Bøger i Routledge Research in Education serien

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 long nineteenth century.

Access to a quality education remains the primary mechanism for improving one''s life chances in the United States, and for children of color, a "good education" is particularly linked to their individual and collective well-being. Despite the popular perception that America is in a "post-racial" epoch, opportunities to access quality learning environments and human development resources remain determined according to race, class, gender, and ability. Taking a more nuanced approach to race and the resegregation of the American school system, this volume examines how and why the education quality for the majority of students of color in America remains fundamentally unequal.

Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative. In education research these may include ability-disability, academic-vocational, adult-child, formal-informal learning, male-female, research-practice, researcher-participant, sedentary-mobile, and West-East. Chapters in this book explore the resilience of binary constructions and present conceptual models for moving beyond them and/or reconceptualizing them to facilitate more productive approaches to education provision. With contributors from authors working in a multitude of educational fields and countries, this book provides a significant contribution to the ongoing challenge to seek new ways to move beyond binaries in education research.

Taking an international perspective, this volume explores numerous issues - gender, socio-economic and linguistic background, teachers' expectations, pedagogical approaches, parental support, educational policies (e.g. priority policies, multilingual policies, early start policies) - and their effects on equity in education.

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.

Beyond Binaries in Education Research explores the ethical, methodological, and social justice issues relating to conceptualizations of binary opposites in education research, particularly where one side of the dualism is perceived to be positive and the other negative. In education research these may include ability-disability, academic-vocational, adult-child, formal-informal learning, male-female, research-practice, researcher-participant, sedentary-mobile, and West-East. Chapters in this book explore the resilience of binary constructions and present conceptual models for moving beyond them and/or reconceptualizing them to facilitate more productive approaches to education provision. With contributors from authors working in a multitude of educational fields and countries, this book provides a significant contribution to the ongoing challenge to seek new ways to move beyond binaries in education research.

The past decade has seen an explosion of interest in civics and citizenship education. 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.

This volume seeks to critically examine the nexus between globalization and diversity as it affects the preparation of professional educators on several continents, taking into account the extensive changes in economic, sociopolitical, and cultural dynamics within nations and regions that have occurred in the last decade.

This edited volume examines the role of personal epistemology in teaching across early childhood, primary, secondary and tertiary contexts, and the implications for teacher education, incorporating the most up-to-date research and theorising in the field.

This book comprises a collection of studies of European and North American educational systems. It assesses the ways in which governance institutions, political ideologies and competing interests influence the content, form, and functioning of education, and how the formation of national identities is affected by globalization and multiculturalism.

In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.

Applying postcolonial theory as a framework of analysis, this volume offers critiques of notions of development, progress, humanism, culture, representation, and identity, examining the implications of these critiques for pedagogical theory and educational practice.

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.

This book provides an original perspective on a range of controversial issues in educational and social research through case studies of multi-disciplinary and mixed-method research involving children, teachers, schools and communities in Europe and the developing world. These case studies from researchers "across continents" and "across disciplines" explore a range of interesting issues, including the relevance of research approaches to very different national settings, and to the kinds of questions being asked; the barriers of language and culture between researcher and researched; articulating the thinking and feelings of very young children; the challenges of dealing with "partiality" of data; issues of identity, subjectivity and reflexivity; and transferring research approaches from one national setting to the problems posed in another.

This volume posits geography as a bridge between the natural and social sciences, demonstrating how issues such as discrimination and poverty can be more deeply understood with a spatial perspective from varying scales: individual, community, region, nation, and world. It explores new developments in geography and their implications for the K-12 social studies curriculum, introducing teachers and teacher educators to new research in the field and providing theoretical and practical examples of geography in the curriculum.

Traditionally, children have been considered from a primarily developmental perspective, in need of education in order to achieve autonomy, growth, and eventually adulthood. Childhood studies have recently underlined an alternate way to look at children, starting from the consideration that children are competent social actors and can actively participate in social life. However, there has been relatively little attention paid to the ways in which adults can actively empower children¿s agency and participation. This book aims to highlight this important aspect, explaining the position of adults as facilitators and mediators in the process of constructing childhood.

Little is done in schools at the formal and informal levels to address war and peace, especially in relation to what can and should be done to bring about peace. This volume seeks to provide a range of policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play in framing war, militarization and armed conflict.

This book describes the unfolding of a global phenomenon: the legal prohibition of physical punishment of children. Documenting the stories of countries that have either prohibited corporal punishment of children or who are moving in that direction, this volume will serve as a sourcebook for scholars and advocates around the world who are interested in the many dimensions of physical punishment and its elimination.

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.

What factors, challenges, and contexts contribute to and constrain literacy achievement among at-risk adolescent learners with culturally diverse backgrounds? This book documents findings from a unique project investigating the individual, home, community, and educational variables that make a difference.

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. Readers are also informed about how intercultural education and/or multicultural education within a country came to be and will learn about the debates over intercultural education and/or multicultural education at both the government and local level.