Bøger i Explorations of Educational Purpose serien

These essays by teacher-educators explore what it means - practically and intellectually - to teach for social justice in conservative times. The book offers a vision of teacher education based on the principles of social justice, democracy and critical inquiry.

This book explores schools and how they can function as social institutions that advance the interests and life chances of all young people, especially those who are already the most marginalized and at an educational disadvantage.

This book promotes a progressive agenda for teaching that is rooted in critical pedagogy. It combines theory and sociological research with pedagogical approaches and classroom narratives and covers the latest on how to teach about race, class and democracy.

This book details an innovative curriculum design for indigenous students based on the principles of participatory narrative inquiry as well as exemplars of indigenous knowledge. Written from an Australian perspective, it discusses broad international issues.

This book gives a vivid account of the ways in which marginalised black and Latino youth in New York City and white and indigenous youth in a Canadian sub-Arctic community use visual material culture to assemble their racial, place-based and gender identities.

This innovative book synthesizes the apparently distinct fields of critical pedagogy, post-formal psychology, and Enlightenment science, showing how they are part of a complex whole that ranges from human biological faculties to politically constructed schema.

Society continues to change rapidly, but schools are slow to keep up. This book explores numerous issues related to transforming and modernizing our educational systems; it offers practical insights on how to prepare students with 21st century skills.

These exploratory spaces include courses under construction, cross-college and interdisciplinary collaborations, general education reform initiatives, and fresh perspectives on student support services, faculty development, freshman learning communities, writing across the curriculum, on-line degree initiatives, and teaching and learning centers.

These exploratory spaces include courses under construction, cross-college and interdisciplinary collaborations, general education reform initiatives, and fresh perspectives on student support services, faculty development, freshman learning communities, writing across the curriculum, on-line degree initiatives, and teaching and learning centers.

In a globalized neo-colonial world an insidious and often debilitating crisis of knowledge not only continues to undermine the quality of research produced by scholars but to also perpetuate a neo-colonial and oppressive socio-cultural, political economic, and educational system.

Issues related to gender and sexual diversity in schools can generate controversy. This book offers an easy-to-read introduction to the subject. Additionally, it offers tangible resources and advice on how to create more equitable learning environments.

We believe this book shows we have lots of reasons to "bother" with critical pe- gogy in teacher education, as current educational policies and the neoliberal discourses that vie for the identities of our own local contexts increasingly do not have education for the public good in mind.

Built on previous theories and research, it describes diverse students' experiences in the global and information age, and searches for effective policies and practices that help these students to perform better in school and in life.Readers are forced to step outside of their own experiences and commonly held beliefs about education.

This book details an innovative curriculum design for indigenous students based on the principles of participatory narrative inquiry as well as exemplars of indigenous knowledge. Written from an Australian perspective, it discusses broad international issues.

Presenting case studies that form a wide-ranging critique of contemporary and historical education provision under socialist governance, this well rounded volume also offers positive suggestions for tackling thorny communal issues through socialist pedagogy.

Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings.

This thought-provoking volume argues that, far from being a post-colonial world, the struggle for independence of polity and culture is alive and relevant. The book offers the first comparative study of the US and Canada from an anti-colonial perspective.

Queer Masculinities: A Critical Reader in Education is a substantial addition to the discussion of queer masculinities, of the interplay between queer masculinities and education, and to the political gender discourse as a whole.

Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice?

This book views immigration from the Latina/o perspective, integrating data with immigrant experience: the disappearance of young women in the city of Juarez, young children who need ESL programs, ethnically-mixed immigrants, undocumented workers, and more.

The key mission of this text is to clarify many of the misconceptions about Paulo Freire's theories, concepts and his implications for education. It explains more fully the influences that shaped concepts such as problem posing, conscientization and praxis.

While the intent of that mission is basically sound in theory-we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge-that theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching.

Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice?

This book explores the applications of Critical Pedagogy to actual classroom situations. Written in a concise and lucid form, this book takes the theories behind Critical Pedagogy and illustrates them at work in common classroom environments.

In a globalized neo-colonial world an insidious and often debilitating crisis of knowledge not only continues to undermine the quality of research produced by scholars but to also perpetuate a neo-colonial and oppressive socio-cultural, political economic, and educational system.

The author's anti-colonial discursive platform addresses distorted Eurocentric views of Africa. It raises ontological and epistemological questions about teaching methods and methodologies relating to Africa, and highlights knowledge indigenous to Africa.

This book discusses promoting social change through school, workplace and community. The authors define basic concepts and clearly explain what it is to engage in inquiry through "problem posing," to promote engagement in Participatory Activist Research.

Whether this happens in South Africa, Canada, United States, India, Iraq, Brazil, or China, Dei's insights suggest that this hegemony of education in pluralistic and multi-ethnic societies is a false construction.

Critical Praxis Research (CPR) is a teacher research methodology. This book transcends longstanding debates over quantitative vs. qualitative and scholar vs. practitioner research. Instructive and uplifting, it shows that research is difficult but also joyful.

This combination of post-colonial theory, feminism and pedagogy analyzes the way colonial powers have represented native women in education, and advocates the use of subversive feminist representations of women that recast our understanding of 'difference'.