Educational Theory 2009 (UK): New Titles and Key Backlist

EducationalTheory

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Welcome to the Routledge

Educational Theory CatalogueNew Titles & Key Backlist 2009

CONTENTSAssessment . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Curriculum Theory . . . . . . . . . . . . . . . . . . . . .4

Encyclopedia . . . . . . . . . . . . . . . . . . . . . . . . . .7

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

Globalization . . . . . . . . . . . . . . . . . . . . . . . .10

Multicultural Education and Cultural Diversity14

Pedagogy and Learning . . . . . . . . . . . . . . . .24

Philosophy of Education . . . . . . . . . . . . . . . .27

Sociology of Education . . . . . . . . . . . . . . . . .29

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Order Form . . . . . . . . . . . .Centre of Catalogue

CONTACTSMARKETING ENQUIRIES

For all territories excluding the Americas:Cara TrevorMarketing ExecutiveEmail: [email protected]

For US, Canada and Latin America:Lori KellyMarketing ManagerEmail: [email protected]

EDITORIAL ENQUIRIES

For all territories excluding the Americas:Anna ClarksonEditorial DirectorEmail: [email protected]

For US, Canada and Latin America:Catherine BernardPublisherEmail: [email protected]

Trade customers’ representatives, agents and distributionFor a list of all trade customers’ representatives, agents and distributors for UK, Rest of World, North America and South America visit: http://www.routledge.com/representatives

INSPECTION COPY REQUESTSIf you are interested in requesting any of our titles on inspection then pleaseemail: [email protected]

NEW TITLES FROM

ROUTLEDGE EDUCATIONCRITICAL PERSPECTIVES ON EDUCATION SERIES

Educational Theories, Cultures and LearningA Critical PerspectiveEdited by Harry Daniels, Hugh Lauder and Jill Porter

Educational Theories, Cultures and Learning focuses onhow education is understood in different cultures, thetheories and related assumptions we make about learnersand students and how we think about them, and how wecan understand the principle actors in education - learnersand teachers.

Within this volume, internationally renowned contributorsaddress a number of fundamental questions designed totake the reader to the heart of current debates aroundpedagogy, globalisation, and learning and teaching, such as:

•What role does culture play in our understanding of pedagogy?

•What role do global influences, especially economic,cultural and social, have in shaping our understanding of education?

•What role does language play in influencing our thinkingabout education?

•How can we best understand childhood?

•What implications does our view of childhood have for education?

•How do we know what learners know?

•How do learners negotiate the transition between thedifferent phases of education?

•How best can children learn the knowledge we believeshould be taught?

•What is a teacher?

•How do teachers learn?

•How do we understand learners, their minds, identityand development?

To help with reflection, many of the chapters also includequestions for debate and a guide to further reading.

NEW


Companion Volume to Knowledge, Values and Educational Policy

January 2009 246 x 174mm 256pp Hb: 978-0-415-49118-1 £80.00

NEW TITLES FROM

ROUTLEDGE EDUCATIONCRITICAL PERSPECTIVES ON EDUCATION SERIES

Knowledge, Value and Educational PolicyA Critical PerspectiveEdited by Harry Daniels, Hugh Lauder and Jill Porter

Knowledge, Values and Educational Policy focuses on whatschools are for and what should be taught in them, howlearning is possible across boundaries, and issues ofdiversity and equity. Finally policies and practices relating toschools are considered.

Within this volume, internationally renowned contributorsaddress a number of fundamental questions designed totake the reader to the heart of current debates aroundcurriculum, knowledge transfer, equity and social justice,and system reform, such as:

• What are schools and what are they for?

• What knowledge should schools teach?

• How are learners different from each other and how aregroups of learners different from one another, in termsof social class, gender, ethnicity, and disability?

• What influence does educational policy have onimproving schools?

• What influence does research have on our understandingof education and schooling?

To help with reflection, many of the chapters also includequestions for debate and a guide to further reading.


Companion Volume to Educational Theories, Cultures and Learning

March 2009 246 x 174mm 320pp Hb: 978-0-415-49119-8 £80.00

NEW

Unequal By DesignHigh-Stakes Testing and the Standardization ofInequality

Wayne Au, California State University, Fullerton, USA

Series: Critical Social Thought

Unequal By Design criticallyexamines high-stakes standardisedtesting in order to illuminate what isreally at stake for students, teachers,and communities negatively affectedby such testing. This thoughtfulanalysis traces standardised testing’sorigins in the Eugenics and SocialEfficiency movements of the late19th and early 20th century throughits current use as the central tool fornational educational reform via NoChild Left Behind.

By exploring historical, social, economic, and educationalaspects of testing, author Wayne Au demonstrates thatthese tests are not only premised on the creation ofinequality, but that their structures are inextricablyintertwined with social inequalities that exist outside ofschools.

2008: 229 x 152: 216ppHb: 978-0-415-99070-7: £75.00 US $125.00

Pb: 978-0-415-99071-4: £19.99 US $33.95

eBook: 978-0-203-89204-6

Interdisciplinary Education in the Ageof AssessmentEdited by David M. Moss, Terry A. Osborn andDouglas Kaufman, all at University of Connecticut, USA

Interdisciplinary Education in the Ageof Assessment addresses a prevalentneed in educational scholarshiptoday. This book gears itself towarddeveloping assessment modelsspecific to interdisciplinaryeducation, positioning itself as aseminal volume in the field and avaluable resource to educators acrossthe disciplines. Each chapter covers amajor subject area (literacy, science,math, social studies, bilingualeducation, foreign language,

educational policy) and discusses methods of assessingintegrated/interdisciplinary curriculum and instruction.

2008: 229 x 152: 224ppHb: 978-0-8058-5377-3: £80.00 US $135.00

Pb: 978-0-8058-5378-0: £23.99 US $41.95

eBook: 978-0-203-92944-5

Testing TimesThe Uses and Abuses of Assessment

Gordon Stobart, Institute of Education, University ofLondon, UK

Assessment dominates our lives butits good intentions often producenegative consequences. An examplethat is central to this book is howcurrent forms of assessmentencourage shallow ‘for-the-test’learning. It is true to say that as thevolume of assessment increases,confidence in what it represents isdiminishing. This book seeks toreclaim assessment as a constructiveactivity which can encourage deeperlearning. To do this the purpose, and

fitness-for–purpose, of assessments have to be clear.

Gordon Stobart critically examines five issues that currentlyhave high-profile status:

•intelligence testing

•learning skills

•accountability

•the ‘diploma disease’

•formative assessment.

Stobart explains that these form the basis for the argumentthat we must generate assessments which, in turn,encourage deep and lifelong learning.

This book raises controversial questions about current usesof assessment and provides a framework for understandingthem. It will be of great interest to teaching professionalsinvolved in further study, and to academics and researchersin the field.

2008: 234 x 156: 224ppHb: 978-0-415-40474-7: £80.00 US $150.00

Pb: 978-0-415-40475-4: £22.99 US $45.95

eBook: 978-0-203-93050-2

3ASSESSMENT

E-mail: [email protected] www.ebookstore.tandf.co.ukfor more information eBooks are only available to order online

NEW4TH EDITION

Key Concepts for Understanding CurriculumColin J. Marsh, Curtin University of Technology, Australia

Series: Teachers’ Library

Now fully updated, this revised andenlarged fourth edition provides notonly a solid grounding in the subjectbut also covers the latest trends andissues affecting the field. Written inMarsh’s clear and accessible style,the book details the strengths,weaknesses and controversiesaround major concepts incurriculum, including: curriculumplanning and development; curriculum management; teachingperspectives; collaborative

involvement in curriculum and curriculum ideology.

Now updated with new chapters on curriculum models,school-based curriculum development, learning studies, ICTdevelopments in assessment, the new edition includes extradetail on standards and essential learning factors that haverecently been introduced in a number of countries, includingthe UK, USA and Australia.

2008: 234 x 156: 224ppHb: 978-0-415-46577-9: £80.00 US $160.00

Pb: 978-0-415-46578-6: £25.99 US $49.95

Curriculum and ImaginationProcess Theory, Pedagogy and Action Research

James McKernan, East Carolina University, USA

Curriculum and Imagination describesan alternative ‘process’ model fordesigning, developing, implementingand evaluating curriculum, suggestingthat curriculum may be designed byspecifying an educational processwhich contains key principles ofprocedure.

Curriculum and Imagination providesa rational and logical alternative forall educators who plan curriculum butdo not wish to be held captive by amechanistic ‘ends-means’ notion of

educational planning. Anyone studying or teaching curriculumstudies, or involved in education or educational planning, willfind this important new book fascinating reading.

2007: 234 x 156: 264ppHb: 978-0-415-41337-4: £85.00 US $160.00

Pb: 978-0-415-41338-1: £24.99 US $45.95

eBook: 978-0-203-94693-0

NEW

Constructivist InstructionSuccess or Failure?

Edited by Thomas M. Duffy, Indiana University andSigmund Tobias, Fordham University, USA

Constructivist Instruction brings together leading thinkersfrom both sides of the hotly debated controversy aboutconstructivist approaches to instruction. Althoughconstructivist theories and practice now dominate the fieldsof the learning sciences, instructional technology, curriculumand teaching, and educational psychology, they have alsobeen the subject of sharp criticism regarding sparse researchsupport and adverse research findings. This volume presents:

•the evidence for and against constructivism

•the challenges from information-processing theorists

•commentaries from leading researchers, who discuss theconstructivist framework from their perspectives.

Chapters present detailed views from both sides of thecontroversy. A distinctive feature of the book is the dialoguebuilt into it between the different positions. Each chapterconcludes with discussions in which two authors withopposing views raise questions about the chapter, followedby the author(s)’ responses to those questions; for somechapters there are several cycles of questions and answers.These discussions, and concluding chapters by the editors,clarify, and occasionally narrow the differences betweenpositions and identify needed research.

April 2009: 229 x 152: 408ppHb: 978-0-415-99423-1: £78.00 US $140.00

Pb: 978-0-415-99424-8: £27.99 US $49.95

Curriculum and the Teacher35 years of the Cambridge Journal of Education

Edited by Nigel Norris, University of East Anglia, UK

Series: Education Heritage

Bringing together seminal papers from the CambridgeJournal of Education around the theme of curriculum andthe teacher, this book explores the changing conceptions ofcurriculum and teaching and the changing role of theteacher in curriculum development and delivery.

The papers are drawn from important and eventful periodsof educational history spanning the curriculum reformmovement of the 1960s and 1970s to the present age ofsurveillance, accountability and control. A specially writtenIntroduction contextualises the papers.

Part of the Routledge Education Heritage series, Curriculumand the Teacher presents landmark texts from theCambridge Journal of Education, offering a wealth ofmaterial for students and researchers in education.

2008: 234 x 156: 372ppHb: 978-0-415-45533-6: £90.00 US $170.00

eBook: 978-0-203-93085-4

CURRICULUM THEORY4

www.routledge.com/educationSee Order Form at the centre of this Catalogue

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NEW

Curriculum Studies Handbook – The Next MomentExploring Post-Reconceptualization

Edited by Erik Malewski, Purdue University, USA

Series: Studies in Curriculum Theory Series

In the mid-1970s a shift in the intellectual work of the field ofcurriculum studies gave birth to a movement now commonlyreferred to as reconceptualization. The intellectual effortstaken up under reconceptualization advanced the field fromcurriculum development (with a focus on objectives, scope,sequence, and evaluation) toward curriculum understanding(with a focus on the individual experience of the public as theprimary focus of teaching and learning). This text addresseswhat comes after the reconceptualization of curriculumstudies and considers the contribution of the next wave ofcurriculum scholars. It speaks to these questions through thework of 25 newer scholars who explore, each in their owntheir own unique ways, the present moment in curriculumstudies. To contextualize the work of this up-and-cominggeneration, each chapter is paired with a shorter responseauthored by a well-known scholar in the field.

January 2009: 229 x 152: 344ppHb: 978-0-415-98948-0: £140.00 US $125.00

Pb: 978-0-415-98949-7: £56.00 US $41.95

NEW3RD EDITION

The Curriculum Studies ReaderEdited by David J. Flinders, Indiana University, USA andStephen J. Thornton, University of South Florida, USA

In this much-anticipated third editionof the best-selling anthology, theeditors once again bring togetherthe best scholarship in curriculumstudies. From John Dewey’snineteenth-century creed to NelNoddings’ twenty-first century aims,this thoughtful combination of newand timely essays provides acomplete survey of the disciplinecoupled with concrete examples ofinnovative curriculum and anexamination of contemporary topics.

New to this edition are additional historical and contextualpieces from Maria Montessori and Jerome Bruner, and athoroughly updated collection of contemporary selections,reflecting issues such as standardization, high-stakes testing,and globalization.

Carefully balanced to engage with the history of curriculumstudies while simultaneously looking ahead to its future, TheCurriculum Studies Reader continues to be the mostauthoritative collection in the field.

January 2009: 254 x 178: 464ppHb: 978-0-415-96321-3: £75.00 US $140.00

Pb: 978-0-415-96322-0: £21.99 US $39.95

5CURRICULUM THEORY


NEW

Global Perspectives in the Geography CurriculumReviewing the Moral Case for Geography

Alex Standish, Western Connecticut State University, USA

‘For geographers across the globe this book provides the arguments for a return to theteaching of geography and why they should reject the politicisation of the subject byeducation policy makers and politicians. Standish’s careful critique shows the necessityof a depoliticised geography curriculum the irony of which would be that it wouldensure that every child could point to Iraq, Iran and Afghanistan on a map.’ – DennisHayes, Oxford Brookes University, UK

’A prescient and critical analysis of the changing face of geography teaching. This bookdeserves to be widely read and debated. Alex Standish’s book puts current trends ingeography teaching in historical and critical context. It comprises a forthright and timelydefence of geographical education for its own sake.’ – Jim Butcher, Canterbury ChristChurch University, UK

Since the early 1990s, educational policy makers and some subject leaders have been seeking tofundamentally change the teaching of geography in UK and US schools, from a subject which encourages students toexplore spatial concepts, ideas and skills, to a more ethics based subject concerned with the promotion ofenvironmentalism, and social justice. In this book the new approach is critically examined, within a historical andideological context.

2008: 234 x 156: 224ppHb: 978-0-415-46895-4: £80.00 US $150.00

Pb: 978-0-415-47549-5: £22.99 US $41.95

eBook: 978-0-203-89083-7

Bringing Knowledge Back InFrom Social Constructivism to Social Realism in theSociology of Education

Michael F.D. Young, Institute of Education, Universityof London, UK

’This book tackles some of themost important educationalquestions of the day... It is rare tofind a book on education whichis theoretically sophisticated andpractically relevant: this book is.’– From the Foreword by HughLauder, University of Bath, UK

Michael Young traces the changes inhis own thinking about the questionof knowledge in education since hisearlier books Knowledge andControl and The Curriculum of the

Future. He argues for the continuing relevance of thewritings of Durkheim and Vygotsky and the uniqueimportance of Basil Bernstein’s often under-appreciatedwork. He illustrates the importance of questions aboutknowledge by investigating the dilemmas faced byresearchers and policy makers in a range of fields. He alsoconsiders the broader issue of the role of sociologists inrelation to educational policy in the context of increasinglyinterventionist governments.

This compelling and provocative book will be essentialreading for anyone involved in research and debates aboutthe curriculum as well as those with a specific interest in thesociology of education.

2007: 234 x 156: 272ppHb: 978-0-415-32120-4: £80.00 US $150.00

Pb: 978-0-415-32121-1: £23.99 US $45.95

eBook: 978-0-203-07366-7

Knowledge ProductionResearch Work in Interesting Times

Edited by Bridget Somekh, Manchester MetropolitanUniversity, UK and Thomas A. Schwandt, University ofIllinois at Urbana-Champaign, USA

This collection from a highlyimpressive international group ofeducational researchers exploresepistemological, methodological,and ethical-political issues in theproduction of knowledge abouteducational phenomena incontemporary society.

2007: 234 x 156: 224ppHb: 978-0-415-44229-9: £85.00 US $160.00

Pb: 978-0-415-44228-2: £24.99

US $45.95

Critical Essays on Major Curriculum TheoristsDavid Scott, Institute of Education, University ofLondon, UK

’In addition to its relevance forfaculty engaged in curricularrethinking, Scott’s work providesa valuable and critical historicalreview and updating oftheoretical discussions of the lastforty years for those who canread in depth on curriculum andteaching.’ – Robert W. Pazmino,Teaching Theology & Religion

This book is a critical appreciation ofthe work of sixteen leadingcurriculum theorists, taking account

of the writings of a balance of established thinkers andcurriculum analysts from the fields of education, philosophy,sociology and psychology. Together these commentatorsoffer a broad perspective with views from the UK, the USand Europe, and from a range of political stances rangingfrom radical conservatism through liberalism to socialism andlibertarianism.

Ideal for students on all teacher training courses looking foran introduction to some of the key educational thinkers ofour time, this key text can also be used as a companionvolume to the Routledge four-volume set on curriculumtheory.

2007: 234 x 156: 176ppHb: 978-0-415-33984-1: £80.00 US $150.00

Pb: 978-0-415-33983-4: £23.99 US $42.95

eBook: 978-0-203-46188-4

The Death of Progressive EducationHow Teachers Lost Control of the Classroom

Roy Lowe, Institute of Education, University of London, UK

The first authoritative survey of thechanging politics of the classroomsince the Second World War. Itcharts the process by which societymoved away from being one inwhich teachers decided both thecontent of the school curriculum andhow it would be taught towards thepresent situation.

2007: 234 x 156Hb: 978-0-415-35971-9: £80.00 US $150.00

Pb: 978-0-415-35972-6: £23.99 eBook: 978-0-203-94595-7

CURRICULUM THEORY6


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Inquiry in Education, Volume IThe Conceptual Foundations for Research as aCurricular Imperative

Mark W. Aulls and Bruce M. Shore, both at McGillUniversity, Canada

Series: Educational Psychology Series

This book pulls together more than four decades of expertopinion, quantitative research, and qualitative research oninquiry in different disciplines, school subjects, and levels ofeducation.

2007: 229 x 152: 336ppHb: 978-0-8058-2741-5: £50.00 US $90.00

Pb: 978-0-8058-2742-2: £18.99 US $32.50

eBook: 978-1-4106-1594-7

Inquiry in Education, Volume IIOvercoming Barriers to Successful Implementation

Edited by Bruce M. Shore and Mark W. Aulls, both atMcGill University, Canada and Marcia A.B. Delcourt

Series: Educational Psychology Series

A companion to Inquiry in Education, Volume I: TheConceptual Foundations for Research as a CurricularImperative. Volume II illustrates how educators in a range ofsettings have dealt with obstacles to successfulimplementation of inquiry-based approaches.

2007: 229 x 152: 368ppHb: 978-0-8058-2743-9: £50.00 US $90.00

Pb: 978-0-8058-2744-6: £18.99 US $32.50

eBook: 978-1-4106-1596-1

Inquiry In Education Set Volumes I & IIPb: 978-0-8058-6388-8: £25.99 US $47.00

The Routledge InternationalEncyclopedia of EducationEdited by Gary McCulloch and David Crook, both atInstitute of Education, University of London, UK

‘The Routledge InternationalEncyclopedia of Education is amajor achievement. The breadthof its coverage is impressive andthe writing is crisp and clear. Thisis a book that deserves a longlife.’ – Michael W. Apple, Universityof Wisconsin, Madison, USA

‘This wonderful book is atreasure trove of information forexperts as well as novices. Itscoverage is truly impressive. It’s

not only a useful reference book, it’s fascinating to dipinto at random. Like all good books, it stimulates youto find out more.’ – Sally Power, School of Social Sciences,Cardiff University, Wales, UK

’This volume’s broad content will render it useful tostudents of all social sciences.’ – CHOICE, August 2008,Vol. 45, No. 11

The Routledge International Encyclopedia of Education is aunique and major resource for the field of education. It is acomprehensive, single-volume work, arranged alphabeticallyand comprising around 600 entries.

The entries range from definitions of key educationalconcepts and terms to biographies of key educators andspecially written substantial essays on major educationaltopics. The volume includes authoritative and criticalcommentary on historical and contemporary themes;examinations of continuities, changes and emerging issues;and discussions of the educational traditions and features ofmajor countries and continents.

Offering insight into the world of education in aninteresting, informed and sometimes provocative way, thisbook is an invaluable work of reference for educators,students, researchers and policy makers in education andrelated fields internationally.

2008: 246 x 174: 760ppHb: 978-0-415-27747-1: £135.00 US $250.00

7CURRICULUM THEORY ENCYCLOPEDIA


NEW

Educating the Gendered CitizenSociological Engagements with National and Global Agendas

Madeleine Arnot, University of Cambridge, UK

’This book critically synthesisesthe best of the debates infeminist theory over severaldecades. Written with agility anddepth, the sociologicalengagements with national andglobal political agendas provide amuch needed gender perspectivein reconnecting the role ofeducation with citizenship. I donot know of any book thatcovers in such depth such agamut of topics, both at the

domestic and international level, establishing theimportance of researching the gendered citizen.Madeleine Arnot has offered us a remarkable researchagenda, and insightful research findings, that willguide the debate and thinking on the gendered citizenfor years to come. This is the kind of book that is a realtour de force in educational theory.’– Professor CarlosAlberto Torres, University of California Los Angeles, USA

Globalisation and global human rights are the two majorforces in the twenty-first century which are likely to shapethe sort of learner citizen created by the educational system.Schools will be expected to prepare young men and womenfor national as well as global citizenship. Male and femalecitizens will need to adapt to new social conditions, onlysome of which will encourage gender equality.

This book offers a unique introduction to the contributionthat sociological research on the education of the citizen canmake to national and global debates. It brings together forthe first time a selection of influential new and previouslypublished papers by Madeleine Arnot on the theme ofgender, education and citizenship. It describes feministchallenges to liberal democracy, the gendered constructionof the ’good citizen’ and citizenship education; it exploresthe implications of social change for the learner citizen andoffers alternative gender-sensitive models of globalcitizenship education.

It will be an invaluable text for all those interested incitizenship education, gender studies, sociology ofeducation, educational policy studies, critical pedagogy andcurriculum studies and international or comparativeeducation.

2008: 234 x 156: 272ppHb: 978-0-415-40805-9: £80.00 US $150.00

Pb: 978-0-415-40806-6: £22.99 US $45.95

eBook: 978-0-203-88992-3

NEW

Race, Gender and Educational DesireWhy Black Women Succeed and Fail

Heidi Safia Mirza, Middlesex University, UK

’This book is a great genealogyof black women’s unrecognisedcontributions within botheducation and the wide socialcontext. I think it constitutes animportant piece of work that istotally missing from the existingliterature’ – Diane Reay, CambridgeUniversity, UK

Race, Gender and Educational Desirereveals the emotional and socialconsequences of gendereddifference and racial division as

experienced by black and ethnicised women teachers andstudents in schools and universities. It explores theintersectionality of race and gender in education, taking thetopic in new, challenging directions.

Race, Gender and Educational Desire makes a plea for hopeand optimism, arguing that black women’s educationaldesire for themselves and their children embodies afeminised prospectus for a successful multicultural future.This book will be of particular interest to students,academics and researchers in the field of education,sociology of education, multicultural education and socialpolicy.

2008: 234 x 156: 224ppHb: 978-0-415-44875-8: £75.00 US $150.00

Pb: 978-0-415-44876-5: £22.99 US $42.95

eBook: 978-0-203-88865-0

GENDER8


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NEW

Feminism and ’The Schooling Scandal’Christine Skelton, University of Birmingham, UK andBecky Francis, Roehampton University, UK

Feminism and ‘The SchoolingScandal’ brings together feministcontributions from two generationsof educational researchers,evaluating and celebrating the fieldof gender and education. The focusthroughout is on the years ofcompulsory schooling, examining keyconcepts in gender and educationidentified and developed byinternational thinkers in educationalfeminism. Topics covered include:

• social class, ethnicity and sexualityin relation to experiences in school

•theories and methodologies for understanding gender

•pedagogy and practice in education

•the direction of educational policy and the ‘problem of boys’.

Providing a comprehensive overview of contemporaryresearch and theory emerging from ‘second wave’ feminismand assessing their impact on pupils and teachers in today’sschools and classrooms, this book forms essential reading foranyone studying gender and education.

2008: 234 x 156: 192ppHb: 978-0-415-45509-1: £75.00 US $150.00

Pb: 978-0-415-45510-7: £22.99 US $42.95

eBook: 978-0-203-88433-1

2ND EDITION

Handbook for Achieving GenderEquity Through EducationEdited by Susan S. Klein, Barbara Richardson,Dolores A. Grayson, Lynn H. Fox, Cheris Kramarae, Diane S. Pollard and Carol Anne Dwyer

First published in 1985, theHandbook for Achieving GenderEquity Through Education quicklyestablished itself as the essentialreference work concerning genderequity in education. This new,expanded edition provides a 20-yearretrospective of the field, one thathas the great advantage ofdocumenting U.S. national data onthe gains and losses in the efforts toadvance gender equality throughpolicies such as Title IX, the

landmark federal law prohibiting sex discrimination ineducation, equity programs and research.

2007: 279 x 216: 768ppHb: 978-0-8058-5453-4: £195.00 US $295.00

Pb: 978-0-8058-5454-1: £70.00 US $99.95

eBook: 978-1-4106-1763-7

Learning from the MarginsYoung Women, Social Exclusion and Education

Edited by Julie McLeod, and Andrea C. Allard, DeakinUniversity, Australia

This collection of ground-breaking international essaysaddress the educational, social, work and biographicalexperiences of young women who are routinely constructedas ‘at risk’ and on the margins. Drawing on research from aninternational range of scholars, this book brings togetherimportant new perspectives on the gendered dimensions ofsocial exclusion and educational marginalisation. It offerspractitioners as well as researchers insights into how to‘research’ social marginalisation and reflections on projectsand programmes that have attempted to do so.

2007: 234 x 156: 208ppHb: 978-0-415-41133-2: £95.00 US $180.00

9GENDER


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SES 1ST PRIZE WINNER

Gender, Schooling and Global Social JusticeElaine Unterhalter, University of London, UK

Series: Foundations and Futures of Education

Timely and original, this bookexamines gender equality inschooling as an aspiration of globalsocial justice. With nearly one billionpeople having little or no schoolingand women and girls comprisingnearly two-thirds of this total, thisbook analyses the historical,sociological, political andphilosophical issues involved as wellas exploring actions taken bygovernments, Inter-GovernmentOrganisations, NGOs and women’s

groups since 1990 to combat this injustice.

Written by a recognised expert in this field, the book isorganised clearly into three parts:

•the first provides a background to the history of theprovision of schooling for girls worldwide since 1945 andlocates the challenges of gender inequality in education

•the second examines different views as to why questions ofgender and schooling should be addressed globally,contrasting arguments based on human capital theory,rights and capabilities

•the third analyses how governments, Inter-GovernmentOrganisations and NGOs have put policy into practice.

Addressing the urgent global challenges in gender andschooling, this book calls for a new connected approach inpolicy and practice. It is essential reading for all thoseinterested in education, along with developmental studies,sociology, politics and women’s studies.

2006: 234 x 156: 224ppHb: 978-0-415-35921-4: £85.00 US $150.00

Pb: 978-0-415-35922-1: £23.99 US $42.95

eBook: 978-0-203-96584-9

Gender Education & Equality in aGlobal ContextConceptual Frameworks and Policy Perspectives

Shailaja Fennell and Madeleine Arnot, both atUniversity of Cambridge, UK

An invaluable introduction to the range of conceptualframeworks and innovative research methods that addressissues of gender education and development.

2007: 234 x 156: 216ppHb: 978-0-415-41944-4: £80.00 US $150.00

eBook: 978-0-203-93959-8

NEW

Education and NeoliberalGlobalizationCarlos Alberto Torres, University of California, LosAngeles, USA

Series: Routledge Research in Education

This volume by noted criticaleducation scholar Carlos AlbertoTorres takes up the question of howstructural changes in schooling andthe growing impacts of neoliberalismand globalization affect socialchange, national development, anddemocratic educational systemsthroughout the world. The firstsection of the book offers analyticalavenues to understand and criticizethe practices and policies ofneoliberal states, both domestically

and internationally. More than a mere lament of the state ofeducational policy, however, Torres also documents thecritiques and alternatives developed by social movementsagainst neoliberal governments and policies. Ultimately, hiswork urges readers to engage in the struggle to resist theoppressive forces of neoliberal globalization, and proactivelyand deliberately act in informed ways to create a betterworld.

2008: 229 x 152: 150ppHb: 978-0-415-99118-6: £65.00 US $125.00

eBook: 978-0-203-89073-8

GENDER GLOBALIZATION10


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NEW

Citizenship, Education and Social ConflictEdited by Hanan Alexander and Halleli Pinson, bothat Haifa University, Israel and Yossi Yonah, Ben GurionUniversity, Israel


This volume provides new perspectives into the challenges ofcitizenship education in the age of globalization and in thecontext of multicultural and conflict-ridden societies. Thecollection calls us to rethink the accepted liberal and nationaldiscourses that have long dominated the conceptualizationand practice of citizenship and citizenship education in lightof social conflict, globalization, terrorism, and the spread ofan extreme form of capitalism. The contributors of thevolume identify the main challenges to the role of citizenshipeducation in the context of globalization, conflicts and thechanges to the institution of citizenship they entail andcritically examine the ways in which schools and educationsystems currently address and may be able to improve therole of citizenship education in conflict-ridden andmulticultural contexts.

May 2009: 229 x 152: 208ppHb: 978-0-415-99190-2: £60.00 US $95.00

NEW

Globalizing Educational PolicyBob Lingard, University of Queensland, Australia and Fazal Rizvi, University of Illinois, USA

Leading authors in the field explorethe key global drivers of policychange in education and argue thatglobalization has transformed theterrain within which educationalpolicies are developed and, informedby a range of neo-liberal precepts,affect the ways we think abouteducational governance.

The book provides an overview ofcritical issues in educational policy, towhich this hegemonic view ofglobalization has grown, including:

•devolution and decentralization

•new forms of governance

•balance between public and private funding of education

•access, equity and the education of girls

•curriculum, teaching English language and technology

•pedagogies and global trade in education.

September 2009: 234 x 156: 224ppHb: 978-0-415-41625-2: £75.00 US $150.00

Pb: 978-0-415-41627-6: £22.99 US $45.95

NEW

Globalization of EducationAn Introduction

Joel Spring, Queens College/City University of NewYork, USA

Series: Sociocultural, Political, and Historical Studiesin Education Series

Continuing Joel Spring’s reportageand analysis of the intersection ofglobal forces and education, this textoffers a comprehensive overview andsynthesis of current research,theories, and models related to thetopic. Spring introduces readers tothe processes, institutions, andforces by which schooling has beenglobalized and examines the impactof these forces on schooling in localcontexts.

Designed for courses onglobalization and education, international and comparativeeducation, educational foundations, multicultural education,and educational policy, the text is written in a clear narrativestyle to engage readers in thoughtful consideration of topicsdiscussed. Each chapter includes ’Key Points’ that summarizethe content and suggest issues and questions for criticalanalysis, discussion, and debate.

2008: 229 x 152: 264ppHb: 978-0-415-98946-6: £70.00 US $125.00

Pb: 978-0-415-98947-3: £15.99 US $29.95

eBook: 978-0-203-88685-4

11GLOBALIZATION


NEW

Globalizing Education, Educating the LocalHow Method Made us Mad

Ian Stronach, Liverpool John Moores University, UK

Education is in crisis. The last twenty years have seen theestablishment of an orthodoxy based on the standardisationof all sorts of curricula based on national prescription. Thisorthodoxy is increasingly global. It has been accompanied,and indeed promoted, by the narrow measurement ofeducational performances of all sorts, their often invalidcomparison, and the consequent establishment of a moraleconomy based on league table positions. Internationalleague tables are now the motor of national educationalchange, from the Pacific Rim to former communistterritories, and across most western countries.

This book confronts that controversy and aims to help bringabout the ‘turnaround’ that it predicts - away frommeasurement mania and rampant instrumentality. This bookprovides a critical account of how contemporary educationalknowledge is put together and presented in the globalknowledge economy, redefining the actors in the educationprocess, including principally the child, pupil, and learner,but also the teacher, parent, inspector and policy-maker. Itwill appeal to a wide range of readers who are committed toeducational change, from system level to individualprofessional practice.

March 2009: 234 x 156: 224ppHb: 978-0-415-43111-8: £75.00 US $150.00

Civic Education for Diverse Citizens inGlobal TimesRethinking Theory and Practice

Edited by Beth C. Rubin and James M. Giarelli, StateUniversity of New Jersey, USA

Series: Rutgers Invitational Symposium onEducation Series

This book explores four interrelatedthemes: rethinking civic education inlight of the diversity of U.S. society;re-examining these notions in anincreasingly interconnected globalcontext; re-considering the ways thatcivic education is researched andpracticed; and taking stock of wherewe are currently through use of anhistorical understanding of civiceducation.

2007: 229 x 152: 296ppHb: 978-0-8058-5159-5: £55.00 US $90.00

eBook: 978-1-4106-1629-6

2ND EDITION

Knowledge and Power in the Global EconomyThe Effects of School Reform in aNeoliberal/Neoconservative Age

Edited by David Gabbard, East Carolina University, USA


The second edition of Knowledgeand Power in the Global Economyexamines how neoliberal andneoconservative policies are workingin tandem to privatize andcommercialize public schools. It looksat how these policies and theagendas behind them have impactedthe internal dynamics of schoolmanagement, teaching, andlearning, as well as how they havetransformed the external dynamicsof education from a public good or

service offered to serve public interests to a privateenterprise primarily serving private interests.

2007: 229 x 152: 608ppHb: 978-0-8058-5938-6: £65.00 US $110.00

Pb: 978-0-8058-5939-3: £22.99 US $39.95

eBook: 978-1-4106-1822-1

GLOBALIZATION12


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2ND EDITION

Globalisation & PedagogySpace, Place and Identity

Richard Edwards, Institute of Education, University ofSterling, UK and Robin Usher, Royal MelbourneInstitute of Technology University, Australia

With different pedagogic practicescome different ways of examiningthem and fresh understandings oftheir implications and assumptions. Itis the examination of these changesand developments that is the subjectof this book.

The second edition of this importantbook has been fully updated andextended to take account ofdevelopments in technology,pedagogy and practice, in particularthe growth of distance and e-learning.

2007: 234 x 156: 200ppHb: 978-0-415-42895-8: £85.00 US $160.00

Pb: 978-0-415-42896-5: £23.99 US $41.95

eBook: 978-0-203-94500-1

Teaching the Global DimensionKey Principles and Effective Practice

Edited by David Hicks, Bath Spa University, UK andCathie Holden, University of Exeter, UK

Teaching the Global Dimensionspecifically responds to concerns suchas inequality, justice, environmentand conflict in chapters written byleading educationalists in the field. Itexplores both the theory and practiceof ’global education’ today.

Inspiring, thought-provoking andhighly practical, this book showshow teachers at any stage in theircareer can effectively andsuccessfully bring a global dimensionto the taught curriculum.

2007: 234 x 156: 232ppHb: 978-0-415-40448-8: £85.00 US $150.00

Pb: 978-0-415-40449-5: £21.99 US $37.95

eBook: 978-0-203-96277-0

Education, Globalisation and New Times21 Years of the Journal of Education Policy

Edited by Stephen J. Ball, Institute of Education,University of London, UK, Ivor F. Goodson, University of Brighton, UK and Meg Maguire, Kings CollegeLondon, UK


Education, Globalisation and New Times comprises aselection of the most influential papers published over thetwenty-one years of the Journal of Education Policy. Writtenby many of the leading scholars in the field, these seminalpapers cover a variety of subjects, sectors and levels ofeducation.

Compiled by the journal’s editors, the book illustrates thedevelopment of the field of education policy studies, and thespecially written Introduction contextualises the selection,whilst introducing students to the main issues and currentthinking in the field.

2007: 234 x 156: 392ppHb: 978-0-415-42598-8: £90.00 US $170.00

eBook: 978-0-203-96399-9

A New Paradigm for Global School SystemsEducation for a Long and Happy Life

Joel Spring, City University of New York/QueensCollege, USA


This volume offers a new paradigmfor global school systems. Educationfor global economic competition isthe prevailing goal of most nationalschool systems. Spring argues thatrecent international studies byeconomists, social psychologists, andothers on the social factors thatsupport subjective well-being andlongevity should serve as a call toarms to change education policy; thecurrent industrial-consumerparadigm is not supportive of either happiness or long life.

2007: 229 x 152: 232ppHb: 978-0-8058-6123-5: £80.00 US $69.95

Pb: 978-0-8058-6124-2: £19.99 US $27.50

eBook: 978-1-4106-1479-7

13GLOBALIZATION


NEW

Critical Perspectives on bell hooksEdited by Maria del Guadalupe Davidson, OklahomaUniversity, USA and George Yancy, DuquesneUniversity, USA


Although bell hooks has longchallenged the dominant paradigmsof race, class, and gender, there hasnever been a comprehensive bookcritically reflecting upon this seminalscholar’s body of work. Her writtenworks aim to transgress and disruptthose codes that exclude others asintellectually mediocre, and Hooks’challenge to various hegemonicpractices has heavily influencedscholars in numerous areas ofinquiry. This important resource

thematically examines Hooks’ works across variousdisciplinary divides, including her critique on educationaltheory and practice, theorization of racial construction,dynamics of gender, and spirituality and love as correctives inpostmodern life. Ultimately, this book offers a freshperspective for scholars and students wanting to engage inthe prominent work of bell hooks, and makes available to itsreaders the full significance of her work. Compelling andunprecedented, Critical Perspectives on bell hooks is a must-read for scholars, professors, and students interested inissues of race, class, and gender.

February 2009: 229 x 152: 256ppHb: 978-0-415-98980-0: £75.00 US $140.00

Pb: 978-0-415-98981-7: £20.99 US $38.95

NEW

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

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


’Progressive educators havealways been better at critiquethan at possibility. This bookpromises not to ignore critique,but to favor possibility. It is mostrare and greatly welcomed.’– Richard Quantz, Miami University,USA

’The editor argues that in amaterial world, depicted byconsumerism, spiritual nihilismand conspicuous consumption,there is need to offer a new

vision and direction in education that would promote amore harmonious, holistic values-oriented schoolingthat transforms persons into moral beings, who carefor others . In terms of innovative ideas andapproaches to pedagogy and theorizing aboutschooling, this volume is at the top of pedagogicaldiscourses and thinking.’ – Joseph Zajda, AustralianCatholic University, Melbourne, Australia

Education and Hope in Troubled Times brings together agroup of the best and most creative educational thinkers toreflect on the purpose and future of public education. Theseoriginal essays by leading social and educationalcommentators in North America attempt to articulate a newvision for education, especially public education, and beginto set an alternative direction. At its core this volumequestions what it will mean to be an educated human beingin the 21st century compelled to confront and address somuch that threatens the very basis of a decent and hopefulhuman existence. Carrying forward a project of redefiningand reshaping public discourse on education in the U.S., it isa critical catalyst and focus for re-thinking public policy oneducation.


Pb: 978-0-415-99426-2: £31.95 US $44.95

MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY14


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NEW

Handbook of Asian EducationYong Zhao, Michigan State University, USA

This comprehensive and authoritative Handbook describeseducational practices in Asia and explains and interpretsthese practices from cultural, historical, and economicperspectives. It documents the accomplishments andachievements of Asian education and also discusses thechallenges it faces. Using a clearly explained civilization-based framework, the volume is structured in five sections,each devoted to educational practices in a particular Asiancivilization (Sinic, Japanese, Hindu, Islamic, Buddhist). Topicsaddressed include both the formal schooling system and out-of-school educational practices, education governance andmanagement, curriculum and assessment, teachers andteaching; learners and learning; home and community. Eachsection offers one chapter on the challenges education facesand what efforts are underway or planned to meet them,and one chapter on how immigrants from each civilizationhave come to live in the West, how they are educated, andhow they are adapting to their new homes.


Pb: 978-0-8058-6444-1: £60.00 US $94.95

eBook: 978-1-4106-1874-0

NEW

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


In the colorblind era of Post-CivilRights America, race is oftenwrongly thought to be irrelevant or,at best, a problem of racistindividuals rather than a systemiccondition to be confronted. Thisbook interrupts this dangerousassumption by reaffirming a criticalappreciation of the central role thatrace and racism still play in schoolsand society. Author Zeus Leonardo’sconceptual engagement of race andwhiteness asks questions about its

origins, its maintenance, and envisages its future.

March 2009: 229 x 152: 256ppHb: 978-0-415-99316-6: £70.00 US $125.00

Pb: 978-0-415-99317-3: £19.99 US $36.95

NEW

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

This volume is the first authoritativereference work to provide a trulycomprehensive internationaldescription and analysis ofmulticultural education around theworld. It is organized around keyconcepts and uses case studies fromvarious nations in different parts ofthe world to exemplify and illustratethe concepts. Case studies are frommany nations, including the UnitedStates, the United Kingdom,

Canada, Australia, France, Germany, Spain, Norway,Bulgaria, Russia, South Africa, Japan, China, India, NewZealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico.

The book is divided into ten sections, covering theory andresearch pertaining to curriculum reform, immigration andcitizenship, language, religion, and the education of ethnicand cultural minority groups among other topics.

With 40 newly commissioned pieces written by a prestigiousgroup of internationally renowned scholars, The RoutledgeInternational Companion to Multicultural Education providesthe definitive statement on the state of multiculturaleducation and on its possibilities for the future.

March 2009: 246x174mm: 544ppHb: 978-0-415-96230-8: £105.00 US $195.00

15MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY


NEW

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

The emergence of Critical RaceTheory (CRT) marked an importantpoint in the history of racial politicsin the legal academy and thebroader conversation about race andracism in the United States. Morerecently, CRT has proven animportant analytic tool in the field ofeducation, offering criticalperspectives on race, and the causes,consequences and manifestations ofrace, racism, inequity, and the

dynamics of power and privilege in schooling.

This groundbreaking anthology is the first to pull togetherboth the foundational writings in the field and more recentscholarship on the cultural and racial politics of schooling. Acomprehensive introduction provides an overview of thehistory and tenets of CRT in education. Each section thenseeks to explicate ideological contestation of race ineducation and to create new, alternative accounts. In sodoing, this landmark publication not only documents theprogress to date of the CRT movement, it acts to furtherspur developments in education.


Pb: 978-0-415-96144-8: £22.99 US $44.95

NEW

Affirming Students’ Right to TheirOwn LanguageBridging Language Policies and Pedagogical Practices

Edited by Jerrie Cobb Scott, The University ofMemphis, USA, Dolores Y. Straker and Laurie Katz,The Ohio State University, USA

This landmark volume responds tothe call to attend to the unfinishedpedagogical business of the NCTEConference on College Compositionand Communication 1974Students™ Right to Their OwnLanguage resolution. Chronicling theinterplay between legislated/litigatededucation policies and language andliteracy teaching in diverseclassrooms, it presents exemplaryresearch-based practices thatmaximize students learning by

utilizing their home-based cultural, language, and literacypractices to help them meet school expectations.

Pre-service teachers, practicing teachers, and teachereducators need both resources and knowledge, includingglobal perspectives, about language variation in PreK-12classrooms and hands-on strategies that enable teachers topromote students’ use of their own language in theclassroom while also addressing mandated content andperformance standards. This book meets that need.

2008: 229 x 152: 448ppHb: 978-0-8058-6348-2: £81.00 US $145.00

Pb: 978-0-8058-6349-9: £24.99 US $44.95

eBook: 978-1-4106-1813-9



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Full Table of Contents

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NEW

Traveller, Nomadic and Migrant EducationEdited by Patrick Alan Danaher, University of Southern Queensland, Australia, Máirín Kenny,Research Consultant and Judith Remy Leder, WritingConsultant


Traveller, Nomadic and Migrant Education presentsinternational accounts of approaches to educating mobilecommunities such as circus and fairground people, herders,hunters, Roma and Travellers. The chapters focus on threekey dimensions of educational change: the client groupmoving from school to school; those schools having theirdemographics changed and seeking to change the mobilelearners; and these learners contributing to fundamentalchange to the nature of schooling.

The book brings together decades of research into thechallenges and opportunities presented by mobile learnersinteracting with educational systems predicated on fixedresidence. It identifies several obstacles to those learnersreceiving an equitable education, including negativestereotypes and centuries-old prejudice. Yet the book alsoexplores a number of educational innovations that bringmobility and schooling together, ranging from specialisedliteracy programs and distance and online education tomobile schools and specially trained teachers. Theseinnovations allow us to think differently about howeducation can and should be, for mobile and non-mobilelearners alike.

April 2009: 229 x 152: 264ppHb: 978-0-415-96356-5: £60.00 US $95.00

NEW

Black Literate LivesHistorical and Contemporary Perspectives

Maisha T. Fisher, Emory University, USA


Black Literate Lives offers aninnovative approach tounderstanding the complex and multi-dimensional perspectives ofBlack literate lives in the UnitedStates. Author Maisha Fisherreinterprets historiographies of Blackself-determination and self-relianceto powerfully interrupt stereotypesof African American literacypractices. The book expands thestandard definitions of literacypractices to demonstrate the ways in

which ’minority’ groups keep their cultures and practicesalive in the face of oppression, both inside and outside ofschools.

By centring the voices of students, activists, and communitymembers whose creative labours past and present continuethe long tradition of creating cultural forms that restorecollective, Black Literate Lives ultimately uncovers memorywhile illuminating the literate and literary contributions ofBlack people in America.

2008: 229 x 152: 200ppHb: 978-0-415-95864-6: £70.00 US $125.00

Pb: 978-0-415-95865-3: £19.99 US $34.95

eBook: 978-0-203-89045-5



Indigenous Educational Models for Contemporary PracticeIn Our Mother’s Voice, Volume II

Edited by Maenette Benham, Michigan State University, USA

Series: Sociocultural, Political, and Historical Studies in Education Series

The book challenges teachers, researchers, educational leaders, andcommunity stakeholders to build dynamic learning environments throughwhich indigenous learners can be ’Boldly Indigenous in a Global World!’Three days of focused dialogue at the 2005 World Indigenous PeoplesConference on Education (WIPCE) led to the charge to create Volume II ofIndigenous Educational Models for Contemporary Practice: In Our Mother’sVoice.

2008: 229 x 152: 304ppHb: 978-0-8058-6402-1: £80.00 US $135.00

Pb: 978-0-8058-6403-8: £22.99 US $39.95

eBook: 978-1-4106-1855-9

NEW

History of Multicultural Education 6 Volume SetEdited by Carl A. Grant, University of Wisconsin,Madison, USA and Thandeka K. Chapman, Universityof Wisconsin, Milwaukee, USA

This benchmark 6-volume set documents, analyzes, andcritiques a comprehensive body of research on the history ofmulticultural education in the U.S. By collecting andproviding a framework for key publications spanning thepast thirty to forty years, these volumes provide a means ofunderstanding and visualizing the development,implementation, and interpretation of multiculturaleducation in American society.

These volumes do not promote any one scholar’s or group’svision of multicultural education, but include conflictingideals that inform multiple interpretations. Each volumecontains archival documents organised around a specifictheme:

•Volume 1: Conceptual Frameworks and Curricular Content

•Volume 2: Foundations and Stratifications

•Volume 3: Instruction and Assessment

•Volume 4: Policy and Policy Initiatives

•Volume 5: Students and Student Learning

•Volume 6: Teachers and Teacher Education.

The historical time-line within each volume illustrates theprogression of research and theory on each theme andencourages readers to reflect on the changes in languageand thinking concerning educational scholarship in that area.

Exploring the tenets of the field and examining theindividuals whose work has contributed significantly toequity and social justice for all citizens, this landmark setilluminates the historical importance, current relevance, andfuture implications of multicultural education.

2008Hb: 978-0-415-98889-6: £380.00

History of Multicultural EducationConceptual Frameworks and Curricular IssuesHb: 978-0-8058-5439-8: £80.00

History of Multicultural EducationFoundations and StratificationsHb: 978-0-8058-5441-1: £80.00

History of Multicultural EducationInstruction and AssessmentHb: 978-0-8058-5443-5: £80.00

History of Multicultural EducationPolicy and Policy InitiativesHb: 978-0-8058-5445-9: £80.00

History of Multicultural EducationStudents and Student LeaningHb: 978-0-8058-5447-3: £80.00

History of Multicultural EducationTeachers and Teacher EducationHb: 978-0-8058-5449-7: £80.00



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Cultures, Contexts, and WorldEnglishesYamuna Kachru, University of Illinois, Urbana-Champage, USA and Larry E. Smith, Christopher, Smith& Associates, LLC

Series: ESL & Applied Linguistics Professional Series

This volume aims to familiarizereaders with the varieties of worldEnglishes used across cultures and tocreate awareness of some of thelinguistic and socially relevantcontexts and functions that havegiven rise to them. It emphasizesthat effective communication amongusers of different Englishes requiresawareness of the varieties in use andtheir cultural, social, and ideationalfunctions.

Cultures, Contexts and World Englishes:

•demonstrates the rich results of integrating theory,methodology and application

•features critical and detailed discussion of thesociolinguistics of English in the globalized world

•gives equal emphasis to grammar and pragmatics ofvariation and to uses of Englishes in spoken and writtenmodes in major English-using regions of the world.

2008: 229 x 152: 256ppHb: 978-0-8058-4732-1: £80.00 US $135.00

Pb: 978-0-8058-4733-8: £22.99 US $39.95

eBook: 978-0-203-89134-6

Racism and EducationCoincidence or Conspiracy?

David Gillborn, Institute of Education, University ofLondon, UK

’...a wonderful, rich book with abold, audacious premise, clearwriting, and a reader-friendlystructure and plot line.’ – Richard Delgado, University ofPittsburgh, USA

’This is a thorough and detailedanalysis of the education systemwhich does not just cite racism asthe reason for educationalinequalities but also explains inclear terms and with ampleevidence exactly how white

supremacy functions in the education system tomaintain social disadvantage.’ – Deborah Gabriel,iamcolourful.com

Education policy is not designed to eliminate race inequalitybut to sustain it at manageable levels. This is the inescapableconclusion of the first major study of the English educationsystem using ‘critical race theory’.

David Gillborn has been described as Britain’s ‘mostinfluential race theorist in education’. In this book he dissectsthe role of racism across the education system; from nationalpolicies to school-level decisions about discipline andacademic selection.

Built on a foundation of compelling evidence, from nationalstatistics to studies of classroom life, this book shows howrace inequality is shaped and legitimised across the system.

Racism and Education takes critical antiracist analyses to anew level and represents a fundamental challenge to currentassumptions in the field. With a preface by Richard Delgado,one of the founders of critical race theory.

2008: 234 x 156: 272ppHb: 978-0-415-41897-3: £80.00 US $150.00

Pb: 978-0-415-41898-0: £22.99 US $45.95

eBook: 978-0-203-92842-4



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2ND EDITION

Culture in School LearningRevealing the Deep Meaning

Etta R. Hollins, University of Southern California, Los Angeles, USA

In this text Etta Hollins presents apowerful process for developing ateaching perspective that embracesthe centrality of culture in schoollearning. The six-part process coversobjectifying culture, personalizingculture, inquiring about students’cultures and communities, applyingknowledge about culture toteaching, formulating theory or aconceptual framework linkingculture and school learning, andtransforming professional practice to

better meet the needs of students from different culturaland experiential backgrounds. All aspects of the process areinterrelated and interdependent. Two basic procedures areemployed in this process: constructing an operationaldefinition of culture that reveals its deep meaning incognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkagesbetween students’ cultural and experiential backgrounds andclassroom instruction. Discussion within chapters is notintended to provide complete and final answers to thequestions posed, but rather to generate discussion, criticalthinking, and further investigation.

2008: 229 x 152: 224ppPb: 978-0-8058-4108-4: £18.99 US $32.95

eBook: 978-0-203-92943-8

Rightist MulticulturalismCore Lessons on Neoconservative School Reform

Kristen L. Buras, Emory University, USA


’Buras’s careful analysis revealsthe instigators, financiers,strategies, and campaigns topoliticize school curriculum inorder to develop a permanentconservative majority. The bookis a must-read our past, presentand future are at stake.’ – PatrickShannon, Professor of Education,Pennsylvania State University, USA

’Buras captures convincingly theslow but strident development ofthe New Right. She does not only

take the Core Knowledge Movement in education totask but equally takes it seriously. Buras’ stunninganalysis forces critical educators to take notice of anew compromise in the cultural wars: the hegemonicrise of Rightist Multiculturalism. This book will teachand delight its readers.’ – Zeus Leonardo, VisitingAssociate Professor, University of California, Berkeley, USA

For nearly two decades, E. D. Hirsch’s book Cultural Literacyhas provoked debate over whose knowledge should betaught in schools, embodying the culture wars in education.Initially developed to mediate against the multicultural‘threat’, his educational vision inspired the Core Knowledgecurriculum, which has garnered wide support from an arrayof communities, including traditionally marginalized groups.In this groundbreaking book, Kristen Buras provides the firstdetailed, critical examination of the Core Knowledgemovement and explores the history and cultural politicsunderlying neoconservative initiatives in education.

Ultimately, Rightist Multiculturalism does more than assessthe limitations and possibilities of Core Knowledge. Itilluminates why troubling educational reforms initiated byneoconservatives have acquired grassroots allegiance despitecriticism that their vision is culturally elitist. More importantly,Buras argues understanding that neoconservative schoolreform itself has become a multicultural affair is the first steptoward fighting an alternative war of position – that is,reclaiming multiculturalism as a radically transformativeproject.

2008: 229 x 152: 240ppHb: 978-0-415-96264-3: £75.00 US $125.00

Pb: 978-0-415-96265-0: £18.99 US $32.95

eBook: 978-0-203-93186-8



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Minority Status, Oppositional Culture & SchoolingEdited by John U. Ogbu, University of California,Berkeley, USA


This book is the definitive and finalpresentation of John Ogbu’s culturalecological model and the manydebates that his work has sparkedduring the past decade. It isorganised as a dialogue betweenJohn Ogbu and the scholarlycommunity, including his mostardent critics; Ogbu’s own work canbe read at the same time as hiscritics have their say.

Minority Status, OppositionalCulture, and Schooling examines

content, methodological, and policy issues framing thedebate on academic achievement, school engagement, andoppositional culture. It brings together in one volume, forthe first time, some of the most critical works on theseissues as well as examples of programs aimed at re-engagement. In addition to African Americans, it alsolooks at school engagement among Native American andLatino students. This book is essential reading for anyoneinterested in the study of the academic achievement gap.

2008: 229 x 152: 688ppHb: 978-0-8058-5103-8: £90.00 US $150.00

Pb: 978-0-8058-5104-5: £28.99 US $49.95

eBook: 978-0-203-93196-7

Cultural Education–CulturalSustainabilityMinority, Diaspora, Indigenous and Ethno-ReligiousGroups in Multicultural Societies

Edited by Zvi Bekerman, Hebrew University ofJerusalem, Israel and Ezra Kopelowitz, ResearchSuccess Technologies, Israel

This volume is a path-breakingcontribution to the study of effortsof diaspora, indigenous, andminority groups, broadly defined, touse education (formal and informal)to sustain cultural continuity whilegrappling with the influences anddemands of wider globalizing,nationalizing, or other homogenizingand assimilatory forces. Particularattention is given to groups that useeducational elements other thansecond-language teaching alone in

programs to sustain their particular cultural traditions. Thefocus of the book on cultural sustainability changes thenature of questions posed in multicultural education fromthose that address the opening of boundaries to issues ofpreserving boundaries in an open yet sustainable way.

2008: 229 x 152: 448ppHb: 978-0-8058-5724-5: £80.00 US $135.00

Pb: 978-0-415-99590-0: £28.99 US $49.95

eBook: 978-0-203-93836-2

Critical Literacy and Urban YouthPedagogies of Access, Dissent, and Liberation

Ernest Morrell, University of California at Los Angeles, USA

Series: Language, Culture, and Teaching Series

Critical Literacy and Urban Youthoffers an interrogation of criticaltheory developed from the author’swork with young people inclassrooms, neighborhoods, andinstitutions of power. Through cases,an articulated process, and a theoryof literacy education and socialchange, Morrell extends theconversation among literacyeducators about what constitutescritical literacy while also examiningimplications for practice in secondary

and postsecondary American educational contexts. This bookis distinguished by its weaving together of theory and practice.

2007: 229 x 152: 272ppHb: 978-0-8058-5663-7: £75.00 US $125.00

Pb: 978-0-8058-5664-4: £23.99 US $41.95

eBook: 978-0-203-93791-4



Next Wave CulturesFeminism, Subcultures, Activism

Edited by Anita Harris, University of Queensland,Australia

This new collection provides aninterdisciplinary examination ofyoung women’s multilayered lives.Contributors from various fieldswrestle with both subculture theoryand feminism in an attempt tounderstand contemporary strategiesfor connection and social action.

2007: 229 x 152: 296ppHb: 978-0-415-95709-0: £75.00 US $125.00

Pb: 978-0-415-95710-6: £20.99 US $33.95

eBook: 978-0-203-94001-3

Cross-Cultural Studies in CurriculumEastern Thought, Educational Insights

Edited by Claudia Eppert, University of Alberta, Canadaand Hongyu Wang, Oklahoma State University, USA

Series: Studies in Curriculum Theory Series

This volume broadens the horizon ofeducational research in NorthAmerica by introducing acomprehensive dialogue betweenEastern and Western philosophiesand perspectives on the subject ofcurriculum theory and practice. It is avery timely work in light of theprogressively globalized nature ofeducation and educational studiesand the increasingly widespreadattunement to Eastern educationaltheories in the West.

Researchers, faculty, and graduate students in the fields ofcurriculum theory, curriculum and instruction, educationalfoundations, philosophy of education,international/comparative education, and multiculturaleducational studies will welcome this book. It is appropriateas a text for upper-level courses in these areas.

2007: 229 x 152: 408ppHb: 978-0-8058-5673-6: £65.00 US $100.00

Pb: 978-0-8058-5674-3: £21.99 US $34.50

eBook: 978-1-4106-1750-7

4TH EDITION

The Intersection of CulturesMulticultural Education in the United States and theGlobal Economy

Joel Spring, Queens College/City University of New York, USA


The Intersection of Cultures offers aunique, problem-solving approach tothe complex issues involved ineducating culturally and linguisticallydiverse students. A particular focusin this edition is the current globalmigration of peoples, and thetension between local and globalcultures. Perfect for any coursedevoted wholly or in part to thestudy of multicultural education, allchapters include model multiculturallessons for elementary through

college classes.

2007: 229 x 152: 336ppPb: 978-0-8058-6139-6: £22.99 US $39.95

eBook: 978-1-4106-1494-0

Race, Culture, and SchoolingIdentities of Achievement in Multicultural UrbanSchools

Peter C. Murrell, Jr., Northeastern University, USA

Responding to a need for greatercultural competence in thepreparation and development ofteachers in diverse public schoolsettings, this book investigates thecritical developmental and socialprocesses mediating students’academic identities in those settingsposing the greatest challenges totheir school achievement andpersonal development, and itprovides an accessible, practice-

oriented culturally responsive framework for teachers inAmerican schools.

2007: 229 x 152: 232ppHb: 978-0-8058-5537-1: £80.00 US $69.95

Pb: 978-0-8058-5538-8: £22.99 US $24.50

eBook: 978-1-4106-1748-4



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International Perspectives onEducational Diversity and InclusionStudies from America, Europe and India

Edited by Gajendra K. Verma, University of Manchester,UK, Christopher Bagley, University of Southampton,UK and Madan Jha, University of Oxford, UK

Unique in its breadth and scope, thisinsightful book comparesapproaches to the educationalinclusion of diverse minorities in lightof new theories of multiculturalismand globalization.

2007: 234 x 156: 232ppHb: 978-0-415-42777-7: £95.00 Pb: 978-0-415-42778-4: £24.99 US $45.95

eBook: 978-0-203-96133-9

Doing Multicultural Education forAchievement and EquityCarl A. Grant, University of Wisconsin, Madison, USAand Christine Sleeter, California State University,Monterey Bay, USA

This hands-on, reader-friendlymulticultural education textbookaims to actively engage educationstudents in critical reflection and selfexamination as they prepare to teachin increasingly diverse classrooms. Asit promotes an understanding of thehistory of and need for multiculturaleducation in schools, this bookconnects multicultural education topreservice teachers’ personal andprofessional spaces and more

importantly to an understanding of equity in school andsociety.

2007: 254 x 178: 280ppHb: 978-0-415-95183-8: £75.00 US $130.00

Pb: 978-0-415-95184-5: £23.99 US $36.95

Race, Culture, and EducationThe Selected Works of James A. Banks

James A. Banks, University of Washington, Seattle, USA

’Banks is more than a foundingfather; he’s a rigorous,pioneering thinker and the pre-eminent black academic of mylifetime ... His definition of socialscience is the best and mostcompelling I have ever read.’– Tim Brighouse

’Banks recognises and welcomescomplexity, complexity anddepth characterise his writing.Straightforward, clear and oftenprofound, it has influenced two

generations of professionals working against racialinjustice.’ – Race Equality Teaching, Vol 25, No 1

’This book does an exemplary job of capturing thebreadth, depth, complexity, and analytic sophisticationof Professor Bank’s work.’ – Teachers College Record

Considered the father of multicultural education in the USand known throughout the world as one of the field’s mostimportant founder, theorist and researcher, James A. Bankshas collected here twenty-one of his most important andbest works from across the span of his career. Drawing outthe major themes that have shaped the field of multiculturaleducation as well as outlining the development of Banks’own career, these articles, chapters and papers focus oneight key issues:

•black studies and the teaching of history

•research and research issues

•teaching ethnic studies

•teaching social studies for decision-making and citizen action

•multiethnic education and school reform

•multicultural education and knowledge construction

•the global dimensions of multicultural education

•democracy, diversity and citizenship education.

The last part of the book consists of a selected bibliographyof all Banks’ publications over his forty-year career, as asource of further reading on each of these pivotal ideas.

2006: 234 x 156: 256ppHb: 978-0-415-39819-0: £85.00 US $150.00

Pb: 978-0-415-39820-6: £24.99 US $42.95



NEW

Contemporary Theories of LearningLearning Theorists in Their Own Words

Edited by Knud Illeris, Danish University of Education,Denmark

In this definitive collection of today’smost influential learning theorists,sixteen world-renowned expertspresent their understanding of whatlearning is and how human learningtakes place.

The editor has collected chaptersthat explain both the complexframeworks in which learning takesplace and the specific facets oflearning, such as the acquisition oflearning content, personaldevelopment, and the cultural and

social nature of learning processes. Each international expertprovides either a seminal text or an entirely new précis of theconceptual framework they have developed over a lifetimeof study.

Elucidating the key concepts of learning, ContemporaryTheories of Learning provides both the perfect deskreference and an ideal introduction for students. It will provean authoritative guide for researchers and academicsinvolved in the study of learning, and an invaluable resourcefor all those dealing with learning in daily life and work. Itprovides a detailed synthesis of current learning theories allin the words of the theorists themselves.

2008: 234 x 156: 256ppHb: 978-0-415-47343-9: £75.00 US $150.00

Pb: 978-0-415-47344-6: £19.99 US $37.95

Essays on PedagogyRobin Alexander

Pedagogy is at last gaining theattention in English-speakingcountries which it has long enjoyedelsewhere. But is it the right kind ofattention? Do we still tend to equatepedagogy with teaching techniqueand little more? Now thatgovernments, too, have becomeinterested in it, is pedagogy a propermatter for public policy and officialprescription?

In Essays on Pedagogy, RobinAlexander brings together some of

his most powerful recent writing, drawing on researchundertaken in Britain and other countries, to illustrate hisview that to engage properly with pedagogy we need toapply cultural, historical and international perspectives, aswell as evidence on how children most effectively learn andteachers most productively teach.

For those who see teachers as thinking professionals, ratherthan as technicians who merely comply with received viewsof ‘best practice’, this book will open minds whilemaintaining a practical focus. For student teachers it willprovide a framework for their development. Its strong andconsistent international perspective will be of interest toeducational comparativists, but is also an essential responseto globalisation and the predicaments now facing humanityas a whole.

2008: 234 x 156: 224ppHb: 978-0-415-45482-7: £80.00 US $150.00

Pb: 978-0-415-45483-4: £22.99 US $45.95

PEDAGOGY AND LEARNING24


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2ND EDITION

The Critical Pedagogy ReaderSecond Edition

Edited by Antonia Darder, University of Illinois atUrbana-Champaign, USA, Marta P. Baltodano, LoyolaMarymount University, USA and Rodolfo D. Torres,University of California, Irvine, USA

Since its publication, The CriticalPedagogy Reader has firmlyestablished itself as the leadingcollection of classic andcontemporary essays by the majorthinkers in the field of criticalpedagogy. While retaining itscomprehensive introduction, thisthoroughly revised second editionincludes more fully developedsection introductions, updated andexpanded bibliographies, and up-to-

date classroom questions. The book is arranged topicallyaround such issues as class, racism, gender/sexuality,language and literacy, and classroom issues for ease of usageand navigation. In addition, two entirely new sectionsfocused on teacher education and critical issues beyond theclassroom provide readers with the all-important toolsneeded to put critical pedagogical theory into practice intheir own classrooms. Carefully attentive to both theory andpractice, this new edition remains the definitive source forteaching and learning about critical pedagogy.

2008: 254 x 178: 616ppHb: 978-0-415-96121-9: £90.00 US $150.00

Pb: 978-0-415-96120-2: £25.99 US $46.95

Handbook of TechnologicalPedagogical Content Knowledge(TPCK) for EducatorsEdited by The AACTE Committee on Innovation and Technology, USA

This Handbook addresses theconcept and implementation oftechnological pedagogical contentknowledge – the knowledge andskills that teachers need in order tointegrate technology meaningfullyinto instruction in specific contentareas. Recognising, for example, thateffective uses of technology inmathematics are quite different fromeffective uses of technology in socialstudies, teachers need specific

preparation in using technology in each content area theywill be teaching.

This Handbook is simultaneously a mandate and a manifestoon the engagement of technology in classrooms based onconsensus standards and rubrics for effectiveness.

2008: 229 x 152: 336ppHb: 978-0-8058-6355-0: £90.00 US $150.00

Pb: 978-0-8058-6356-7: £33.99 US $59.95

eBook: 978-1-4106-1818-4

How We LearnLearning and Non-Learning in School and Beyond

Knud Illeris, Danish University of Education, Denmark

’This is a book which I will returnto and come to value for itsability to provoke reassessmentsof my understanding oflearning.’ – Teaching and LearningUpdate

How We Learn is quite excellent -very well designed and veryreadable – ’British Journal ofEducational Technology

How We Learn deals with thefundamental issues of the processes

of learning, critically assessing different types of learning andobstacles to learning. It also considers a broad range ofother important questions in relation to learning.

2007: 234 x 156: 304ppHb: 978-0-415-43846-9: £80.00 US $150.00

Pb: 978-0-415-43847-6: £19.99 US $37.95

eBook: 978-0-203-93989-5

25PEDAGOGY AND LEARNING


Cosmopolitanism and the Age of School ReformScience, Education, and Making Society by Making the Child

Thomas S. Popkewitz, University of Wisconsin-Madison, USA

In Cosmopolitanism and the Age ofSchool Reform, noted educationalistThomas Popkewitz explores turn-of-the-century and contemporarypedagogical reforms whileilluminating their complex relation tocosmopolitanism. Popkewitzhighlights how policies that include’all children’ and leave ’no childbehind’ are rooted in a philosophy ofcosmopolitanism - not just insalvation themes of human agency,freedom, and empowerment, but

also in the processes of abjection and the differentiation ofthe disadvantaged, urban, and child left behind as ’Other.’This groundbreaking text explores the dramatic history andpolitics of schooling in pedagogy, teacher education, andresearch.

2007: 229 x 152: 224ppHb: 978-0-415-95814-1: £75.00 US $125.00

Pb: 978-0-415-95815-8: £18.99 US $32.95

eBook: 978-0-203-93881-2

Human LearningAn Holistic Approach

Edited by Peter Jarvis, University of Surrey, UK andStella Parker, University of Nottingham, UK

’Learning is a common yet complexactivity. Peter Jarvis and StellaParker provide a rich, accessible,diverse, and stimulating set ofreadings that underscore howlearning is an essential part ofbeing human.’ – Tom Nesbit,Canadian Association for the Study ofAdult Education

’This book necessitates being onthe reading list of any introductorycourse on human learning.’– Pedagogies: An International Journal

Drawing on material from the worlds of science and socialscience, and with contributions from international authors, thisbook will be of interest to academics in a wide range ofdisciplines.

2007: 234 x 156: 240ppPb: 978-0-415-43218-4: £24.99 US $47.95

eBook: 978-0-203-46332-1

NEW

Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to

Achievement

Edited by John Hattie, University of Auckland, New Zealand

This unique and ground-breakingbook is the result of 15 yearsresearch and synthesises over 800meta-analyses on the influences onachievement in school-agedstudents. It builds a story about thepower of teachers, feedback, and amodel of learning andunderstanding. The research involvesmany millions of students andrepresents the largest ever evidencebased research into what actuallyworks in schools to improve

learning. Areas covered include the influence of the student,home, school, curricula, teacher, and teaching strategies. Amodel of teaching and learning is developed based on thenotion of visible teaching and visible learning.

A major message is that what works best for students issimilar to what works best for teachers – an attention tosetting challenging learning intentions, being clear aboutwhat success means, and an attention to learning strategiesfor developing conceptual understanding about whatteachers and students know and understand.

Although the current evidence based fad has turned into adebate about test scores, this book is about using evidenceto build and defend a model of teaching and learning.

This is a fascinating benchmark/dashboard for comparingmany innovations in teaching and schools.

2008: 246 x 174: 382ppHb: 978-0-415-47617-1: £80.00 US $160.00

Pb: 978-0-415-47618-8: £24.99 US $47.95

eBook: 978-0-203-88733-2

PEDAGOGY AND LEARNING26


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NEW

Philosophy of EducationThe Essential Texts

Edited by Steven M. Cahn, CUNY, Graduate Center, USA

Philosophy of education is a studyboth of the aims of education andthe most appropriate means ofachieving those aims. Any student ofphilosophy of education soonbecomes aware that a core group ofhistorical texts are widely regardedas central to the inquiry and courseof study. This anthology is organisedaround ten of the most widelytaught and read classic philosophersof education. From Plato’s complete

Meno to John Dewey’s Democracy and Education, these arethe ’essential texts’ that lay the foundation for educationstudents’ course of study. While other collections includefragments from some of these works, this new volume is theonly text to contain extended selections from these majorworks.

January 2009: 254 x 178: 528ppHb: 978-0-415-99755-3: £85.00 US $150.00

Pb: 978-0-415-99440-8: £25.99 US $46.95

NEW

Liberalism, Community, EducationA Thin Communitarian Perspective

Mark Olssen, University of Surrey, UK


This volume discusses democracy and education within thecontext of a critique of liberalism and the justification of anew global conception of social justice. Olssenfundamentally picks arguments with standard liberalaccounts and critically examines liberal concepts and ideas.He demonstrates how liberal ideals need revision in a globalage and that liberalism’s fundamental conceptions relating tothe individual, social justice, morality or ethics are not up tothe task demanded of them. However, the book goesbeyond the many critiques of liberalism, arguing for a newway forward in a global age, which preserves the centrallyimportant values of liberal philosophy, freedom and the ruleof law.

June 2009: 229 x 152: 176ppHb: 978-0-415-95704-5: £60.00 US $95.00

The Dangerous Rise of Therapeutic EducationKathryn Ecclestone and Dennis Hayes, both at OxfordBrookes University, UK

The silent ascendancy of atherapeutic ethos across theeducation system and into theworkplace demands a book thatserves as a wake up call to everyone.Kathryn Ecclestone and DennisHayes’ controversial and compellingbook uses a wealth of examplesacross the education system, fromprimary schools to university, and theworkplace to show how therapeuticeducation is turning children, young

people and adults into anxious and self-preoccupiedindividuals rather than aspiring, optimistic and resilientlearners who want to know everything about the world.

The Dangerous Rise of Therapeutic Education is eye-openingreading for every teacher, student teacher and parent whoretains any belief in the power of knowledge to transformpeople’s lives. Its insistent call for a serious public debateabout the emotional state of education should also be at theforefront of the minds of every agent of change in society...from parent to policy maker.

2008: 234 x 156: 200ppHb: 978-0-415-39700-1: £80.00 US $150.00

Pb: 978-0-415-39701-8: £18.99 US $31.95

3RD EDITION

Wheels in the HeadEducational Philosophies of Authority, Freedom, andCulture from Confucianism to Human Rights

Joel Spring, Queens College/City University ofNew York, USA


In this popular text, Joel Springprovocatively analyzes the ideas oftraditional and non-traditionalphilosophers, from Plato to PauloFreire, regarding the contribution ofeducation to the creation of ademocratic society. Wheels in theHead, a critically original work, iswidely used as a text for coursesacross the fields of philosophical,social, political, and historicalfoundations of education, andcritical issues in education.

2007: 229 x 152: 272ppHb: 978-0-8058-6132-7: £75.00 US $125.00

Pb: 978-0-8058-6133-4: £20.99 US $34.95

27PHILOSOPHY OF EDUCATION


Moral Responsibility, Authenticity, and EducationIshtiyaque Haji, University of Calgary, Canada and Stefaan E. Cuypers, Katholieke Universiteit Leuven, Belgium

Series: Routledge International Studies in thePhilosophy of Education

The primary purpose of this book isto explain the distinction, on the onehand, between indoctrination andeducation, and, on the other,between responsibility-subvertingmanipulation and mere causation.Both are elucidated by an appeal tocommon ground, an account ofwhen our motivations and othersprings of action are ’truly our own’or ’authentic.’ The book progressesfrom analyses of the sort of agencythat responsibility requires and the

authenticity of our motivations, together with a discussion ofthe relevance of these analyses to manipulation and relatedproblems in the philosophy of education, to a defence of thethesis that responsibility from love’s standpoint is of vitalsignificance, and the implications of this thesis for what theauthors deem to be legitimate goals of education and otherissues in free will.

Philosophers and advanced students working in free will,moral psychology, and the philosophy of education will findthis text to be extremely useful.

2008: 229 x 152: 258ppHb: 978-0-415-96468-5: £60.00 US $95.00

eBook: 978-0-203-89514-6

Citizenship and Moral EducationValues in Action

Mark Halstead and Mark Pike, University of Plymouth, UK2006: 234 x 156: 208ppHb: 978-0-415-23242-5: £95.00 US $180.00

Pb: 978-0-415-23243-2: £24.99 US $42.95

eBook: 978-0-203-08859-3

Intelligence, Destiny and EducationThe Ideological Roots of Intelligence Testing

John White, Institute of Education, University ofLondon, UK 2006: 234 x 156: 184ppHb: 978-0-415-36892-6: £85.00 US $150.00

Pb: 978-0-415-39493-2: £23.99 US $42.95

eBook: 978-0-203-02919-0

Handbook of Moral and Character EducationEdited by Larry P. Nucci, University of Illinois-Chicago,USA and Darcia Narvaez, Notre Dame University,Minnesota, USA

Series: Educational Psychology Handbook

Currently 80% of states havemandates regarding charactereducation. This apparent support formoral education, however, masks ahigh degree of controversysurrounding the meaning and themethods of moral and/or charactereducation. The purpose of thisHandbook is to replace theideological rhetoric that infects thisfield with a comprehensive, research-oriented volume that

includes the extensive changes that have occurred over thelast fifteen years. Coverage includes the latest applications ofdevelopmental and cognitive psychology to moral andcharacter education from preschool to college settings.

2008: 254 x 178: 656ppHb: 978-0-8058-5960-7: £90.00 US $195.00

Pb: 978-0-8058-5961-4: £55.00 US $89.95

eBook: 978-0-203-93143-1

Levinas and EducationAt the Intersection of Faith and Reason

Edited by Denise Egéa-Kuehne, Louisiana StateUniversity, USA

Series: Routledge International Studies in thePhilosophy of Education

This book provides an introductionto some of Levinas’s major themes ofethics, justice, hope, hospitality,forgiveness and more. Levinas alwaysinsisted that his aim was not toprovide ’a program,’ and accordingly,it is not the intent of the authors tolook in Levinas’ texts for a set ofguidelines, rules, or precepts to beapplied to education. Rather, thisstudy invites educators, andresearchers in philosophy andphilosophy of education, to a

thoughtful and critical reading of Levinas, and to engagewith his unique style of analysis and questioning as theyuncover with these authors the necessity and the possibilityof thinking education anew in terms of ethics, justice,responsibility, hope and faith.

2008: 229 x 152: 314ppHb: 978-0-415-76385-1: £75.00 US $120.00

eBook: 978-0-203-89538-2

PHILOSOPHY OF EDUCATION28


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NEW

Handbook of Research on theSociocultural Foundations ofEducationEdited by Steve Tozer and Annette Henry, both atUniversity of Illinois, USA and Bernardo P. Gallegos

This Handbook provides a comprehensive overview of whatis possibly the broadest, most loosely-coupled and leastunderstood field of education. As a field of study, thesociocultural foundations of education lies both inside andoutside the study of teaching and school administration.Using analytical methods borrowed from the humanities andsocial sciences, it provides critical, interdisciplinaryperspectives of teaching and school practices.

The volume approaches the social foundations of educationin two ways. First, it provides traditional and emergingtheoretical perspectives (or lens) that can be used to viewand analyze any educational phenomena. Section I coverstraditional perspectives and Section II emerging perspectives.Second, it describes and analyzes specific cultural forces andchanges (phenomena) using the theoretical perspectivesprovided in sections I and II. Section III examines the forcesof globalization, institutions and power. Section IV looks atmedia, technology, and popular culture and Section V atschools, pedagogy and students.

May 2009: 229 x 152Hb: 978-0-8058-4211-1: £105.00 US $250.00

Pb: 978-0-8058-4212-8: £50.00 US $99.95

NEW3RD EDITION

Education and Social ChangeContours in the History of American Schooling

John L. Rury, University of Kansas, USA

In this brief, interpretive history ofAmerican schooling, John Ruryfocuses on the evolving relationshipbetween education and socialchange. This revised editionconsiders the impact of social forcessuch as industrialization,urbanization, immigration andcultural conflict on the developmentof schools and other educationalinstitutions. It also examines thevarious ways that schools havecontributed to social change,

particularly in enhancing the status and accomplishments ofcertain social groups and not others. Detailed accounts ofthe experiences of women and minority groups in Americanhistory consider how their lives have been affected byeducation.

2008: 229 x 152: 288ppHb: 978-0-415-99564-1: £75.00 US $135.00

Pb: 978-0-415-99544-3: £21.99 US $39.95

eBook: 978-0-203-88841-4

29SOCIOLOGY OF EDUCATION


NEW

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

The Routledge International Handbook of Critical Education is the first authoritative reference work toprovide an international analysis of the relationship between power, knowledge, education, andschooling. Rather than focusing solely on questions of how we teach efficiently and effectively,contributors to this volume push further to also think critically about education’s relationship toeconomic, political, and cultural power. The various sections of this book integrate into their analyzesthe conceptual, political, pedagogic, and practical histories, tensions, and resources that haveestablished critical education as one of the most vital and growing movements within the field ofeducation, including topics such as:

• Social Movements and Pedagogic Work

• Critical Research Methods for Critical Education

• The Politics of Practice and the Recreation of Theory

•The Freirian Legacy.

With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with 35newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides thedefinitive statement on the state of critical education and on its possibilities for the future.

January 2009: 254 x 178: 520ppHb: 978-0-415-95861-5: £105.00 US $195.00

Education and the FamilyPassing Success Across the Generations

Leon Feinstein, Kathryn Duckworth and Ricardo Sabates, all at Institute of Education, Universityof London, UK

Series: Foundations and Futures of Education

The educational achievement ofparents is often reflected in that oftheir children and there are manyunderlying causes for such arelationship. Education and theFamily argues that governmentpolicy has an important role to playin addressing this inequality eventhough many of the causes lie withinthe home. Although each childshould be supported to achieve hisor her objectives, differences in thewillingness or capabilities of families

to take advantage of educational opportunities exacerbatesocial class differences and limit actual equality ofopportunity for many. Understanding the causes of thistransmission is key to tackling both social class inequalityand to expanding the skill base of the economy.

2008: 216 x 138: 240ppHb: 978-0-415-39636-3: £80.00 US $150.00

Pb: 978-0-415-39637-0: £23.99 US $47.95

eBook: 978-0-203-89492-7

Activist EducatorsBreaking Past Limits

Edited by Catherine Marshall and Amy L. Anderson,both at University of North Carolina, Chapel Hill, USA

Taking an active stand in today’sconservative educational climate canbe a risky business. Given both theexpectations of the profession andthe challenge of participation insocial justice activism, how doeducator activists manage the oftencompeting demands of professionaland activist commitments? ActivistEducators offers a view into the bigpicture of assertive idealisticprofessionals’ lives by presenting richqualitative data on the impetus

behind educators’ activism and the strategies they used topush limits in fighting for a cause.

Chapters follow the stories of educator activists as they takeon problems in schools, including sexual harassment, sexism,racism, reproductive rights, and GLBT rights. The research inActivist Educators contributes to an understanding ofprofessional and personal motivations for educators’activism, ultimately offering a significant contribution toaspiring teachers who need to know that education careersand social justice activist causes need not be mutuallyexclusive pursuits.

2008: 229 x 152: 232ppHb: 978-0-415-95666-6: £75.00 US $125.00

Pb: 978-0-415-95667-3: £20.99 US $36.95

eBook: 978-0-203-89258-9

SOCIOLOGY OF EDUCATION30


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NEW

Handbook of Social Justice in EducationEdited by William Ayers, Therese Quinn and David Stovall, all at University of Illinois at Chicago, USA

This comprehensive, up-to-date review of the field – addresses, from multiple perspectives, educationtheory, research, and practice in historical and ideological context, with an emphasis on social movementsfor justice. Each of the nine sections explores a primary theme of social justice and education:

• Historical and TheoreticalPerspectives

• International Perspectives on Social Justice in Education

• Race and Ethnicity, Language and Identity: Seeking Social Justice in Education

• Gender, Sexuality and Social Justice in Education

• Bodies, Disability and the Fight for Social Justice in Education

• Youth and Social Justice in Education

• Globalization: Local and World Issues in Education

•The Politics of Social Justice Meets Practice: Teacher Education and School Change

•Classrooms, Pedagogy, and Practicing Justice.

Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educationalfoundations, multicultural/diversity education, educational policy, and curriculum and instruction.

2008: 254 x 178: 792ppHb: 978-0-8058-5927-0: £170.00 US $225.00

Pb: 978-0-8058-5928-7: £50.00 US $89.95

eBook: 978-0-203-88774-5

Telling Stories to Change the WorldGlobal Voices on the Power of Narrative to BuildCommunity and Make Social Justice Claims

Edited by Rickie Solinger, historian and curator, USA,Madeline Fox, The City University of New York, USAand Kayhan Irani, artist and activist, USA

’It is difficult to underscore theimportance of books like TellingStories to Change the World...Books like this one remind usthat we are all related and thatan arts-based dialogue thatallows oppressed people to telltheir stories can help with thisawakening.’ – Four Arrows, akaJacobs, D.T., Teachers College Record

Telling Stories to Change the Worldis a powerful collection of essaysabout community-based and

interest-based projects where storytelling is used as astrategy for speaking out for justice. Contributors fromlocations across the globe including Uganda, Darfur, China,Afghanistan, South Africa, New Orleans, and Chicagodescribe grassroots projects in which communities usenarrative as a way of exploring what a more just societymight look like and what civic engagement means. Thesecompelling accounts of resistance, hope, and visionshowcase the power of the storytelling form to generatecritique and collective action. Together, these projectsdemonstrate the contemporary power of stories to stimulateengagement, active citizenship, the pride of identity, and thehumility of human connectedness.

2008: 229 x 152: 280ppHb: 978-0-415-96079-3: £75.00 US $130.00

Pb: 978-0-415-96080-9: £18.99 US $33.95

eBook: 978-0-203-92806-6

Learning PrivilegeLessons of Power and Identity in Affluent Schooling

Adam Howard, Hanover College, Indiana, USA

Grounded in an extensiveethnographic account, LearningPrivilege examines the concept ofprivilege itself and the cultural andsocial processes in schooling thatreinforce and regenerate privilege.

September 2007: 229 x 152: 296ppHb: 978-0-415-96081-6: £75.00 US $125.00

Pb: 978-0-415-96082-3: £19.99 US $33.95

eBook: 978-0-203-93950-5

Revolutionizing EducationYouth Participatory Action Research in Motion

Edited by Julio Cammarota and Michelle Fine, CityUniversity of New York, USA

A definitive statement of YPAR as itrelates to education with aninformative combination of theoryand practice, this edited collectionaddresses both the politicalchallenges and inherent powerimbalances of conducting researchwith young people.

2008: 229 x 152: 256ppHb: 978-0-415-95615-4: £75.00 US $125.00

Pb: 978-0-415-95616-1: £19.99 US $34.95

eBook: 978-0-203-93210-0

The Way Class WorksReadings on School, Family, and the Economy

Edited by Lois Weis, University at Buffalo, SUNY, USA

This collection discusses conditionsof social class and the ways in whichclass is produced in educationalinstitutions and families, whilesimultaneously interrogating andchallenging our understandings ofsocial class as it is linked to race,gender, and nation.

2007: 254 x 178: 408ppHb: 978-0-415-95707-6: £75.00 US $125.00

Pb: 978-0-415-95708-3: £22.99 US $36.95

eBook: 978-0-203-93500-2

Spatial Theories of EducationPolicy and Geography Matters

Edited by Kalervo N. Gulson, Charles Sturt University,Australia and Colin Symes, Macquarie University, Australia


This collection of original work, within the sociology ofeducation, draws on the ‘spatial turn’ in comtemporarysocial theory.

2007: 234 x 156: 298ppHb: 978-0-415-40395-5: £80.00 US $130.00

eBook: 978-0-203-94098-3

31SOCIOLOGY OF EDUCATION


Schooling and the Politics of DisasterEdited by Kenneth J. Saltman, DePaul University, USA

Schooling and the Politics of Disasteris the first volume to address howdisaster is being used for a radicalsocial and economic reengineeringof education. From the naturaldisasters of the Asian tsunami andthe hurricanes in the Gulf Coast, tothe human-made disasters in Iraq,Afghanistan, Haiti, Sudan, Indonesia,the United States and around theglobe, disaster is increasingly shapingpolicy and politics. Thisgroundbreaking collection explores

how education policy is being reshaped by disaster politics.

2007: 229 x 152: 272ppHb: 978-0-415-95659-8: £75.00 US $130.00

Pb: 978-0-415-95660-4: £20.99 US $36.95

SES PRIZE WINNER

Education plcUnderstanding Private Sector Participation in PublicSector Education

Stephen J. Ball, Institute of Education, University ofLondon, UK

In Education plc, Stephen Ballprovides a comprehensive, analyticand empirical account of theprivatisation of education. Hequestions the kind of future we wantfor education and what roleprivatisation and the private sectormay have in that future. Using policysociology to describe and criticallyanalyse changes in policy, policytechnologies and policy regimes, helooks at the ethical and democraticimpacts of these changes. .

2007: 234 x 156: 232ppHb: 978-0-415-39940-1: £80.00 US $150.00

Pb: 978-0-415-39941-8: £23.99 US $42.95

eBook: 978-0-203-96420-0

Education and Society25 Years of the British Journal of Sociology of Education

Edited by Len Barton


2006: 234 x 156: 384ppHb: 978-0-415-40975-9: £90.00 US $170.00

eBook: 978-0-203-96424-8

2ND EDITION

Teaching for Diversity andSocial JusticeEdited by Maurianne Adams and Pat Griffin, both atUniversity of Massachusetts, Amherst, USA and Lee Anne Bell, Barnard College, USA

For nearly a decade, Teaching forDiversity and Social Justice has beenthe definitive sourcebook oftheoretical foundations andcurricular frameworks for socialjustice teaching practice.

This thoroughly revised secondedition continues to provide teachersand facilitators with an accessiblepedagogical approach to issues ofoppression in classrooms. Buildingon the interest in social justice

education, the second edition offers coverage of currentissues and controversies while preserving the hands-onformat and inclusive content of the original. Teaching forDiversity and Social Justice presents a well-constructedfoundation for engaging the complex and often dauntingproblems of discrimination and inequality in Americansociety.

This book includes a CD-ROM with extensive appendices forparticipant handouts and facilitator preparation.

2007: 254 x 178: 496ppHb: 978-0-415-95199-9: £75.00 US $130.00

Pb: 978-0-415-95200-2: £21.99 US $38.95

Sociology of EducationA Critical Reader

Edited by Alan R. Sadovnik, Rutgers University, USA

This comprehensive reader examinesthe most pressing topics in sociologyand education and exposes studentsto examples of sociological researchon schools. Drawing from classic andcontemporary scholarship, notedsociologist Alan Sadovnik has chosenreadings that examine current issuesand reflect diverse theoreticalapproaches to studying the effectsof schooling and society.

This reader provides students withexamples of both the best theory and research in the field.Through full, rather than excerpted primary source readings,the text presents the powerful insights of sociology inproviding an understanding of the effects of schooling incontemporary society.

2007: 254 x 178: 552ppHb: 978-0-415-95496-9: £75.00 US $130.00

Pb: 978-0-415-95497-6: £23.99 US $39.95

SOCIOLOGY OF EDUCATION32


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AAACTE Committee on Innovation and Technology, The . . . .25Activist Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Adams, Maurianne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Affirming Students’ Right to Their Own Language . . . . . . . .16Alexander, Hanan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Alexander, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Allard, Andrea C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Anderson, Amy L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Apple, Michael W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Arnot, Madeleine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8, 10Au, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3, 29Aulls, Mark W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Ayers, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

BBagley, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13, 32Baltodano, Marta P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Banks, James A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15, 23Barton, Len . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Bekerman, Zvi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Bell, Lee Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Benham, Maenette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Black Literate Lives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Bringing Knowledge Back In . . . . . . . . . . . . . . . . . . . . . . . . . .6Buras, Kristen L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

CCahn, Steven M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Cammarota, Julio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Chapman, Thandeka K. . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Citizenship and Moral Education . . . . . . . . . . . . . . . . . . . . . .28Citizenship, Education and Social Conflict . . . . . . . . . . . . . . .11Civic Education for Diverse Citizens in Global Times . . . . . . .12Cobb Scott, Jerrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Constructivist Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Contemporary Theories of Learning . . . . . . . . . . . . . . . . . . .24Cosmopolitanism and the Age of School Reform . . . . . . . . .26Critical Essays on Major Curriculum Theorists . . . . . . . . . . . . .6Critical Literacy and Urban Youth . . . . . . . . . . . . . . . . . . . . .21Critical Pedagogy Reader, The . . . . . . . . . . . . . . . . . . . . . . . .25Critical Perspectives on bell hooks . . . . . . . . . . . . . . . . . . . . .14Critical Social Thought Series . . . . . . . . . . . . .3, 14, 15, 17, 20Crook, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Cross-Cultural Studies in Curriculum . . . . . . . . . . . . . . . . . . .22Cultural Education–Cultural Sustainability . . . . . . . . . . . . . . .21Culture in School Learning . . . . . . . . . . . . . . . . . . . . . . . . . .20Cultures, Contexts, and World Englishes . . . . . . . . . . . . . . . .19Curriculum and Imagination . . . . . . . . . . . . . . . . . . . . . . . . . .4Curriculum and the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . .4Curriculum Studies Handbook – The Next Moment . . . . . . . .5Curriculum Studies Reader, The . . . . . . . . . . . . . . . . . . . . . . . .5

Cuypers, Stefaan E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

DDanaher, Patrick Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Dangerous Rise of Therapeutic Education, The . . . . . . . . . . .27Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 2Darder, Antonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Death of Progressive Education, The . . . . . . . . . . . . . . . . . . . .6del Guadalupe Davidson, Maria . . . . . . . . . . . . . . . . . . . . . .14Delcourt, Marcia A.B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Doing Multicultural Education for Achievement

and Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Duckworth, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Duffy, Thomas M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Dwyer, Carol Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

EEcclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Educating the Gendered Citizen . . . . . . . . . . . . . . . . . . . . . . .8Education and Hope in Troubled Times . . . . . . . . . . . . . . . . .14Education and Neoliberal Globalization . . . . . . . . . . . . . . . . .10Education and Social Change . . . . . . . . . . . . . . . . . . . . . . . .29Education and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Education and the Family . . . . . . . . . . . . . . . . . . . . . . . . . . .30Education Heritage Series . . . . . . . . . . . . . . . . . . . . . .4, 13, 32Education plc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Education, Globalisation and New Times . . . . . . . . . . . . . . .13Educational Psychology Handbook Series . . . . . . . . . . . . . . .28Educational Psychology Series . . . . . . . . . . . . . . . . . . . . . . . . .7Educational Theories, Cultures and Learning . . . . . . . . . . . . . .1Edwards, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Egéa-Kuehne, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Eppert, Claudia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22ESL & Applied Linguistics Professional Series . . . . . . . . . . . . .19Essays on Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

FFeinstein, Leon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Feminism and ’The Schooling Scandal’ . . . . . . . . . . . . . . . . . .9Fennell, Shailaja . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Fine, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Fisher, Maisha T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Flinders, David J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Foundations and Futures of Education Series . . . . . . . . .10, 30Foundations of Critical Race Theory in Education . . . . . . . . .16Fox, Lynn H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Fox, Madeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Francis, Becky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

GGabbard, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Gallegos, Bernardo P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Gandin, Luis Armando . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

33INDEX


Gender Education & Equality in a Global Context . . . . . . . . .10Gender, Schooling and Global Social Justice . . . . . . . . . . . . .10Giarelli, James M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Gillborn, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16, 19Global Perspectives in the Geography Curriculum . . . . . . . . . .5Globalisation & Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . .13Globalization of Education . . . . . . . . . . . . . . . . . . . . . . . . . .11Globalizing Education, Educating the Local . . . . . . . . . . . . .12Globalizing Educational Policy . . . . . . . . . . . . . . . . . . . . . . . .11Goodson, Ivor F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Grant, Carl A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18, 23Grayson, Dolores A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Griffin, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Gulson, Kalervo N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

HHaji, Ishtiyaque . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Halstead, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Handbook for Achieving Gender Equity Through Education . .9Handbook of Asian Education . . . . . . . . . . . . . . . . . . . . . . .15Handbook of Moral and Character Education . . . . . . . . . . .28Handbook of Research on the Sociocultural

Foundations of Education . . . . . . . . . . . . . . . . . . . . . . . . .29Handbook of Social Justice in Education . . . . . . . . . . . . . . . .30Handbook of Technological Pedagogical Content

Knowledge (TPCK) for Educators . . . . . . . . . . . . . . . . . . . .25Harris, Anita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Henry, Annette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Hicks, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13History of Multicultural Education . . . . . . . . . . . . . . . . . . . . .18Holden, Cathie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20How We Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Howard, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Human Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

IIlleris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24, 25Indigenous Educational Models for Contemporary Practice .17Inquiry in Education, Volume I &II . . . . . . . . . . . . . . . . . . . . . .7Intelligence, Destiny and Education . . . . . . . . . . . . . . . . . . . .28Interdisciplinary Education in the Age of Assessment . . . . . . .3International Perspectives on Educational Diversity

and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Intersection of Cultures, The . . . . . . . . . . . . . . . . . . . . . . . . .22Irani, Kayhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

JJarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Jha, Madan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

KKachru, Yamuna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Katz, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Kaufman, Douglas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Kenny, Máirín . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Key Concepts for Understanding Curriculum . . . . . . . . . . . . .4Klein, Susan S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Knowledge and Power in the Global Economy . . . . . . . . . . .12Knowledge Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Knowledge, Value and Educational Policy . . . . . . . . . . . . . . . .2Kopelowitz, Ezra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Kramarae, Cheris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

LLadson-Billings, Gloria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Language, Culture, and Teaching Series . . . . . . . . . . . . . . . .21Lauder, Hugh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 2Learning from the Margins . . . . . . . . . . . . . . . . . . . . . . . . . . .9Learning Privilege . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Leonardo, Zeus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Levinas and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Liberalism, Community, Education . . . . . . . . . . . . . . . . . . . .27Lingard, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Lowe, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

MMaguire, Meg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Malewski, Erik . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Marsh, Colin J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Marshall, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30McCulloch, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7McKernan, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4McLeod, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Minority Status, Oppositional Culture & Schooling . . . . . . . .21Mirza, Heidi Safia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Moral Responsibility, Authenticity, and Education . . . . . . . . .28Morrell, Ernest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Moss, David M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Murrell, Jr., Peter C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

NNarvaez, Darcia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28New Paradigm for Global School Systems, A . . . . . . . . . . . .13Next Wave Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Norris, Nigel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Nucci, Larry P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

OOgbu, John U. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Olssen, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Osborn, Terry A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

INDEX34


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PParker, Stella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Philosophy of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Pike, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Pinson, Halleli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Pollard, Diane S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Popkewitz, Thomas S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Porter, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 2

QQuinn, Therese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

RRace, Culture, and Education . . . . . . . . . . . . . . . . . . . . . . . .23Race, Culture, and Schooling . . . . . . . . . . . . . . . . . . . . . . . .22Race, Gender and Educational Desire . . . . . . . . . . . . . . . . . . .8Race, Whiteness, and Education . . . . . . . . . . . . . . . . . . . . . .15Racism and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Remy Leder, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Revolutionizing Education . . . . . . . . . . . . . . . . . . . . . . . . . . .31Richardson, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Rightist Multiculturalism . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Routledge International Companion to Multicultural

Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Routledge International Encyclopedia of Education, The . . . . .7Routledge International Handbook of Critical

Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Routledge International Studies in the Philosophy

of Education Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Routledge Research in Education Series . . . .10, 11, 17, 27, 31Rubin, Beth C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Rury, John L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Rutgers Invitational Symposium on Education Series . . . . . .12

SSabates, Ricardo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Sadovnik, Alan R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Saltman, Kenneth J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Schooling and the Politics of Disaster . . . . . . . . . . . . . . . . . .32Schwandt, Thomas A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Scott, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Shapiro, H. Svi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Shore, Bruce M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Skelton, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Sleeter, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Sociocultural, Political, and Historical Studies

in Education Series . . . . . . . . .11, 12, 13, 14, 17, 21, 22, 27Sociology of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Solinger, Rickie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Somekh, Bridget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Spatial Theories of Education . . . . . . . . . . . . . . . . . . . . . . . .31

Spring, Joel . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11, 13, 22, 27Standish, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Stobart, Gordon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Stovall, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Straker, Dolores Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Studies in Curriculum Theory Series . . . . . . . . . . . . . . . . .5, 22Symes, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

TTaylor, Edward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Teachers’ Library Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Teaching for Diversity and Social Justice . . . . . . . . . . . . . . . .32Teaching the Global Dimension . . . . . . . . . . . . . . . . . . . . . . .13Telling Stories to Change the World . . . . . . . . . . . . . . . . . . .31Testing Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Thornton, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Tobias, Sigmund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Torres, Carlos Alberto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Torres, Rodolfo D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Tozer, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Traveller, Nomadic and Migrant Education . . . . . . . . . . . . . .17

UUnequal By Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Unterhalter, Elaine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Usher, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

VVerma, Gajendra K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Visible Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

WWang, Hongyu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Way Class Works, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Weis, Lois . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Wheels in the Head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27White, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

YYancy, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Yonah, Yossi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Young, Michael F.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

ZZhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

35INDEX


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