Education Catalogue 2015 by Bloomsbury Publishing

Education Textbooks, Research & Initial Teacher Education

2015

L e t t e r f r o m t h e E d i to r s

Award-winning Publishing from Bloomsbury Welcome to the new Education catalogue. As part of the Academic & Professional Division at Bloomsbury, we are proud to have picked up the Bookseller Industry Award for Academic, Educational & Professional publisher of the year for the second year running. From The Bookseller: From a shortlist displaying an abundance of energy and innovation, the judges’ winner stands apart "for the scale and range of its ambition" … By delving deep into its rich archives of content, it has driven the legacy of publishing at its disposal into exciting new realms. The judges said, "It leads from the front in re-imagining the way content can be used and sold".

Digital Highlights Launched alongside the fourth edition of Reflective Teaching in Schools (p2) and second edition of Readings for Reflective Teaching in Schools (p2), www.reflectiveteaching.co.uk offers an enormous range of supplementary resources not only to support these books but also the whole series including extra chapters and reflective activities, a glossary of educational terms and examples of excellent research and practice. In 2014 we launched Bloomsbury Collections. This eBooks platform delivers instant access to quality research and provides libraries with a flexible way to build their collections across the humanities and social sciences. 4,000 eBook titles will be on the platform by spring 2015, featuring content from Bloomsbury’s latest research publications as well as a 100+ year legacy including Continuum, T&T Clark, Bristol Classical Press, Berg, Hart Publishing and The Arden Shakespeare (excludes the plays, which are available on Drama Online). Sign up for an institutional trial or updates at www.bloomsburycollections.com.

Book Highlights Among this year’s highlights are the Reflective Teaching series (p2-3), offering core texts for early childhood, schools, further, adult and vocational education, and higher education, drawing on the accumulated understanding of generations of practitioners and educationalists, featuring contributions from education experts from each of the sectors. We also have new volumes in our Education Around the World series (p22-24) including Education in the United Kingdom, Education in East and Central Africa, Education in North America and Education in Australia, New Zealand and the Pacific. Richard Pring’s Philosophy of Educational Research (p18) is now in its third edition and each of the volumes in the Bloomsbury Library of Educational Thought (p12-13) are being released in paperback. We have new textbooks on a wide-range of topics including Early Childhood Theories (p9) and Education and International Development (p20).

Who is Bloomsbury Academic? Publishing around 1,200 books each year, with a backlist of 20,000 titles, Bloomsbury’s Academic Division has grown through strategic acquisitions as well as establishing a home-grown list. Continuum, Berg and Bristol Classical Press are now part of the Bloomsbury brand, while Methuen Drama, The Arden Shakespeare, T&T Clark and Fairchild Books (including former AVA titles) remain as imprints under the Bloomsbury umbrella. Bloomsbury is committed to academic excellence, peer-review, the quality of our authors, digital publishing, speed to market and innovation. We hope you enjoy reading our latest catalogue.

Alison Baker, Publisher, Education

Rachel Eisenhauer, Commissioning Editor, Education

Higher Education Leadership and Management Philosophy of Education Teacher Education

Early Years Childhood and Youth Studies Research Methods in Education

alison.baker@bloomsbury.com

Kasia Figiel, Assistant Editor, Education Comparative and International Education kasia.figiel@bloomsbury.com

rachel.eisenhauer@bloomsbury.com

bloomsburyacademiceducation.typepad.com

www.bloomsbury.com/academic/education

@bloomsburyaced

Bloomsbury Academic

Contents Reflective Teaching �� 2 Teacher Education �� 4 Language and Education �� 8 Childhood and Youth Studies �� 9 Education Studies �� 10 Philosophy of Education �� 12 Critical Pedagogy �� 17 Research Methods �� 18 Leadership and Management �� 19 Comparative and International Education �� 20 Higher Education �� 25 Bestsellers �� 26 Index �� 29

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Representatives, Agents & Distributors �� 31

EBooks

Proposals

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R e f l e c t i v e T e ac h i n g

reflective teaching Inspiring Education through Innovation Building on Andrew Pollard’s bestselling textbooks, the Reflective Teaching series applies principles of reflective practice to early childhood, schools, further, adult and vocational education, and higher education drawing on the accumulated understanding of generations of practitioners and educationalists, featuring contributions from education experts from each of the sectors. "Pollard et. al. remains a key text on our courses. This book's reflective characteristics and exercises are vital education tools in allowing our students to increase understandings of their specific professional practice within wider teaching and learning issues."

Richard Race, Roehampton University, UK

Written in a supportive, accessible tone with strong pedagogical features each textbook offers two levels of support: • Comprehensive and accessible guidance on the key issues within that sector • Evidence-informed ‘principles’ and ‘concepts’ to encourage a deeper understanding of teaching practices – based on sector specific international research findings about effective learning, teaching and assessment, including the outcomes of the Teaching and Learning Research Programme (TLRP).

ANDREW POLLARD is Professor of Education and supports educational research at the Institute of Education, University of London, UK and the University of Bristol, UK. He taught for ten years before becoming a teacher educator and researcher. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP) and both advised and challenged the government on the National Curriculum Review.

The Readings volumes directly complement and extend chapters in the core textbooks encouraging readers to develop their understanding by engaging with key texts, which have been annotated to highlight the key issues explored and to explain the status of classic works.

www.reflectiveteaching.co.uk The associated website offers an enormous range of free supplementary resources, including: • Reflective activities, research briefings, advice for further reading and additional chapters • Glossary of educational terms and links to useful websites • A framework of powerful concepts for deepening expertise.

Reflective Teaching in Schools Andrew Pollard et al Key issues covered include: relationships, behaviour, curriculum planning, learning and teaching strategies, assessment processes and evaluation. Written by a group of primary and secondary experts in the area, it draws on Teaching and Learning Research Programme (TLRP) research and includes examples from primary and secondary classrooms. Andrew Pollard is Professor of Education and supports educational research at the Institute of Education, University of London, UK, and the University of Bristol, UK. UK February 2014 • US April 2014 576 pages PB 9781441191700 • £24.99 / $39.95 • HB 9781441140609 • £75.00 / $128.00 Individual eBook 9781441175397 • £24.99 / $36.99 Library eBook 9781441136626 • £75.00 / $120.00 Series: Reflective Teaching • Bloomsbury Academic

Readings for Reflective Teaching in Schools Edited by Andrew Pollard UK February 2014 • US April 2014 504 pages PB 9781472509741 • £24.99 / $39.95 HB 9781472506566 • £75.00 / $128.00 Individual eBook 9781472509116 • £24.99 / $36.99 Library eBook 9781472512529 • £75.00 / $120.00 Series: Reflective Teaching • Bloomsbury Academic

Reflective Teaching in Schools Pack Save 20% when you purchase both books together UK May 2014 • US May 2014 2 Volume PB Set • 1,080 pages Pack 9781472595003 • £39.99 / $68.95 Series: Reflective Teaching • Bloomsbury Academic

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Reflective Teaching in Early Education

Readings for Reflective Teaching in Early Education

Jennifer Colwell et al

Edited by Jennifer Colwell and Andrew Pollard

Key issues covered include: relationships, communication, behaviour, inclusion, curriculum planning, learning and teaching strategies. Brings together experience from a wealth of Early Years Practitioners and Early Years Educationalists, including Helen Bradford (Cambridge University, UK), Julie Canavan (University of Brighton, UK), Catriona McDonald (University of Aberdeen, UK) and Tim Waller (Anglia Ruskin University, UK).

UK February 2015 • US April 2015 304 pages PB 9781472512642 • £24.99 / $39.95 HB 9781472505262 • £75.00 / $128.00 Individual eBook 9781472509680 • £24.99 / $36.99 Library eBook 9781472510914 • £75.00 / $120.00 Series: Reflective Teaching • Bloomsbury Academic

Jennifer Colwell is Research Fellow in the Education Research Centre at the University of Brighton, UK.

Reflective Teaching in Early Education Pack

UK February 2015 • US April 2015 416 pages PB 9781441172044 • £24.99 / $39.95 • HB 9781441177988 • £75.00 / $128.00 Individual eBook 9781441184702 • £24.99 / $36.99 Library eBook 9781441180957 • £75.00 / $120.00 Series: Reflective Teaching • Bloomsbury Academic

Save 20% when you purchase both books together UK February 2015 • US April 2015 2 Volume PB Set • 720 pages Pack 9781472595010 • £39.99 / $68.95 Series: Reflective Teaching • Bloomsbury Academic

Reflective Teaching in Further, Adult and Vocational Education Yvonne Hillier and Margaret Gregson et al

Readings for Reflective Teaching in Further, Adult and Vocational Education

Examples from a broad range of disciplines, levels and institutional settings from both the UK and internationally are drawn on throughout.

Edited by Margaret Gregson, Andrew Pollard, Lawrence Nixon and Trish Spedding

Draws together the extensive experiences of Yvonne Hillier (University of Brighton, UK) and Margaret Gregson (University of Sunderland, UK) along with those of their writing team, including: Gert Biesta (University of Luxembourg, Luxembourg), Samantha Duncan (Institute of Education, University of London, UK) and Paul Wakeling (University of York, UK). Margaret Gregson is Director of the Sunderland University Centre for Excellence in Teacher Training (SUNCETT) and Reader in Education within the School of Education and Lifelong Learning at the University of Sunderland, UK.

R e f l e c t i v e T e ac h i n g

UK February 2015 • US April 2015 304 pages PB 9781472586490 • £24.99 / $39.95 HB 9781472586506 • £75.00 / $128.00 Individual eBook 9781472586513 • £24.99 / $36.99 Library eBook 9781472586520 • £75.00 / $120.00 Series: Reflective Teaching • Bloomsbury Academic

Yvonne Hillier is Professor of Education at Brighton University, UK. UK February 2015 • US April 2015 416 pages PB 9781780937922 • £24.99 / $39.95 • HB 9781780938158 • £75.00 / $128.00 Individual eBook 9781780936659 • £24.99 / $36.99 Library eBook 9781780936819 • £75.00 / $120.00 Series: Reflective Teaching • Bloomsbury Academic

Reflective Teaching in Further, Adult and Vocational Education Pack Save 20% when you purchase both books together UK February 2015 • US April 2015 2 Volume PB Set • 720 pages Pack 9781472595027 • £39.99 / $68.95 Series: Reflective Teaching • Bloomsbury Academic

Reflective Teaching in Higher Education Paul Ashwin et al Brings together examples from a broad range of the disciplines, levels, and institutional settings in the UK and internationally. Key issues covered include: strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion. Developed by a team of international higher education experts, including: David Boud (University of Technology, Sydney, Australia), Kelly Coate (King's Learning Institute, King’s College London, UK), Kerri-Lee Krause (University of Western Sydney, Australia) and Brenda Leibowitz (University of Johannesburg, South Africa). Paul Ashwin is Senior Lecturer in Higher Education at Lancaster University, UK. UK February 2015 • US April 2015 416 pages PB 9781441197559 • £24.99 / $39.95 • HB 9781441124463 • £75.00 / $128.00 Individual eBook 9781441147233 • £24.99 / $36.99 Library eBook 9781441154774 • £75.00 / $120.00 Series: Reflective Teaching • Bloomsbury Academic

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T eacher E ducation

Learning to Learn Sally Featherstone This book will help you to understand what works for the growing brain, and (more importantly) what doesn’t! It is more and more evident that how children learn is much more important then what they learn. Babies are born with a drive to learn, but as babies become children this drive can falter. What are the keys to keeping the momentum going, so children are ready for each stage of their childhood as they reach it? This book introduces you to some of the things that affect children’s learning, explains these in readable terms, and gives you simple ways of making sure that children get the best start in their lifelong learning journey. Sally Featherstone has a wealth of experience as a teacher, head teacher and a local authority adviser and inspector. In recent years, alongside her activities in publishing, Sally has continued to build a national reputation as a trainer and consultant in the Primary and Early Years fields. UK June 2014 208 pages PB 9781472906083 • £18.99 Individual eBook 9781472907349 • £18.99 / $24.99 Library eBook 9781472907356 • £57.00 / $75.00 Featherstone Education

Challenging Perceptions in Primary Education

The Ultimate Guide to Using ICT Across the Curriculum (For Primary Teachers) Web, Widgets, Whiteboards and Beyond! Jon Audain "The publication is timely and teachers who buy [this book] will feel well prepared to plan and execute some motivating lessons using ICT in English, maths, science, the humanities, music, art, design and technology, physical education and modern foreign languages ... a truly comprehensive handbook." Christina Preston, University of Bedfordshire, UK, and Founder of MirandaNet This is the definitive guide to embedding ICT in all subjects across the primary school. From using digital cameras and Beebots to Twitter and mobile apps, the creative and up-to-date ideas in this book will motivate and engage your pupils and prepare them for the changing world of technology they are living in. As well as step-by-step instructions on how to use a variety of technologies effectively, this book covers e-safety and the digital child, planning and budgeting your provision and how to use technology to support children with special educational needs. The Foreword is written by Stephen Heppell. Jon Audain is a Senior lecturer in Primary ICT and Music on the Primary PGCE at Winchester University, UK. UK April 2014 • US June 2014 256 pages • 20 illus PB 9781441144003 • £19.99 / $34.95 Individual eBook 9781441199003 • £19.99 / $26.99 Library eBook 9781441195852 • £45.00 / $80.00 Bloomsbury Education

Exploring Issues in Practice Edited by Margaret Sangster What are the beliefs that influence your professional practice? Have you ever thought about why you make the decisions you make as a teacher? What influences your teaching style? Beyond the technical skills and knowledge aspects of education, teachers and student teachers face questions which challenge their beliefs and approaches to their teaching and learning. This book contains a series of short articles which not only offer guidance on key topics but encourage the reader to engage in reflecting on their own practice. Questions explored include: • Is learning through practical work worth the effort? • What can we learn from comparisons with education in other countries? • Is there a smarter way to use digital imagery in your teaching? • What’s the point of theory? Isn’t teaching just a craft? Margaret Sangster was formerly Principal Lecturer and Programme Director of the BA (Hons) in Primary Education at Canterbury Christ Church University, UK. She worked for many years as a primary teacher, and as a mathematics advisory teacher before moving to Higher Education. She is the editor of Developing Teacher Expertise (2012), the predecessor to this volume. UK February 2015 • US April 2015 208 pages PB 9781472578372 • £19.99 / $29.95 • HB 9781472578389 • £65.00 / $112.00 Individual eBook 9781472578396 • £19.99 / $27.99 Library eBook 9781472578402 • £60.00 / $96.00 Bloomsbury Academic

Ethical English Teaching and Learning in English as Spiritual, Moral and Religious Education Mark A. Pike "Ethical English is intellectually substantive, enormously helpful to the English teacher and, quite frankly, inspired ... The broad and deep look Pike takes at the teaching of English as a liberal art is both refreshing and provocative. It deserves wide readership both within and outside the university." Karen Bohlin, Montrose School, Massachusetts, USA Ethical English addresses the 'ethos' of English teaching and draws attention to its 'spirit' and fundamental character, identifying the features that English teaching must exhibit if it is to continue to sustain us morally as a liberal art and to provide the learners of increasingly plural societies with a broad ethical education. Mark A. Pike provides practical examples from the classroom, including assessment and teaching, knitting these with an ethical critique of practice, stimulating readers to engage in critical reflection concerning the teaching of English. This book not only shows readers how to teach English but also helps them to critically evaluate the ethics of the practice of English teaching. Mark A. Pike is Reader in Educational Values and Pedagogy, School of Education, Leeds University, UK, and author of Teaching Secondary English and, with J. Mark Halstead, of Citizenship and Moral Education. UK December 2014 • US February 2015 256 pages PB 9781472576828 • £19.99 / $29.95 • HB 9781472576835 • £65.00 / $112.00 Individual eBook 9781472576859 • £19.99 / $27.99 Library eBook 9781472576842 • £60.00 / $96.00 Bloomsbury Academic

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MasterClass series Series Editor: Sue Brindley, Senior Lecturer in Education, University of Cambridge, UK This series takes a practical approach to teaching and learning, seeking to support readers to move beyond effective classroom practice and to extend their understanding in accessible and lively ways. Each volume includes case studies, classroom examples, research and reference to critical texts and will challenge readers to develop practice in ways which reflect teachers' informed professional voice.

MasterClass in English Education Transforming Teaching and Learning

MasterClass in Geography Education

Edited by Bethan Marshall and Sue Brindley

Transforming Teaching and Learning

MasterClass in English Education draws on international research and practice to present effective and engaging approaches for English teaching. As well as exploring the key modes of English teaching, reading, writing, speaking and listening, the contributors show how a greater understanding of English can be found through drawing together modalities, for example understanding reading through writing. Topics covered included: subject knowledge; curriculum; media and technology; pedagogy. This is essential reading for all studying the teaching and learning of English of PGCE and Education MEd/MA courses. Sue Brindley is Senior Lecturer in Education at the University of Cambridge, UK. Bethan Marshall is Senior Lecturer at King's College London, UK, where she is Director of MA English and Education and MA Creative Arts in the Classroom. UK November 2014 • US January 2015 224 pages PB 9781441129963 • £24.99 / $39.95 • HB 9781441129062 • £75.00 / $128.00 Individual eBook 9781441196156 • £24.99 / $36.99 Library eBook 9781441153975 • £75.00 / $120.00 Series: MasterClass • Bloomsbury Academic

For other titles available in this series see p.26

Edited by Graham Butt "[This] text takes research principles and applies them very successfully in a commendably engaging and very readable fashion, always returning the reader to the subject context ... [It offers] a platform from which both experienced and beginning researchers can successfully scope, design and execute their geographical research." Justin N. Woolliscroft, University of Hull, UK MasterClass in Geography Education provides a comprehensive exploration of the major themes in geography education research and pedagogy, drawing on international research. The editor draws together a variety of professional, academic and practitioner perspectives to support professional development of geography teachers. The book incorporates discussion of the place of subject knowledge in geography, the role and function of research in geography education and the relationship between research and practice. Topics covered include: research and professional practice; constructing geographical knowledge; ethical considerations; carrying out research projects. This is essential reading for all studying the teaching and learning of geography on PGCE and Education MEd/MA courses. Graham Butt is Professor in Education at Oxford Brookes University, UK. UK January 2015 • US March 2015 224 pages PB 9781472535719 • £24.99 / $39.95 • HB 9781472535726 • £75.00 / $128.00 Individual eBook 9781472535733 • £24.99 / $36.99 Library eBook 9781472535740 • £75.00 / $120.00 Series: MasterClass • Bloomsbury Academic

Making Poetry Happen

Making Poetry Matter

Transforming the Poetry Classroom

International Research on Poetry Pedagogy

Edited by Sue Dymoke, Myra Barrs, Andrew Lambirth and Anthony Wilson

Edited by Sue Dymoke, Andrew Lambirth and Anthony Wilson

Making Poetry Happen draws together a wide-range of perspectives to provide support for development of creative practices across the age phases, drawing on learners' and teachers' perceptions of what poetry teaching is like in all its forms and within a variety of contexts. Throughout, the contributors include practical, tried-and-tested materials, including activities, and draw on case studies. This approach ensures that the theory is clearly linked to practice as they consider teaching and learning poetry to those aged between 5 and 19 from different perspectives, looking at reading; writing; speaking and listening; and transformative poetry cultures. Each of the four parts includes teacher commentaries on how they have adapted and developed the poetry activities for use in their own classroom. Sue Dymoke is Reader in Education in the School of Education at the University of Leicester, UK, where she is Course Leader of the Secondary PGCE. Myra Barrs is a freelance writer and researcher working in education. She was formerly Director of the Centre for Literacy in Primary Education, UK. Andrew Lambirth is Professor of Education in the Faculty of Education and Health at the University of Greenwich, UK. Anthony Wilson is Senior Lecturer in the Graduate School of Education at the University of Exeter, UK, where he is Subject Leader for PCGE Primary English. UK January 2015 • US March 2015 224 pages PB 9781472512383 • £24.99 / $39.95 • HB 9781472508058 • £75.00 / $128.00 Individual eBook 9781472510266 • £24.99 / $36.99 Library eBook 9781472509482 • £75.00 / $120.00 Bloomsbury Academic

T eacher E ducation

"This rich and invigorating book provides a muchneeded argument for the place of poetry in 21st century english curriculum, and a grounded and practical resource for reading, teaching, writing, analysing, performing and making poetry." Catherine Beavis, Griffith University, Australia Making Poetry Matter draws together contributions from leading scholars in the field to offer a variety of perspectives on poetry pedagogy drawing on data collected through a variety of research methods, including case studies, to ensure that theory on poetry pedagogy is clearly linked to practice. They consider teaching and learning poetry in classrooms across the 5-19 age range from different perspectives, looking at a wide range of topics, including poetry in the urban primary classroom, digital poetry and multimodality, and poetry in Post-16 English. Sue Dymoke is Reader in Education in the School of Education at the University of Leicester, UK, where she is Course Leader of the Secondary PGCE. Andrew Lambirth is Professor of Education at the University of Greenwich, UK. Anthony Wilson is a Lecturer in the Graduate School of Education at the University of Exeter, UK, where he is Subject Leader for Primary English. UK January 2015 • US March 2015 240 pages PB 9781472515056 • £24.99 / $39.95 • HB 9781441101471 • £75.00 / $140.00 Individual eBook 9781441163530 • £24.99 / $36.99 Library eBook 9781441105684 • £75.00 / $120.00 Bloomsbury Academic

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T eacher E ducation

100 Ideas for Secondary Teachers: Teaching Philosophy and Ethics

100 Ideas for Secondary Teachers: Assessment for Learning

John L. Taylor

David Spendlove

How does one teach a subject that has no ‘right’ answers? The ideas in this book will help you to engage your class and have them reading, writing, talking and thinking philosophically. Starting with introductory ideas such as a guided tour of 'philosophy land', the book moves on to ideas for stimulating and managing student discussions and debates, guidance for effective research, and methods to support students with their essays, presentations and projects. There are also tips for getting the best out of quieter students, and ideas for taking philosophy beyond the classroom. Hashtags and websites providing resources to enliven your classes are included throughout the book. John L. Taylor is Head of Philosophy and Director of Critical Skills at Rugby School, UK. Before taking up his post at Rugby he tutored in the philosophy of science at Oxford University, UK. UK November 2014 144 pages PB 9781472909565 • £14.99 Individual eBook 9781472910097 • £14.99 / $19.99 Library eBook 9781472910080 • £45.00 / $60.00 Series: 100 Ideas for Teachers • Bloomsbury Education

By using the assessment for learning strategies within this book you will sharpen your teaching, increase pupil autonomy and ownership and ensure rapid and sustained progress in learning is taking place. The book covers questioning and dialogue, using feedback to monitor progress in learning and improving teaching through focusing on AfL. David Spendlove is Deputy Director of Initial Teacher Education, University of Manchester, UK. He worked for 13 years as a teacher which included whole school responsibility for assessment. UK March 2015 120 pages PB 9781472911001 • £12.99 Individual eBook 9781472911025 • £12.99 / $20.99 Library eBook 9781472911018 • £39.00 / $63.00 Series: 100 Ideas for Teachers • Bloomsbury Education

Getting the Buggers to Behave

Pimp your Lesson!

The Spider Strategy

Sue Cowley

Prepare, Innovate, Motivate and Perfect

How to Make Every Lesson Outstanding

Isabella Wallace and Leah Kirkman

Marcella McCarthy

"Written with Sue Cowley's characteristic humour and sharp wit, this is a must have for all teachers - full of practical, easy to use and effective ideas." Teach Primary This book is the must have behaviour management bible for all teachers - from trainees to experienced staff. Sue Cowley’s book is famed for the practical, honest and realistic nature of her advice. In this brand new edition, Sue takes a detailed look at the use of incentives in managing behaviour, exploring how schools can move students away from extrinsic rewards and towards intrinsic motivation. She also examines how settings make use of the ‘Restorative Justice’ approach in order to change children’s behaviour, and how this method can benefit both teachers and students. Case studies explore how to handle the most common behaviour issues, with practical advice on how to solve these problems. Sue Cowley is an expert on behaviour management, and on creative approaches to teaching and learning. She has written numerous bestselling education and parenting books, which have been translated and published around the world. UK September 2014 248 pages PB 9781472909213 • £18.99 Individual eBook 9781472909237 • £18.99 / $24.99 Library eBook 9781472909220 • £57.00 / $75.00 Bloomsbury Education

This book helps you to understand the impact and reasons for using Assessment for Learning to become an outstanding teacher. Emphasis is placed on helping pupils become autonomous and reflective learners rather than passive receivers in the learning process. Central to this is the development of strategies for ensuring progress in lessons is being maintained by all learners.

"This is a book for every teacher, fortifying them from head-to-toe in a bulletproof vest, ready to welcome any observer with open arms! For planning; marking; teaching. You should have it by your side." Ross Morrison McGill, @TeacherToolkit This book provides practical and easy-toimplement guidance on embedding outstanding practice in your daily teaching. This brand new edition provides updated advice on all aspects of outstanding teaching. The new 'Pimp your Progress' feature includes guidance on how to measure pupil progress in every lesson and the popular Poundland Pedagogy activities will help to get your students engaged. Pimp Your Lesson! will help ensure consistent teaching for all primary and secondary teachers. Join the conversation: #PimpYourLesson #PoundlandPedagogy Isabella Wallace has worked for many years as an Advanced Skills Teacher and presents nationally and internationally on all aspects of outstanding teaching and learning. Leah Kirkman is an experienced Advanced Skills Teacher. She has taught both in the UK and Canada, and works both nationally and internationally as a trainer and consultant.

The spider strategy is a sixpart plan that shows how to sustain excellent teaching all the time, teaching you how to organise your teaching so that outstanding features are built into the way you structure your lessons. Each part of the SPIDER (Surprise, Purpose, Investigate, Differentiate, Evaluate and Record and Reflect) strategy is a key aspect of innovative good practice which is investigated in detail, with many hints and examples of proven classroom effectiveness throughout. The book includes lesson examples, case studies and practical tips and resources to help you reproduce outstanding teaching using the spider strategy everyday. Marcella McCarthy is a practising secondary teacher, active researcher, and former Lecturer at Oxford University, UK, as well as an AST in both English and Gifted and Talented Education and a consultant for English to schools across Oxfordshire. UK November 2014 176 pages PB 9781472908643 • £18.99 Individual eBook 9781472908667 • £18.99 / $24.99 Library eBook 9781472908650 • £57.00 / $75.00 Bloomsbury Education

UK March 2014 168 pages PB 9781472905154 • £16.99 Individual eBook 9781472907288 • £16.99 / $22.99 Library eBook 9781472907295 • £51.00 / $69.00 Bloomsbury Education

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How to Survive an Ofsted Inspection

Transforming Teacher Education

Sarah Findlater

Viv Ellis and Jane McNicholl

Reconfiguring the Academic Work

Whether you are a classroom teacher getting ready for an Ofsted lesson observation or a school leader preparing your whole school for inspection, the short term and long term strategies in this book will help ensure you will survive the process, get as much out of it as your possibly can and perform in an outstanding manner. The book is split into 4 phases, making this book relevant whether you want to set up systems well in advance, need quick fix ‘night before’ advice or ‘on the day’ strategies, or help making the most of Ofsted feedback once the inspection is over.

What do the teacher educators in universities and colleges actually do? Day-to-day, how do they support the learning and development of the thousands of new teachers we need every year? And why does this matter? Drawing on recent research by the authors, situated in the growing international literature, Transforming Teacher Education puts these questions in cultural and historical context and offers a practical answer in the form of an original agenda for the transformation of current conditions in teacher education with future designs for practice.

The strategies include:

Viv Ellis and Jane McNicholl argue that teacher education needs to be transformed to be able to take advantage of the unique structural connections that exist between schools and universities in countries like England (represented by the notion of 'partnership') and the USA (with the example of professional development schools) by capitalising on the networks of expertise within and between these different organisations to produce powerful new forms of knowledge.

• Getting your paperwork and data in order • Proving progress in your lesson • How leaders can get involved and ensure they are creating a constructively challenging environment so their staff are constantly improving and working towards outstanding. Hashtags throughout the book enable you to join the conversation and share best practice with colleagues around the UK and the world. Sarah Findlater is an Assistant head teacher and English teacher in London, UK. Sarah has written for the Guardian, the TES and has her own blog on various topics including lesson observations and 'my experience with OFSTED inspections'. UK March 2015 208 pages PB 9781472911063 • £14.99 Individual eBook 9781472911087 • £14.99 / $19.99 Library eBook 9781472911070 • £45.00 / $60.00 Bloomsbury Education

Lesson Study Making a Difference to Teaching Pupils with Learning Difficulties Edited by Brahm Norwich and Jeff Jones "This is a major contribution. The theoretical, empirical and practical aspects of lesson study are discussed in an accessible, engaging manner. Lesson Study will appeal to academics, policy-makers and practitioners alike, and will ultimately benefit many students who experience difficulties in learning." Neil Humphrey, University of Manchester, UK Lesson Study has been developed and used in Japan for over a century and is increasingly used in the Far East, USA and now in Europe. Lesson Study shows how this powerful model of professional learning has been integrated with the principles of inclusive practice by classroom teachers in the challenging area of teaching pupils in the spectrum from Moderate Learning Difficulties (MLD) to low attainment. The book illustrates how Lesson Study has been practised and explores the optimal conditions in schools for its effective use. Essential reading for trainee and practicing teachers with an interest in how professional practice can enhance reflective practice as a means of school improvement and innovation for all pupils. Brahm Norwich is Professor of Educational Psychology and Special Educational Needs in the Graduate School of Education at the University of Exeter, UK. Jeff Jones is an independent consultant based in the UK. UK February 2014 • US April 2014 184 pages PB 9781780938301 • £22.99 / $39.95 • HB 9781780935768 • £70.00 / $120.00 Individual eBook 9781780935843 • £22.99 / $34.99 Library eBook 9781780937403 • £69.00 / $111.00 Bloomsbury Academic

T eacher E ducation

Viv Ellis is Professor and Head of Education at Brunel University, London, UK, and a Visiting Professor at Bergen University College, Norway. Jane McNicholl is a University Lecturer in Science Education at the University of Oxford, UK. UK April 2015 • US June 2015 176 pages PB 9781472507204 • £24.99 / $39.95 • HB 9781472508843 • £75.00 / $128.00 Individual eBook 9781472511843 • £74.99 / $115.99 Library eBook 9781472506399 • £225.00 / $362.00 Bloomsbury Academic

Learning Teaching from Experience Multiple Perspectives and International Contexts Edited by Viv Ellis and Janet Orchard "An important, timely and challenging book; an essential resource for everyone interested in the future of teacher education." John Furlong, University of Oxford, UK What do teachers learn ‘on the job'? And how, if at all, do they learn from ‘experience'? Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policymaking and professional practice - the role that experience plays in learning to teach in schools. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory. Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries. Viv Ellis is Professor and Head of Education at Brunel University, London, UK, and a Visiting Professor at Bergen University College, Norway. Janet Orchard is a Senior Teaching Fellow in the Graduate School of Education at the University of Bristol, UK. UK January 2014 • US April 2014 288 pages HB 9781472512987 • £75.00 / $128.00 Individual eBook 9781472505170 • £74.99 / $115.99 Library eBook 9781472509918 • £225.00 / $362.00 Bloomsbury Academic

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T eacher E ducation / language and education

Learning Reimagined Graham Brown-Martin Learning Reimagined takes its readers on a journey in search of innovation in the way we learn and teach. Filled with case studies and interviews, the book invites the reader to join the author as he travels the world to investigate the challenges that today’s educators face. Illustrated throughout with colour photography by leading photojournalist Newsha Tavakolian, the book is unafraid to ask the most vital questions about the purpose of education and the true role of technology in its transformation. It captures a broad canvas of opinions from many of the world’s foremost thinkers and practitioners from the world of education, technology and design, including Sir Ken Robinson, Noam Chomsky, Seth Godin, Sugata Mitra, Andreas Schleicher and many others. Graham Brown-Martin is the founder of Learning Without Frontiers (LWF), a global think tank that brought together renowned educators, technologists and creatives to share provocative and challenging ideas about the future of learning. UK September 2014 • US November 2014 320 pages PB 9781474222730 • £29.99 / $49.95 Library eBook 9781474222747 • £90.00 / $145.00 World English excluding Middle East/North Africa Bloomsbury Academic

Visual Journeys Through Wordless Narratives

Service-Learning and Educating in Challenging Contexts International Perspectives Edited by Timothy Murphy and Jon E. C. Tan From the Foreword: "[The editors and authors] offer very interesting and thoughtful analyses of the implications of [the] issues and challenges for securing high quality practice ... An important volume in the new genre of service-learning literature.'' Andrew Furco, University of Minnesota, USA Service-Learning and Educating in Challenging Contexts explores the potential of service-learning identified as a way to integrate community service with academic study to enrich the on-going professional development of educators, especially in schools that are located in challenging contexts. The international contributors use their own experiences and current research to show the deep and enriching professional learning opportunities that service-learning can offer to educators, promoting collaborative practices and encouraging an integration of theory and practice. Timothy Murphy is Lecturer in Educational Research and Policy at the University of Limerick, Ireland. He is on the Board of Advisors at the International Center for Service-Learning in Teacher Education (ICSLTE). Jon E. C. Tan is Senior Lecturer in the School of Education and Childhood at Leeds Metropolitan University, UK. UK April 2014 • US April 2014 192 pages PB 9781472569189 • £22.99 / $39.95 Individual eBook 9781441162847 • £22.99 / $34.99 Library eBook 9781441118004 • £69.00 / $111.00 Bloomsbury Academic

An International Inquiry With Immigrant Children and The Arrival Evelyn Arizpe, Teresa Colomer and Carmen Martínez-Roldán Visual Journeys Through Wordless Narratives presents the exploration of response strategies to Shaun Tan's The Arrival, drawing on research carried out in educational settings with children from many different parts of the world in four host countries: the UK, Spain, Italy and the USA. The findings reveal the benefits of using wordless narratives such as picturebooks and graphic novels together with visual strategies to support immigrant children’s literary understandings and visual literacy. Evelyn Arizpe is Senior Lecturer in the School of Education, University of Glasgow, UK. Teresa Colomer is Professor at the Facultdad de Ciencias de la Educación, Universitat Autònoma de Barcelona, Spain. Carmen Martínez-Roldán is Associate Professor of Bilingual/Bicultural Education at Teachers College, Columbia University, USA. UK April 2014 • US June 2014 288 pages • 10 bw illus PB 9781780936376 • £24.99 / $39.95 • HB 9781780937588 • £75.00 / $140.00 Individual eBook 9781780937762 • £24.99 / $36.99 Library eBook 9781780937243 • £75.00 / $120.00 Bloomsbury Academic

Children's Literature in Second Language Education Edited by Janice Bland and Christiane Lütge Bringing together leading scholars and teacher educators from across the world, from Europe and the USA to Asia, this book presents the latest research and new perspectives into the uses of children's literature in second language teaching for children and young adults. Children's Literature in Second Language Education covers such topics as extensive reading, creative writing in the language classroom, the use of picturebooks and graphic novels in second language teaching and the potential of children's literature in promoting intercultural education. The focus throughout the book is on creative approaches to language teaching, from early years through to young adult learners, making this book an essential read for those studying or embarking on second language teaching at all levels. Janice Bland is Visiting Professor in the Department of English Language and Literature at the University of Vechta, Germany. She is co-editor of the peerreviewed e-journal Children's Literature in English Language Education. Christiane Lütge is Professor of English at Münster University, Germany. She is co-editor of the peer-reviewed e-journal Children's Literature in English Language Education. UK June 2014 • US June 2014 224 pages PB 9781472576279 • £24.99 / $39.95 • HB 9781441183521 • £75.00 / $128.00 Individual eBook 9781441182760 • £24.99 / $36.99 Library eBook 9781441129789 • £75.00 / $120.00 Bloomsbury Academic

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Early Childhood Theories and Contemporary Issues An Introduction Mine Conkbayir and Christine Pascal "This book is an invaluable gathering together of some of the important theories and contemporary issues which influence early childhood practice today. The authors have achieved their wish to encourage the reader in ‘being reflective and understanding theories’." Tina Bruce CBE, University of Roehampton, UK, and Trustee of The Froebel Trust, UK This is a comprehensive guide to early child development theories and concepts, drawing together classic and contemporary theory and looking at how these can be used in early years settings. Pedagogical features throughout engage and support those working with young children. These include boxed case studies as well as reflective questions to guide thinking and encourage readers to develop their own practice. Summaries conclude each chapter offering a quick reference of the theory examined and the benefits of applying it to practice. Mine Conkbayir is Course Leader and Lecturer in Child Care at West Herts College, UK, where she also works with young adults with learning difficulties. She was previously Acting Head of the Centre for Research, Learning and Development at London Early Years Foundation, UK, where she lectured on the Early Childhood Studies Programme. Christine Pascal is Director of the Centre for Research in Early Childhood, UK, which undertakes local, national and international research, training and consultancy work for all those involved in early childhood education and care. She is also President of the European Early Childhood Education Research Association. UK November 2014 • US January 2015 208 pages • 14 bw illus PB 9781780937533 • £19.99 / $29.95 • HB 9781780936567 • £65.00 / $120.00 Individual eBook 9781780937342 • £19.99 / $27.99 Library eBook 9781780935942 • £60.00 / $96.00 Bloomsbury Academic

Educating the Postmodern Child The Struggle for Learning in a World of Virtual Realities Fiachra Long "This exciting exploration of the world of the child in our time draws on Fiachra Long's immense erudition and on his many years' experience as a philosopher and teacher ... extraodinarily interesting." Kevin Williams, Mater Dei Institute of Education, Dublin City University, Ireland Educating the Postmodern Child traces the philosophical challenges posed by children living in an information age. Fiachra Long explores the construction of childhood in today's society arguing that the postmodern child is exposed to the public world before its time and he explores the significance of this public/private shift. Issues considered include education, appearance, space, empowerment, globality, tactility, talent, and visibility. After setting the context, each chapter uses a phenomenological approach to describe experiences common across computer-literate children today. Chapters draw on sources in the history of ideas to critique the situation described, provide a rich combination of educational and philosophical theory and apply some speculative concepts to the situation of children. Fiachra Long is Senior Lecturer in Education at the University College Cork, Ireland. UK May 2014 • US May 2014 208 pages PB 9781472572035 • £22.99 / $39.95 • HB 9781441103871 • £70.00 / $130.00 Individual eBook 9781441132666 • £22.99 / $34.99 Library eBook 9781441125422 • £69.00 / $111.00 Bloomsbury Academic

Early Childhood Studies: Enhancing Employability and Professional Practice Ewan Ingleby, Geraldine Oliver and Rita Winstone "This book is a most welcome addition in the field of Early Childhood Studies. The key features of inclusion, enhancing learning, holistic therapies, the developing child, professionalism are both explored sensitively and reflexively examined." Caroline Bligh, Leeds Metropolitan University, UK This book explores essential aspects of best practice within children’s services in order to enhance employability skills, identifying how and why key aspects of best practice have emerged within children’s services. The key elements of professional practice at the centre of the multidisciplinary work in today’s children’s services are considered, including different childhoods, child development, enhanced learning and holistic practice. Each chapter draws together practical teaching experience with sound academic analysis to support those training to work in the early childhood sector. Ewan Ingleby is Senior Lecturer in Education in the School of Social Sciences and Law at Teesside University, UK.

C hildhood and Y outh S tudies

Geraldine Oliver was Programme Leader for Early Childhood Studies from 20062011 at Teesside University, UK, and taught in a range of early years settings before her retirement in 2011. Rita Winstone is Senior Lecturer in Education at Teesside University, UK, where she is Programme Leader for the BA (Hons) Early Childhood Studies. UK December 2014 • US February 2015 208 pages PB 9781472506825 • £19.99 / $29.95 • HB 9781472506863 • £65.00 / $112.00 Individual eBook 9781472506337 • £19.99 / $27.99 Library eBook 9781472513915 • £60.00 / $96.00 Bloomsbury Academic

Agency and Participation in Childhood and Youth International Applications of the Capability Approach in Schools and Beyond Edited by Caroline Sarojini Hart, Mario Biggeri and Bernhard Babic "In this important and challenging book the authors make a strong case for the ‘capability approach’ ... A demanding new agenda for the interaction between children and adults." Koy Thomson, Chief Executive, Children in Crisis Bringing together leading international experts researching children’s capabilities, this book offers an exploration of links between areas of development in theory, research and practical applications of Amartya Sen and Martha Nussbaum’s capability approach ideas, offering a new critical engagement in conceptualising the roles of youth agency and participation in education, development and the pursuit of social justice. It draws on empirical data from the UK, the USA, Jordan, Palestine, the Democratic Republic of the Congo, Switzerland, New Zealand and beyond, with perspectives presented from both within and outside schools and other formal educational settings. Caroline Sarojini Hart is Senior Lecturer in Education at Sheffield Hallam University, UK, and Affiliated Lecturer in Education at the University of Cambridge, UK. Mario Biggeri is Associate Professor of Development Economics at the University of Florence, Italy. Bernhard Babic is an independent social development consultant and researcher, and Senior Project Manager for Caritas, Germany. UK February 2014 • US April 2014 296 pages HB 9781472514875 • £75.00 / $128.00 Individual eBook 9781472514868 • £74.99 / $115.99 Library eBook 9781472510006 • £225.00 / $362.00 Bloomsbury Academic

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E ducation S tudies

Multiculturalism and Education

Reinventing the Curriculum

Richard Race

New Trends in Curriculum Policy and Practice

There is a need to rethink education studies in these times of change, in terms of literacies and technologies, conflict and environmental concerns, and a need for authoritative texts addressing the key areas within education; sociology, child and infant development, social justice, policy, social welfare and development – and multiculturalism. This book provides approaches to the theoretical perspectives and frameworks and focuses on the relevant literature surrounding multiculturalism for today’s students. The second edition includes a new chapter on the notion of multicultural citizenship and the new integrationist policies, including all the latest research on citizenship, immigration and integration as applied to current social and education policy-making. Including extensive examples of research, study questions, updated references and website resources, Multiculturalism and Education is essential reading for all those studying multiculturalism, at undergraduate and graduate level, within education today. Richard Race is Senior Lecturer in Education and MA Education Programme Convener in the School of Education at Roehampton University, UK. He is editor of Advancing Race and Ethnicity in Education (with Vini Lander, 2014). He is also Co-Series Editor of Policy and Practice in the Classroom with Alaster Scott Douglas and Barbara Read. UK February 2015 • US April 2015 160 pages PB 9781472570185 • £22.99 / $39.95 • HB 9781472570192 • £70.00 / $120.00 Individual eBook 9781472570215 • £22.99 / $34.99 Library eBook 9781472570208 • £69.00 / $111.00 Series: Contemporary Issues in Education Studies • Bloomsbury Academic

Girls Behind Bars Reclaiming Education in Transformative Spaces Suniti Sharma While scholarship on the education of youth behind bars has largely focused on boys, more than one in three youth arrests in the USA is female, and Girls Behind Bars sets out to address this imbalance. The book offers autobiographies, life-stories, and counter-stories in order to challenge simplistic generalizations and empirical prescriptions. Girls Behind Bars provides the educational community with critical perspectives that examine empiricist epistemologies and positivist methodologies that label certain groups of girls as delinquent and mark them for punitive and corrective treatment behind bars. Sharma opens up the discussion on girls' gender, desire, and sexuality by offering a language for these issues absent in educational discourse. Finally, the book supports calls for educators and practitioners in their desire to envision and create transformative spaces that enable young girls behind bars to reclaim their education. Including a foreword by William Ayers and Bernadine Dohrn, this important and powerful book gives voice to a neglected, silenced, and misrepresented population - young girls behind bars. Suniti Sharma is an Assistant Professor in the Department of Teaching, Learning and Innovation at the University of Texas, Brownsville, USA. UK July 2014 • US May 2014 256 pages PB 9781628921779 • £26.99 / $39.95 • HB 9781441152329 • £70.00 / $130.00 Individual eBook 9781441186751 • £20.99 / $34.99 Library eBook 9781441111241 • £70.00 / $130.00 Bloomsbury Academic

Edited by Mark Priestley and Gert Biesta "This is an important, provocative and beautifully readable collection." Lyn Yates, University of Melbourne, Australia Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analyzing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world. Mark Priestley is Professor of Education at the University of Stirling, UK. He is Chair of the Editorial Board of the Scottish Educational Review. Gert Biesta is Professor of Educational Theory and Policy in the Faculty of Language and Literature, Humanities, Arts and Education at the University of Luxembourg, Luxembourg. He is editor-in-chief of Studies in Philosophy and Education. UK December 2014 • US December 2014 256 pages PB 9781472596000 • £24.99 / $39.95 • HB 9781441137647 • £75.00 / $140.00 Individual eBook 9781441134813 • £24.99 / $36.99 Library eBook 9781441148681 • £75.00 / $120.00 Bloomsbury Academic

Evidence Informed Policy and Practice in Education A Sociological Grounding Chris Brown Evidence use and user engagement have become part of the rhetoric of education and social science research, with policy makers required to base their recommendations on evidence. This book expands the analysis of policy (educational and others) and considers the wider environment within which policy is made. Chris Brown grounds this analysis within contemporary theory that explains pertinent social phenomenon to show the interplay and tensions between policy and practice and to illustrate how, within each, being evidence-informed results in very different actions and behaviours when it comes to evidence use. This exploration reconciles policy and practice within an overarching framework which attempts to explain what emerges when 'top down' and 'bottom up' evidence production and use collide. The book both challenges and informs: challenging those currently working in the area to begin to think more deeply about their work and the theoretical mechanisms that underpin it, and informing use by providing theoretical tools to assist them in doing so. Chris Brown is John Adams Research Fellow at the Institute of Education, University of London, UK. Currently working within the London Centre for Leadership in Learning, Chris leads various projects which seek to help practitioners identify and scale up best practice. UK December 2014 • US January 2015 176 pages HB 9781472579751 • £70.00 / $120.00 Individual eBook 9781472579782 • £69.99 / $107.99 Library eBook 9781472579775 • £210.00 / $337.00 Bloomsbury Academic

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England's Citizenship Education Experiment

Anglican Church School Education

State, School and Student Perspectives

Moving Beyond the First Two Hundred Years

Lee Jerome

Edited by Howard J. Worsley

"What makes this book so fascinating is that it not only provides the sweep of the history of citizenship education but puts this into a political context; that of the New Labour period of office … It is highly readable, provocative and informative." Chris Waller, Association for Citizenship Teaching, British Journal of Education Studies Until 1997, the contribution of schools to these challenges was ad hoc and uncoordinated, but with the introduction of citizenship education into the National Curriculum in England a new political project began. Between 2002 and 2012, England has become a leading player in the debate about how to induct young people into democracy. Jerome explores the connections between the values promoted by the government and the forms of citizenship promoted through the National Curriculum and considers: • what did the politicians want the policy to achieve? • what kinds of citizens were teachers trying to create? • what kind of citizens do the young people feel that they have become? To answer these questions this book considers a range of evidence from large scale national and international research projects to single school case studies, conducted with student co-researchers. The study illustrates the complexity of policy making and reveals the gap between curriculum policy and implementation. Lee Jerome is Programme Director Secondary Initial Teacher Education at London Metropolitan University, UK. UK April 2014 • US April 2014 208 pages PB 9781472569134 • £24.99 / $39.95 • HB 9781441122247 • £75.00 / $140.00 Individual eBook 9781441181169 • £24.99 / $36.99 Library eBook 9781441104878 • £75.00 / $120.00 Bloomsbury Academic

"Worsley provides the reader with a rich collection of essays that include historical research, reflections on contemporary theory and practice, and critical issues for the future of the church's investment in schooling children and youth. The book raises important issues, not only for Anglican church schools, but for all Christian school leaders around the world." Kevin E. Lawson, Biola University, USA, and editor of the Christian Education Journal Anglican Church School Education explores the contribution of church schools and considers how they might contribute to education in the future to allow for a better standard of understanding of church schools. Drawing together some of the leading writers and thinkers in church school education, this volume is divided into five parts: • The Historical Story • Current Policy and Philosophy • Reflection on Current Practice • Instrumental in Shaping the Future • Reflections and Recommendations This unique collection celebrates past achievements and informs the future engagement of the Church in education. Howard J. Worsley is Lecturer in Christian Education at Canterbury Christ Church University, UK. UK May 2014 • US May 2014 256 pages PB 9781472572011 • £24.99 / $39.95 • HB 9781441125132 • £75.00 / $140.00 Individual eBook 9781441108159 • £24.99 / $36.99 Library eBook 9781441101402 • £75.00 / $120.00 Bloomsbury Academic

Geography in Secondary Schools

Reforms in Islamic Education

Researching Pupils' Classroom Experiences

International Perspectives

Nick Hopwood

Edited by Charlene Tan

"A brilliant concept ... Hopwood takes us into the minds of students - a special place seldom visited by educational researchers." Richard G. Boehm, Texas State University, USA Gaining a better sense of how pupils conceive school geography is crucial if we are to understand the ways in which their ideas and values mediate learning processes. Geography in Secondary Schools explores how pupils experience geography lessons, what they think geography as a school subject is about, and what it means to them. School geography aims to help young people think about the world and their place in it in a distinctive - geographical - way. However very little is known about the kinds of thinking and values they associate with the subject.

E ducation S tudies

"The volume offers critical accounts of Islamic educational reforms in diverse contexts of the Muslim world. Various eminent scholars provide fresh and learned perspectives on the dynamics helpful in engaging with the principle, policy, and practice of reforms in Islamic education." Mohammad Talib, University of Oxford, UK, and Oxford Centre for Islamic Studies, UK In reforming Islamic schools, what are the key actions initiated and are they contested or negotiated by and among Muslims?

In this book, Nick Hopwood follows six pupils through their geography lessons for a period of three months, discussing their learning experiences in depth with them. Their participation in class, written work, and comments made in interviews form the basis for a detailed investigation of their ideas.

This edited collection brings together leading scholars to explore current reforms in Islamic schools. Drawing together international case studies, Reforms in Islamic Education critically discusses the reforms, considering the motivations for them, nature of them and perceptions and experiences of people affected by them. The contributors also explore the tensions, resistance, contestations and negotiations between Muslims and nonMuslims, and among Muslims, in relation to the reforms.

Nick Hopwood is Chancellor's Post Doctoral Research Fellow at the University of Technology, Sydney, Australia. He is also a Research Fellow at the Department of Education at the University of Oxford, UK.

Charlene Tan is Associate Professor at the Policy and Leadership Studies Academic Group, National Institute of Education, Nanyang Technological University, Singapore.

UK April 2014 • US April 2014 224 pages PB 9781472569172 • £22.99 / $39.95 Individual eBook 9781441160997 • £22.99 / $34.99 Library eBook 9781441148087 • £69.00 / $111.00 Bloomsbury Academic

UK April 2014 • US June 2014 264 pages HB 9781441101341 • £75.00 / $128.00 Individual eBook 9781441146175 • £74.99 / $115.99 Library eBook 9781441177551 • £225.00 / $362.00 Bloomsbury Academic

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P hilosophy of E ducation 12

P hilosophy of E ducation

Bloomsbury Library of Educational Thought

Now available in paperback

Series editor: Richard Bailey, a writer and theorist on education and sport. He has been professor at a number of leading universities, including Canterbury Christ Church University, UK, University of Roehampton, UK, and University of Birmingham, UK. This is the major 25-volume international reference project that provides comprehensive accounts of the work of seminal educational thinkers, now complete and available in paperback for the first time. Each volume explores: • The thinker's intellectual biography • Critical exposition of the thinker’s work • The reception and influence of the thinker's work • The relevance of the thinker's work today • Bibliography • Index

“This series makes these past educational thinkers accessible once again, and will be an essential reference point for future deliberations about the aims of education.” – Richard Pring, Emeritus Professor at the Department of Education, and Emeritus Fellow of Green Templeton College, University of Oxford, UK

UK October 2014 • US December 2014 25 Volume PB Set • 6,208 pages • Pack 9781472515285 • £550.00 / $900.00 Previously Published in 25 Volume HB Set 9781472515278 Bloomsbury Library of Educational Thought • Bloomsbury Academic

www.bloomsbury.com • UK, Europe, ROW • +44 (0)1256 302692 • orders@macmillan.co.uk

Each volume is also available separately in the following formats UK October 2014 • US December 2014 PB £24.99 / $39.95 • HB £75.00 / $140.00 Individual eBook £24.99 / $36.99 • Library eBook £75.00 / $120.00

Title

Author

Paperback

Hardback

Individual eBook

Library eBook

St Thomas Aquinas

Vivian Boland OP

9781472518903

9780826484000

9781441137388

9781441151483

Aristotle

Alexander Moseley

9781472518927

9781847061034

9781472518910

9781441191991

St Augustine

Ryan N. S. Topping

9781472504883

9780826426611

9781472504876

9781441157805

Pierre Bourdieu

Michael James Grenfell

9781472518743

9780826484017

9781441135810

9781441146953

Jerome Bruner

David R. Olson

9781472518866

9780826484024

9781441193872

9781441183132

Confucius

Charlene Tan

9781472514981

9781441179814

9781441146809

9781441139252

John Dewey

Richard Pring

9781472518774

9780826484031

9781441124593

9781441184535

Michel Foucault

Lynn Fendler

9781472518811

9781847060884

9781472518804

9781441126658

Paulo Freire

Daniel Schugurensky

9781472518859

9780826484154

9781441174901

9781441167880

John Holt

Roland Meighan

9781472504913

9780826484048

9781441127914

9781441106162

John Locke

Alexander Moseley

9781472519023

9780826484055

9781441180186

9781441142160

Loris Malaguzzi and the Reggio Emilia Experience

Kathy Hall et al

9781472518750

9781847061058

9781472518767

9781441133830

Maria Montessori

Marion O'Donnell

9781472519016

9780826484062

9781441100665

9781441169068

A. S. Neill

Richard Bailey

9781472504890

9781847060877

9781441115904

9781441100429

John Henry Newman

James Arthur and Guy Nicholls

9781472504814

9780826484079

9781441121813

9781441198969

Robert Owen

Robert A. Davis and Frank O’Hagan

9781472518934

9781847061041

9781472518941

9781441162731

R. S. Peters

Stefaan E. Cuypers and Christopher Martin

9781472518798

9781441158048

9781441102324

9781441135964

Jean Piaget

Richard Kohler

9781472518880

9780826484116

9781441144447

9781441136961

Plato

Robin Barrow

9781472504852

9780826484086

9781441115096

9781441136046

Jean-Jacques Rousseau

Jürgen Oelkers

9781472518873

9780826484123

9781441113535

9781441154705

Rudolf Steiner

Heiner Ullrich

9781472518897

9780826484192

9781441174574

9781441162700

Leo Tolstoy

Daniel Moulin

9781472504838

9781441156570

9781472504845

9781441119216

Lev Vygotsky

René van der Veer

9781472504920

9780826484093

9781441181275

9781441148230

E. G. West

James Tooley

9781472518781

9780826484130

9781441152626

9780826427434

Mary Wollstonecraft

Susan Laird

9781472504869

9780826484147

9781441159854

9781441143532

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P hilosophy of E ducation

P hilosophy of E ducation ity and the Teacher

Authority and the Teacher

Reimagining Liberal Education

William H. Kitchen

Affiliation and Inquiry in Democratic Schooling

"This is an important discussion of an issue that is studiously evaded by the education establishment. Kitchen's excellent study of what is the central issue facing schooling is a must read for all who take education of our children seriously." Frank Furedi, University of Kent, UK, and author of Authority: A Sociological History Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher’s authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time. By invoking the work of three major philosophers – Polanyi, Oakeshott and Wittgenstein – as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking. William H. Kitchen is Researcher in the Philosophy of Education at the School of Education, University of Belfast, UK. UK September 2014 • US November 2014 224 pages PB 9781472524287 • £16.99 / $29.95 • HB 9781472529848 • £50.00 / $86.00 Individual eBook 9781472529800 • £16.99 / $26.99 Library eBook 9781472523679 • £51.00 / $82.00 Bloomsbury Academic

Hanan Alexander "Hanan Alexander asks the reader to 'reimagine liberal education in order to make greater room for people like myself - committed at once to the values of an ancient tradition on the one hand and to open, pluralistic, liberal democracy on the other.' This sentence captures well the essence of the book, which is not only scholarly but also extremely readable." Terence J. Lovat, The University of Newcastle, Australia and University of Oxford, UK This challenging and provocative book reimagines the justification, substance, process, and study of education in open, pluralistic, liberal democratic societies. Hanan Alexander argues that educators need to enable students to embark on a quest for intelligent spirituality, while paying heed to a pedagogy of difference. Through close analysis of the work of such thinkers as Michael Oakeshott, John Gray, Paulo Freire and Terence McLaughlin, Reimagining Liberal Education offers an account of school curriculum and moral and religious instruction that throws new light on the possibilities of a nuanced, rounded education for citizenship. This is a work of philosophy that builds upon the author’s award-winning text Reclaiming Goodness: Education and the Spiritual Quest. Hanan Alexander is Professor of Philosophy of Education at the University of Haifa, Israel. His book Reclaiming Goodness: Education and the Spiritual Quest won the National Jewish Book Award in 2001. UK March 2015 • US January 2015 288 pages PB 9781441167644 • £23.99 / $34.95 • HB 9781441122438 • £80.00 / $120.00 Individual eBook 9781441161581 • £23.99 / $30.99 Library eBook 9781441183446 • £70.00 / $130.00 Bloomsbury Academic

Educational Assessment on Trial Andrew Davis and Christopher Winch Edited by Gerard Lum

Teaching Virtue

What purpose does educational assessment serve? Are the same instruments suitable for different purposes? How much trust can we place upon the outcomes of educational assessment?

Edited by Marius Felderhof and Penny Thompson

The subject of educational assessment is much discussed and much misunderstood. This approachable text explores the philosophical issues underlying these debates and how they impact on public educational policy. Two leading educators well-known for their work on educational assessment offer different perspectives on the value of exams and tests for a flourishing system of education, while the editor, Gerard Lum, comments on the strengths and weaknesses of the arguments. Andrew Davis is Research Fellow in the School of Education at Durham University, UK. Christopher Winch is Professor of Educational Philosophy and Policy at King’s College, UK. Gerard Lum is Lecturer in Philosophy and Educational Management at King’s College, UK. UK March 2015 • US May 2015 176 pages PB 9781472572295 • £16.99 / $29.95 Individual eBook 9781472572301 • £16.99 / $26.99 Library eBook 9781472572318 • £51.00 / $82.00 Series: Key Debates in Educational Policy • Bloomsbury Academic

The Contribution of Religious Education

"This is a clearly written and well informed book ... I would recommend it highly, not only to religious education teachers, but to all teachers in training and in current practice." James Arthur, University of Birmingham, UK In much of the world, religious traditions are seriously valued but, in the context of religious plurality, this sets educationalists an enormous challenge. Teaching Virtue puts engagement with religious life - and virtue ethics - at the heart of religious education, encouraging 'learning from' religion rather than 'learning about' religion. The authors focus on eight key virtues, examining these for what they can offer of religious value to pupils and teachers. Individual chapters put the discussion into context by offering a vision of what religious education in the future could look like; the need for responsible religious education; a historical review of moral education and an introduction to virtue ethics. Lesson plans and examples demonstrate how the virtues may be approached in the classroom, making it an invaluable guide for all involved in teaching religious education. Marius Felderhof is an Honorary Senior Research Fellow in the Department of Theology and Religion at the University of Birmingham, UK. Penny Thompson is a freelance writer and researcher in religious education, based in the UK. UK November 2014 • US January 2015 224 pages PB 9781472522535 • £22.99 / $39.95 • HB 9781472522917 • £70.00 / $120.00 Individual eBook 9781472528100 • £22.99 / $34.99 Library eBook 9781472522221 • £69.00 / $111.00 Bloomsbury Academic

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A Theory of Catholic Education Sean Whittle "For those interested in the connections between theology and education as well as for those concerned about the principles that frame Catholic education, this is a fluently written, elegantly designed, thoughtprovoking, critically probing and constructive book." John Sullivan, Liverpool Hope University, UK, and Newman University, UK Presenting a philosophically based account of education from the Catholic point of view, Sean Whittle engages with important debates and questions concerning the nature and purpose of Catholic education and schooling. The book opens with a review of the criticisms that have emerged about the prevalence of Catholic schools within the state system and, indeed, about the very notion of there being such a thing as ‘Catholic education’. The author then goes on to survey official Church teaching on education and the work of key Catholic thinkers, Newman and Maritain, before moving on to discuss the writings of Karl Rahner, a leading twentieth century theologian. A Theory of Catholic Education argues that Rahner’s approach, with his focus on the place of mystery in human experience, provides a way forward. Ultimately, Whittle demonstrates how Catholic theology can offer a much needed theory of education. Sean Whittle is a secondary school teacher of Religious Education and Philosophy with over twenty years’ experience working in various Catholic schools in London. He has a PhD in Philosophy of Education from the Institute of Education, University of London, UK. UK November 2014 • US January 2015 256 pages HB 9781472581389 • £75.00 / $128.00 Individual eBook 9781472581396 • £74.99 / $115.99 Library eBook 9781472581402 • £225.00 / $362.00 Bloomsbury Academic

New Perspectives in Philosophy of Education Ethics, Politics and Religion Edited by David Lewin, Alexandre Guilherme and Morgan White "The three sections of the book, Ethics, Politics, and Religion provide the reader with a balanced presentation and fresh interpretation of key contemporary issues ... The format, content, and general style of the book make it particularly suitable for a student readership and for others without advanced knowledge or training in philosophy." W. John Morgan, University of Nottingham, UK New Perspectives in Philosophy of Education builds a bridge between philosophical reflection and socio-political action by developing a range of critical discussions in the areas of ethics, politics and religion. This volume explores whether philosophy of education can contribute to political and social discourse, or whether it is destined to remain the marginal gadfly of mainstream ideology. This volume provides contemporary responses to philosophical issues that bear upon educational studies, policies and practices, contributing to the debate on the role of philosophy of education in an increasingly fractured intellectual milieu. David Lewin is Senior Lecturer in Philosophy of Education at Liverpool Hope University, UK, where he is director of the Philosophy of Education Research Group. Alexandre Guilherme is Lecturer in Education at Liverpool Hope University, UK, where he directs the Paulo Freire Centre for the Study of Critical Pedagogy. Morgan White is Lecturer in Education at Liverpool Hope University, UK, where he is co-founder of the Philosophy of Education Research Group. UK October 2014 • US December 2014 240 pages HB 9781472513403 • £75.00 / $128.00 Individual eBook 9781472513366 • £74.99 / $115.99 Library eBook 9781472513960 • £225.00 / $362.00 Bloomsbury Academic

Deleuze and Guattari, Politics and Education For a People-Yet-to-Come Edited by Matthew Carlin and Jason Wallin Deleuze and Guattari, Politics and Education mobilizes Deleuzian-Guattarian philosophy as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to Western thought. Operationalizing Deleuze and Guattari's challenge to contemporary philosophy, this book presents their view as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to the current state of Western formal education. This book offers an experimental approach to theorizing, creating an entirely new way for educational theorists to approach their work as the task of revolutionizing life itself. Examining new conceptual resources for grappling with and mapping a sustainable political alternative to the cliche's that saturate contemporary educational theory, this collection of essays works toward extracting a genuine image of education and learning that exists in sharp contrast to both the neo-liberal educational project and the critical pedagogical tradition.

P hilosophy of E ducation

Matthew Carlin is Assistant Professor in the Social Science and Cultural Studies Department at Pratt Institute, USA. Jason J. Wallin is Assistant Professor of Media and Youth Culture Studies in Curriculum at the University of Alberta, Canada, where he teaches courses in visual art, educational technology, and curriculum theory. UK July 2014 • US May 2014 224 pages HB 9781441166166 • £80.00 / $120.00 Individual eBook 9781628922592 • £62.99 / $107.99 Library eBook 9781628922585 • £242.00 / $369.00 Bloomsbury Academic

Mapping Multiple Literacies An Introduction to Deleuzian Literacy Studies Diana Masny and David R. Cole "Rarely does a book capture my attention as this one has done. Mapping Multiple Literacies is a treatise of great proportions that is both accessible and useful in terms of what the literacy teacher, researcher, and theorist will find interesting." Donna Alvermann, University of Georgia, USA Mapping Multiple Literacies brings together the latest theory and research in the fields of literacy study and European philosophy, Multiple Literacies Theory (MLT) and the philosophical work of Gilles Deleuze. It frames the process of becoming literate as a fluid process involving multiple modes of presentation, and explains these processes in terms of making maps of our social lives and ways of doing things together. Masny and Cole draw on Deleuze's thinking to expand the repertoires of literacy research and understanding. They outline how we can understand literacy as a social activity and map the ways in which becoming literate may take hold and transform communities. The chapters in this book weave together theory, data and practice to open up a creative new area of literacy studies and to provoke vigorous debate about the sociology of literacy. Diana Masny is Professor Emerita at the University of Ottawa, Canada and Adjunct Professor at Queensland University of Technology, Australia. David R. Cole is Associate Professor in Education at the University of Western Sydney, Australia. UK March 2014 • US April 2014 208 pages PB 9781472569141 • £22.99 / $39.95 • HB 9781441149206 • £70.00 / $130.00 Individual eBook 9781441157683 • £22.99 / $34.99 Library eBook 9781441186959 • £69.00 / $111.00 Bloomsbury Academic

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P hilosophy of E ducation

Kant's Philosophy

Education as a Human Right

A Study for Educators

Principles for a Universal Entitlement to Learning

James Scott Johnston "James Scott Johnston's careful and lucid discussion of Kant's practical philosophy is a must read ... Though the literature in this area of Kant's philosophy continues to grow, many important issues have remain unaddressed. Johnston's book addresses these issues." Chris W. Surprenant, University of New Orleans, US This study draws on a holistic reading of Kant: one that views him as developing and testing a complete system (theoretical, practical, historical and anthropological) with education as a vital component. The book explores Kant's key works, lectures, letters and published essays in moral theory, religion, history, politics and education to culminate in the author's estimation of what a Kantian education, systematically conceived, might look like. This is an education that is attentive to theoretical, moral, cultural-historical, and pedagogic domains of Kant's thinking. James Scott Johnston is Associate Professor, Philosophy of Education, at Queens University in Canada. UK October 2014 • US October 2014 280 pages PB 9781628925289 • £26.99 / $39.95 • HB 9781623563516 • £70.00 / $130.00 Individual eBook 9781623568344 • £20.99 / $34.99 Library eBook 9781623569297 • £78.00 / $120.00 Bloomsbury Academic

Education in a Post-Metaphysical World Rethinking Educational Policy and Practice Through Jürgen Habermas’ Discourse Morality Christopher Martin "This book provides further evidence that Christopher Martin is today one of the most interesting and promising young philosophers in the field of educational philosophy. His reading and application of Habermas' Discourse Theory of Morality is a bold and important contribution to contemporary scholarship." Walter Okshevsky, Memorial University, Canada What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas. Christopher Martin is Assistant Professor of Education at the University of British Columbia, Kelowna, Canada. UK April 2014 • US April 2014 192 pages PB 9781472569127 • £22.99 / $39.95 • HB 9780826433602 • £70.00 / $130.00 Individual eBook 9781441111081 • £22.99 / $34.99 Library eBook 9781441122902 • £69.00 / $111.00 Bloomsbury Academic

Tristan McCowan "While addressing complex questions and maintaining an informed international perspective, Tristan McCowan writes accessibly and engagingly, making this an excellent book for anyone concerned with these issues." Michele Schweisfurth, University of Glasgow, UK Education is widely recognized as a fundamental human right, yet the nature of the right remains unclear. This book provides a much-needed exploration of this key contemporary issue. Highlighting limitations in the approaches of both the Education for All initiative and existing international law, the book presents a radical new vision of how the right can be understood. As well as basic education, there are discussions of higher and lifelong education, of human rights education, and of the intersection of rights-based approaches with others such Amartya Sen's 'capabilities'. The work serves as a stirring defense of the universal right to education against instrumental conceptions of learning, the inactivity of national governments and the abrogation of responsibility of the international community. Tristan McCowan is Senior Lecturer in Education and International Development at the Institute of Education, University of London, UK. UK August 2014 • US August 2014 224 pages PB 9781472585073 • £24.99 / $39.95 • HB 9781441122773 • £75.00 / $140.00 Individual eBook 9781441150592 • £24.99 / $36.99 Library eBook 9781441118882 • £75.00 / $120.00 Bloomsbury Academic

Aspirations, Education and Social Justice Applying Sen and Bourdieu Caroline Sarojini Hart "Caroline Hart combines lessons from her empirical investigations with a sharp understanding of the conceptual and analytical problems that bear on this centrally important issue ... The result is a deeply engaging book with important lessons on a neglected aspect of educational policy." Amartya Sen, Harvard University, USA Caroline Sarojini Hart presents a radical new paradigm for thinking about the role of education in the development of human flourishing. Aspirations, Education and Social Justice applies Amartya Sen's capability approach to understanding the nature of aspirations, in the light of a critical analysis of policies to widen participation in education. Sen's work is synthesised with key concepts from Pierre Bourdieu to develop an analytical framework for understanding the processes influencing the development and realization of aspirations. Drawing on empirical studies, involving over 1,000 young people, aged 14-19, this text explores the hopes and dreams of these young people for the future. The young people's voices challenge dominant discourses of aspiration, well-being and advantage, and invite readers to rethink their own positions on these issues. Caroline Sarojini Hart is Senior Lecturer in Education at Sheffield Hallam University, UK, and Affiliated Lecturer in Education at the University of Cambridge, UK. UK May 2014 • US May 2014 208 pages PB 9781472572028 • £24.99 / $39.95 • HB 9781441185747 • £75.00 / $140.00 Individual eBook 9781441165459 • £24.99 / $36.99 Library eBook 9781441123329 • £75.00 / $120.00 Bloomsbury Academic

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The Aesthetics of Education Theatre, Curiosity, and Politics in the Work of Jacques Ranciere and Paulo Freire Tyson E. Lewis "Lewis is deserving of praise for his deliberate approach in representing the ideas of Ranciere and Freire as well as providing the reader with a new way of thinking about the place of the aesthetic event in education ... Highly recommended." J. A. Helfer, CHOICE This book examines the aesthetic event of education. Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances. Here, Lewis extends Ranciere's thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education. In particular, Lewis' analysis focuses on several questions: What are the possibilities and limitations of building analogies between teachers and artists, education and specific aesthetic forms? What is the relationship between democracy and aesthetic sensibilities? Lewis examines these questions by juxtaposing Ranciere's work on universal teaching, democracy, and aesthetics with Paulo Freire's work on critical pedagogy, freedom, and literacy. The result is an extension and problematization of Ranciere's project as well as a new appreciation for the largely ignored aesthetic dimension of Freire's pedagogy of the oppressed. Tyson E. Lewis is Assistant Professor of Educational Foundations at Montclair State University, USA. UK May 2014 • US May 2014 192 pages PB 9781472581358 • £17.99 / $26.95 • HB 9781441157713 • £60.00 / $120.00 Individual eBook 9781441163738 • £13.99 / $22.99 Library eBook 9781441118264 • £51.00 / $79.00 Bloomsbury Academic

Teaching as the Practice of Wisdom David Geoffrey Smith In the spirit of Paulo Freire, this book deconstructs many of the 'gods' that define contemporary life, then offers hope through sources of traditional wisdom. It addresses important contemporary discourses in the political and social sciences in ways that are relevant to the personal and professional lives of teachers at all levels of educational practice. David G. Smith discusses the impacts on teachers' lives of neoconservativism, neoliberalism, the New Marxism, the emerging paradigm of Deep Politics, global Wisdom traditions, and more - and he reveals how teachers can creatively stand with or against these streams of influence. By clearly relating larger theoretical discussions in the social sciences to the policies and practices of teaching, Smith builds upon Freire's legacy. He also reaches beyond debates in Western scholarship, and accesses new theory from the global 'South' from Buddhist and NeoConfucian traditions as well as the new African Renaissance stream known as Unhu/ Ubuntu. This is a powerful work of educational theory and philosophy that contains useful advice for educators wishing to push back against conformity. David Geoffrey Smith is Professor of Education at the University of Alberta, Canada. UK July 2014 • US May 2014 240 pages PB 9781623564933 • £19.99 / $29.95 • HB 9781623568436 • £66.00 / $100.00 Individual eBook 9781623563387 • £14.99 / $25.99 Library eBook 9781623562526 • £58.00 / $89.00 Series: Critical Pedagogy Today • Bloomsbury Academic

Dramatic Interactions in Education Vygotskian and Sociocultural Approaches to Drama, Education and Research Edited by Susan Davis, Beth Ferholt, Hannah Grainger Clemson, Satu-Mari Jansson and Ana Marjanovic-Shane This book draws together contemporary sociocultural research across drama and educational contents to draw out implications for researchers and practitioners both within and outside the field. Leading international theorists and researchers from across the UK, Europe, the USA and Australia combine theoretical discussions, research methodologies, accounts of research and applications in classroom and learning contexts, as they explore concepts from Vygotsky's foundational work and interrogate key concepts such as perezhivanie (or the emotional, lived experience), development of self, zone of proximal development. Susan Davis is Senior Lecturer at Central Queensland University, Australia, and a writer and researcher with extensive experience in drama, theatre and education. Beth Ferholt is Assistant Professor of Education in Early Childhood and Art at Brooklyn College, City University of New York, USA. Hannah Grainger Clemson is Course Tutor for the Drama and Theatre Education MA at the University of Warwick, UK. Satu-Mari Jansson is a theatre-based trainer, facilitator, consultant and service designer, and researcher at the Centre for Activity Theory and Development Work Research at the University of Helsinki, Finland Ana Marjanovic-Shane is Associate Professor of Education at Chestnut Hill College, Philadelphia, USA. UK December 2014 • US February 2015 288 pages • 10 bw Illus HB 9781472576897 • £70.00 / $120.00 Individual eBook 9781472576903 • £69.99 / $107.99 Library eBook 9781472576910 • £210.00 / $337.00 Bloomsbury Academic

P hilosophy of E ducation / C ritical P edagogy

Pedagogy of Hope Reliving Pedagogy of the Oppressed Paulo Freire "[This] book works at both inspirational and practical levels, Freire believing that hope must be secured in practice, in action ... Pedagogy of Hope illuminates Freire’s earlier publications including Pedagogy of the Oppressed (1968) which with sales of over one million copies has had extraordinary impact throughout the world in its analysis of socially and personally transformative education." Lincoln Green, LeftCentral With the publication of Pedagogy of the Oppressed, Paulo Freire established himself as one of the most important and radical educational thinkers of his time. In Pedagogy of Hope, Freire revisits the themes of his masterpiece, the real world contexts that inspired them and their impact in that very world. Paulo Freire is the author of the bestselling Pedagogy of the Oppressed as well as Education for Critical Consciousness, Pedagogy in Process (The Letters to GuineaBissau), Learning to Question (with Antonio Faundez), and Pedagogy of the City. UK April 2014 • US June 2014 240 pages PB 9781472533401 • £12.99 / $22.95 Individual eBook 9781472533524 • £12.99 / $20.99 Library eBook 9781472532619 • £39.00 / $63.00 Series: Bloomsbury Revelations • Bloomsbury Academic World English

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Research Methods

Education Policy Research Design and Practice at a Time of Rapid Reform Edited by Helen M. Gunter, David Hall and Colin Mills "This book is not just worthwhile, it is necessary. It asks difficult questions, transgresses boundaries and takes a stand. It is daring and careful, thoughtful and strident, focused and wide-ranging." Stephen J Ball, Institute of Education, University of London, UK Each chapter in this book draws on critical theoretical perspectives and showcases innovative research projects within educational settings to understand the current changes in schools, schooling and education, to explore critical questions. The varied accounts demonstrate the importance of partnerships between schools and higher education, and of putting educational research into context, specifically charting the ways in which schools and schooling have been reformed through government interventions. Education Policy Research presents new research findings on the realities of how educational practice can be understood and explained. The editors and contributors consider the contribution of research dispositions and practices to ongoing change and development and recognise what research and researchers can do to contribute to debates about the value of social science research. Helen M. Gunter is Professor of Education Policy, Leadership and Management at the Manchester Institute of Education, University of Manchester, UK. David Hall is Professor of Education Policy and Practice at the Manchester Institute of Education, University of Manchester, UK.

Rethinking Practice, Research and Education A Philosophical Inquiry Kevin J. Flint Rethinking Practice, Research and Education brings together philosophy with traditional methodological discourse, and opens a space for critical thinking in social and educational research. Drawing on the work of Heidegger, Derrida, Foucault and their descendants, this engaging critical examination of practice applies a deconstructive reading to the practices of research. Where is justice in the practice of research? How do paradigms for the production of knowledge shape what is given in the practice of research? What are the key issues involved in developing an ethos for the practice of research in the light of society’s complex relationship with essential forms of technology? Each of these dimensions are explored, drawing on the traditions of research and their interplay with researchers’ responsibilities in taking responsibility to work towards justice in research. A must-read for researchers, bringing the language of philosophy to the current debate about the impact of social and educational research in practice. Kevin J. Flint is Reader in Education at Nottingham Trent University, UK. UK February 2015 • US April 2015 304 pages PB 9781441181510 • £24.99 / $42.95 • HB 9781441145260 • £75.00 / $140.00 Individual eBook 9781441193049 • £24.99 / $36.99 Library eBook 9781441167576 • £75.00 / $120.00 Series: Bloomsbury Research Methods • Bloomsbury Academic

Colin Mills is a Senior Teaching Fellow at the Manchester Institute of Education, University of Manchester, UK. UK October 2014 • US December 2014 208 pages PB 9781472509093 • £24.99 / $42.95 • HB 9781472514394 • £75.00 / $128.00 Individual eBook 9781472512789 • £24.99 / $36.99 Library eBook 9781472512253 • £75.00 / $120.00 Series: Bloomsbury Research Methods • Bloomsbury Academic

Educational Research Contemporary Issues and Practical Approaches Jerry Wellington "I've always recommended Educational Research as a key text for my students at all levels because of its clarity and scope. This excellent new edition brings it right up to date for a new generation of researchers." Susan Wallace, Nottingham Trent University, UK

Philosophy of Educational Research Richard Pring "Clear, comprehensive and highly readable, the third edition of this core text revisits certain education issues in the light of recent policy debate and development. For readers looking to understand philosophy of educational research the book is up-to-date and accessible: it remains in a class of its own." Gary Thomas, University of Birmingham, UK This classic text in educational research literature has been thoroughly updated to take into account new philosophical theories and the current political context for educational research. Remaining, however, are the three, key central themes: the nature of social science in general; the nature of educational enquiry in particular; and the links between the language and concepts of research, on the one hand, and those of practice and policy on the other. In analyzing and interrelating these themes, Richard Pring shows their relationship to such central philosophical concepts as meaning, truth, and objectivity.

What is educational research? What are its current approaches, methods and methodologies? How should existing literature be reviewed and evaluated critically? What are the key philosophical debates in and on educational research? How should research in education be conducted and how should it be presented? And what is the value of such research?

Richard Pring is Emeritus Professor at the Department of Education, and Emeritus Fellow of Green Templeton College, University of Oxford, UK. He was Lead Director of the six year Nuffield Review of 14-19 Education and Training for England and Wales.

With this extensively revised edition, Jerry Wellington provides clear and constructive answers to these questions, complete with detailed advice on methods such as interviewing, surveys, documentary research and the use of focus groups. It includes new case studies, helpful ‘theory summary’ boxes, and a range of activities or ‘points to ponder’ to foster engagement with current issues.

UK January 2015 • US March 2015 256 pages PB 9781472575340 • £24.99 / $39.95 • HB 9781472575357 • £75.00 / $128.00 Individual eBook 9781472575364 • £24.99 / $36.99 Library eBook 9781472575371 • £75.00 / $120.00 Bloomsbury Academic

Jerry Wellington is Professor in Education at the University of Sheffield, UK. UK January 2015 • US March 2015 336 pages • 30 bw illus PB 9781472534705 • £24.99 / $39.95 • HB 9781472532077 • £75.00 / $128.00 Individual eBook 9781472524782 • £24.99 / $36.99 Library eBook 9781472522009 • £75.00 / $120.00 Bloomsbury Academic

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Knowledge and the Future School

Education in the Balance

Curriculum and Social Justice

Mapping the Global Dynamics of School Leadership

Michael Young, David Lambert, Carolyn Roberts and Martin Roberts "Rather than simply critiquing recent educational reforms, the authors of this book offer school leaders and teachers a clear and practicable way of thinking about knowledge and the curriculum ... This book ultimately makes an urgent and persuasive case for [educators'] reprofessionalization in the name of providing pupils with more equitable access to powerful knowledge." Brian D. Barrett, The State University of New York College at Cortland, USA Knowledge and the Future School provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. The authors draw on Michael Young’s earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Michael Young is Emeritus Professor at the Institute of Education, University of London, UK. David Lambert is Professor of Geography Education in the Department of Curriculum, Pedagogy and Assessment, Institute of Education, University of London, UK. He is former Chief Executive of the Geographical Association, UK. Carolyn Roberts is Head Teacher, Thomas Tallis School, UK. Martin Roberts is Consultant to The Prince’s Teaching Institute and former Head Teacher, The Cherwell School, UK. UK September 2014 • US November 2014 240 pages PB 9781472528148 • £16.99 / $29.95 • HB 9781472534736 • £50.00 / $86.00 Individual eBook 9781472534545 • £16.99 / $26.99 Library eBook 9781472529541 • £51.00 / $82.00 Bloomsbury Academic

Raphael Wilkins "This book convincingly argues how school leaders should respond to the changing demands of the future and be proactive in forming international professional networks to influence that future. This is a message that is applicable to English headteachers as well as all school leaders globally." Pak Tee Ng, National Institute of Education, Nanyang Technological University, Republic of Singapore Education in the Balance explores the significant choices and opportunities worldwide that are opening up to school leaders of the future for the development of schools and school systems. It argues that the judgments of individuals in leadership positions in a wide range of settings, including ministries of education, schools, private companies and NGOs may, cumulatively, have unintended implications for schools and school systems, and, because of insufficient consideration of alternative approaches, may miss opportunities to achieve greater or more widespread educational benefits. What knowledge, skills and attributes will new leaders of schools need, and how can they be developed? Raphael Wilkins maps out these issues, drawing on his first-hand experience as an international consultant in education leadership.

L e a d e r s h i p an d Mana g e m e n t

Raphael Wilkins is Assistant Director (International Consultancy and Knowledge Transfer) and Director of International Affairs at the London Centre for Leadership in Learning, Institute of Education, University of London, UK. He is also President of The College of Teachers, UK. UK October 2014 • US December 2014 192 pages • 6 illus PB 9781780937793 • £22.99 / $39.95 • HB 9781780936826 • £70.00 / $120.00 Individual eBook 9781780937779 • £22.99 / $34.99 Library eBook 9781780936741 • £69.00 / $111.00 Bloomsbury Academic

Leading Schools in Challenging Circumstances Strategies for Success

Creating Tomorrow's Schools Today Education - Our Children - Their Futures Richard Gerver Is our education system working? What future are we preparing our children for? Are we at risk of failing a generation? In this rousing call for educational revolution, Richard makes us face these worrying questions and argues passionately that we must fight harder for our children’s futures and we must do it today! Richard Gerver travels the world speaking about education and listening to what works and what doesn’t. He has updated this book based on what he has learnt on his visits to schools on every continent, his conversations on education with influential names like Steve Wozniak, and in the context of a political environment that he fears is forgetting the future we need to prepare our children for.

Philip Smith and Les Bell "A fascinating insight into how school leadership can make a difference when faced with the most difficult circumstances, this book provides sharp analysis and hope in equal measure." Howard Stevenson, University of Nottingham, UK This book examines leadership within schools, focusing on securing success within a challenging social and political environment. It explores the approaches to leadership adopted by four successful secondary school headteachers in a local authority situated in an area of high social deprivation and identifies the impact the headteachers of these schools have on staff, students and community. It analyses the key leadership strategies of these successful school leaders, strategies that can be deployed in all schools, and explores the links between leadership theories and leadership actions. The book goes on to examine how these strategies were actually implemented in a failing school in challenging circumstances and shows how other schools might benefit from such strategies and the insights on which they are based.

Richard Gerver, a former National Teaching Award winner, speaks internationally 4-5 times a month and is often called on as an education expert by BBC Breakfast, BBC radio, ITV and other news outlets.

Philip Smith works across a family of schools situated in some of the most deprived areas of England and is the Principal in one of the academies within this family. He has a Doctorate in Educational Leadership from the University of Sheffield, UK.

UK September 2014 • US April 2010 176 pages • 10 illus PB 9781472906915 • £18.99 / $27.95 Individual eBook 9781441141538 • £16.99 / $19.99 Library eBook 9781441105219 • £51.00 / $82.00 Bloomsbury Education

Les Bell is Emeritus Professor of Educational Management at the School of Education, University of Leicester, UK, and Professor of Educational Leadership at the University of Lincoln, UK. UK January 2014 • US March 2014 184 pages PB 9781441184054 • £24.99 / $39.95 • HB 9781441139566 • £75.00 / $128.00 Individual eBook 9781441145468 • £24.99 / $36.99 Library eBook 9781441156822 • £75.00 / $120.00 Bloomsbury Academic

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L eadership and M anagement / C omparative and I nternational E ducation

Anatomy of a Professionalization Project

Leadership and Religious Schools

The Making of the Modern School Business Manager

Edited by Michael T. Buchanan

Charlotte Woods "Sometimes a book comes along that challenges how you think about the way schools work ... Charlotte Woods’ book offers an expert voice and a rare insight into the life and times of those in schools who are charged with financial and administrative responsibility." Meg Maguire, King's College London, UK Anatomy of a Professionalization Project documents and examines the case of School Business Managers (SBMs) as an example of a growing but scarcely-acknowledged phenomenon: the government-backed creation of new ‘professions’ within the public sector for groups of support workers not formally recognised as such. Drawing on first-hand accounts of people involved in bringing the SBM professional project about, and those whose professional lives the project sought to target, the SBMs themselves, the book turns the spotlight on an under-recognised group. It explores the purposes and outcomes of the professionalization initiative, comparing the process to the professional projects of SBMs in other countries and to parallel projects within the health sector. Charlotte Woods is a Senior Lecturer in Education at the University of Manchester, UK. UK October 2014 • US December 2014 256 pages HB 9781780935904 • £75.00 / $128.00 Individual eBook 9781780937823 • £74.99 / $115.99 Library eBook 9781780937939 • £225.00 / $362.00 Bloomsbury Academic

Comparative and International Education An Introduction to Theory, Method, and Practice David Phillips and Michele Schweisfurth "A must-read … Phillips and Schweisfurth build a strong foundation of theory for the practice needed for learning and teaching in a dynamic educational future." David L. Stoloff, Eastern Connecticut State University, USA This revised and updated second edition provides a comprehensive and authoritative introduction to the key themes, definitions and approaches in this important field. It covers the history, theory, and methods of comparative and international education, as well as the relationship with education and national development, and outlines what we can learn from comparative studies. Clear explanations are complemented with examples of real research in the field including work on policy borrowing, learner-centred pedagogy and university internationalization. David Phillips is Emeritus Professor of Comparative Education at the University of Oxford, UK, and an Emeritus Fellow of St Edmund Hall, Oxford, UK. Michele Schweisfurth is Professor of Comparative and International Education at the University of Glasgow, UK. She is also Editor of the journal Comparative Education and was Chair of the British Association for International and Comparative Education (2010-12).

International Perspectives and Challenges Educational leaders in religious schools must perform the dual task of encouraging religious identities while relating them to wider issues of citizenship. Religious identity needs to be made relevant to the whole school community - parents, staff, students - and leaders need to take care to expand how human identity is conceived and manifested. Given these challenges, learning and leadership take on a special importance in faith-based and religious schools. This unique volume brings together leading international scholars in the field to explore the many dimensions of leadership: religious, faith, spiritual, ministerial, educational, and curriculum leadership. The contributors demonstrate, through case studies and grounded theory, that these schools require leaders who are conversant with a very wide range of styles and issues. Other issues discussed include styles of leadership, relationships with stakeholders, motivation, satisfaction and stress, school culture, and ethos and charisma. This is an insightful collection of essays that will be of great use to all those studying and researching school leadership. Michael T. Buchanan is Senior Lecturer at Australian Catholic University, Australia. He is also the editor of the Religious Education Journal of Australia. UK July 2014 • US July 2014 224 pages PB 9781628923223 • £26.99 / $39.95 • HB 9781441172976 • £86.00 / $130.00 Individual eBook 9781441143938 • £20.99 / $34.99 Library eBook 9781441161505 • £78.00 / $120.00 Bloomsbury Academic

Education and International Development An Introduction Edited by Tristan McCowan and Elaine Unterhalter Giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research, Education and International Development provides a comprehensive introduction to the field. With chapters that review key challenges and inspiring initiatives in countries around the globe focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field. Tristan McCowan is Senior Lecturer in Education and International Development at the Institute of Education, University of London, UK. Elaine Unterhalter is Professor of Education and International Development at the Institute of Education, University of London, UK. UK February 2015 • US April 2015 304 pages PB 9781472506979 • £24.99 / $39.95 • HB 9781472511003 • £75.00 / $128.00 Individual eBook 9781472514202 • £24.99 / $36.99 Library eBook 9781472510686 • £75.00 / $120.00 Bloomsbury Academic

UK March 2014 • US May 2014 240 pages PB 9781441176486 • £24.99 / $39.95 • HB 9781441122421 • £75.00 / $128.00 Individual eBook 9781441174543 • £24.99 / $36.99 Library eBook 9781441107213 • £75.00 / $120.00 Bloomsbury Academic

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Education as a Humanitarian Response series Series Editor: Colin Brock, Honorary Professor of Education, University of Durham, UK, and Adjunct Professor of Education, University of Malaya, Malaysia This series presents a focused collection of texts to introduce and promote the notion of education as a humanitarian response as a prime function of educational activity. The series takes a holistic interpretation of education, dealing not only with formal schooling and other systemic provisions in the mainstream, but rather with educational reality - teaching and learning in whatever form it comes at any age.

Education and Gender Edited by Debotri Dhar Education and Gender draws on international research from the USA, the UK, India, Mexico, Sub-Saharan Africa and the Caribbean, to provide a comprehensive global overview of the relationship between gender and education. The contributors consider a range of issues, from the gender gap in educational attainment and pedagogical strategies and teacher training to stereotyping in curriculum and gender issues in education policy, rooting constructions of gender and sexuality in specific geographical contexts. Drawing on best practices worldwide, the contributors identify the current gaps and propose solutions to promote gender-just, equitable and pluralistic societies. Each chapter includes key questions to encourage active engagement with the subject and a list of further reading to support taking the exploration further. Debotri Dhar is Lecturer in Women's and Gender Studies at Rutgers University, USA. UK November 2014 • US January 2015 192 pages PB 9781472509086 • £24.99 / $39.95 • HB 9781472508348 • £75.00 / $128.00 Individual eBook 9781472505958 • £24.99 / $36.99 Library eBook 9781472509536 • £75.00 / $120.00 Series: Education as a Humanitarian Response • Bloomsbury Academic

Education in Indigenous, Nomadic and Travelling Communities Edited by Rosarii Griffin Education in Indigenous, Nomadic and Travelling Communities provides a thorough examination of up-todate case studies of educational provision to travelling communities and indigenous people in their homelands or in host countries. Education is usually under-utilised during phases of transition. In many instances, indigenous groups and travelling people, including nomads, do not have educational opportunities equal to that of their settled counterpart-citizens. In this volume international researchers analyse the internal and external factors affecting educational provision to travelling, nomadic and indigenous groups. A comparative examination of the issues is enabled through the global case studies including the Roma people in Europe; indigenous groups in Malaysia; the Gypsies of England; the Travellers of Ireland; the Sami nomadic people of Scandinavia and Russia as well as the Amazonian Indians of Latin America. Rosarii Griffin is Director of the Centre for Global Development through Education, Immaculate College, Ireland. UK June 2014 • US August 2014 216 pages PB 9781472513601 • £24.99 / $42.95 • HB 9781472513144 • £75.00 / $128.00 Individual eBook 9781472512468 • £24.99 / $36.99 Library eBook 9781472511195 • £75.00 / $120.00 Series: Education as a Humanitarian Response • Bloomsbury Academic

For other titles available in this series see p.28

Education, Poverty, Malnutrition and Famine Edited by Lorraine Pe Symaco Education, Poverty, Malnutrition and Famine provides an overview of education response – what it is and how it can be improved in relation to one of the more persistent issues globally. Poverty, famine and/or malnutrition exist in variant degrees among developing and developed nations and the issue figures prominently in international development. This book provides a global overview of education and such issues through case study samples of countries within various regions and offers insights and proposes solutions on how educational response can help alleviate this challenge. Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration. Lorraine Pe Symaco is Director of the Centre for Research in International and Comparative Education (CRICE) at the University of Malaya, Malaysia. UK June 2014 • US August 2014 200 pages PB 9781472509109 • £24.99 / $39.95 • HB 9781472511584 • £75.00 / $128.00 Individual eBook 9781472512116 • £24.99 / $36.99 Library eBook 9781472512697 • £75.00 / $120.00 Series: Education as a Humanitarian Response • Bloomsbury Academic

C omparative and I nternational E ducation

Interventions in Education Systems Reform and Development David Scott, Charles Posner, Christopher Martin and Elsa Guzman "[This] book deserves to be compulsory reading for all those seeking to understand how to improve their own national education system." Patricia Broadfoot, University of Bristol, UK Interventions in Education Systems draws on data from England, Mexico, Singapore and Finland to illuminate reform processes to education systems in a range of contexts to develop a better understanding of intervention processes and to encourage the development of more sophisticated models for reforming education systems. The authors draw comparisons between policy implementations and interventions in countries with different socioeconomic profiles and different levels of development, highlighting how these processes in practice all too frequently get side-tracked and distorted, often unintentionally, by political, economic and social forces. David Scott is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London, UK. Charles Posner is Visiting Fellow at the Institute of Education, University of London, UK, Director of the Instituto de Investigación Educativa y Desarrollo de Nayarit, Universidad Autónoma de Nayarit, Mexico and Professor at Universidad Autónoma Metropolitana, Mexico. Christopher Martin is Visiting Fellow of the Institute of Education, University of London, UK, and Consultant to education reform programmes with the Ministry of Education, Mexico. He is also Associate Fellow of the Virtual University of Guadalajara, Mexico. Elsa Guzman is a member of the Institute of Adult Education, Mexico. UK December 2014 • US February 2015 208 pages HB 9781472526069 • £75.00 Individual eBook 9781472524294 • £74.99 / $115.99 Library eBook 9781472524232 • £225.00 / $362.00 Bloomsbury Academic

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C omparative and I nternational E ducation

C omparative and I nternational E ducation Education Around the World series Series Editor: Colin Brock, Honorary Professor of Education, University of Durham, UK, and Adjunct Professor of Education, University of Malaya, Malaysia This encyclopaedic series is designed to provide a global picture of education, enabling national, regional and global trends to be compared. Each volume includes a substantial introductory chapter, followed by individual country chapters written by indigenous authors, along with guidance on wider resources. All countries in the world will be represented, thus capturing both global trends and idiosyncratic features at the same time.

Education in the United Kingdom Edited by Colin Brock Education in the United Kingdom is a critical reference guide to education in England, Scotland, Wales, Northern Ireland, The Isle of Man, The Channel Islands, Gibraltar, The Cayman Islands, Bermuda, Anguilla, and The British Overseas Territories. Although generally similar in education structures, the various components of the United Kingdom have separate systems, with some very distinctive differences. The chapters, written by regional experts, offer a review of contemporary national and regional educational structures and policies, research innovation and trends. Some of the themes covered include issues relating to the partition of Ireland, differences between maintained and independent schooling, language issues and radical alternatives in teacher education. Colin Brock is Honorary Professor of Education at the University of Durham, UK, and Adjunct Professor of Education at the University of Malaya, Malaysia. UK January 2015 • US March 2015 352 pages HB 9781472531230 • £100.00 / $172.00 Individual eBook 9781472531667 • £99.99 / $154.99 Library eBook 9781472525314 • £300.00 / $482.00 Series: Education Around the World • Bloomsbury Academic

Education in the European Union: Pre-2003 Member States

Education in Eastern Europe and Eurasia Edited by Nadiya Ivanenko "Informative and well put together [the authors'] observations, based on recent research, provide some fascinating insights." Keith Watson, University of Reading, UK Education in Eastern Europe and Eurasia provides an essential reference resource to education development and key education issues in the region. Academics and researchers working closely in the field cover education and educational development in Belarus, Moldova, Russia, Turkey, Ukraine, Armenia, Azerbaijan, Georgia and Israel. Each chapter provides an overview of the development of education in the particular country, focusing on contemporary education policies and some of the problems these countries face in implementing educational reform. The book also covers the social and political issues which impact on the education system and schooling, and governments' responses to recent local, regional and global events. Nadiya Ivanenko is Associate Professor of Comparative Linguistics and Deputy Dean in the Department of Foreign Languages at Kirovograd State Pedagogical University, Ukraine. UK April 2014 • US June 2014 360 pages HB 9781623564803 • £100.00 / $172.00 Individual eBook 9781623561291 • £99.99 / $154.99 Library eBook 9781623564339 • £300.00 / $482.00 Series: Education Around the World • Bloomsbury Academic

Edited by Trevor Corner Exploring the development of educational provision and contemporary issues, this bookcovers the countries that made up the European Union from its foundation to the signing of the Treaty of Nice: Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, Portugal, Spain, Sweden and The Netherlands. The chapters, written by regional experts, offer a review of contemporary national and regional educational structures and policies, research innovation and trends, as well as covering selected issues and problems including the effects of educational reform and systemic changes within the school and university systems, minority languages, and intercultural changes for indigenous and new immigrant populations. Trevor Corner is Reader in Education and Emeritus Professor of Comparative and International Education at the University of Bedfordshire, UK. UK January 2015 • US March 2015 352 pages HB 9781472528155 • £100.00 / $172.00 Individual eBook 9781472534606 • £99.99 / $154.99 Library eBook 9781472522429 • £300.00 / $482.00 Series: Education Around the World • Bloomsbury Academic

Education in the European Union: Post-2003 Member States Edited by Trevor Corner The volume provides a comprehensive reference resource for education in the countries that joined the European Union between the signing of the Treaty of Nice to the present time: Bulgaria, Croatia, Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, Slovakia and Slovenia. Many of these countries have previously been under the influence of the Soviet Union and are moving through transitional phases towards more western models. The chapters in this volume, written by regional experts, examine the educational heritage of these countries and how these education systems evolved in response to changing national needs, European agreements including the Treaty of Nice and The Bologna Process, and international evaluations such as the Programme for International Student Assessment (PISA). Trevor Corner is Reader in Education and Emeritus Professor of Comparative and International Education at the University of Bedfordshire, UK. UK April 2015 • US June 2015 304 pages HB 9781472523310 • £100.00 / $172.00 Individual eBook 9781472522283 • £99.99 / $154.99 Library eBook 9781472524485 • £300.00 / $482.00 Series: Education Around the World • Bloomsbury Academic

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Education in Europe

Education in Africa

Education in Europe is a set of four comprehensive critical reference guides to education in the region: Education in Eastern Europe and Eurasia, Education in the European Union: Pre-2003 Member States, Education in the European Union: Post-2003 Member States and Education in the United Kingdom.

Education in Africa is a set of three comprehensive critical reference guides to education in the region: Education in East and Central Africa, Education in West Africa and Education in Southern Africa.

With each chapter written by a regional expert, the volumes provide an essential reference resource to education development and key education issues in: Armenia, Austria, Azerbaijan, Belarus, Belgium, Bulgaria, Croatia, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Ireland, Italy, Israel, Latvia, Lithuania, Luxembourg, Malta, Moldova, The Netherlands, Poland, Portugal, Romania, Russia, Slovakia, Slovenia, Spain, Sweden, Turkey, the United Kingdom and Ukraine. Colin Brock is Honorary Professor of Education at the University of Durham, UK, and Adjunct Professor of Education at the University of Malaya, Malaysia. Trevor Corner is Reader in Education and Emeritus Professor of Comparative and International Education at the University of Bedfordshire, UK. Nadiya Ivanenko is Associate Professor of Comparative Linguistics and Deputy Dean in the Department of Foreign Languages at Kirovograd State Pedagogical University, Ukraine. UK January 2015 • US March 2015 4 Volume HB Set • 1,368 pages Pack 9781472528087 • £360.00 / $462.00 Series: Education Around the World • Bloomsbury Academic

With each chapter written by a regional expert, the volumes provide an essential reference resource to education development and key education issues in: Botswana, Burkina Faso, Cameroon, Cape Verde, Djibouti, Eritrea, Ethiopia, The Gambia, Ghana, Guinea, Ivory Coast, Kenya, Lesotho, Liberia, Madagascar, Mozambique, Namibia, Niger, Nigeria, Senegal, Sierra Leone, Somalia, South Africa, South Sudan, Swaziland, Tanzania, Togo, Uganda, Zambia, Angola, Burundi, the Central African Republic, the Democratic Republic of Congo, Equatorial Guinea and Sao Tome, Gabon, the Republic of Congo, Rwanda and Zimbabwe. Clive Harber is Emeritus Professor of International Education at the University of Birmingham, UK, and Honorary Professor of Education at the University of South Africa, Pretoria, South Africa. Emefa Takyi-Amoako is Education and Research Consultant at Attaining the Peak Global Educate, UK. Charl Wolhuter is Subject Chair and Professor of Comparative Education and Teaching Theory in the School of Education of North-West University, South Africa. UK February 2015 • US April 2015 3 Volume HB Set • 1,192 pages Pack 9781472525383 • £270.00 / $415.00 Series: Education Around the World • Bloomsbury Academic

Education in East and Central Africa

Education in Southern Africa

Education in West Africa

Edited by Charl Wolhuter

Edited by Clive Harber

Edited by Emefa Takyi-Amoako

"Education in East and Central Africa provides an invaluable comparative compendium on education in a myriad of countries often overlooked in contemporary literature." Karen Biraimah, University of Central Florida, USA Exploring the development of educational provision and contemporary issues, this book covers Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Tanzania, Uganda, Zambia, Angola, Burundi, the Central African Republic, the Democratic Republic of Congo, Equatorial Guinea and Sao Tome, Gabon, the Republic of Congo and Rwanda. Charl Wolhuter is Subject Chair and Professor of Comparative Education and Teaching Theory in the School of Education of North-West University, South Africa. UK June 2014 • US August 2014 480 pages HB 9781472505415 • £100.00 / $172.00 Individual eBook 9781472510228 • £99.99 / $154.99 Library eBook 9781472508157 • £300.00 / $482.00 Series: Education Around the World Bloomsbury Academic

"Clive Harber has done his readers a real service in bringing together an array of established and new Southern African authors to provide us with new insights into both familiar and less well-documented national cases ... an invaluable addition to the comparative education literature." Simon McGrath, University of Nottingham, UK Written by regional experts, this handbook covers Botswana, Lesotho, Madagascar, Mozambique, Namibia, South Africa, Swaziland and Zimbabwe. Clive Harber is Emeritus Professor of International Education at the University of Birmingham, UK, and Honorary Professor of Education at the University of South Africa, Pretoria, South Africa. UK August 2013 • US October 2013 280 pages HB 9781441171498 • £100.00 / $172.00 Individual eBook 9781623563882 • £99.99 / $154.99 Library eBook 9781623561093 • £300.00 / $482.00 Series: Education Around the World Bloomsbury Academic

C omparative and I nternational E ducation

Written by regional experts, this volume explores the education systems of Benin, Burkina Faso, Cameroon, Cape Verde, Chad, The Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone and Togo. Emefa Takyi-Amoako is Education and Research Consultant and Executive Director of Oxford University Attaining the Peak (ATP) Student Society, UK. UK February 2015 • US April 2015 432 pages HB 9781441142511 • £100.00 / $172.00 Individual eBook 9781441177858 • £99.99 / $154.99 Library eBook 9781441199485 • £300.00 / $482.00 Series: Education Around the World Bloomsbury Academic

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C omparative and I nternational E ducation

Education in Asia Education in Asia is a set of three comprehensive critical reference guides to education in the region: Education in East Asia, Education in South-East Asia and Education in West Central Asia. With each chapter written by a regional expert, the volumes provide an essential reference resource to education development and key education issues in: Afghanistan, Brunei Darussalam, Cambodia, China, Hong Kong, Indonesia, Iran, Japan, Kazakhstan, Kyrgyzstan, Lao PDR, Malaysia, Macao, Mongolia, Myanmar, North Korea, Pakistan, The Philippines, Singapore, South Korea, Taiwan, Tajikistan, Thailand, TimorLeste, Turkmenistan, Uzbekistan and Vietnam. Mah-E-Rukh Ahmed is a Post-doctoral Research Student at the University of Hull, UK. Pei-tseng Jenny Hsieh is a researcher in the Department of Education at the University of Oxford, UK. Previously, she has been an education consultant in Europe, Sub-Saharan Africa and India. Lorraine Pe Symaco is Director of the Centre for Research in International and Comparative Education (CRICE) at the University of Malaya, Malaysia. UK November 2013 • US May 2014 3 Volume HB Set • 1,056 pages Pack 9781472522962 • £270.00 / $462.00 Series: Education Around the World • Bloomsbury Academic

Education in the Commonwealth Caribbean and Netherlands Antilles Edited by Emel Thomas "This highly informative collection makes an important contribution to the literature on education in the Caribbean region ... This book plays a valuable role in bringing the perspectives and experience of small states into the international arena." Michael Crossley, University of Bristol, UK This volume provides a comprehensive reference resource for education in the Caribbean, covering: Anguilla, Antigua and Barbuda, the Bahamas, Barbados, Belize, Bermuda, the British Virgin Islands, the Cayman Islands, Dominica, Grenada, Guyana, Jamaica, the Netherlands Antilles (Aruba, Bonaire, Curacao, Saba, Saint Eustatius, and Saint Maarteen), Montserrat, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Surinam, Trinidad and Tobago, and the Turks and Caicos Islands. Emel Thomas is Senior Lecturer in Education, Children and Young People at the University of Northampton, UK. UK April 2014 • US June 2014 464 pages HB 9781623563158 • £100.00 / $170.00 Individual eBook 9781623564308 • £99.99 / $154.99 Library eBook 9781623563837 • £300.00 / $482.00 Series: Education Around the World • Bloomsbury Academic

Education in North America Edited by D.E. Mulcahy, D.G. Mulcahy and Roger Saul "Highlight[s] important worldwide educational policy issues of our day. At times exciting, at times sobering, this work reminds us of the broad impact that policy-making has on the day-to-day lives of the most vulnerable among us, our learners." Terry A. Osborn, University of South Florida Sarasota–Manatee, USA This book brings a global awareness to the discussion of local issues in North American education and sheds light on the similar and different ways that Canada and the United States have moved in light of political and social changes. Scholarly contributions made by active researchers from the region provide an overview of each country's education system, the way in which it arose, and its current state of affairs. D. E. Mulcahy is Assistant Professor in the Department of Education at Wake Forest University, USA. D. G. Mulcahy is Connecticut State University Professor and Professor in the Department of Teacher Education at Central Connecticut State University, USA. Roger Saul is Assistant Professor in the Department of Graduate and Undergraduate Studies, Faculty of Education, at Brock University, Canada. UK February 2014 • US April 2014 336 pages HB 9781472505521 • £100.00 / $170.00 Individual eBook 9781472505156 • £99.99 / $154.99 Library eBook 9781472510709 • £300.00 / $482.00 Series: Education Around the World • Bloomsbury Academic

Education in Australia, New Zealand and the Pacific Edited by Michael Crossley, Greg Hancock and Terra Sprague This book provides an analysis of education in Australia, New Zealand and the Pacific, including the Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Papua New Guinea, Samoa, the Solomon Islands, Tonga, Tuvalu, and Vanuatu. Leading writers from throughout this region identify contemporary educational challenges, issues, and priorities while drawing upon their own ongoing empirical research. Michael Crossley is Professor of Comparative and International Education, Director of the Research Centre for International and Comparative Studies and Director of the Education in Small States Research Group at the Graduate School of Education, University of Bristol, UK. Greg Hancock has worked as an Australian Schools Commissioner, the Chief Education Officer of the Australian Capital Territory and most recently at AusAid and The World Bank. Terra Sprague is a Research Fellow in the Research Centre for International and Comparative Studies at the Graduate School of Education, University of Bristol, UK. UK December 2014 • US February 2015 400 pages HB 9781623567859 • £100.00 / $170.00 Individual eBook 9781472503572 • £99.99 / $154.99 Library eBook 9781472503589 • £300.00 / $482.00 Series: Education Around the World • Bloomsbury Academic

For other titles available in this series see p.28

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John Dewey and the Future of Community College Education

Identity and Pedagogy in Higher Education

Clifford P. Harbour

International Comparisons

Cliff Harbour argues that to become better institutions, community colleges must create a new democraticallybased normative vision. This vision must be pragmatic and realistic, and show how community colleges can and should become more seriously committed to the advancement of American democracy in large and small communities.

Kalwant Bhopal and Patrick Danaher

In Part One of the book, Harbour reviews the evolution of community colleges and introduces John Dewey’s work. In Part Two, he reviews the values and priorities that guided the evolution of junior colleges and community colleges. In Part Three, he looks at key issues and themes highlighted in John Dewey’s work, identifying the Deweyan values and priorities that may be used to establish a new normative vision for community colleges.

"A ground-breaking piece of research with implications for all working in higher education." Lindsay Parry, James Cook University, Australia Kalwant Bhopal and Patrick Danaher examine 'race', identity and gender within education and explore the difficulties of relating these concepts to the experience of students in higher education. In drawing together the experience of local and international students in the UK and in Australia, they examine the ways identities are understood and conceptualized within higher education in local contexts and on a global level. They consider the complexity of 'race', gender and identity in relation to education within the context that education continues to be dominated by predominantly white, middle class values and perspectives.

Clifford P. Harbour is Associate Professor in the College of Education at the University of Wyoming, USA and President of the Council for the Study of Community Colleges, USA. He was a community college faculty member and administrator for 14 years.

Kalwant Bhopal is Reader in Education at the University of Southampton, UK.

UK February 2015 • US December 2014 240 pages PB 9781441172921 • £19.99 / $29.95 • HB 9781441122759 • £66.00 / $100.00 Individual eBook 9781441175069 • £17.99 / $23.99 Library eBook 9781441126092 • £58.00 / $89.00 Bloomsbury Academic

UK August 2014 • US August 2014 192 pages PB 9781472582249 • £24.99 / $39.95 • HB 9781441125552 • £70.00 / $130.00 Individual eBook 9781441184344 • £24.99 / $36.99 Library eBook 9781441150059 • £75.00 / $120.00 Bloomsbury Academic

Rethinking Knowledge within Higher Education Adorno and Social Justice Jan McArthur "A highly intelligent book in which the author brings her considerable scholarship to bear on crucial questions regarding the role and purpose of higher education." Jon Nixon, Hong Kong Institute of Education, Hong Kong Rethinking Knowledge within Higher Education argues for a higher education that is neither a romantic idyll of learning for its own sake nor an instrumental institution designed to train a willing workforce for the prevailing economic system. Instead, using analysis informed by critical theorist Theodor Adorno, this book argues that higher education should have social and economic roles at its heart, and that these should encompass the needs of all society. Jan McArthur shows that by interpreting and adapting some of Adorno's most complex ideas, the nature of knowledge and the pursuit of social justice within higher education is feasible and aspirational. Jan McArthur is Lecturer in Education and Social Justice at the Department of Educational Research, Lancaster University, UK. UK June 2014 • US June 2014 208 pages PB 9781472576286 • £24.99 / $39.95 HB 9781441197535 • £75.00 / $140.00 Individual eBook 9781441120854 • £24.99 / $36.99 Library eBook 9781441196330 • £75.00 / $120.00 Bloomsbury Academic

higher education

Patrick Alan Danaher is Professor in Educational Research, Associate Dean (Research) and Deputy Dean of the Faculty of Education at the University of Southern Queensland, Australia.

Academic Identities in Higher Education

Activating Diverse Musical Creativities

The Changing European Landscape

Teaching and Learning in Higher Music Education

Edited by Linda Evans and Jon Nixon The accounts that comprise this book highlight the multiple influences acting upon academic practitioners and document some of the ways in which they are positioning themselves in relation to these often competing pressures. At a time when higher education is undergoing huge structural and systemic change there is increasing uncertainty regarding the nature of academic identity. Traditional notions compete with emergent ones, which are still being formed. Academic Identities in Higher Education seeks to understand this process of formation and articulation and to address, from the perspective of academic practitioners, the question: what does it mean to be an academic in 21st century Europe? Linda Evans is Professor of Leadership and Professional Learning at the University of Leeds, UK. Jon Nixon is Senior Research Fellow in the Centre for Lifelong Learning Research and Development, Hong Kong Institute of Education, Hong Kong. He also lectures at the University of Copenhagen, Denmark, and holds an honorary chair at the University of Sheffield, UK. UK April 2015 • US June 2015 240 pages HB 9781472579508 • £75.00 / $128.00 Individual eBook 9781472579515 • £74.99 / $115.99 Library eBook 9781472579522 • £225.00 / $362.00 Bloomsbury Academic

Edited by Pamela Burnard and Elizabeth Haddon This book analyses ways in which music programs in higher education can activate and foster diverse musical creativities, as well as the relationship of musical creativities to entrepreneurship work in higher education teaching and learning practices. International contributors address a broad spectrum of musical creativities in higher education. They demonstrate the transformative possibilities of embedding them in the teaching and learning of higher education music and analyze the active practice of musical creativities in teaching and learning and recognize their mutual dependency. In exploring teaching for creativity, Activating Diverse Musical Creativities focuses on higher music education teachers using imaginative approaches and addresses the issues related to the nurturing and development of students’ musical creativities. Pamela Burnard is Reader in Education at the University of Cambridge, UK. Elizabeth Haddon is Research Fellow at the University of York, UK. UK January 2015 • US March 2015 256 pages • 30 bw Illus HB 9781472589118 • £75.00 / $128.00 Individual eBook 9781472589132 • £74.99 / $115.99 Library eBook 9781472589125 • £225.00 / $362.00 Bloomsbury Academic

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Research Methods in Education

International Education and Schools, (ed.) Pearce PB 9781472510747 2013 £24.99 $38.95 HB 9781472510464 2013 £75.00 $115.00

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Education in Indigenous, Nomadic and Travelling Communities, (ed.) Griffin PB 9781472513601 2014 £25.99 $42.95 HB 9781472513144 2014 £80.00 $128.00

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Class and the College Classroom, (ed.) Rosen PB 9781623564773 2013 £22.99 $39.95 HB 9781623563202 2013 £70.00 $130.00

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100 Ideas for Secondary Teachers: Assessment for Learning......................................................... 6 100 Ideas for Secondary Teachers: Teaching Philosophy and Ethics............................................................ 6

Cunneen, Maura ...................................................13 Cunningham, Denice ..............................................13 Cuypers, Stefaan E. ...............................................13

G Geography in Secondary Schools................................11 Gerver, Richard ....................................................19

Getting the Buggers to Behave................................... 6

A. S. Neill...........................................................13

Danaher, Patrick ...................................................25

Girls Behind Bars...................................................10

Academic Identities in Higher Education......................25

Davis, Andrew ......................................................14

Grainger Clemson, Hannah ......................................17

Activating Diverse Musical Creativities........................25

Davis, Robert A. ...................................................13

Gregson, Margaret ................................................. 3

Aesthetics of Education, The....................................17

Davis, Susan ........................................................17

Grenfell, Michael James .........................................13

Agency and Participation in Childhood and Youth............. 9

Deleuze and Guattari, Politics and Education................15

Griffin, Rosarii .....................................................21

Alexander, Hanan .................................................14

Dhar, Debotri .......................................................21

Guilherme, Alexandre.............................................15

Anatomy of a Professionalization Project.....................20

Dramatic Interactions in Education.............................17

Gunter, Helen M. ..................................................18

Anglican Church School Education..............................11

Dudley, Pete ........................................................ 2

Guzman, Elsa ......................................................21

Aristotle.............................................................13

Duncan, Samantha ................................................. 3 Dymoke, Sue ........................................................ 5

Arizpe, Evelyn ...................................................... 8 Arthur, James ......................................................13

Ashwin, Paul ........................................................ 3

Haddon, Elizabeth ................................................25 Hall, David .........................................................18

E. G. West...........................................................13

Hall, Kathy .........................................................13

Audain, Jon ......................................................... 4

Early Childhood Studies: Enhancing Employability and Professional Practice............................................... 9

Hallett, Fiona ....................................................... 3

Authority and the Teacher.......................................14

Early Childhood Theories and Contemporary Issues.......... 9

Harber, Clive .......................................................23

Educating the Postmodern Child................................. 9

Harbour, Clifford P.................................................25

Education and Gender............................................21

Hillier, Yvonne ...................................................... 3

Education and International Development....................20

Hodges, Gabrielle Cliff ............................................ 2

Education as a Human Right.....................................16

Hopwood, Nick ....................................................11

Education in a Post-Metaphysical World.......................16

Horgan, Mary .......................................................13

Education in Africa................................................23

How to survive an Ofsted Inspection............................ 7

Education in Asia...................................................24

Aspirations, Education and Social Justice.....................16

Babic, Bernhard..................................................... 9 Bailey, Richard .....................................................13 Barrow, Robin ......................................................13 Barrs, Myra .......................................................... 5 Beaumont, Helen ................................................... 3 Bell, Les ............................................................19 Bhopal, Kalwant ...................................................25 Biesta, Gert ................................................. 3, 8, 10 Biggeri, Mario ....................................................... 9 Black-Hawkins, Kristine ........................................... 2

Education in Australia, New Zealand and the Pacific........24 Education in East and Central Africa...........................23 Education in Eastern Europe and Eurasia......................22 Education in Europe...............................................23

Bland, Janice ....................................................... 8

Education in Indigenous, Nomadic and Travelling Communities........................................................21

Bloomsbury Library of Educational Thought..................12

Education in North America......................................24

Boland OP, Vivian ..................................................13

Education in Southern Africa....................................23

Boud, David ......................................................... 3

Education in the Balance.........................................19

Bradford, Helen .................................................... 3

Education in the Commonwealth Caribbean and Netherlands Antilles..............................................24

Brindley, Sue ........................................................ 5 Brock, Colin ........................................................22 Brown, Chris .......................................................10

Education in the European Union: Post-2003 Member States.....................................................22

Hancock, Greg .....................................................24

Identity and Pedagogy in Higher Education...................25 Ingleby, Ewan ....................................................... 9 Interventions in Education Systems.............................21 Ivanenko, Nadiya...................................................22

J James, Mary ......................................................... 2 Jansson, Satu-Mari ................................................17 Jean Piaget.........................................................13 Jean-Jacques Rousseau...........................................13 Jerome Bruner.....................................................13 Jerome, Lee .......................................................11

Brown-Martin, Graham ............................................ 8

Education in the European Union: Pre-2003 Member States.....................................................22

John Dewey.........................................................13

Buchanan, Michael T. .............................................20

Education in the United Kingdom...............................22

John Dewey and the Future of Community College Education.................................................25

Burnard, Pamela ..................................................25

Education in West Africa.........................................23

Butt, Graham ....................................................... 5

Education Policy Research........................................18

Education, Poverty, Malnutrition and Famine................21

Canavan, Julie ...................................................... 3 Carlin, Matthew ...................................................15 Challenging Perceptions in Primary Education................. 4 Children’s Literature in Second Language Education......... 8 Coate, Kelly ......................................................... 3 Cole, David R.......................................................15 Colomer, Teresa .................................................... 8

Educational Assessment on Trial................................14 Educational Research.............................................18 Ellis, Viv ............................................................. 7

John Henry Newman..............................................13 John Holt............................................................13 John Locke..........................................................13 Johnston, James Scott ...........................................16 Jones, Jeff .......................................................... 7

England’s Citizenship Education Experiment..................11

Ethical English....................................................... 4

Kant’s Philosophy..................................................16

Evans, Linda .......................................................25

Keane, Elaine ....................................................... 3

Evidence Informed Policy and Practice in Education........10

Kingston, Denise .................................................... 3 Kirkman, Leah ...................................................... 6

Colwell, Jennifer ................................................... 3

Comparative and International Education.....................20

Featherstone, Sally ................................................ 4

Confucius............................................................13

Felderhof, Marius .................................................14

Conkbayir, Mine .................................................... 9

Fendler, Lynn .......................................................13

Cook, Emma ......................................................... 3

Ferholt, Beth.......................................................17

Kitchen, William H. ...............................................14 Knowledge and the Future School..............................19 Kohler, Richard ....................................................13 Krause, Kerri-Lee ................................................... 3

Corner, Trevor .....................................................22

Findlater, Sarah .................................................... 7

Cowley, Sue ......................................................... 6

Flint, Kevin J. ......................................................18

Laird, Susan ........................................................13

Creating Tomorrow’s Schools Today............................19

Freire, Paulo .......................................................17

Lambert, David.....................................................19

Crossley, Michael ..................................................24

index

Lambirth, Andrew................................................... 5

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index

index Leadership and Religious Schools...............................20

Olson, David R......................................................13

St Augustine........................................................13

Leading Schools in Challenging Circumstances...............19

Orchard, Janet ..................................................... 7

St Thomas Aquinas.................................................13

Learning Reimagined............................................... 8

Ottewell, Sarah ..................................................... 3

Swaffield, Sue ...................................................... 2

Learning Teaching from Experience............................. 7

Swann, Lynn ......................................................... 2

Learning to Learn................................................... 4 Leibowitz, Brenda .................................................. 3 Leo Tolstoy..........................................................13 Lesson Study......................................................... 7 Lev Vygotsky........................................................13 Lewin, David .......................................................15 Lewis, Tyson E. ....................................................17 Linklater, Holly .................................................. 2, 3 Long, Fiachra ....................................................... 9 Loris Malaguzzi and the Reggio Emilia Experience...........13 Lum, Gerard .......................................................14 Lütge, Christiane ................................................... 8 Lynch, Sue ........................................................... 3

M MacLaren, Iain ...................................................... 3 Making Poetry Happen............................................. 5 Making Poetry Matter.............................................. 5 Mapping Multiple Literacies.....................................15 Maria Montessori...................................................13 Marjanovic-Shane, Ana ...........................................17

Paulo Freire........................................................13

Takyi-Amoako, Emefa ............................................23

Pe Symaco, Lorraine ..............................................21

Tan, Charlene ................................................. 11, 13

Pedagogy of Hope..................................................17

Taylor, John L. ...................................................... 6

Phillips, David .....................................................20

Teacher Agency...................................................... 8

Philosophy of Educational Research............................18

Teaching as the Practice of Wisdom............................17

Pierre Bourdieu....................................................13

Teaching Virtue....................................................14

Pike, Mark A. ........................................................ 4

Theory of Catholic Education, A................................15

Pimp your Lesson!.................................................. 6

Thomas, Emel ......................................................24

Plato.................................................................13

Thompson, Penny .................................................14

Pollard, Andrew ................................................. 2, 3

Tooher, Michelle .................................................... 3

Posner, Charles ....................................................21

Tooley, James ......................................................13

Priestley, Mark ................................................. 8, 10

Topping, Ryan N.S. ................................................13

Pring, Richard ................................................. 13, 18

Transforming Teacher Education................................. 7

Turner, Fay .......................................................... 2

R. S. Peters.........................................................13

Ullrich, Heiner .....................................................13

Randall, Chris ....................................................... 3

Ultimate Guide to Using ICT Across the Curriculum (For Primary Teachers), The...................................... 4

Readings for Reflective Teaching in Early Education......... 3 Readings for Reflective Teaching in Further, Adult and Vocational Education............................................... 3

Martin, Chris .......................................................21

Readings for Reflective Teaching in Schools.................... 2

Martin, Christopher .......................................... 13, 16

Reflective Teaching in Early Education.......................... 3

Martínez-Roldán, Carmen ......................................... 8

Reflective Teaching in Early Education Pack................... 3

Mary Wollstonecraft..............................................13

Reflective Teaching in Further, Adult and Vocational Education............................................................ 3

MasterClass in English Education................................ 5 MasterClass in Geography Education............................ 5 McArthur, Jan .................................................. 3, 25 McCarthy, Marcella ................................................. 6 McCowan, Tristan ............................................ 16, 20 McCune, Velda ...................................................... 3 McDonald, Catriona ................................................ 3 McNicholl, Jane .................................................... 7 Meighan, Roland ...................................................13 Michel Foucault....................................................13 Mills, Colin .........................................................18 Moseley, Alexander................................................13 Moulin, Daniel .....................................................13 Mulcahy, D.E. ......................................................24 Mulcahy, D.G. ......................................................24 Multiculturalism and Education.................................10 Murphy, Rosaleen ..................................................13

N New Perspectives in Philosophy of Education.................15 Nicholls, Guy .......................................................13 Nixon, Jon ..........................................................25 Nixon, Lawrence ................................................... 3 Norwich, Brahm .................................................... 7 Nutkins, Sheila ...................................................... 3

Race, Richard ......................................................10

Marshall, Bethan ................................................... 5

Masny, Diana .......................................................15

Pascal, Christine ................................................... 9

Reflective Teaching in Further, Adult and Vocational Education Pack...................................................... 3 Reflective Teaching in Higher Education........................ 3

Unterhalter, Elaine ................................................20

V van der Veer, René ................................................13 Visual Journeys Through Wordless Narratives................. 8

W Wakeling, Paul ...................................................... 3 Wallace, Isabella ................................................... 6 Waller, Tim .......................................................... 3

Reflective Teaching in Schools.................................... 2

Wallin, Jason .......................................................15

Reflective Teaching in Schools Pack............................. 2

Warwick, Paul ....................................................... 2

Reforms in Islamic Education....................................11

Wellington, Jerry ..................................................18

Reimagining Liberal Education..................................14

White, Morgan .....................................................15

Reinventing the Curriculum......................................10

Whittle, Sean ......................................................15

Rethinking Knowledge within Higher Education..............25

Wilkins, Raphael ...................................................19

Rethinking Practice, Research and Education.................18

Wilson, Anthony .................................................... 5

Ridgway, Anna......................................................13

Winch, Chris .......................................................14

Robert Owen........................................................13

Winstone, Rita ...................................................... 9

Roberts, Carolyn ..................................................19

Winterbottom, Mark ............................................... 2

Roberts, Martin ....................................................19

Wolhuter, Charl ....................................................23

Robinson, Sarah .................................................... 8

Wolpert, Mary Anne ................................................ 2

Rudolf Steiner......................................................13

Woods, Charlotte ..................................................20

Worsley, Howard J. ...............................................11

Sangster, Margaret ................................................. 4

Sarojini Hart, Caroline ....................................... 9, 16

Young, Michael .....................................................19

Saul, Roger .........................................................24 Schugurensky, Daniel .............................................13 Schweisfurth, Michele ............................................20 Scott, David ........................................................21 Sharma, Suniti .....................................................10 Smith, David Geoffrey ............................................17

Smith, Philip .......................................................19

O’Hagan, Frank ....................................................13

Spedding, Trish ..................................................... 3

O’Donnell, Marion .................................................13

Spendlove, David ................................................... 6

Oelkers, Jürgen ....................................................13

Spider Strategy, The................................................ 6

Oliver, Geraldine ................................................... 9

Sprague, Terra .....................................................24

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