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Education, Education, Education: The Best Bits of Ted Wragg
by E. C. WraggWhen New Labour came into office in 1997, its commitment to 'education, education, education' captured the imagination of the public. This collection of humorous articles by Ted Wragg between 1998 to 2003 exposes the real state of education during this period, when educational policy was never far from the headlines. No one escapes Ted's sharp-shooting wit: from the 'blamers and shamers' who try to turn teacher-bashing into a national pastime to the 'pale policy wonks' in the Department of Education, who issue regular hare-brained initiatives from the mysterious 'Tony Zoffis'. Split into seven issue-focused chapters, this hilarious collection will be a tonic for anyone finding themselves unsure whether to laugh or cry about recent developments in the world of education.
Education, Engagement, and Youth Crime: Case Studies in the Lived Experience of Education and Recidivism (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #71)
by Cassandra Thoars David MoltowThis book presents insights into how affective educational experiences may be associated with youth criminal behaviour and the pathway to recidivism. It explores the perspectives and lived school experiences of five young adult male prison inmates, including while they were incarcerated as youths. Through these case studies, the book explores the relationship between affective engagement in education and recidivism.This book shows that participants were affectively disengaged from education prior to their initial incarceration in a youth detention facility, and that their disaffection before, during, and after youth incarceration both generated and impacted on their cognitive and behavioural disengagement from education. Moreover, a range of additional factors not directly causally related to their schooling were shown to have had a significant effect on their engagement in education. The book considers a number of key findings. First, the foundational role that a sense of belonging plays in how young people experience education and its relation to crime. Second, the importance of individualized transition plans for youth at risk, and youth offenders before, during, and after incarceration. Third, the extent to which successful transition from youth offending and recidivism hinges on interagency collaboration. This book will be beneficial to teacher educators, education researchers, criminologists and sociologists.
Education, Epistemology and Critical Realism (New Studies in Critical Realism and Education (Routledge Critical Realism))
by David ScottThis 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.
Education, Equity, Economy: Crafting a New Intersection
by George W. Noblit William T. PinkThis volume will introduce the readers to an alternative nexus of education, equity and economy, pointing to economies and educations that promote a less stratified and exploitive world, and as the chapter authors demonstrate, this view has a wide range of applications, from technology, mathematics, to environmental catastrophes and indigenous cultures. This first volume in the new book series not only introduces the series itself, but also several authors whose chapters that appear here presage the in-depth analysis that will be offered by their volumes in the series. Education is invoked repeatedly in the 'class warfare' that pits the population against the elites as the investment that makes the difference, in terms of both policy and individual commitment, in the economy. The economy in this scenario is competitive, accumulative, exploitive and stratifying, implying education should mirror this and prepare people to fit this economy. However, education has other historic goals of developing common cultures, national identities, and civic engagement that belie this form of economic determinism. This volume and the series will explore this new nexus of economy and education with equity.
Education, Ethics and Experience: Essays in honour of Richard Pring
by Richard Davies Michael HandEducation, Ethics and Experience is a collection of original philosophical essays celebrating the work of one of the most influential philosophers of education of the last 40 years. Richard Pring’s substantial body of work has addressed topics ranging from curriculum integration to the comprehensive ideal, vocational education to faith schools, professional development to the privatisation of education, moral seriousness to the nature of educational research. The twelve essays collected here explore and build on Pring’s treatment of topics that are central to the field of philosophy of education and high on the agenda of education policy-makers. The essays are by no means uncritical: some authors disagree sharply with Pring; others see his arguments as useful but incomplete, in need of addition or amendment. But all acknowledge their intellectual debt to him and recognise him as a giant on whose shoulders they stand. This book will be a welcome and lively read for educational academics, researchers and students of Educational Studies and Philosophy.
Education, Ethnicity and Equity in the Multilingual Asian Context (Multilingual Education #32)
by Jan Gube Fang GaoThe book addresses issues related to the education of ethnic minority individuals in the multilingual Asian region. It features recent research and practices of scholars aiming to rethink educational policy and practice surrounding the education of ethnic minority students with a variety of language scenarios in Hong Kong and other Asian contexts. It documents how ethnicity and inequality are played out at policy, school, and individual levels, and how these affect the education of ethnic minorities in their host societies. Using a range of methods, from surveys to interviews and document analysis, this book describes the links between language, identity and educational inequality related to ethnic minorities in Asian contexts.
Education, Experience and Existence: Engaging Dewey, Peirce and Heidegger (New Directions in the Philosophy of Education)
by John QuayEducation, Experience and Existence proposes a new way of understanding education that delves beneath the conflict, confusion and compromise that characterize its long history. At the heart of this new understanding is what John Dewey strove to expound: a coherent theory of experience. Dewey’s reputation as a pragmatist is well known, but where experience is concerned pragmatism is only half the story. The other half is phenomenological, as crafted by Martin Heidegger. Encompassing both is Charles Sanders Peirce, whose philosophy draws pragmatism and phenomenology together in an embrace which enables a truly experiential philosophy to emerge. The book approaches the problem of confusion in education and philosophy by beginning with our most basic understandings of existence. Existence as an interaction is the starting point of modern science, and existence as individuality offers an aesthetic origin, attending to existence as a simple unity. In our contemporary world where scientific ways of thinking are privileged, the aesthetic whole is often overlooked, especially in education. Yet both are connected. A coherent theory of experience is therefore a marriage between phenomenology and pragmatism, enabling each to maintain its position by acknowledging how both are required. The book is divided into three main parts: - confusion in philosophy and education- a coherent theory of experience- a coherent theory of education. Quay suggests that education benefits from such a coherent theory of experience by better comprehending its connection to life. More than just knowing, more than just doing, education is about being. This book will be of interest to philosophers, educators and educational philosophers.
Education Finance, Equality, and Equity (Education, Equity, Economy Ser. #5)
by Iris BenDavid-HadarThis volume revisits educational equality and equity issues, especially, in education finance-related topics consisting of 15 chapters and organized in two parts. The first part of the volume entitled “Education Finance”, focuses on equity aspects of resource allocation and its influence on education. The second part, entitled “Educational Equality and Equity”, focuses on the conceptualization, and the measurements of educational inequity, and inequality with special emphasis on the cost of inequality. The field of education finance has been significantly influencing policy-makers in many countries in recent years. This volume is focused on equity and equality in education finance in an international frame. This book would be of interest to (1) scholars at the fields of education finance, economics of education, and educational policy, (2) graduate students at the course of school finance or economics of education, and (3) local and global policy makers at the fields of education policy, and education finance.
Education Flashpoints: Fighting for America’s Schools
by Alan J. SingerDrawing on his widely read Huffington Post columns—rated one of the top educational blogs in the United States—Alan Singer introduces readers to contemporary issues in education in the United States. The issues are presented with a point of view and an edge intended to promote widespread classroom debate and discussion. Each section opens with a new topical summary essay followed by a series of brief essays updated and adapted from Huffington Post columns. The book includes guest contributions, guiding questions, and responses to essays by teacher education students and teachers to further classroom discussion. Education Flashpoints is written in a conversational style that draws readers into a series of debates by presenting issues in a clear and concise manner, but also with a touch of irony and a bit of rhetorical bite. The topics examined in these essays read like the latest newspaper headlines in the battle to define public education in the United States.
Education for a Change: Transforming the Way We Teach our Children
by Titus Alexander John PotterThis challenging, hard-hitting book is about making schooling relevant to modern society. It starts from the premise that our present education system is ill equipped to serve students and society in the twenty-first century. In a series of positive yet powerful and provocative chapters, the authors look at critical issues shaping schools today, with a view to: * set out the critical issues behind the headlines* show evidence from research and examples of good practice* stimulate public debate and rigorous thinking about how we educate children for life in the twenty-first century* provide practical examples of learning for the future* present a vision for school transformation. With contributions from a range of leading commentators including Tim Brighouse, Jonathan Poritt, Anita Roddick, Charles Handy and Jonathan Sacks, this is a must-read for school leaders, teachers, policy-makers, parents and all education professionals.
Education for Citizenship: A Practical Guide for Teachers of Pupils Aged 7-14
by Nick Clough Cathie HoldenThis clear and user-friendly text provides practical guidance on how to incorporate citizenship into the curriculum. It offers a wealth of teaching aids including: * tried-and-tested photocopiable materials* case studies * suggested teaching strategies* comprehensive reference and resource section. Nick Clough and Cathie Holden are fully experienced in the field having both taught in primary and middle schools and both now specialise in providing citizenship education courses for trainee teachers and practising teachers. This up-to-date book will help engage those teaching (and studying) the new requirement of Education for Citizenship at Key Stages 2 and 3, and along with lively examples of pupils' work and discussions of the changes to the QCA guidelines regarding citizenship, they provide a comprehensive and complete resource. It is also of immense value to curriculum coordinators and to those wishing to know more about the thinking behind education for citizenship.
Education for Civic and Political Participation: A Critical Approach (Routledge Research in Education #92)
by Reinhold Hedtke Tatjana ZimenkovaParticipation as an element of active citizenship in democracies is a key project of international and national educational policy. Institutionalized approaches for compulsory schools provide participatory access to all young European citizens. But does this picture depict the possibilities and practices of participation appropriately? Can this standard approach to participation be translated into action in view of diverse polities, policies, political cultures, institutions and practices of participation? This book explores what prerequisites must be given for a successful implementation of such a comprehensive international project.
Education For A Civil Society: Teaching Young Children To Gain Five Democratic Life Skills
by Dan GartrellDemocratic life skills are skills that enable all of us—children and adults alike—to be caring, thoughtful members of families, schools, communities, and societies. But these emotional and social skills don’t just happen. Teachers and families support and nudge young children toward them, using guidance techniques that calm and teach. Completely updated and revised, the second edition of this classic resource provides relatable anecdotes and practical strategies for teachers to understand Why building secure relationships with children and families is so important—and eight communication practices to build them How viewing misbehavior as mistaken behavior allows you to focus on helping a child learn better ways to meet their needs When and how to use specific guidance practices to promote children’s healthy personal development and social cooperation How an encouraging learning community helps everyone move toward achieving their potential Whether you’re a veteran teacher or just embarking on your teaching journey, you’ll find what you need in this book to provide young children with a solid foundation for their—and society’s—future.
Education for Critical Consciousness
by Paulo FreireFamous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed.
Education for Decoloniality and Decolonisation in Africa
by Yusef Waghid Chikumbutso Herbert ManthaluThis book focuses on understandings of higher education in relation to notions of decoloniality and decolonization in southern Africa. The volume draws on a range of case studies in multiple politico-cultural contexts on the African continent, and examines some of the challenges to be overcome in order to achieve education for decolonization and decoloniality. Acknowledging that patterns of exclusion, inequality and injustice are still prevalent in the African higher education landscape, the editors and contributors proffer bold attempts at democratizing education and examine how to cultivate just, equal and diverse pedagogical relations. Featuring case studies from South Africa, Zambia, Malawi, and Zimbabwe, the authors and editors examine how higher education can be further democratized and transformed along the lines of equality, liberty and recognition of diversity. This hopeful and bold collection will be of interest to scholars of decoloniality and decolonization in higher education, as well as higher education in southern Africa more specifically.
Education for Democracy in England in World War II (Routledge Research in Education Policy and Politics)
by Hsiao-Yuh KuEducation for Democracy in England in World War II examines the educational discourse and involvement in wartime educational reforms of five important figures: Fred Clarke, R. H. Tawney, Shena Simon, H. C. Dent and Ernest Simon. These figures campaigned for educational reforms through their books, publishing articles in newspapers, delivering speeches at schools and conferences and by organizing pressure groups. Going beyond the literature in this key period, the book focuses on exploring the relationship between democratic ideals and reform proposals in each figure’s arguments. Displaying a variety of democratic forums for debates about education beyond parliament, the book re-interprets wartime educational reforms from a different perspective and illustrates the agreements and contradictions in the educational discourse itself.
Education for Democratic Citizenship: A Challenge for Multi-ethnic Societies
by Roberta S. Sigel Marilyn HoskinIt is becoming increasingly clear that members of a host nation as well as newcomers have to learn what it means to live democratically in a multi-ethnic world and to accept diversity without fear or rancor. This volume, a result of a conference sponsored by the Spencer Foundation, asks a question of increasing significance in view of post World War II immigration patterns and the spread of democratic forms of government: "What can educational researchers and practitioners do to prepare our youth for cooperative, constructive living in a democracy?" This book illustrates how six post-industrial nations -- Canada, Germany, Israel, The Netherlands, the United Kingdom, and the United States -- have met or failed to meet this challenge.
Education for Diversity: Making Differences (Routledge Revivals Ser.)
by Andrew StablesThis book was published in 2003. Certain social and cultural changes have problematized many of the assumptions that underpinned educational thinking in the 20th century. These can be grouped under three broad headings: individualization, globalization and the ecological challenge. Each of these has potentially profound implications for education that have been little explored. Rising to the challenge, this volume examines individualization in relation to changing attitudes to childhood and the positioning and identity development of students within educational "markets". It discusses globalization from several crucial perspectives, including the reduced sovereignty of the nation state and the problematizing of notions of distance and proximity. The ever-increasing environmental crisis is considered in terms of the possibilities for education for sustainable development.
Education for Everyday Life: A Sophistical Practice of Teaching (SpringerBriefs in Education)
by Carl Anders SäfströmThis book examines the role of teaching within public education. It critiques its function in today's educational policies and theories and establishes an alternative way of understanding teaching. It explores teaching from within a Sophist tradition of educational practice and thought.The first part of the book discusses the vital link between public education and democracy, the shifts in schooling's role in fostering competition and comparisons at the cost of social responsibility and democratisation. It identifies the driving force of those shifts as forces of aggression and destruction, central to a neoliberal ideology. The second part of the book argues for a practice of Sophistical teaching rather than Socratic teaching. It explores in-depth what it could mean to be teaching in an up-to-date sophist tradition of educational thought and practice.The book also includes insights for teaching to counter aggressive forces of nationalism, racism, and late capitalism's violence and the escalating climate crisis. Readers will be able to understand teaching within educational thought and precisely how different teaching forms can contribute to education as democratisation.
Education for Life (China Academic Library)
by Xingzhi TaoThis book is an anthology of English writing on education by Tao Xingzhi, the great Chinese educator and thinker. It includes several articles that represent his educational ideas and life philosophy, such as China in Transition, Creative Education, The Little Teacher and the Literacy Movement, and Education for All. These works are not only highly readable, but also present educational philosophies that are closely related to real life, and can be used to highlight and correct the deviations of strongly utilitarian educational concepts in modern society. Further, the appendix includes stories, fables, and poems translated by Tao Xingzhi, as well as his own poems written in Chinese and translated into English. This book offers readers interested in education’s new perspectives and inspiration. It also contributes to a more comprehensive and accurate understanding of Tao Xingzhi as well as his educational theories.
Education For A New Society (Routledge Library Editions: Education)
by Ernest Green Harold ShearmanAimed at the layperson, this book discusses education for the man or woman in the street and the advantages to society of having an educated population, with the aim of not just convincing people of the importance of education but persuading them to take participate actively in education.
Education for Peace (Routledge Library Editions: Education #152)
by Herbert ReadThis book deals with the everlasting problem of war and peace. In it, the author argues that mankind must be predisposed for peace by the right kind of education and he discusses how to devise methods of education which will prevent war.
Education for Responsibility
by Hélène HagègeChanging your mind to change the world is the general principle proposed to educate for responsibility. Using an interdisciplinary scientific approach, this book dissects the functioning of the ego, that is to say the belief in a self, an illusion that causes disharmony. After an original modeling of the notion of responsibility, the author deduces that it is incumbent on all of us to become aware of the relationship between our own minds and the world. Thus, gaining consistency and awareness, everyone would have the potential to free themselves from the illusion of the ego and contribute to a more harmonious world. This book therefore proposes psychospiritual skills, favored in particular by different forms of reflexivity and by meditation (and mindfulness), which can serve as a basis for a curriculum to educate for responsibility. This academic connection between meditation and ethics is a major innovative contribution.
Education for Sale (Routledge Library Editions: Education)
by Eric MidwinterTeachers, schools and education authorities invariably hide their considerable lights and their public relations techniques are often inadequate for broadcasting the invaluable work accomplished in schools. This book offers clear-cut and highly –practical advice for every teacher from pre-school to sixth form on how to get the educational message across to parents. Over the past decades it has become an acute professional concern for teachers to involve parents as closely as possible in the educational process. The book acknowledges that educational salesmanship must be adapted to the cultural norms of its customers and that many teachers, because of their background and training, have reservations about their role as publicists. Set out here is a logical and orderly path of action to help everyone from the most extrovert to the most diffident.
Education for Self-transformation
by Duck-Joo KwakExemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of 'lived experience' can articulate itself in the first person. Working through essays, the modern, 'post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as 'self-transformation', Kwak sketches the contemporary debates between Jürgen Habermas and Charles Taylor on the status of religious language in the public domain, and its relationship to secular language. This allows her to contextualize her book's central questions: how can philosophical practice reduce the experiential rift between knowledge and wisdom? How can the essay form be developed so that it facilitates, as praxis, pedagogical self-transformation? Kwak develops her answers by working through ideas of George Lukács and Stanley Cavell, of Hans Blumenberg and Søren Kierkegaard, whose work is much less familiar in this context than it deserves to be. Kwak's work provides templates for new forms of educational writing, new approaches to teaching educators, and new ways of writing methodology for educational researchers. Yet the importance of her ideas extends far beyond teaching academies to classroom teachers, curriculum developers - and to anyone engaged in the quest to lead a reflective life of one's own.