University, Australia

The number of schools that call themselves international is growing exponentially. In addition many other schools are exploring the concept of international-mindedness and what that might mean in the contemporary world of globalisation. This book sets out to provide a critical perspective on current issues facing ‘international schooling’, particularly the conflict between ‘internationalising’ and

‘globalising’ tendencies and to explore these as they affect teaching and learning, curriculum, pedagogy and assessment as well as to explore the contribution international schools might make to the achievement of global citizenship. It is the first book to critically analyse the ambiguities, tensions and conflicts that face those involved with and researching, international schools and their role in global networking. Issues addressed include:

• the political economy of international schools

• their relations to global and local cultures, global markets and civil society

• the role of international schools in global networking

• the micro-politics of such schools

• the growth complexity and challenges facing the International Baccalaureate

• the future demands for and of teachers in international schools

• the nature of teaching and learning in international schools

• the problematic idea of an international curriculum

• issues facing international assessment

• the challenge of education for global citizenship.

This provocative book will be essential reading for those teaching in, leading and governing international schools in countries around the world, as well as those who contemplating entering the rapidly expanding world of international schooling.



Cross-Cultural Perspectives on Policy and PracticeDecolonizing Community Contexts

Edited by Jennifer Lavia, University of Sheffield, UK and Michele Moore, University of Sheffield, UK


This book provides a space in which struggles for indigenous knowledge within communities are articulated, valued, heard, and responded to. The contributors develop critical understandings of the implications of changing policy and practice for those within and working with the educational organisations and communities.

2009: 229 x 152: 242ppHb: 978-0-415-99769-0: £75.00eBook: 978-0-203-87100-3


The Journey for Inclusive Education in the Indian Sub-ContinentMithu Alur, National Resource Centre for Inclusion, India and Michael Bach, University of Manitoba, Canada


This book describes a three decade-long change initiative in India to enable children with disabilities to move from segregation and exclusion to inclusive education, and draws lessons for confronting global exclusion.

2009: 229 x 152: 338ppHb: 978-0-415-98876-6: £75.00eBook: 978-0-203-88186-6


Trajectories of Education in the Arab WorldLegacies and Challenges

Edited by Osama Abi-Mershed, Georgetown University, USA

Series: Routledge Advances in Middle East and Islamic Studies

In comparison to other parts of the developing world education in Arab countries has been lagging behind. This book examines the impact of Western cultural influence, the opportunities for reform and the sustainability of current initiatives.

2009: 234 x 156: 304ppHb: 978-0-415-48512-8: £80.00eBook: 978-0-203-87375-5


World Yearbook of Education 2010Education and the Arab ’World’: Political Projects, Struggles, and Geometries of Power

Edited by André E. Mazawi, University of British Columbia, Canada and Ronald G. Sultana, University of Malta, Malta

Series: World Yearbook of Education

The World Yearbook of Education 2010: Education and the Arab ’World’: Political Projects, Struggles, and Geometries of Power opens up discussions about improving the relationship between the Arab World and the West, beyond the divide of most current approaches.

2009: 235 x 156: 424ppHb: 978-0-415-80034-1: £90.00eBook: 978-0-203-86359-6


34


nEw studiEs in critical rEalism sEriEs

New Studies in Critical Realism and Education

NEW

Strong and Smart – Towards a Pedagogy for EmancipationEducation for First Peoples

Chris Sarra

Strong and Smart – Towards a Pedagogy for Emancipation tells the story of how Dr Chris Sarra overcame low expectations for his future to become an educator who has sought to change the tide of low expectations for other Indigenous students. The book draws upon Roy Bhaskar’s theory of Critical Realism to demonstrate how Indigenous people have agency and can take control of their own emancipation. Sarra shows that it is important for Indigenous students to have confidence in their own strength and ability to be as ’able’ as any other group within society.

The book also compares and contrasts White perceptions of what it is to be Indigenous and Indigenous views of what it is to be an Aboriginal Australian. The book calls for Indigenous Australians to radically transform and not simply reproduce the identity that Mainstream White Australia has sought to foster for them. Here the book explores in what ways Aboriginal and Torres Strait Islander people are ’othered’ by White Australians. Sarra seeks to advance the novel position that it is OK to be other to White Australia. The question becomes, ’which other?’ The Indigenous Student should not be treated as the Feared and/or Despised Other, nor should they be coerced into wholly assimilating into White culture.

March 2011: 172 x 119Hb: 978-0-415-61560-0: £80.00eBook: 978-0-203-09319-1


Education, Epistemology and Critical RealismDavid Scott, University of London, UK

Series edited by Roy Bhaskar, University of London, UK

This book addresses fundamental questions in relation to education and its epistemology. The position taken by the author is critical realist; and thus throughout the relationship between education and critical realism is foregrounded. Themes and issues that surface at different times in the book are: a critical realist view of education research; a resolution of the quantitative/qualitative divide; criteria for judging the worth of educational texts and practices; differences between scientific and critical realisms; empirical research methods in education; structure-agency relationships; pragmatist views of educational research; foundations and paradigmatic differences; and educational critique and transformation.



NEW IN 2011

Knowledge & KnowersTowards a realist sociology of education

Karl Maton, University of Sydney, Australia

This book is concerned with articulating a new approach to the sociology of education, one which is realist and that brings together sociological analysis of knowers with epistemological analysis of knowledge. Made up of key previously published chapters, alongside original material, its series of interconnected papers systematically unfold an original theoretical framework.

A key focus of the book is how the social sciences and humanities can build knowledge over time, in terms of both new intellectual development and students’ understandings.

The approach engages with, builds on and integrate the insights of such major thinkers as Emile Durkheim, Pierre Bourdieu, Basil Bernstein and Roy Bhaskar. The conceptual framework is developed cumulatively to create an integrated approach, and is at every stage grounded in substantive studies of concrete issues in education. Concepts are developed from and for empirical research into key problems in the sociology of knowledge, educational policy, curriculum, and teaching and learning, and across a range of areas from mathematics to cultural studies and from school English to professional education at university.

September 2011: 234 x 156: 224ppHb: 978-0-415-47999-8: £80.00eBook: 978-0-203-88573-4


Why Knowledge Matters in CurriculumA Social Realist Argument

Leesa Wheelahan, Griffith University, Brisbane, Australia

This book argues that providing students with access to knowledge should be the raison d’être of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies.

Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance.

The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects.



A Critical Realist Perspective of EducationBrad Shipway

This book clearly and comprehensively explores the capability of critical realism to throw new light on educational theory. It firstly investigates the convergence and divergence between two forms of critical realism, which have not previously been cross-examined. This task allows the book to outline the key characteristics that are necessary for a theological position to claim the term ’critical realist’.

The remainder of the text deals with the implications of critical realism for the enterprise of education. This ’enterprise’ is taken to include the thoughts and actions of students, classroom teachers, principals, educational administrators, policy makers, teacher educators, and philosophers of education. This final part of the book widens the scope of evaluating education from a critical realist perspective. It utilises the convergent ideas of Collier, Walker, and Corson on ’power’ as a platform to propose a critical realist perspective on education.

July 2010: 234 x 156: 256ppHb: 978-0-415-48746-7: £85.00eBook: 978-0-203-88188-0


FREE P&P Online!Simple and secure online ordering,

please visit www.routledge.com/education and receive FREE postage & packaging*

for online orders over £20.*UK customers only

35


routlEdgE PaPErbacks dirEct • sPEcial issuEs as books

Routledge Paperbacks Directa nEw way to ExPand your PErsonal library!A growing selection of our Education hardback monographs are now available, for individual purchase, in paperback format from the price of £23.50. These books are only available directly from Routledge and can be ordered in one of three easy ways:

Online: www.routledgepaperbacksdirect.com • Email: [email protected] • Post: Use catalog order form

This is only a selection of available titles. For a full list, visit: www.routledgepaperbacksdirect.com.

TITle AuThor/edITor ISBN PrIce

Education as a Political Tool in Asiawww.routledge.com/9780415595360

Marie Lall and Edward Vickers Pb: 978-0-415-59536-0 £24.95

Education For Leadership: The International Administrative Staff Colleges 1948-1984www.routledge.com/9780415611695

A T Cornwall-Jones Pb: 978-0-415-61169-5 £23.50

Education, Autonomy and Critical Thinkingwww.routledge.com/9780415543927

Christopher Winch Pb: 978-0-415-54392-7 £24.95

Extending Intelligence: Enhancement and New Constructswww.routledge.com/9780415877800

Patrick C. Kyllonen, Richard D. Roberts and Lazar Stankov

Pb: 978-0-415-87780-0 £24.99

The Future of Test-Based Educational Accountabilitywww.routledge.com/9780415873215

Katherine E. Ryan and Lorrie A. Shepard Pb: 978-0-415-87321-5 £35.99

The New Significance of Learning: Imagination’s Heartworkwww.routledge.com/9780415549684

Pádraig Hogan Pb: 978-0-415-54968-4 £26.99

Policy Discourses, Gender, and Education: Constructing Women’s Statuswww.routledge.com/9780415886062

Elizabeth J. Allan Pb: 978-0-415-88606-2 £24.95

Spatial Theories of Education: Policy and Geography Matterswww.routledge.com/9780415882552

Kalervo N. Gulson and Colin Symes Pb: 978-0-415-88255-2 £24.95

special Issues as BooksRoutledge publishes special issues of key journals as collections available to purchase. This is an initiative that incorporates journals from multiple disciplines across the humanities and social sciences. For further information on any of the below titles, please visit: www.routledge.com.

TITle AuThor dATe FormAT&ISBN PrIce

Black and Postcolonial Feminisms in New Times: Researching Educational Inequalitieswww.routledge.com/9780415571685

Heidi Safia Mirza and Cynthia Joseph March 2010 Hb: 978-0-415-57168-5 £80.00

Gender Balance and Gender Bias in Education:International Perspectiveswww.routledge.com/9780415582568

Deirdre Raftery and Maryann Valiulis July 2010 Hb: 978-0-415-58256-8 £75.00

Moral Education in sub-Saharan Africa: Culture, Economics, Conflict and AIDSwww.routledge.com/9780415613408

Sharlene Swartz and Monica Taylor March 2011 Hb: 978-0-415-61340-8 £80.00

Social Change in the History of British Educationwww.routledge.com/9780415495561

Joyce Goodman, Gary McCulloch and William Richardson 2008 Hb: 978-0-415-45339-4Pb: 978-0-415-49556-1

£70.00£23.50

Troubling Gender in Educationwww.routledge.com/9780415602211

Jo-Anne Dillabough, Julie McLeod and Martin Mills 2009 Hb: 978-0-415-46261-7Pb: 978-0-415-60221-1

£75.00£24.95

Women, War, Violence and Learningwww.routledge.com/9780415559867

Shahrzad Mojab February 2010 Hb: 978-0-415-55986-7 £80.00

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indEx by book titlEAActivity Theory in Practice . . . . . . . . . . . . . . . . 6Actor-Network Theory in Education. . . . . . . . . 5Against Common Sense . . . . . . . . . . . . . . . . 11Aims of Education Restated (International

Library of the Philosophy of Education Volume 22), The . . . . . . . . . . . . . . . . . . . . 15

Asia’s Transformations (series) . . . . . . . . . . . . 32Attachment Theory and the Teacher-Student

Relationship . . . . . . . . . . . . . . . . . . . . . . . . 21

BBasil Bernstein . . . . . . . . . . . . . . . . . . . . . . . . . 2Beauty and Education . . . . . . . . . . . . . . . . . . 16Behavior Analysis for Effective Teaching . . . . 24Beyond Domination (International Library of

the Philosophy of Education Volume 23) . . 15Beyond Learning by Doing . . . . . . . . . . . . . . . 2Beyond the Information Given

(Routledge Revivals) . . . . . . . . . . . . . . . . . . 21Beyond the Present and the Particular

(International Library of the Philosophy of Education Volume 2) . . . . . . . . . . . . . . . . . 15

Black and Postcolonial Feminisms in New Times . . . . . . . . . . . . . . . . . . . . . . . . 35

Black Youth Matters . . . . . . . . . . . . . . . . . . . 11Bourdieu and the Fields of Education Policy . . . 2Boys and Their Schooling . . . . . . . . . . . . . . . . 8

CCambridge Primary Review Research Surveys,

The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Changing Schools in an Era of Globalization . .31Children, their World, their Education . . . . . . 18Citizenship, Education and Social Conflict . . . 32Class in Education . . . . . . . . . . . . . . . . . . . . . . 6Cognitive Development . . . . . . . . . . . . . . . . . 19Collaboration in Education . . . . . . . . . . . . . . 32Commitment, Character, and Citizenship. . . . 13Concept of Education (International Library

of the Philosophy of Education Volume 17), The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Concepts of Indoctrination (International Library of the Philosophy of Education Volume 20) . . . . . . . . . . . . . . . . . . . . . . . . 15

Confronting Global Gender Justice . . . . . . . . . 9Constructivist Instruction . . . . . . . . . . . . . . . . 18Contemporary Perspectives on Reading and

Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Contexts of Learning (series) . . . . . . . . . . . . . . 8Controversy in the Classroom . . . . . . . . . . . . 18Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Critical Curriculum Studies . . . . . . . . . . . . . . 24Critical Educator (series) . . . . . . . . . . . . . . 11,12Critical Issues in Peace and Education . . . . . . 26Critical Multiculturalism . . . . . . . . . . . . . . . . . 10Critical Pedagogies of Consumption . . . . . . . . 7Critical Pedagogy and Cultural Studies in

Urban Education . . . . . . . . . . . . . . . . . . . . 10Critical Perspectives on bell hooks . . . . . . . . . 12Critical Perspectives on Education (series) . . . 18Critical Race Theory Matters . . . . . . . . . . . . . 11Critical Realist Perspective of Education, A . . . 34Critical Social Thought (series) . . . . . . 4,12,18,24Critical Youth Studies (series) . . . . . . . . . . . . 6,11Cross-Cultural Perspectives on Policy and

Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Cultivating the Arts in Education and Therapy . . 19Cultural Validity in Assessment . . . . . . . . . . . 27Cultures of Curriculum . . . . . . . . . . . . . . . . . 26Curriculum Studies Handbook – The Next

Moment . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Curriculum Studies Reader, The . . . . . . . . . . . 26Curriculum, Syllabus Design and Equity . . . . . 25

DDesign Research on Learning and Thinking in

Educational Settings . . . . . . . . . . . . . . . . . 19Developmental Cognitive Science Goes to

School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Developments in Educational Psychology . . . 24Disavowed Knowledge . . . . . . . . . . . . . . . . . 25Disciplines of Education . . . . . . . . . . . . . . . . . 5Dismantling Contemporary Deficit Thinking . 11Doing Multicultural Education for

Achievement and Equity . . . . . . . . . . . . . . 10

EEcoJustice Education . . . . . . . . . . . . . . . . . . . . 2Economy, Work, and Education . . . . . . . . . . . . 2Ecopedagogy . . . . . . . . . . . . . . . . . . . . . . . . . 2Educated Woman, The . . . . . . . . . . . . . . . . . . 9Educating for the Knowledge Economy? . . . . . 3Education – An ‘Impossible Profession’? . . . . 21Education and Climate Change . . . . . . . . . . . . 7Education and Culture . . . . . . . . . . . . . . . . . . 3Education and Development . . . . . . . . . . . . . 30Education and Hope in Troubled Times . . . . . 12Education and Poverty in Affluent Countries . .30Education and Sustainability . . . . . . . . . . . . . 10Education and the Development of Reason


Education and the Education of Teachers (International Library of the Philosophy of Education volume 18) . . . . . . . . . . . . . . . . 15

Education as a Political Tool in Asia . . . . . . . . 35Education as Enforcement . . . . . . . . . . . . . . . . 5Education for All . . . . . . . . . . . . . . . . . . . . . . 18Education For Leadership . . . . . . . . . . . . . . . 35Education in the Black Diaspora . . . . . . . . . . 10Education in the Third World . . . . . . . . . . . . 30Education Reconfigured . . . . . . . . . . . . . . . . . 5Education Reform and Social Class in Japan . . .31Education, Autonomy and Critical Thinking . .13,35Education, Epistemology and Critical Realism . .34Education, Equality and Human Rights . . . . . 10Education, Politics and Religion . . . . . . . . . . . 13Education, Poverty and International

Development (series) . . . . . . . . . . . . . . . . . 28Education, Professionalism, and the Quest

for Accountability . . . . . . . . . . . . . . . . . . . 13Education, Professionalization and Social

Representations . . . . . . . . . . . . . . . . . . . . . . 5Education, Science and Truth . . . . . . . . . . . . 16Education, Values and Mind (International

Library of the Philosophy of Education Volume 6) . . . . . . . . . . . . . . . . . . . . . . . . . 15

Educational Dialogues . . . . . . . . . . . . . . . . . . 21Educational Judgments (International Library

of the Philosophy of Education Volume 9) . . .15Educational Psychology Handbook (series) . . .19,22Educational Psychology Series (series) . . . . . . 19Educational Psychology: Concepts, Research

and Challenges . . . . . . . . . . . . . . . . . . . . . 22Educational Theories, Cultures and Learning . 18Engendering Curriculum History . . . . . . . . . . 25Epistemology and Science Education . . . . . . . 14Ethics and Educational Policy (International

Library of the Philosophy of Education Volume 21) . . . . . . . . . . . . . . . . . . . . . . . . 15

Experience and the growth of understanding (International Library of the Philosophy of Education Volume 11) . . . . . . . . . . . . . . . . 15

Extending Intelligence . . . . . . . . . . . . . . . . . . 35

FFictions of Female Education in the

Nineteenth Century . . . . . . . . . . . . . . . . . . 28Foundations and Futures of Education

(series) . . . . . . . . . . . . . . . . . . 7,8,14,17,21,27

Foundations of Critical Race Theory in Education . . . . . . . . . . . . . . . . . . . . . . . . . 12

Foundations of Education . . . . . . . . . . . . . . . 11Freud and Education . . . . . . . . . . . . . . . . . . . 22From Testing to Productive Student Learning . .27Frontiers of Test Validity Theory . . . . . . . . . . . 27Future of Test-Based Educational

Accountability, The . . . . . . . . . . . . . . . . . . 35

GGender and Education . . . . . . . . . . . . . . . . . . 8Gender Balance and Gender Bias in Education .35Gender Inclusive Engineering Education . . . . . 9Gender, Race, and the Politics of Role

Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Global Crises, Social Justice, and Education . . . 7Globalization and Education . . . . . . . . . . . . . . 3Globalization, the Nation-State and the Citizen . . 5Globalizing Education Policy . . . . . . . . . . . . . . 7Globalizing Education, Educating the Local . . . 7Growing-Up Modern . . . . . . . . . . . . . . . . . . 28

HHabermas, Critical Theory and Education . . . 16Handbook of Asian Education . . . . . . . . . . . . 32Handbook of Metacognition in Education . . . 24Handbook of Motivation at School . . . . . . . . 23Handbook of Public Pedagogy . . . . . . . . . . . 18Handbook of Research on Learning and

Instruction . . . . . . . . . . . . . . . . . . . . . . . . . 22Handbook of Research on Schools, Schooling

and Human Development . . . . . . . . . . . . . 22Handbook of Self-Regulation of Learning

and Performance . . . . . . . . . . . . . . . . . . . . 19Hermeneutics, History and Memory . . . . . . . 28History and Citizenship Education in

Post-Mao China . . . . . . . . . . . . . . . . . . . . . 31Home-School Connections in a Multicultural

Society . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Hope Deferred (Routledge Revivals) . . . . . . . . 28

IIllusions of Equality (International Library of

the Philosophy of Education Volume 7) . . . 15Immigration, Diversity, and Education . . . . . . 12In Praise of the Cognitive Emotions

(Routledge Revivals) . . . . . . . . . . . . . . . . . . 14Intelligence and Intelligence Testing . . . . . . . 19Intercultural and Multicultural Education . . . . 11Interdisciplinary Perspectives on Learning to

Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23International Library of the Philosophy of

Education . . . . . . . . . . . . . . . . . . . . . . . . . 15International Perspectives on Contexts,

Communities and Evaluated Innovative Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

International Perspectives on the Goals of Universal Basic and Secondary Education . . 30

Introducing Bruner . . . . . . . . . . . . . . . . . . . . 20Introducing Neuroeducational Research . . . . 24Irregular School, The . . . . . . . . . . . . . . . . . . . 17Islam and Education . . . . . . . . . . . . . . . . . . . 14Islamic Education and Indoctrination . . . . . . . 13

JJohn Dewey reconsidered (International Library

of the Philosophy of Education Volume 19). .15Journey for Inclusive Education in the Indian

Sub-Continent, The . . . . . . . . . . . . . . . . . . 33

KKant and Education . . . . . . . . . . . . . . . . . . . 13Keywords in Youth Studies . . . . . . . . . . . . . . . 4Knowledge & Knowers . . . . . . . . . . . . . . . . . 34Knowledge and Identity . . . . . . . . . . . . . . . . . 6

Knowledge and the Curriculum (International Library of the Philosophy of Education Volume 12) . . . . . . . . . . . . . . . . . . . . . . . . 15

Knowledge that Counts in a Global Community . . . . . . . . . . . . . . . . . . . . . . . . 25

Knowledge, Pedagogy and Society . . . . . . . . . 6Knowledge, Values and Educational Policy . . 18

LLanguage, Culture, and Teaching Series

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . 12,27Language, Culture, and Teaching . . . . . . . . . 12Language, Learning, Context . . . . . . . . . . . . 14Learning Across Sites . . . . . . . . . . . . . . . . . . 23Learning Futures . . . . . . . . . . . . . . . . . . . . . . . 3Learning to Fail . . . . . . . . . . . . . . . . . . . . . . . 16Liberalism, Neoliberalism, Social Democracy . . .16Lost Youth in the Global City . . . . . . . . . . . . . . 6

MMajor Themes in Education (series) . . . . . . . 9,14Making Sense (Routledge Revivals) . . . . . . . . 20Marx and Education . . . . . . . . . . . . . . . . . . . . 3Memory and Pedagogy . . . . . . . . . . . . . . . . . 17Metacognition in Young Children . . . . . . . . . 24Minorities and Education in Multicultural

Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Minority Students in East Asia . . . . . . . . . . . . 31Moral Education (International Library of the

Philosophy of Education Volume 4) . . . . . . 15Moral Education in sub-Saharan Africa . . . . . 35Moral Judgement from Childhood to

Adolescence (International Library of the Philosophy of Education Volume 5) . . . . . . 15

Motivating Students to Learn . . . . . . . . . . . . 22Multivariate Applications Series (series) . . . . . 27

NNew Essays in the Philosophy of Education

(International Library of the Philosophy of Education Volume 13) . . . . . . . . . . . . . . . . 15

New Perspectives on Learning and Instruction (series) . . . . . . . . . . . . . . . . . . . . . . . 18,23,24

New Political Economy of Urban Education, The 4New Significance of Learning, The . . . . . . . . 35New Studies in Critical Realism and Education

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

OOf Human Potential (Routledge Revivals) . . . . 14

PPedagogy of Creativity, The . . . . . . . . . . . . . . 17Philosophers as Educational Reformers


Philosophical Analysis and Education (International Library of the Philosophy of Education Volume 1) . . . . . . . . . . . . . . . . . 15

Philosophy of Education (International Library of the Philosophy of Education Volume 14). .15

Philosophy of Education in the Era of Globalization . . . . . . . . . . . . . . . . . . . . . . . 16

Philosophy of Education . . . . . . . . . . . . . . . . 16Philosophy of Open Education (International

Library of the Philosophy of Education Volume 15), The . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Place- and Community-Based Education in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Planning and Development in Education . . . . 30Plato, Utilitarianism and Education


Policy Discourses, Gender, and Education . . . 35Positions: Education, Politics, and Culture

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Postcolonial Perspectives on Global Citizenship

Education . . . . . . . . . . . . . . . . . . . . . . . . . 28

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Postfeminist Education? . . . . . . . . . . . . . . . . . 8Postwar History Education in Japan and the

Germanys . . . . . . . . . . . . . . . . . . . . . . . . . 32Preface to the philosophy of education


Problem with Boys’ Education, The . . . . . . . . . 9Promoting Diversity and Social Justice . . . . . . . 4Psychology for the Classroom (series) . . . . . . 20Psychology for the Classroom: Behaviourism . .20Psychology for the Classroom: Constructivism

and Social Learning . . . . . . . . . . . . . . . . . . 20Psychology for the Classroom: E-Learning . . . 20Psychology for the Classroom: Motivation . . . 20Psychology of Education, The . . . . . . . . . . . . 22

RRace, Whiteness, and Education . . . . . . . . . . 12Radical Education and the Common School . 14Readings for Diversity and Social Justice . . . . . 6Reclaiming Childhood . . . . . . . . . . . . . . . . . . . 6Re-Designing Learning Contexts . . . . . . . . . . 17Rethinking Contemporary Art and

Multicultural Education . . . . . . . . . . . . . . . 11Rethinking Contexts for Learning and

Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . 18Routledge Advances in Management and

Business Studies (series) . . . . . . . . . . . . . . . . 2Routledge Advances in Middle East and

Islamic Studies (series) . . . . . . . . . . . . . . . . 33Routledge Companion to Education, The . . . 16Routledge Contemporary Japan Series (series) . . 32Routledge International Companion to

Multicultural Education, The . . . . . . . . . . . 12Routledge International Handbook of Creative

Learning, The . . . . . . . . . . . . . . . . . . . . . . . 4Routledge International Handbook of Critical

Education, The . . . . . . . . . . . . . . . . . . . . . . 7Routledge International Handbook of the

Sociology of Education, The . . . . . . . . . . . . . 7Routledge International Handbooks of

Education (series) . . . . . . . . . . . . . . . . . 4,7,12Routledge International Studies in the

Philosophy of Education (series) . . . . . 5,13,16Routledge Key Ideas in Education (series) . .3,8,22Routledge Library Editions (series) . . . . . . . . . 15Routledge Library Editions: Development

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . 30,28Routledge Library Editions: Development

Mini-Set G: Education and Development . . 30Routledge Psychology in Education (series) . . 23Routledge Research in Education

(series) . . . . . . . . . . . . . . . . . . 3,5,7,8,9,10,11,13,17,24,26,27,28,30,30,31,32,31,32,33,35

Routledge Research in Gender and History (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . 9,28

Routledge Revivals (series) . . . . . 14,20,21,28,14Routledge Series on Schools and Schooling in

Asia (series) . . . . . . . . . . . . . . . . . . . . . . . . 31Routledge Studies in Asia’s Transformations

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Routledge Studies in Contemporary Philosophy

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Routledge Studies in Education and Society

in Asia (series) . . . . . . . . . . . . . . . . . . . . . . 31Routledge Studies in Social and Political

Thought (series) . . . . . . . . . . . . . . . . . . . . . 16Routledge/University of Tokyo Series (series) . . .31Rural World, The . . . . . . . . . . . . . . . . . . . . . . 30

sSchool Trouble . . . . . . . . . . . . . . . . . . . . . . . . 7Schooling and the Making of Citizens in the

Long Nineteenth Century. . . . . . . . . . . . . . 28Schooling Internationally . . . . . . . . . . . . . . . . 33Schooling of Tibetans in China, The . . . . . . . 31Schools and Schooling in the Digital Age . . . 17Science, Society and Sustainability . . . . . . . . . . 8Social Change in the History of British

Education . . . . . . . . . . . . . . . . . . . . . . . . . 35

Social Class, Gender and Exclusion from School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Social Justice, Peace, and Environmental Education . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Social Psychology of the Classroom, The . . . . 24Social Theory, Education, and Cultural Change

(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Sociocultural, Political, and Historical Studies

in Education (series) . . . . . . . . . . . 2,4,7,12,26Sociology of Education . . . . . . . . . . . . . . . . . . 7Sourcebook of Experiential Education . . . . . . 26Spatial Theories of Education . . . . . . . . . . . . 35Strong and Smart – Towards a Pedagogy for

Emancipation . . . . . . . . . . . . . . . . . . . . . . 34Struggle for the History of Education, The . . . 27Studies in American Popular History and

Culture (series) . . . . . . . . . . . . . . . . . . . . . . 28Studies in Curriculum Theory Series

(series) . . . . . . . . . . . . . . . . . . . . . . . 18,25,26

TTeacher Education and the Challenge of

Development . . . . . . . . . . . . . . . . . . . . . . . 28Teaching/Learning Social Justice (series) . . . . . 4,8Towards Educational Change . . . . . . . . . . . . 31Trajectories of Education in the Arab World . . 33Transformation of Knowledge through

Classroom Interaction . . . . . . . . . . . . . . . . 24Transforming Thinking . . . . . . . . . . . . . . . . . 16Traveller, Nomadic and Migrant Education . . . 12Troubling Gender in Education . . . . . . . . . . . 35

UUnderstanding Behaviour and Development

in Early Childhood . . . . . . . . . . . . . . . . . . . 23Understanding Psychological Theories of

Motivation . . . . . . . . . . . . . . . . . . . . . . . . . 21Urban Education . . . . . . . . . . . . . . . . . . . . . . . 4Urban High Schools . . . . . . . . . . . . . . . . . . . . 4Use of Representations in Reasoning and

Problem Solving . . . . . . . . . . . . . . . . . . . . . 23

VValues, Education and the Adult (International

Library of the Philosophy of Education Volume 16) . . . . . . . . . . . . . . . . . . . . . . . . 15

WWhat Is Curriculum Theory? . . . . . . . . . . . . . 25Why Knowledge Matters in Curriculum . . . . . 34Women and Education . . . . . . . . . . . . . . . . . . 9Women, Education, and Agency, 1600–2000 . . 28Women, War, Violence and Learning . . . . . . . 35World Yearbook of Education (series) . . . . 25,33World Yearbook of Education 2010 . . . . . . . 33World Yearbook of Education 2011 . . . . . . . 25Worldliness of a Cosmopolitan Education,

The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

indEx by authorAAbbas, Tahir . . . . . . . . . . . . . . . . . . . . . . . . . 14Abi-Mershed, Osama . . . . . . . . . . . . . . . . . . 33Abrams, Fran . . . . . . . . . . . . . . . . . . . . . . . . 16Adams, Maurianne . . . . . . . . . . . . . . . . . . . . . 6Agbaria, Ayman K. . . . . . . . . . . . . . . . . . . . . 13Aiston, Sarah . . . . . . . . . . . . . . . . . . . . . . . . 28Alexander, Hanan . . . . . . . . . . . . . . . . . . . . . 13Alexander, Hanan A. . . . . . . . . . . . . . . . . . . . 32Alexander, Patricia A. . . . . . . . . . . . . . . . . . . 22

Alexander, Robin . . . . . . . . . . . . . . . . . . . . . . 18Allan, Elizabeth J. . . . . . . . . . . . . . . . . . . . . . 35Allnutt, Susann . . . . . . . . . . . . . . . . . . . . . . . 17Alur, Mithu . . . . . . . . . . . . . . . . . . . . . . . . . . 33Alves, Jaime Osterman . . . . . . . . . . . . . . . . . 28Andreotti, Vanessa . . . . . . . . . . . . . . . . . . . . 28Andrzejewski, Julie . . . . . . . . . . . . . . . . . . . . . 8Anyon, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . 3Apple, Michael W. . . . . . . . . . . . . . . . . . . . . . 7Archambault, Reginald . . . . . . . . . . . . . . . . . 15Arnot, Madeleine . . . . . . . . . . . . . . . . . . . . . . 8Arthur, James . . . . . . . . . . . . . . . . . . . . . . 13,16Au, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . 7,24Ayre, Mary Elizabeth . . . . . . . . . . . . . . . . . . . . 9

BBabad, Elisha . . . . . . . . . . . . . . . . . . . . . . . . 24Bach, Michael . . . . . . . . . . . . . . . . . . . . . . . . 33Bailey, Charles . . . . . . . . . . . . . . . . . . . . . . . . 15Bailey, Charles H. . . . . . . . . . . . . . . . . . . . . . 15Balarin, Maria . . . . . . . . . . . . . . . . . . . . . . . . . 3Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . 7Baltodano, Marta . . . . . . . . . . . . . . . . . . . . . . 8Banks, James A. . . . . . . . . . . . . . . . . . . . . . . 12Barrow, Robin . . . . . . . . . . . . . . . . . . . . . . . . 15Basterra, María del Rosario . . . . . . . . . . . . . . 27Bates, Richard . . . . . . . . . . . . . . . . . . . . . . . . 33Beames, Simon . . . . . . . . . . . . . . . . . . . . . . 16Bergoffen, Debra . . . . . . . . . . . . . . . . . . . . . . 9Bhaskar, Roy . . . . . . . . . . . . . . . . . . . . . . . . . 34Bibby, Tamara . . . . . . . . . . . . . . . . . . . . . . . . 21Biesta, Gert . . . . . . . . . . . . . . . . . . . . . . . . . . 18Blumenfeld, Warren . . . . . . . . . . . . . . . . . . . . 6Boocock, Sarane . . . . . . . . . . . . . . . . . . . . . . 32Bornstein, Marc H. . . . . . . . . . . . . . . . . . . . . 19Borsboom, Denny . . . . . . . . . . . . . . . . . . . . . 27Bresler, Liora . . . . . . . . . . . . . . . . . . . . . . . . . . 4Brewer, Dominic . . . . . . . . . . . . . . . . . . . . . . . 4Bridgeman, Jacquelyn L. . . . . . . . . . . . . . . . . 11Britzman, Deborah . . . . . . . . . . . . . . . . . . . . 22Brophy, Jere E. . . . . . . . . . . . . . . . . . . . . . . . 22Bruner, Jerome S. . . . . . . . . . . . . . . . . . . . 20,21Bull, Norman J. . . . . . . . . . . . . . . . . . . . . . . . 15Burdick, Jake . . . . . . . . . . . . . . . . . . . . . . . . . 18

CCahn, Steven M. . . . . . . . . . . . . . . . . . . . . . . 16Caldwell, Brian J. . . . . . . . . . . . . . . . . . . . . . 31Camino, Elena . . . . . . . . . . . . . . . . . . . . . . . . 8Carless, David . . . . . . . . . . . . . . . . . . . . . . . . 27Casey, Catherine . . . . . . . . . . . . . . . . . . . . . . . 2Castaneda, Carmelita . . . . . . . . . . . . . . . . . . . 6Chaib, Mohamed . . . . . . . . . . . . . . . . . . . . . . 5Cohen, Joel E. . . . . . . . . . . . . . . . . . . . . . . . . 30Cole, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . 10Colucci-Gray, Laura . . . . . . . . . . . . . . . . . . . . . 8Connelly, Vincent . . . . . . . . . . . . . . . . . . . . . 18Cooper, David . . . . . . . . . . . . . . . . . . . . . . . . 15cornwall-jones, A T . . . . . . . . . . . . . . . . . . . . 35

DDai, David Yun . . . . . . . . . . . . . . . . . . . . . . . 19Danaher, Patrick Alan . . . . . . . . . . . . . . . . . . 12Danermark, Berth . . . . . . . . . . . . . . . . . . . . . . 5Daniels, Harry . . . . . . . . . . . . . . . . . . . . . 3,6,18Dantas, Maria Luiza . . . . . . . . . . . . . . . . . . . 12Davidson, Maria del Guadalupe . . . . . . . . . . 12Davies, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . 6de Corte, Erik . . . . . . . . . . . . . . . . . . . . . . . . 23de Jong, Ton . . . . . . . . . . . . . . . . . . . . . . . . . 23de Souza, Lynn Mario . . . . . . . . . . . . . . . . . . 28Dearden, R.F. . . . . . . . . . . . . . . . . . . . . . . . . 15Deslandes, Rollande . . . . . . . . . . . . . . . . . . . . 8Dierkes, Julian . . . . . . . . . . . . . . . . . . . . . . . . 32Dillabough, Jo-Anne . . . . . . . . . . . . . . . . . . 6,35

Doddington, Christine . . . . . . . . . . . . . . . . . . 18Dreyfus, Tommy . . . . . . . . . . . . . . . . . . . . . . 24Duffy, Thomas M. . . . . . . . . . . . . . . . . . . . . . 18Dunlosky, John . . . . . . . . . . . . . . . . . . . . . . . 24Dyson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . 30

EEccles, Jacquelynne S. . . . . . . . . . . . . . . . . . . 22Edmundson, Jeff . . . . . . . . . . . . . . . . . . . . . . . 2Edwards, Anne . . . . . . . . . . . . . . . . . . . . . . . . 6Edwards, Richard . . . . . . . . . . . . . . . . . . . . 5,18Egan, Kieran . . . . . . . . . . . . . . . . . . . . . . . . . 15Elen, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Ellis, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Engeström, Yrjo . . . . . . . . . . . . . . . . . . . . . . . 6

FFacer, Keri . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Fenwick, Tara . . . . . . . . . . . . . . . . . . . . . . . . . 5Ferrari, Michel . . . . . . . . . . . . . . . . . . . . . . . . 14Fielding, Michael . . . . . . . . . . . . . . . . . . . . . . 14Fitz, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Fleming, Ted . . . . . . . . . . . . . . . . . . . . . . . . . 16Fletcher, Richard B . . . . . . . . . . . . . . . . . . . . . 19Flinders, David J. . . . . . . . . . . . . . . . . . . . . . . 26Frandji, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . 6Freeman, Kassie . . . . . . . . . . . . . . . . . . . . . . 10Fuller, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . 28Furlong, John . . . . . . . . . . . . . . . . . . . . . . . . . 5

GGabbard, David A. . . . . . . . . . . . . . . . . . . . . . 5Gallagher, Karen . . . . . . . . . . . . . . . . . . . . . . . 4Gallagher, Tony . . . . . . . . . . . . . . . . . . . . . . . . 6Gallegos, Bernardos P. . . . . . . . . . . . . . . . . . . . 3Gamage, David . . . . . . . . . . . . . . . . . . . . . . . 32Gandin, Luis Armando . . . . . . . . . . . . . . . . . . 7Gardner, Philip . . . . . . . . . . . . . . . . . . . . . . . 28Garrett, Roger M. . . . . . . . . . . . . . . . . . . . . . 30Gearon, Liam . . . . . . . . . . . . . . . . . . . . . . . . 13Gilbert, Paula Ruth . . . . . . . . . . . . . . . . . . . . . 9Gill, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . 5,9Gillborn, David . . . . . . . . . . . . . . . . . . . . . . . 12Goodman, Diane J. . . . . . . . . . . . . . . . . . . . . . 4Goodman, Joyce . . . . . . . . . . . . . . . . . . . . . 9,35Goodyear, Rodney. . . . . . . . . . . . . . . . . . . . . . 4Gordon, Peter . . . . . . . . . . . . . . . . . . . . . . . . 15Goswami, Usha . . . . . . . . . . . . . . . . . . . . . . . 23Graesser, Arthur C. . . . . . . . . . . . . . . . . . . . . 24Grant, Carl A. . . . . . . . . . . . . . . . . . . . . . . 10,11Gray, Donald . . . . . . . . . . . . . . . . . . . . . . . . . . 8Gray, John. . . . . . . . . . . . . . . . . . . . . . . . . . . 18Green, Jane . . . . . . . . . . . . . . . . . . . . . . . . . 13Greger, David . . . . . . . . . . . . . . . . . . . . . . . . 31Greiner, Mary Bushnell . . . . . . . . . . . . . . . . . 3Grigorenko, Elena L. . . . . . . . . . . . . . . . . . . . 12Grumet, Madeleine . . . . . . . . . . . . . . . . . . . . 25Guldberg, Helene . . . . . . . . . . . . . . . . . . . . . . 6Gulson, Kalervo N. . . . . . . . . . . . . . . . . . . . . 35Gunter, Helen . . . . . . . . . . . . . . . . . . . . . . . . 30

HHacker, Douglas J. . . . . . . . . . . . . . . . . . . . . . 24Hackman, Heather W. . . . . . . . . . . . . . . . . . . . 6Hall, Dave . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Hall, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . . 23Hamlyn, D.W. . . . . . . . . . . . . . . . . . . . . . . . . 15Handbook of Research in the Social

Foundations of Education . . . . . . . . . . . . . . 3Hargreaves, Linda . . . . . . . . . . . . . . . . . . . . . 18Harrison, Colin . . . . . . . . . . . . . . . . . . . . . . . 23Harvey, Tamara . . . . . . . . . . . . . . . . . . . . . . . . 9Haste, Helen . . . . . . . . . . . . . . . . . . . . . . . . . 20Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . 19

38


indEx

Hayward, Geoffrey . . . . . . . . . . . . . . . . . . . . 18He, Ming Fang . . . . . . . . . . . . . . . . . . . . . . . 32Hemmings, Annette B. . . . . . . . . . . . . . . . . . . 4Hendry, Petra . . . . . . . . . . . . . . . . . . . . . . . . 25Henry, Annette . . . . . . . . . . . . . . . . . . . . . . . 3Herbert, Anna . . . . . . . . . . . . . . . . . . . . . . . . 17Hershkowitz, Rina . . . . . . . . . . . . . . . . . . . . . 24Hess, Diana E. . . . . . . . . . . . . . . . . . . . . . . . . 18Higgins, Peter . . . . . . . . . . . . . . . . . . . . . . . 16Hill, Dave . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Hirst, Paul H. . . . . . . . . . . . . . . . . . . . . . . . . . 15Hodgson, Ann . . . . . . . . . . . . . . . . . . . . . . . 18Hogan, Pádraig . . . . . . . . . . . . . . . . . . . . . . . 35Howard Jones, Paul . . . . . . . . . . . . . . . . . . . . 24Howe, Christine . . . . . . . . . . . . . . . . . . . . . . 21Hue, Ming Tak . . . . . . . . . . . . . . . . . . . . . . . 31

IIvinson, Gabrielle . . . . . . . . . . . . . . . . . . . . . . 6

JJames, F. Doyle . . . . . . . . . . . . . . . . . . . . . . . 15Johnson, Ethan . . . . . . . . . . . . . . . . . . . . . . . 10Johnson, Jill . . . . . . . . . . . . . . . . . . . . . . . . . 18Jones, Alisa . . . . . . . . . . . . . . . . . . . . . . . . . . 31Jones, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Jones, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Joseph, Cynthia . . . . . . . . . . . . . . . . . . . . . . 35Joseph, Pamela Bolotin . . . . . . . . . . . . . . . . . 26

KKagawa, Fumiyo . . . . . . . . . . . . . . . . . . . . . . . 7Kahn, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 2Kalambouka, Afroditi . . . . . . . . . . . . . . . . . . 30Kamm, Josephine . . . . . . . . . . . . . . . . . . . . . 28Kane, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Kariya, Takehiko . . . . . . . . . . . . . . . . . . . . . . 31Keep, Ewart . . . . . . . . . . . . . . . . . . . . . . . . . 18Kehler, Michael D. . . . . . . . . . . . . . . . . . . . . . . 9Kelsh, Deborah . . . . . . . . . . . . . . . . . . . . . . . . 6Kennelly, Jacqueline . . . . . . . . . . . . . . . . . . . . 6Kenny, Máirín . . . . . . . . . . . . . . . . . . . . . . . . 12Kershner, Ruth . . . . . . . . . . . . . . . . . . . . . . . 18Knapp, Clifford E. . . . . . . . . . . . . . . . . . . . . . 26Kumashiro, Kevin . . . . . . . . . . . . . . . . . . . . . 11Kyllonen, Patrick C. . . . . . . . . . . . . . . . . . . . . 35

LLabaree, David F. . . . . . . . . . . . . . . . . . . . . . . 28Ladson-Billings, Gloria . . . . . . . . . . . . . . . . . . 12Lall, Marie . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Lamb, Michael E. . . . . . . . . . . . . . . . . . . . . . 19Langford, Glenn . . . . . . . . . . . . . . . . . . . . . . 15Larkin, Shirley . . . . . . . . . . . . . . . . . . . . . . . . 24Lauder, Hugh . . . . . . . . . . . . . . . . . . . . . . . 3,18Lavia, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . 33Lawn, Martin . . . . . . . . . . . . . . . . . . . . . . . . . 5Learning Outside the Classroom . . . . . . . . . . 16Learning, Creating, and Using Knoweldge . . 18Lee, John Chi-Kin . . . . . . . . . . . . . . . . . . . . . 31Lei, Jing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Leonardo, Zeus . . . . . . . . . . . . . . . . . . . . . . . 12Lesko, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . 4Li, Guofang . . . . . . . . . . . . . . . . . . . . . . . . . . 32Lingard, Bob . . . . . . . . . . . . . . . . . . . . . . . . . 2,7Lipman, Pauline . . . . . . . . . . . . . . . . . . . . . . . 4Littleton, Karen . . . . . . . . . . . . . . . . . . . . . 21,22Long, Martyn . . . . . . . . . . . . . . . . . . . . . . . . 22Lowe, John . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Luckin, Rosemary . . . . . . . . . . . . . . . . . . . . . 17Ludvigsen, Sten R. . . . . . . . . . . . . . . . . . . . . 6,23Luke, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . 25Lund, Andreas . . . . . . . . . . . . . . . . . . . . . . . 23Lupinacci, John . . . . . . . . . . . . . . . . . . . . . . . . 2

MMaas Taubman, Peter . . . . . . . . . . . . . . . . . . 25MacPherson, Seonaigh . . . . . . . . . . . . . . . . . 10Macrine, Sheila . . . . . . . . . . . . . . . . . . . . . . . . 6Malassis, Louis . . . . . . . . . . . . . . . . . . . . . . . 30Malewski, Erik . . . . . . . . . . . . . . . . . . . . . . . . 26Malin, Martin B. . . . . . . . . . . . . . . . . . . . . . . 30Manyak, Patrick C. . . . . . . . . . . . . . . . . . . . . 12Markus, Keith A. . . . . . . . . . . . . . . . . . . . . . . 27Martin, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . 9Martin, Jane Roland . . . . . . . . . . . . . . . . . . . . 5Martino, Wayne . . . . . . . . . . . . . . . . . . . . . . . 9Martino, Wayne J. . . . . . . . . . . . . . . . . . . . . . . 8Martusewicz, Rebecca A. . . . . . . . . . . . . . . . . 2Maton, Karl . . . . . . . . . . . . . . . . . . . . . . . . . 34May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . 10Mayer, Richard E. . . . . . . . . . . . . . . . . . . . . . 22Mazawi, André E. . . . . . . . . . . . . . . . . . . . . . 33McCall, Catherine C. . . . . . . . . . . . . . . . . . . . 16McCulloch, Gary . . . . . . . . . . . . . . . . . . . . 27,35McLaren, Peter . . . . . . . . . . . . . . . . . . . . . . . . 7Mclellan, Ros . . . . . . . . . . . . . . . . . . . . . . . . 20McLeod, Julie . . . . . . . . . . . . . . . . . . . . . . . . 35McNeely, Connie L. . . . . . . . . . . . . . . . . . . . . . 9Meece, Judith L. . . . . . . . . . . . . . . . . . . . . . . 22Megahed, Nagwa . . . . . . . . . . . . . . . . . . . . . 32Meikle, Maureen M. . . . . . . . . . . . . . . . . . . . 28Mills, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Mills, Martin . . . . . . . . . . . . . . . . . . . . . . . . . 35Mirza, Heidi Safia . . . . . . . . . . . . . . . . . . . . . 35Mitchell, Claudia . . . . . . . . . . . . . . . . . . . . . . 17Mojab, Shahrzad . . . . . . . . . . . . . . . . . . . . . . 35Moon, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . 28Moore, Michele . . . . . . . . . . . . . . . . . . . . . . 33Moore, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . 2Moore, Terence W. . . . . . . . . . . . . . . . . . . . . 15Morrell, Ernest . . . . . . . . . . . . . . . . . . . . . . . 10Moss, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 14Murphy, Mark . . . . . . . . . . . . . . . . . . . . . . . . 16Musaazi, J.C.S. . . . . . . . . . . . . . . . . . . . . . . . 30

NNejadmehr, Rasoul . . . . . . . . . . . . . . . . . . . . 16New Museum . . . . . . . . . . . . . . . . . . . . . . . . 11Nicol, Robbie . . . . . . . . . . . . . . . . . . . . . . . . 16Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . . . 12Novak, Joseph D. . . . . . . . . . . . . . . . . . . . . . 18Nyberg, David A. . . . . . . . . . . . . . . . . . . . . . . 15

OOancea, Alis . . . . . . . . . . . . . . . . . . . . . . . . . 18O’Connor, D.J. . . . . . . . . . . . . . . . . . . . . . . . 15Okano, Kaori . . . . . . . . . . . . . . . . . . . . . . . . 32Okano, Kaori H. . . . . . . . . . . . . . . . . . . . . . . 32Olssen, Mark . . . . . . . . . . . . . . . . . . . . . . . . . 16

PPassenger, Terri . . . . . . . . . . . . . . . . . . . . . . . 22Patel, Tina . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Paterson, R.W.K. . . . . . . . . . . . . . . . . . . . . . . 15Peters, Madeline L. . . . . . . . . . . . . . . . . . . . . . 6Peters, R.S. . . . . . . . . . . . . . . . . . . . . . . . . . . 15Peterson, Andrew . . . . . . . . . . . . . . . . . . . . . 16Phillion, JoAnn . . . . . . . . . . . . . . . . . . . . . . . 31Pinar, William F. . . . . . . . . . . . . . . . . . . . . . . . 25Pinson, Halleli . . . . . . . . . . . . . . . . . . . . . . . . 32Pithouse, Kathleen . . . . . . . . . . . . . . . . . . . . 17Popkewitz, Thomas S. . . . . . . . . . . . . . . . . . . 28Porter, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Portera, Agostino . . . . . . . . . . . . . . . . . . . . . 11Postiglione, Gerald . . . . . . . . . . . . . . . . . . . . 31Preyer, Gerhard . . . . . . . . . . . . . . . . . . . . . . . 16Price, Paula Groves . . . . . . . . . . . . . . . . . . . . . 3Pring, Richard . . . . . . . . . . . . . . . . . . . . . . . . 18Pritchard, Alan . . . . . . . . . . . . . . . . . . . . . . . 20

QQuinn, Jocey . . . . . . . . . . . . . . . . . . . . . . . . . . 3

RRaffo, Carlo . . . . . . . . . . . . . . . . . . . . . . . . . 30Raftery, Deirdre . . . . . . . . . . . . . . . . . . . . . . . 35Raley, Yvonne . . . . . . . . . . . . . . . . . . . . . . . . 16Ramanathan, Hema . . . . . . . . . . . . . . . . . . . 32Rasmussen, Ingvill . . . . . . . . . . . . . . . . . . . . . 23Raudenbush, Stephen . . . . . . . . . . . . . . . . . . 21Ravid, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . 32Rawolle, Shaun . . . . . . . . . . . . . . . . . . . . . . . . 2Rees, Gareth . . . . . . . . . . . . . . . . . . . . . . . . . 18Reid, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Remedios, Richard . . . . . . . . . . . . . . . . . . 20,21Remy Leder, Judith . . . . . . . . . . . . . . . . . . . . 12Rennie, Léonie . . . . . . . . . . . . . . . . . . . . . . . 25Rezai-Rashti, Goli . . . . . . . . . . . . . . . . . . . . . . 8Richardson, William . . . . . . . . . . . . . . . . . . . 35Riley, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . 21Ringrose, Jessica . . . . . . . . . . . . . . . . . . . . . . . 8Rios, Francisco . . . . . . . . . . . . . . . . . . . . . . . 11Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . . 3,7Roberts, Jay W. . . . . . . . . . . . . . . . . . . . . . . . . 2Roberts, Richard D. . . . . . . . . . . . . . . . . . . . . 35Robinson, Maria . . . . . . . . . . . . . . . . . . . . . . 23Ross, Malcolm . . . . . . . . . . . . . . . . . . . . . . . . 19Roth, Klas . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Roth, Wolff-Michael . . . . . . . . . . . . . . . . . . . 14Rowold, Katharina . . . . . . . . . . . . . . . . . . . . . 9Rubie-Davies, Christine M. . . . . . . . . . . . . . . 22Rueda, Robert . . . . . . . . . . . . . . . . . . . . . . . . . 4Runco, Mark A. . . . . . . . . . . . . . . . . . . . . . . . 19Russell, Christopher . . . . . . . . . . . . . . . . . . . 11Ryan, Katherine E. . . . . . . . . . . . . . . . . . . . . 35

sSadovnik, Alan R. . . . . . . . . . . . . . . . . . . . . . . 7Säljö, Roger . . . . . . . . . . . . . . . . . . . . . . . . . 23Saltman, Kenneth J. . . . . . . . . . . . . . . . . . . . . 5Sandlin, Jennifer A. . . . . . . . . . . . . . . . . . . . 7,18Sarra, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . 34Scheffler, Israel . . . . . . . . . . . . . . . . . . . . . . . 14Schultz, Brian D. . . . . . . . . . . . . . . . . . . . . . . 18Schunk, Dale H. . . . . . . . . . . . . . . . . . . . . . . 19Schwarz, Baruch . . . . . . . . . . . . . . . . . . . . . . 24Scott, David . . . . . . . . . . . . . . . . . . . . . . . . . 34Sears, Alan . . . . . . . . . . . . . . . . . . . . . . . . . 5,13Sefton-Green, Julian . . . . . . . . . . . . . . . . . . . . 4Selander, Staffan . . . . . . . . . . . . . . . . . . . . . . . 5Selby, David . . . . . . . . . . . . . . . . . . . . . . . . . . 7Selwyn, Neil . . . . . . . . . . . . . . . . . . . . . . . . . 17Semel, Susan F. . . . . . . . . . . . . . . . . . . . . . . . 11Shapiro, H. Svi . . . . . . . . . . . . . . . . . . . . . . . 12Sheehy, Kieron . . . . . . . . . . . . . . . . . . . . . . . 22Shepard, Lorrie A. . . . . . . . . . . . . . . . . . . . . . 35Shipway, Brad . . . . . . . . . . . . . . . . . . . . . . . . 34Slater, Judith J. . . . . . . . . . . . . . . . . . . . . . . . 32Slee, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . 17Sleeter, Christine E. . . . . . . . . . . . . . . . . . . . . 10Smidt, Sandra . . . . . . . . . . . . . . . . . . . . . . . . 20Smith, Gregory A. . . . . . . . . . . . . . . . . . . . . . 26Smith, Thomas E. . . . . . . . . . . . . . . . . . . . . . 26Snook, Ivan A. . . . . . . . . . . . . . . . . . . . . . . . 15Sobel, David . . . . . . . . . . . . . . . . . . . . . . . . . 26Solano-Flores, Guillermo . . . . . . . . . . . . . . . . 27Soler, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . 23Spence, Jean . . . . . . . . . . . . . . . . . . . . . . . . . 28Spours, Ken . . . . . . . . . . . . . . . . . . . . . . . . . 18Standen, P.J. . . . . . . . . . . . . . . . . . . . . . . . . . 11Stankov, Lazar . . . . . . . . . . . . . . . . . . . . . . . . 35Stein, Nancy L. . . . . . . . . . . . . . . . . . . . . . . . 21Strike, Kenneth A. . . . . . . . . . . . . . . . . . . . . . 15Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . . . . 7Strong-Wilson, Teresa . . . . . . . . . . . . . . . . . . 17

Sultana, Ronald G. . . . . . . . . . . . . . . . . . . . . 33Surprenant, Chris W. . . . . . . . . . . . . . . . . . . . 13Swartz, Sharlene . . . . . . . . . . . . . . . . . . . . . . 35Symcox, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 8Symes, Colin . . . . . . . . . . . . . . . . . . . . . . . . . 35

TTakanishi, Ruby . . . . . . . . . . . . . . . . . . . . . . . 12Talburt, Susan . . . . . . . . . . . . . . . . . . . . . . . . . 4Tan, Charlene . . . . . . . . . . . . . . . . . . . . . . . . 13Taylor, Edward . . . . . . . . . . . . . . . . . . . . . . . . 12Taylor, Monica . . . . . . . . . . . . . . . . . . . . . . . . 35Taylor, Roger S. . . . . . . . . . . . . . . . . . . . . . . . 14Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . . . 4Thornton, Stephen J.. . . . . . . . . . . . . . . . . . . 26Thorpe, Mary . . . . . . . . . . . . . . . . . . . . . . . . 18Tobias, Sigmund . . . . . . . . . . . . . . . . . . . . . . 18Tozer, Steven . . . . . . . . . . . . . . . . . . . . . . . . . . 3Trifonas, Peter Pericles . . . . . . . . . . . . . . . . . . 26Tröhler, Daniel . . . . . . . . . . . . . . . . . . . . . . . . 28Trumbull, Elise . . . . . . . . . . . . . . . . . . . . . . . . 27Tsuneyoshi, Ryoko . . . . . . . . . . . . . . . . . . . . . 32

VValencia, Richard R. . . . . . . . . . . . . . . . . . . . . 11Valiulis, Maryann . . . . . . . . . . . . . . . . . . . . . . 35Vargas, Julie S. . . . . . . . . . . . . . . . . . . . . . . . 24Various . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Venville, Grady . . . . . . . . . . . . . . . . . . . . . . . 25Verschaffel, Lieven . . . . . . . . . . . . . . . . . . . . 23Vickers, Edward . . . . . . . . . . . . . . . . . . . . . . 35Vitale, Philippe . . . . . . . . . . . . . . . . . . . . . . . . 6

WWallace, John . . . . . . . . . . . . . . . . . . . . . . . . 25Walterová, Eli?ka . . . . . . . . . . . . . . . . . . . . . 31Wang, Yuxiang . . . . . . . . . . . . . . . . . . . . . . . 31Watson, Keith . . . . . . . . . . . . . . . . . . . . . . . . 30Weaver-Hightower, Marcus B. . . . . . . . . . . . . . 9Weir, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . 25Wentzel, Kathryn . . . . . . . . . . . . . . . . . . . . . 23Wheelahan, Leesa . . . . . . . . . . . . . . . . . . . . . 34Wheldall, Kevin . . . . . . . . . . . . . . . . . . . . . . . 24Whelen, John . . . . . . . . . . . . . . . . . . . . . . . . . 8White, John . . . . . . . . . . . . . . . . . . . . . . . . . 15White, Patricia . . . . . . . . . . . . . . . . . . . . . . . 15Wigfield, Allan . . . . . . . . . . . . . . . . . . . . . . . 23Wilde, Stephanie . . . . . . . . . . . . . . . . . . . . . 18Wilson, John . . . . . . . . . . . . . . . . . . . . . . . . . 15Winch, Christopher . . . . . . . . . . . . . . . . . . 13,35Winston, Joe . . . . . . . . . . . . . . . . . . . . . . . . . 16Wood, Clare . . . . . . . . . . . . . . . . . . . . . . . 18,22Woods, Annette . . . . . . . . . . . . . . . . . . . . . . 25Woollard, John . . . . . . . . . . . . . . . . . . . . . . . 20Wright, Bryan . . . . . . . . . . . . . . . . . . . . . . . . 26Wright, Cecile . . . . . . . . . . . . . . . . . . . . . . . . 11

YYancy, George . . . . . . . . . . . . . . . . . . . . . . . . 12Yates, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Yonah, Yossi . . . . . . . . . . . . . . . . . . . . . . . . . 32Youdell, Deborah . . . . . . . . . . . . . . . . . . . . . . 7Young, Michael . . . . . . . . . . . . . . . . . . . . . . . . 3

ZZamudio, Margaret . . . . . . . . . . . . . . . . . . . . 11Zhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . . . 32Zimmerman, Barry J. . . . . . . . . . . . . . . . . . . . 19Zuniga, Ximena . . . . . . . . . . . . . . . . . . . . . . . . 6

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Series Editors: Peter Aggleton, University of Sussex, UK, Sally Powers, University of Cardiff, UK and Michael Reiss, Institute of Education, University of London, UK

Foundations and Futures of Education focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on three major themes: the purposes and nature of education; increasing interdisciplinarity within the subject; and the theory-practice divide.

Foundations and Futures of Education Series

For more information on these titles, and others within the Foundations and Futures of Education series, please visit:


Being a UniversityRonald Barnett2010: 234 x 156: 200ppHb: 978-0-415-59266-6: £75.00Pb: 978-0-415-59268-0: £24.99eBook: 978-0-203-84248-5

education – an ‘impossible Profession’?Psychoanalytic explorations of learning and classroomsTamara Bibby2010: 234 x 156: 176ppHb: 978-0-415-55265-3: £75.00Pb: 978-0-415-55266-0: £23.99eBook: 978-0-203-84445-8

The irregular Schoolexclusion, schooling and inclusive educationRoger Slee2010: 234 x 156: 232ppHb: 978-0-415-47989-9: £75.00Pb: 978-0-415-47990-5: £24.99eBook: 978-0-203-83156-4

Language, Learning, Contexttalking the talkwolff-Michael Roth2010: 234 x 156: 256ppHb: 978-0-415-55191-5: £80.00eBook: 978-0-203-85317-7

Radical education and the Common Schoola Democratic alternativeMichael Fielding and Peter Moss2010: 234 x 156: 208ppHb: 978-0-415-49828-9: £75.00Pb: 978-0-415-49829-6: £24.99eBook: 978-0-203-83740-5

Re-Designing Learning Contextstechnology-rich, learner-centred ecologiesRosemary Luckin2010: 234 x 156: 208ppHb: 978-0-415-55441-1: £75.00Pb: 978-0-415-55442-8: £23.99eBook: 978-0-203-85475-4

School Troubleidentity, Power and Politics in educationDeborah youdell2010: 234 x 156: 176ppHb: 978-0-415-47987-5: £75.00Pb: 978-0-415-47988-2: £24.99eBook: 978-0-203-83937-9

Schools and Schooling in the Digital agea critical analysisneil Selwyn2010: 234 x 156: 192ppHb: 978-0-415-58929-1: £75.00Pb: 978-0-415-58930-7: £24.99eBook: 978-0-203-84079-5

The Struggle for the History of educationGary McCullochFebruary 2011: 234 x 156: 152ppHb: 978-0-415-56534-9: £80.00Pb: 978-0-415-56535-6: £23.99eBook: 978-0-203-82885-4

Postfeminist education?girls and the sexual Politics of schoolingJessica RingroseDecember 2011: 234 x 156: 224ppHb: 978-0-415-55748-1: £75.00Pb: 978-0-415-55749-8: £23.99

widening educational Participationchallenging Discourses of DifferencePenny Jane BurkeNovember 2011: 234 x 156: 224ppHb: 978-0-415-56823-4: £75.00Pb: 978-0-415-46824-1: £22.99

Forth

coming

in 2011

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