Education 2015 by Macmillan International Higher Education

EDUCATION

2 015 S C H O L A R LY RESOURCES

EDUCATION Collections

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Contents

EDUCATION

2 0 15 S C H O L A R LY RESOURCES

Comparative and International Education

Research in Education

Teaching, Learning and Assessment

Childhood and Youth Culture

Race, Ethnicity and Citizenship

History of Education

Sociology of Education

Technology, Media and Digital Education

Education Theory

Education Policy

Higher Education

Leadership, Management and Administration

Philosophy of Education

General and Reference

Sales, Rights and Ordering

PUBLISHING WITH PALGRAVE MACMILLAN Palgrave Macmillan offers authors the opportunity to publish at any length, across 3 formats: • Article length, with a variety of Palgrave Journals • Mid-form, with Palgrave Pivot • Full-length books We always welcome new proposals, whether from first-time or more experienced authors. Our Publishing Proposal Form, guidelines and full list of editorial contacts can be found at www.palgrave.com/authors. When contacting us, to help us make a quick and authoritative decision, include as much information as possible on the form, including details about the content, a chapter plan, aims and objectives, the intended market and the competition. We will also be happy to receive your CV (and that of any co-authors/editors) and any sample material, if available. Sarah Nathan (USA) – Editor, Education | sarah.nathan@palgrave-usa.com Andrew James (UK) – Senior Commissioning Editor, Education | andrew.james@palgrave.com

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COMPARATIVE AND INTERNATIONAL EDUCATION International Educational Development and Learning through Sustainable Partnerships

COMPARATIVE AND INTERNATIONAL EDUCATION

Living Global Citizenship

Building Global Education with a Local Perspective An Introduction to Glocal Higher Education Emmanuel Jean Francois, University of Wisconsin Oshkosh, USA "Jean François has written a highly readable and much needed analysis of global and international education. He has written the book for an audience of education professionals, but many outside of the field such as liberal arts chairs, professional school deans, and study abroad directors will find the book enormously important as a history, analysis, and vision for global engagement." - Judith Grant, Professor and Chair of Political Science, Ohio University, USA ‘Glocal’ education melds the economic advantages of globalizing higher education with the benefits of incorporating local perspectives. This book explores glocal education's rationale; social, cultural, and economic foundations; key concepts; and implementation. Contents: 1. Education and Society * 2. International Education * 3. Globalization and Higher Education * 4. Global Higher Education and Local Context * 5. Glocalization * 6. Glocal Symbiosis * 7. Glocal Higher Education * 8. Glocal Validation * 9. Glocal Partnership * 10. Glocally Informed Pedagogy * 11. Glocal Competence in Context * 12. Glocal Inquiry * 13. Glocal Higher Education and Strategic Planning * 14. Managing Glocal Higher Education Programs * 15. Glocal Leadership April 2015 UK April 2015 US 256pp 30 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137391742

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Education, Creativity, and Economic Empowerment in Africa Edited by Toyin Falola, University of Texas, USA, Jamaine Abidogun, Missouri State University, USA Education and the arts offer multiple, mutually clarifying lenses through which to examine and understand issues of poverty and empowerment. Here, both are combined in a fascinating look at how these two often overlooked elements promote social equality and cultivate personal agency across Africa's diverse political-economic landscapes. Contents: PART I: EDUCATION AND EMPOWERMENT: ENFORCING RIGHTS AND BUILDING COMMUNITIES * PART II: LANGUAGE, LITERATURE, AND EMPOWERMENT * PART III: ART AND EMPOWERMENT * PART IV: MUSIC AND EMPOWERMENT August 2014 UK August 2014 US 276pp 2 diagrams, 6 b/w tables, 9 b/w illustrations Hardback £60.00 / $95.00 / CN$109.00 9781137438492 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137438492

Steven Coombs, University of the South Pacific, Fiji, Mark Potts, Educational Consultant, UK, Jack Whitehead, University of Cumbria, UK "Readable, relevant, satisfying." - Educational Journal of Living Theories Addressing the debate around what makes a good citizen, this work proposes a new form of post-colonial citizenship education which can be applied in any cultural setting. International educational partnerships provide the opportunity for participants to live out values such as cultural empathy and thus demonstrate their right to citizenship. Contents: 1. Transforming International Educational Development Through Living Global Citizenship * 2. Pedagogy for Effective Citizenship Education * 3. Living Theory Transformed into Living Global Citizenship * 4. Living Legacies: Living Global Citizenship in Action * 5. Designing a Living Global Citizenship Project * 6. Propositions for Living Global Citizenship Projects * 7. Living Global Citizenship: Lessons for Humanity September 2014 UK September 2014 US 240pp Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137349972

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International Teaching and Learning at Universities Achieving Equilibrium with Local Culture and Pedagogy Edited by Gordon E. Slethaug, University of Waterloo, Canada, Jane Vinther, University of Southern Denmark "The lucid and informative essays in this book are written by some of the best scholars researching the teaching and learning of international students, in both the East and West. The book provides nuanced discussions on the theories connected with international education as well as its practical manifestations in schools and universities. Educators involved in this rapidly growing field will find the collection highly readable and instructive." - Kam Louie, Honorary Professor, Hong Kong University, Hong Kong, and Adjunct Professor, The University of New South Wales, Australia International Teaching and Learning at Universities investigates both the positive and the more problematic aspects of the internationalization of education. Contents: 1.Introduction; Gordon E. Slethaug * 2.Examining Liberal Education, its Place and Importance in Transnational Education: How to Develop and Maintain Teacher and Learner Autonomy; Jane Vinther * 3.Introducing English-language Liberal Education in China; Chang Chenguang * 4.Transcultural Teaching and Learning: Possibilities for the Generation of New Ideas and Knowledge across Western and Chinese Knowledge Systems; Janette Ryan * 5.The Experiences of International Students in the Classroom and in the University; Tricia CoverdaleJones * 6.Building Community through International Students’ Holistic Assessments of Their Teaching and Learning Environment; Gordon E. Slethaug * 7.Personal Experience and Cultural Awareness as Resources in Teaching Intercultural Communication: A Hong Kong Case Study; Hans J. Ladegaard * 8.International Postgraduate Students’ Perceptions and Experiences of Peer Assessment in a UK University: A Case Study; Meng Fan, Sue Robson, and David Leat * 9.Conclusion: International Teaching and Learning at Universities—Achieving Equilibrium with Local Culture and Pedagogy; Gordon E. Slethaug January 2015 UK January 2015 US 212pp 13 tables Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137475138

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9781137475138

COMPARATIVE AND INTERNATIONAL EDUCATION Curriculum Studies in China

Leadership for Social Justice in Higher Education

Intellectual Histories, Present Circumstances Edited by William F. Pinar, University of British Columbia, Canada "Curriculum Studies In China presents a panoramic view of curriculum change in modern Chinese universities. Pinar's book elaborates fully on the issues concerning educators today. This book is unique and worth reading for researchers, graduate students, and policy makers to understand how China's social change is linked with curriculum reform, and its impact on Chinese education." Wanhua Ma, Professor of Education, and Director, Center of International Higher Education, Peking University, China Scholars from three continents collaborate to create a truly global understanding of curriculum in the world’s most populous country. This book discusses major topics in curriculum studies in China and shows how Chinese scholars understand their field’s history, circumstances, and place in a globalized world. Contents: 1. Curriculum Studies and Curriculum Reform in China: 1922-2012; Zhang Hua * 2. From Follower to Creator: The School as a Reform Subject; Chen Yuting * 3. The Question of the Textbook in Curriculum Reform: An Autobiographical Account; Kang Changyun * 4. Curriculum Research in China; Cong Lixin * 5. Integrating Elementary Mathematics into Curriculum Studies: A Personal Course of Study in Curriculum Studies; Ma Yunpeng * 6. Growing with Postmodernism: A Story of Curriculum Studies in China; Zhang Wenjun * 7. The Development of Curriculum Ideologies and the Present Circumstances of Curriculum Studies in China; Zhou Huixia * 8. From 1980 to 2010: The Thirty-year Course of My Study and Research; Liu Jian * 9. The Exchanges with Alicia de Alba; William F. Pinar * 10. The Exchanges with Tero Autio; William F. Pinar * 11. The Exchanges with Janet L. Miller; William F. Pinar * 12. Curriculum Studies in China: Reform, Culture, History; William F. Pinar * Epilogue: The Participants Comment

International and Development Education August 2014 UK August 2014 US 296pp 1 b/w table, 1 chart Hardback £60.00 / $95.00 / CN$109.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137384034

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The Legacy of the Ford Foundation International Fellowships Program Edited by Terance W. Bigalke, East-West Center, USA, Mary S. Zurbuchen, Ford Foundation International Fellowships Program, USA "The International Fellowships Program had a bold vision: to advance social justice around the world by investing in higher education for future leaders. By selecting for social commitment rather than mere academic excellence, it opened up new possibilities for individuals to make a difference in their communities. The essays in this volume are written by practitioners who worked out this vision. Their stories show how institutional choices can make a difference in advancing social justice for all." - Keith Clemenger, Vice President, GreenPoint Group Leadership for Social Justice in Higher Education provides a wealth of comparative information on social justice in higher education worldwide by examining how the Ford Foundation International Fellowships Program, the world’s largest private fellowship program in higher education, has succeeded in fostering social justice leadership over the past ten years. Contents: PART I: INTERNATIONAL FELLOWSHIPS PROGRAM IN COMPARATIVE PERSPECTIVE * PART II: RESTRUCTURING HIGHER EDUCATION SYSTEMS FOR INCLUSION * PART III: DIVERSITY AND ENRICHMENT OF THE LEARNING ENVIRONMENT * PART IV: IFP, SOCIAL JUSTICE PERSPECTIVES, AND INSTITUTIONAL EXPERIENCES

International and Development Education July 2014 UK July 2014 US 264pp 3 maps, 2 colour tables, 7 graphs, 3 b/w tables Hardback £60.00 / $95.00 / CN$109.00 9781137366498 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137366498

Private Universities in Latin America Curriculum Studies in India

Research and Innovation in the Knowledge Economy

Intellectual Histories, Present Circumstances

Edited by Gustavo Gregorutti, Humboldt University, Germany, Jorge Enrique Delgado, Institute for International Studies in Education, University of Pittsburgh, USA

Edited by William F. Pinar, University of British Columbia, Canada "Curriculum Studies in India makes an outstanding contribution to the field. Through the Indian curriculum experts' educational experiences, stances, and perspectives, readers begin to understand the background of colonial history and its influences on education, and how to think about education and curriculum in this internationalization while improving national development. The experiences, achievements, and ideas of these experts in the process of Indian reform can help us clarify what is valuable and significant to the future of education, information that is also valuable to the education systems in other countries." - Ma Yunpeng, Faculty of Education, Northeast Normal University, China Curriculum Studies in India examines Indian scholars in dialogue regarding their intellectual life histories and subjective investments in their field. International and Development Education February 2015 UK February 2015 US 304pp Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137477170

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Using policy analysis and case study approaches, Private Universities in Latin America examines the significant amounts of research and innovation being made available from private universities in Latin America. Contents: PART I: REGULATORY ENVIRONMENT IMPACTING RESEARCH PRODUCTIVITY IN LATIN AMERICA * PART II: SUCCESSFUL CASES OF RESEARCH PRODUCTIVITY AT PRIVATE UNIVERSITIES

International and Development Education May 2015 UK May 2015 US 320pp 17 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137479372

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COMPARATIVE AND INTERNATIONAL EDUCATION Research, Development, and Innovation in Asia Pacific Higher Education Edited by John N. Hawkins, University of California, Los Angeles, USA, Ka Ho Mok, The Hong Kong Institute of Education Hawkins and Mok explore the relationship between higher education, research, innovation, and governance as a complex yet critical aspect of higher education development. Contents: PART I: POLICY IMPLICATIONS FOR SHIFTING RESEARCH CAPACITY AND DEVELOPMENT * PART II: ENTREPRENEURSHIP, INNOVATION AND DEVELOPMENT IN THE RESEARCH DOMAIN

International and Development Education May 2015 UK May 2015 US 288pp 34 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137457080

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The Transnationally Partnered University Insights from Research and Sustainable Development Collaborations in Africa Peter H. Koehn, University of Montana, USA, Milton O. Obamba, University of Central Lancashire, UK "In The Transnationally Partnered University, Koehn and Obamba examine most of the key concepts that scholars, decision makers, and leaders of higher education need to grapple with when designing research and development collaborations linking universities in Africa and elsewhere. They provide valuable partnering guidelines, explore the nature of transnational collaborations when differences (asymmetries) exist, and discuss the challenge of sustaining symmetrical relationships over time. As internationalization and transnational cooperation among universities continues to grow worldwide, this is an important book to read." - Eva Egron-Polak, Secretary General, International Association of Universities and Executive Director, International Universities Bureau Analyzing the growing importance of the transnational higher education landscape and the role of African universities, Koehn and Obamba show how transnational partnerships among universities can inform policy, strengthen synergies between knowledge producers and knowledge users, and advance sustainable-development practice. Contents: 1.Higher Education and Development: Knowledge as Igniter * 2.The Landscape of Research & Development THEP Opportunities * 3.Asymmetry and Symmetry in Transnational Higher-education Partnerships * 4.Initiating and Constructing the Transnational Highereducation Partnership * 5.Managing the Transnational Higher-education Partnership: What Does Not Work and What Works * 6.Symmetrical Capacity-building Challenges for THEPs * 7.Partnership-Sustainability Challenges * 8.Symmetrical THEP Evaluation Challenges * 9.Evidence from Africa * 10. Conclusion: Promoting Synergy Through Symmetry

International and Development Education December 2014 UK December 2014 US 292pp 10 colour tables Hardback £62.50 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137481740

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International Perspectives on ELT Classroom Interaction Edited by Christopher J. Jenks, University of South Dakota, USA, Paul Seedhouse, University of Newcastle, UK International Perspectives on ELT Classroom Interaction gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China. Along with a state-of-the-art literature review, the chapters provide key insights and engagement priorities that will prove relevant to a variety of learning and teaching contexts. Contents: 1. International Perspectives on ELT Classroom Interaction: An Introduction; Paul Seedhouse and Christopher Jenks * 2. Teaching Methods and Approaches: Looking into a Unique CLIL Classroom in Germany; Gotz Schwab * 3. Summons Turns: The Business of Securing a Turn in Busy Classrooms; Rod Gardner * 4. ‘Funds of Knowledge’ for Achievement and Success: Multilingual Pedagogies for Mainstream Primary Classrooms in England; Jean Conteh * 5. The Multimodal Organisation of Teacher-led Classroom Interaction; Leila Kaanta * 6. Networked Classrooms and Networked Minds: Language Teaching in a Brave New World; Melinda Dooly * 7. Giving and Following Pedagogical Instructions in Task-based Instruction: An Ethnomethodological Perspective; Numa Markee * 8. Scaffolding for Mediated Learning During ‘Whole-class Exercises’ in Kenyan Secondary English Lessons; Dorine Lugendo and Heather Smith * 9. L2 and L3 Integrated Learning: Lingua Franca Use in Learning an Additional Language in the Classroom; Spencer Hazel and Johannes Wagner * 10. What’s the Use of Technology? Insights from EFL Classrooms in Chinese Secondary Schools; Li Li * and more.

International Perspectives on English Language Teaching April 2015 UK April 2015 US 240pp 28 figures Hardback £63.00 / $95.00 / CN$110.00 Paperback £19.99 / $30.00 / CN$34.50 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137340719 www.palgrave.com/page/detail/?k=9781137340726

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Decolonizing Indigenous Education An Amazigh/Berber Ethnographic Journey Si Belkacem Taieb, Independent Scholar, Canada "How do indigenous peoples raise their children within their distinctive cultures given the tensions experienced daily in an increasing climate of globalization? Taieb's response to this profoundly important question sits at the heart of indigenous cultures throughout the world. By drawing on an autoethnographic approach focusing on the Amazigh/Berber of Algeria, he is able to produce insights that penetrate the complexities of the strength and vulnerabilities of cultural recognition and recovery and the role that education can play in restoring hope and giving courage." - Wally Penetito, Professor of Maori Education, Victoria University of Wellington, New Zealand Using auto-ethnography, Taieb narrates the journey of developing an educational philosophy from and for the Kayble of Algeria and undertakes to write the sociological foundations of an Kayble education system. Contents: Prologue * 1. Journey into my Land * 2. My Auto-ethnographic Narratives * 3. A Genealogy that Connects Me to the Land * 4. My Experience in Kabylia * 5. Ideologies * 6. The Lights of the Kanun * 7. The Founder and Foundations of my Village * Epilogue

Postcolonial Studies in Education October 2014 UK October 2014 US 200pp 10 figures Hardback £60.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137446916

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9781137446916

COMPARATIVE AND…

RESEARCH IN EDUCATION

Learning and Education in Developing Countries

RESEARCH IN EDUCATION

Research and Policy for the Post-2015 UN Development Goals Edited by Daniel A. Wagner, Graduate School of Education, University of Pennsylvania, USA This comprehensive and up-to-date review of learning and educational quality in developing countries, written by 16 highly knowledgeable specialists from around the world, provides policymakers and researchers accessible perspectives with the Millennium Development Goals in mind. Contents: 1.Learning First: An Introduction; Daniel A. Wagner * 2.Literacy and Numeracy Skills Among Children in Developing Countries; Jessica Ball, Scott G. Paris, and Rangachar Govinda * 3.Information and Communications Technologies for Improving Students’ Learning Opportunities and Outcomes in Developing Countries; J. Enrique Hinostroza, Shafika Isaacs, and Mohammed Bougroum * 4.Fragile and Conflict-Affected Situations; Mary Joy Pigozzi, Bidemi Carrol, Jacqueline Hayden, and Susy Ndaruhutse * 5.Non-formal Education and Learning; Pia Rebello Britto, Moses Oketch, and Thomas S. Weisner * 6.Assessment of and for Learning; Yusuf Sayed, Anil Kanjee, and Nirmala Rao * 7.Towards a Learning Research Agenda; Daniel A. Wagner

August 2014 UK August 2014 US 144pp 8 tables Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137455963

Humanities World Report 2015 Poul Holm, Trinity College, Dublin, Ireland, Arne Jarrick, Stockholm University, Sweden, Dominic Scott, University of Virginia, USA 'This Humanities World Report is more than a year's snapshot; it is a report and a sounding in the best sense of the word that allows us to hear from scholars and institutional leaders giving their assessment of the 'state of humanities'. This is an original contribution to a field that is filled with blog-length individual reflections. In this one large report we are able to hear from practitioners, administrators, and institutional funders in aggregate and in detail as they describe what it means today to perform humanistic research. Of special interest is the comprehensive set of material from regions across the west as well as those areas that are typically underrepresented such as Africa, Latin America, and Asia. This work will be a vital addition to the libraries of the world's leading humanities centers as we chart our way forward.' - Roland Hsu, Stanford Humanities Center, and Stanford Freeman Spogli Institute for International Studies The first of its kind, this Open Access ‘Report’ is a first step in assessing the state of the humanities worldwide. Based on an extensive literature review and enlightening interviews the book discusses the value of the humanities, the nature of humanities research and the relation between humanities and politics, amongst other issues.

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November 2014 UK November 2014 US 232pp Hardback £20.00 / $31.00 / CN$35.50 9781137500267 Paperback £15.00 / $23.00 / CN$26.50 9781137500274 Swedish Research Council, the Swedish Riksbankens Jubileumsfond and the Netherlands Organisation for Scientific Research Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137500267 www.palgrave.com/page/detail/?k=9781137500274

Higher Education and Community-Based Research Creating a Global Vision Edited by Ronaldo Munck, Dublin City University, Ireland, Lorraine McIlrath, National University of Ireland, Galway, Ireland, Budd Hall, University of Victoria, Canada, Rajesh Tandon, Society for Participatory Research in Asia, India "This is an important contribution to providing a theoretical and conceptual frame for better understanding the complexities of community based research in different countries and institutional contexts. The authors do not shy away from grappling with the challenges and risks inherent in bringing community based research from the periphery into the mainstream of university research." - Nasima Badsha, Chief Executive Officer, Cape Higher Education Consortium, South Africa A unique, comparative survey of community-based research within a higher education context, featuring some of the top scholars in the field, this book brings together a global range of experiences with community-based research and engages the leaders in the field worldwide to set out visions for future directions, practices, and developments. October 2014 UK October 2014 US 264pp 3 figures, 2 b/w tables Hardback £60.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137385277

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TEACHING, LEARNING AND… Interviewing for Education and Social Science Research

Now available in paperback

The Gateway Approach Carolyn Lunsford Mears, University of Denver, USA ‘Challenging enough to be of interest to faculty, yet readable enough to hold the attention of a graduate student, this work is an explanation of the methodology Mears used when conducting her American Educational Research Association award-winning dissertation research. Being of the Columbine parent community gave her insider status that allowed access and provided richness to her presentation...Mears leaves the reader shocked, wanting more, and above all fully understanding that this approach is not merely a novelty but an enormously useful, legitimate form of presentation.’ - Oral History Review This volume introduces a fresh approach to research using a narrator-centred method, which provides a means for researchers to access the often hidden human responses about a situation so that those who make decisions and write policy may become better informed about the true impact of their actions on the individuals involved. Contents: 1.Origins of the Approach * 2.The Nature of Interview Research * 3.Ethical Research Practice–Doing What’s Right * 4.Foundations for a Gateway * 5.Preparing for the Research * 6.Conducting the Interview * 7.Learning from the Data * 8.Through the Gateway April 2015 UK April 2015 US 240pp Paperback £22.00 / $35.00 / CN$39.99 Canadian Rights www.palgrave.com/page/detail/?k=9781137507938

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TEACHING, LEARNING AND ASSESSMENT

Assessment and Autonomy in Language Learning Edited by Carol J. Everhard, Independent Researcher, Greece, Linda Murphy, The Open University, UK Assessment and Autonomy in Language Learning examines this contested relationship between assessment and autonomy from a number of perspectives in a variety of Higher Education language-learning contexts in Europe and the Far East. The contributors to the book describe research into assessment both for and as autonomy, as well as approaches to the assessment of autonomy itself. Contents: Foreword; Phil Benson * Introduction; Carol J. Everhard and Linda Murphy * 1.The Assessment-Autonomy Relationship; Carol J. Everhard * 2.Measuring Language Learner Autonomy: Problems and possibilities; Fumiko Murase * 3.Assessing Learner Autonomy: A Dynamic Model; Maria-Giovanna Tassinari * 4.Assessment as Learner Autonomy; Lucy Cooker * 5.Investigating Peer- and Self-assessment of Oral Skills as Stepping-stones to Autonomy in EFL Higher Education; Carol J. Everhard * 6.Autonomy in Assessment: Bridging the Gap between Rhetoric and Reality in a Distance Language Learning Context; Linda Murphy * Epilogue; Sara Cotterall and Diane Malcolm March 2015 UK March 2015 US 192pp 16 b/w tables, 14 figures Hardback £58.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137414373

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The Classroom Goal Pursuit in Education Using Focused Action Research

Encounter and Engagement

Eileen Piggot-Irvine, Royal Roads University, Canada Not everyone finds goals easy to select or focus on, despite escalating evidence of their importance in education. This book offers a simple action research approach to goal pursuit, favoring depth, informed decision making, and an improvement orientation. It presents practical, yet academically informed, ideas, and has real case study examples. Contents: Table Of Contents * Foreword * List Of Tables/ Figures * Acknowledgements * 1. Introduction To How A Reluctant Goal Pursuer Became Converted * 2. Why Should You Engage In Goal Pursuit? * 3. A Simple, Yet Detailed, Model For Goal Pursuit * 4. How The FAR Model Encourages Shift In Depth, Lift In Challenge, And Collaboration * 5. What This Looks Like In A Real Case Study * 6. Ten Useful Activities, Tools And Templates * References

Alan A. Block, University of Wisconsin-Stout, USA, William F. Pinar, University of British Columbia, Canada "This book portrays the wisdom of a journeyer; one who, with his students, has traveled the literature of great western writers, of the Bible, the Torah, and plunged into the depths of self. Learning is too superficial a word to describe this journey; it is one of appreciating the 'sacredness of study,' of reading with engagement, insight, questioning, and of experiencing Life. This is education in all its full, rich, existential glory." - William. E. Doll, Jr., Visiting Professor, University of British Columbia, Canada "What goes on in a classroom?" can mean "Are teachers imparting knowledge that will raise test scores?" or it can mean much more. In this series of essays, Block addresses the nature of the classroom as a place for encounter and engagements: with curriculum materials and books, between teachers and students, and with the self. Contents: 1. On the Beginning of Ends and the Ends of Beginnings * 2. Why Read the Book? * 3. On the Asking of Questions * 4. Saint Joan in the Classroom * 5. The Last Lesson * 6. Cabins, Pequods, and Classrooms * 7. After-Words (by William F. Pinar)

January 2015 UK January 2015 US 112pp 1 illustration, 13 figures, 22 tables Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137505118

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October 2014 UK October 2014 US 200pp Hardback £57.50 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137449221

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9781137449221

TEACHING, LEARNING AND ASSESSMENT The Construction of English Culture, Consumerism and Promotion in the ELT Global Coursebook

Now available in paperback

John Gray, Institute of Education, University of London, UK ‘[T]he book makes illuminating reading for authors, potential authors, editors, and perhaps teachers on MA courses. The discussions of the place and potential impact of visuals within coursebook materials are of particular interest.’ - ELT Journal The Construction of English takes the view that ELT global coursebooks, in addition to being curriculum artefacts, are also highly wrought cultural artefacts which seek to make English mean in highly selective ways and it argues that the textual construction (and imaging) of English parallels the processes of commodity promotion more generally. Contents: Acknowledgements * Introduction * 1. Culture and English Language Teaching * 2. Describing and Analysing ELT Coursebooks * 3. Representational Repertoires 1: Streamline Connections and Building Strategies * 4. Representational Repertoires 2: The New Cambridge Course 2 and The New Edition * 5. Production and Regulation of Content * 6. Consumption of Content * 7. Future Directions * Conclusion January 2015 UK January 2015 US 240pp 34 tables, 3 figures Paperback £22.99 / $36.00 / CN$41.50 Canadian Rights www.palgrave.com/page/detail/?k=9781137507242

9781137507242

Multidisciplinary Research on Teaching and Learning Edited by Wolfgang Schnotz, Universitat KoblenzLandau, Germany, Alexander Kauertz, Universitat Koblenz-Landau, Germany, Heidrun Ludwig, Universitat Koblenz-Landau, Germany, Andreas Müller, University of Geneva, Switzerland, Johanna Pretsch, Universitat Koblenz-Landau, Germany This collection indicates how research on teaching and learning from multiple scientific disciplines such as educational science and psychology can be successfully pursued by a co-operation between researchers and school teachers. The contributors adopt different methodological approaches, ranging from field research to laboratory experiments. Contents: PART I: SELF-REGULATION AND INSTRUCTION * PART II: LANGUAGE LEARNING AND LANGUAGE COMPREHENSION * PART III: MATHEMATICS AND SCIENCE EDUCATION February 2015 UK February 2015 US 288pp 37 b/w tables, 35 figures Hardback £65.00 / $100.00 / CN$121.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137467737

9781137467737

Myths in Education, Learning and Teaching Policies, Practices and Principles Edited by Marcus K. Harmes, University of Southern Queensland, Australia, Henk Huijser, Batchelor Institute of Indigenous Tertiary Education, Australia, Patrick Alan Danaher, University of Southern Queensland, Australia Myths in Education, Learning and Teaching brings together international scholars to interrogate a range of educational practices, procedures and policies, around the organizing principle that 'myths' often require critical scrutiny. Engaging with key themes in contemporary global education, the contributors challenge and address educational myths and their consequences. Contents: 1. Demythologizing Teaching and Learning in Education: Towards a Research Agenda; Marcus K. Harmes, Henk Huijser and Patrick Alan Danaher * 2. Learning Power: Taking Learning-Centredness Seriously in a Learning Environment; Julianne Willis, Marilynn Willis and Henk Huijser * 3. Intrinsic and Extrinsic Motivation: Mythic Aspects in the Tertiary Sector; Barbara A. H. Harmes * 4. Does Increased Teaching Equate to Increased Learning?; Wim Gijselaers and Amber Dailey-Hebert * 5. Self-Identified and Observed Teaching Styles: A Case Study of Senior Physical Education Teachers in Queensland Schools; Brendan SueSee and Ken Edwards * 6. ‘We Don’t Need No Education?’: Moving Towards the Integration of Tertiary Education and Entrepreneurship; Cormac McMahon and Henk Huijser * 7. The Establishment of Bahrain Polytechnic: Assumptions Questioned, Myths Exposed and Challenges Faced; Mohammed Al Daylami, Brian Bennison, Chris Coutts, Faisal Hassan, Jameel Hasan, Henk Huijser, Bryce McLoughlin, David McMaster and Fatima Wali * 8. Three Decades of Digital ICT in Education: Deconstructing Myths and Highlighting Realities; Adriana Ornellas and Juana Sancho * 9. Digital Literacy in Higher Education: The Rhetoric and the Reality; Lorelle J. Burton, Jane Summers, Jill Lawrence, Karen Noble and Peter Gibbings * 10. Learners and Technology: Myths about Online Education; Elena Barbera Gregori * 11. Dispelling Myths for Students: Alternative Ways of Thinking in Online Education; Federico Borges and Anna Forés January 2015 UK January 2015 US 192pp 14 b/w tables, 2 figures Hardback £58.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137476975

Theory and Concepts of English for Academic Purposes

Now available in paperback

Ian Bruce, University of Waikato, New Zealand Theory and Concepts of English for Academic Purposes applies theory and research findings to the design of English for Academic Purposes courses. Drawing on approaches to researching academic communities, needs analysis and genre theory, the book proposes a systematic approach to syllabus and curriculum development. Contents: 1. Introduction * PART I: A THEORETICAL BASIS FOR ENGLISH FOR ACADEMIC PURPOSES * 2. Introduction to EAP: Key Issues and Concepts * 3. Investigating the Academic World * 4. Students’ Needs and EAP Course Design * PART II: THE DESIGN OF EAP COURSES * 5. Developing an EAP Syllabus: Approaches and Models * 6. EAP Courses and Subject Discipline Knowledge * 7. EAP Courses and Language Knowledge * PART III: THE IMPLEMENTATION OF EAP COURSES * 8. EAP and Teaching the Writing Skill * 9. EAP and Teaching the Reading Skill * 10. EAP and Teaching the Listening Skill * 11. EAP and Teaching the Speaking Skill/ Critical Thinking and its Development * 12. EAP and Assessment * References * Index March 2015 UK March 2015 US 238pp 25 tables, 1 figure Paperback £22.99 / $36.00 / CN$41.50 Canadian Rights www.palgrave.com/page/detail/?k=9781137504531

9781137476975

9781137504531

TEACHING, LEARNING AND ASSESSMENT Youth Literature for Peace Education

Literature in Language Education

Candice C. Carter, College of Education and Human Services, University of North Florida, USA, Linda Pickett, Grand Valley State University, USA, Shelly ClayRobison, York College of Pennsylvania, USA "In this important contribution to peace education scholarship, the authors explore the nexus of peace and literacy—intertwining goals for the world's children. Teachers, students, and families will find this compendium of youth literature enormously helpful as they consider ways that peace, conflict prevention, and human harmony can be advanced through prose." - Bárbara C. Cruz, Professor of Social Science Education, University of South Florida, USA Youth Literature for Peace Education explores how to assess, choose, and make use of age-appropriate literature that can be used to teach both literacy and peace education, in and out of school. Contents: 1. Teaching for Peace with Youth Literature * 2. Diversity * 3. Characterization * 4. Language Usage * 5. Illustration * 6. Conflict * 7. Inclusive Peace Her/History * 8. Developmental Learning October 2014 UK October 2014 US 232pp 3 b/w tables Hardback £56.50 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137362261

Student Teachers in School Practice An Analysis of Learning Opportunities

9781137362261

Now available in paperback

Alaster Scott Douglas, School of Education, University of Roehampton, UK "This is a valuable, well-researched yet practical text for anyone involved in teacher education." — SSAT (The Schools Network) "Scott Douglas has produced an important book which addresses a significant gap in the literature." — British Journal of Educational Studies "There is a richness and authenticity to the data. The conclusions are important ones for those who work with student teachers in schools and for those in leadership positions."— Education Today Student Teachers in School Practice, now in paperback, discusses changes to student teacher education globally and in the UK, exploring how student teachers learn through school teaching practices and ideas for developing and maximizing learning opportunities in school-based student teacher education. Contents: 1.Introduction * 2.Researching Workplace Learning * 3.Cultural and Historical Activity Theory: Identifying the Object of Student Teacher Education Activity * 4.The Methodological Implications of Working Ethnographically * 5.The School History Department: Cultural, Historical and Social Practices in Student Teacher Education * 6.The School Modern Foreign Languages Department: Cultural, Historical and Social Practices in Student Teacher Education * 7.The School Geography Department: Cultural, Historical and Social Practices in Student Teacher Education * 8.The School Science Department: Cultural, Historical and Social Practices in Student Teacher Education * 9.An Analysis of Student Teacher Education Tools: Mediating Student Teacher Education Practice * 10. The Objects of Student Teacher Education Activity * 11. Developing Expert Learners of Teaching and Learning: A Model for Researching and Developing Learning Opportunities in School Settings * 12. Conclusions, Implications and Recommendations

2nd edition Geoff Hall, University of Nottingham Ningbo, China A state of the art critical review of research into literature in language education, of interest to teachers of English and modern foreign languages. Includes prompts and principles for those who wish to improve their own practice or to engage in projects or research in this area. Contents: Introduction: Literature as Discourse * PART I: LANGUAGE, LITERATURE AND EDUCATION * 1. Literary Language and Ordinary Language * 2. Reading Literature * 3. Literature in Education * PART II: EXPLORING RESEARCH IN LANGUAGE, LITERATURE AND EDUCATION * 4. Researching Language in Literature * 5. Readers Reading Literature * 6. Educational Perspectives * PART III: RESEARCHING LITERATURE IN LANGUAGE EDUCATION (LLE) * 7. Research Methods for LLE * 8. Carrying Out Your Own Research Project in Literature in Language Education * 9. Guide to Resources for Research in LLE * Glossary

Research and Practice in Applied Linguistics March 2015 UK March 2015 US 304pp Hardback £63.00 / $95.00 / CN$110.00 Paperback £19.99 / $30.00 / CN$34.50 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137331823 www.palgrave.com/page/detail/?k=9781137331830

9781137331823 9781137331830

Preparing Teachers of Color to Teach Culturally Responsive Teacher Education in Theory and Practice Conra D. Gist, University of Arkansas, USA A rich, comparative case study systematically exploring two program approaches for preparing teachers of color, Gist's work explores culturally responsive pedagogy as a strategy for organizing teacher education. Contents: 1.Finding the Path to Culturally Responsive Pedagogy * 2.Placing Teacher Diversity at the Center * 3.The Case Study Design and Implementation * 4.Sunnyside Teacher Education Program Case Study * 5.Mountain Range Teacher Education Program Case Study * 6.Addressing Teacher Diversity in Theory and Practice

December 2014 UK November 2014 US 176pp 21 b/w tables Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137436252

9781137436252

Policy and Practice in the Classroom March 2015 UK March 2015 US 232pp 1 b/w table, 4 figures Paperback £24.99 / $40.00 / CN$45.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137524645

9781137524645

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CHILDHOOD AND YOUTH CULTURE Early Childhood in Postcolonial Australia

CHILDHOOD AND YOUTH CULTURE

Children's Contested Identities

Educating Incarcerated Youth Exploring the Impact of Relationships, Expectations, Resources and Accountability Lynette Tannis, Education Consultant, USA Educating Incarcerated Youth explores the perceptions and role of juvenile justice educators. Through researching the support structures of educational facilities and analysing the positive features of these learning environments, Tannis evaluates how best to educate incarcerated young people and prepare them for their transition back into society. Contents: Preface * 1. Introduction * 2. Contextual Setting * 3. Greta Olive Juvenile Justice Academy * 4. Hubert B. Juvenile Justice Residential Facility * 5. Gladys C. Juvenile Justice Academy * 6. Philip I. Juvenile Justice Residential Center * 7. Cross-Case Discussion * 8. Implications for Practice, Policy, and Research and Conclusion November 2014 UK November 2014 US 280pp 6 b/w tables, 1 figure Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137451019

9781137451019

Prasanna Srinivasan, The University of Melbourne, Australia "Srinivasan turns to 'Ganga' the river of India as a schizophrenic voice of reason, strength and enlightenment during this cultural identity quest. It is here that she challenges the constant 'race talk' between children, teachers and families. Early childhood teachers struggle with these situations, often choosing to discard the existence of 'race talk', silence the discussion, or justify the intent through multicultural and nationalistic ideologies. This book will help to unlock these conversations giving permission to speak and permission to trouble and engage with the highly stimulating and unique insights." - Tracy Young, Lecturer in Early Childhood Education, Swinburne University of Technology, Australia Early Childhood in Postcolonial Australia is a critical narration of how Australian children use cultural markers such as, skin color, diet and religious practices to build their identity categories of ‘self’ and ‘other.’ Contents: Introduction: Who Am I? Who Is My Ganga? * 1. My Ganga: Our Beginnings, Our Context, Our Stories * 2. My Ganga ‘Speaks’: othering, Othering, øthering Australian/not Australian * 3. My Ganga ‘Speaks’: Complex(ion) of Australian/not Australian * 4. My Ganga ‘Speaks’: Forbidden Fs of Australian/not Australian * 5. My Ganga ‘Speaks’: Tongue Ties of Australian/not Australian * 6. My Ganga ‘Speaks’: Terra Strikes of Australian/not Australian * 7. Contesting Australian with Children: In othered/Othered/øthered Voices * Epilogue: (Re) contesting Identities with øther and Other Australians

Critical Cultural Studies of Childhood

The Moral Geographies of Children, Young People and Food

June 2014 UK June 2014 US 208pp 1 colour illustration Hardback £57.50 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137392176

Beyond Jamie's School Dinners

9781137392176

Jo Pike, University of Leeds, UK, Peter Kelly, RMIT University, Australia The Moral Geographies of Children, Young People and Food takes Jamie Oliver's campaign for better school meals as a starting point for thinking about morally charged concerns relating to young people's nutrition, health and well-being, parenting, and public health 'crises' such as obesity. The authors show how these debates are always about the moral project of the self. Contents: Introduction: Jamie’s School Dinners * 1. Jamie’s School Dinners: Celebrity Culture, Food and the Problem of Young People and Food * 2. Turkey Twizzlers: Public Policy and the Problem of School Dinners * 3. Young People and the Moral Economy of Food * 4. The School Dining Room: A Governable Space? * 5. The School Meal: A Civilizing Technology * 6. Dinner Ladies and Junk Food Mums: Parenting and the Battleground of School Meals * Conclusion: Beyond Jamie’s School Dinners November 2014 UK November 2014 US 240pp 1 figure Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137312297

9781137312297

Growing Up in Poverty Findings from Young Lives Edited by Michael Bourdillon, University of Zimbabwe, Zimbabwe, Jo Boyden, University of Oxford, UK Growing Up in Poverty presents the latest evidence from Young Lives, a unique international study of children and poverty. It shows how the persistence of inequality amid general economic growth is leaving some extremely poor children behind, despite the promises of the Millennium Development Goals. Contents: PART I: POVERTY AND THE LIVES OF GROWING CHILDREN * PART II: HOW DOES SCHOOLING HELP THE POOR?

Palgrave Studies on Children and Development August 2014 UK August 2014 US 304pp 37 b/w tables Hardback £65.00 / $105.00 / CN$121.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137404022

9781137404022

CHILDHOOD AND YOUTH CULTURE Childhood, Youth and Violence in Global Contexts

STUDIES IN CHILDHOOD AND YOUTH SERIES

Research and Practice in Dialogue

Childhood with Bourdieu Edited by Leena Alanen, University of Jyväskylä, Finland, Liz Brooker, Institute of Education, University of London, UK, Berry Mayall, Institute of Education, University of London, UK This collection is an engaging exploration of how Bourdieu's key concepts - field, habitus and capital help us re-think the status of childhood. The authors are committed to improving the social status and wellbeing of childhood in social, economic and political worlds that too often fail to accord children respect for their human rights. Contents: 1. Introduction; Leena Alanen, Liz Brooker and Berry Mayall * 2. Intergenerational Relations: Embodiment over Time; Berry Mayall * 3. Cultural Capital in the Preschool Years: Can the State ‘Compensate’ for the Family?; Liz Brooker * 4. Between Young Children and Adults: Practical Logic in Families’ Lives; Pascale Garnier * 5. Early Childhood Education as a Social Field: Everyday Struggles and Practices of Dominance; Mari Vuorisalo and Leena Alanen * 6. ‘A Fish in Water?’ Social Lives and Local Connections: the Case of Young People who Travel Outside their Local Areas to Secondary School; Abigail Knight * 7. Childhood in Africa between Local Powers and Global Hierarchies; Geraldine André and Mathieu Hilgers * 8. ‘Those who are good to us, we call them friends’: Social Support and Social Networks for Children Growing up in Poverty in Rural Andhra Pradesh, India; Virginia Morrow and Uma Vennam * 9. Struggling to Support: Genesis of the Practice of Using Support Persons in the Finnish Child Welfare Field; Johanna Moilanen, Johanna Kiili and Leena Alanen * 10. Decision-making Processes in Review Meetings for Children in Care: a Bourdieusian Analysis; Karen Winter

Studies in Childhood and Youth January 2015 UK January 2015 US 232pp Hardback £60.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137384737

Edited by Karen Wells, Birkbeck College, University of London, UK, Erica Burman, University of Manchester, UK, Heather Montgomery, The Open University, UK, Alison Watson, University of St Andrews, UK Bringing together academic and practitioner points of view, this edited collection shows how violence enters into ordinary, routine practices of childhood and children's experiences. The contributing authors seek to understand how violence is enacted against children in infancy, adolescence, in school, in care, at home and on the street. Contents: 1. Everyday Violence and Social Recognition; Karen Wells and Heather Montgomery * 2. After the End of Days: Childhood, Catastrophe and the Violence of Everyday Life in Post-Earthquake Haiti; J. Christopher Kovats-Bernat * 3. The Pervasive Nature of Violence in the Day-to-Day Lives of Street Children; Nelly Ali * 4. A Hard Hand for the Sake of God: The Distinction Between Positive and Negative Violence in Faith-Based Childcare; Sylvia Meichsner * 5. The Role of Residential Homes in the Care of Orphans Affected by HIV; Amandine Bollinger * 6. First Acts of Small Violence: Reflections on Breastfeeding and Enemas in West Africa; Alma Gottlieb * 7. Young Children and Conflict Resolution; Trefor Lloyd * 8. Everyday Violence and War in the Kivus, DRC; Claudia Seymour * 9. How does Conflict and Violence Impact upon Children and their Education? Experiences and Learning from the Humanitarian Field; Deborah Haines

Studies in Childhood and Youth August 2014 UK August 2014 US 216pp Hardback £58.00 / $95.00 / CN$105.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137322593

9781137322593

9781137384737

Children and Borders Edited by Spyros Spyrou, European University, Cyprus, Miranda Christou, University of Cyprus

Childhood, Mobile Technologies and Everyday Experiences Changing Technologies = Changing Childhoods? Emma Bond, University Campus Suffolk, UK This timely volume offers an in-depth theoretical analysis of children's experiences growing up with mobile internet technologies. Drawing on up-todate research, it explores the relationship between childhood as a social and cultural construction and the plethora of mobile internet technologies which have become ubiquitous in everyday life. Contents: 1. Introduction * 2. Understanding Childhood * 3. Understanding Technology * 4. Researching Childhood, Mobile Internet Technologies and Everyday Experiences * 5. Relationships * 6. Risk * 7. Rhetoric and Realities * 8. Some Concluding Thoughts

This collection brings together an interdisciplinary pool of scholars to explore the relationship between children and borders with richly-documented ethnographic studies from around the world. The book provides a penetrating account of how borders affect children's lives and how children play a constitutive role in the social life of borders. Contents: PART I: CHILDREN AND BORDERLANDS * PART II: CHILDREN, BORDERS AND WAR * PART III: CHILDREN AND CONTESTED BORDERS * PART V: CHILDREN, BORDERS AND BELONGING

Studies in Childhood and Youth October 2014 UK October 2014 US 320pp 4 b/w tables, 17 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137326300

9781137326300

Studies in Childhood and Youth June 2014 UK June 2014 US 256pp Hardback £65.00 / $105.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137292520

9781137292520

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CHILDHOOD AND YOUTH CULTURE The Government of Childhood

STUDIES IN CHILDHOOD AND YOUTH SERIES CONT...

Discourse, Power and Subjectivity

Children and Young People’s Participation and Its Transformative Potential Learning from across Countries Edited by E. Kay M. Tisdall, University of Edinburgh, UK, Andressa M. Gadda, University of Strathclyde, UK, Udi Mandel Butler, The International Center for Research and Policy on Childhood, Brazil Bringing together theories, ideas, insights and experiences of practitioners and researchers from Brazil, India, South Africa and the UK, this book explores children and young people's involvement in public action. The contributors consider the potential of children and young people's participation to be transformative. Contents: 1. Introduction: Children and Young People’s Participation in Collective Decision-Making; E. Kay M. Tisdall, Rachel Hinton, Andressa M. Gadda and 2. Reflections on Participation and its Link with Transformative Processes; Kelly Teamey and Rachel Hinton * 3. De-Colonising the Notion of Participation of Children and Young People; Savyasaachi and Udi M. Butler * 4. Children and Young People’s Participation in Public Action in Brazil: Genealogies and Recent Innovations; Udi M. Butler and Marcelo Princeswal * 5. Brazil’s Landless Movement and Children and Young People’s Participation; Udi M. Butler and Marcelo Princeswal * 6. Children and Young People’s Participation in India: Framing Law, Policy and the Media; S. Saeed * 7. Transformative Participation: Experiences of a Children’s Sangam in Tamil Nadu, South India; C. Le Borgne * 8. Unsettling Notions of Participation: A View from South Africa; Shirley Pendlebury, Patricia Henderson, and Lucy Jamieson * 9. Growing up in the Time of AIDS: The Shining Recorders of Zisize; Helen Meintjes * 10. Children should be Seen and Heard? Children and Young People’s Participation in the UK; E. Kay M. Tisdall * 11. Transforming the Urban Environment: the EcoCity Project; Colin Morrison, Cathy McCulloch, Drew Mackie, Sandy Halliday and Howard Liddell * 12. Conclusion: Unlearning Participation; Udi M. Butler and Kelly Teamey

Studies in Childhood and Youth September 2014 UK September 2014 US 256pp 12 figures, 3 b/w tables Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9780230348677

9780230348677

Enhancing Children’s Rights Connecting Research, Policy and Practice Edited by Anne B Smith, University of Otago College of Education, New Zealand This volume explores how children's rights has influenced research with children and how research can in turn shape policies and practices to enhance children's rights. The book examines the impact children's rights and Childhood Studies has had on how children are constructed and regulated internationally. Contents: PART I: THE BODY * PART II: EARLY CHILDHOOD EDUCATION * PART III: CHILD PROTECTION * PART IV: PARTICIPATION, POLITICS AND THE LAW

Studies in Childhood and Youth February 2015 UK February 2015 US 320pp 1 b/w table Hardback £65.00 / $110.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137386090

9781137386090

Karen M. Smith, Dublin Institute of Technology, Ireland Grounded in the Foucauldian literature on governmentality and drawing on a broad range of disciplines, this book examines the government of childhood in the West from the early modern period to the present. The book deals with three key timeperiods and examines shifts in the conceptualization and regulation of childhood and child-rearing. Contents: Introduction: Childhood, Discourse and Power * 1. Conceptualising Governmentality * 2. Subjects of Freedom * 3. Disciplining Childhood * 4. The Gentle Way in Child Government * 5. Governing the Responsible Child * Conclusion

Studies in Childhood and Youth October 2014 UK October 2014 US 272pp Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137312266

9781137312266

RACE, ETHNICITY AND CITIZENSHIP Education, Culture and the Singapore Developmental State

RACE, ETHNICITY AND CITIZENSHIP

Intellectual Resistance and the Struggle for Palestine

"World-Soul" Lost and Regained?

Matthew Abraham, University of Arizona, USA "Drawing on the magisterial writings of Edward Said and Frantz Fanon, Matthew Abraham has written a brilliant and balanced critique of academic Zionism and a robust defense of Palestinian resistence to Israeli ethnic cleansing." - James Petras, Bartle Professor Emeritus, Binghamton University, USA By positioning the late Edward Said's political interventions as a public intellectual on behalf of Palestinian populations living under Israeli occupation as a form of intellectual resistance, Abraham moves to consider forms of physical resistance, seeking to better understand the motivations of those who choose to turn their bodies into weapons.

Yeow-Tong Chia, The University of Sydney, Australia "This book provides an insightful analysis of policies to create a sense of national identity in Singapore. Through an analysis of policy documents and interviews, Chia documents changing conceptions of citizenship, and citizenship education. Chia notes that while state formation founded on economic growth has been successful, that growth and the state's distribution policies have made the fostering of an authentic and deep rooted sense of citizenship more problematic in the new century. A valuable addition to the Asian citizenship literature in particular, and citizenship literature globally." - S. Gopinathan, Adjunct Professor, Lee Kuan Yew School of Public Policy, National University of Singapore, Singapore

Contents: Introduction * 1. From Resistance to Accommodation: The Origins of the Policy Intellectual’s Alignment with the State * 2. Edward Said and Intellectual Resistance: Refusing the Politics of Accommodation * 3. Edward Said, the Question of Palestine, and the Continual Quest for Intellectual Freedom * 4. Biopolitical Resistance in Palestine: Suicide Bombing and the Fanonian Specter * 5. Obama’s Cairo Speech: The Failure of Resistance and Refusal * Conclusion

Education, Culture and the Singapore Developmental State explores the role of education in the formation of the Singapore developmental state. The book provides a historical study of citizenship education in Singapore, whereby a comparative study of history, civics and social studies curricula, and the politics and policies that underpin them are examined.

August 2014 UK August 2014 US 210pp Hardback £60.00 / $90.00 / CN$104.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137031945

Contents: 1. Education and the Developmental State: Importance of Culture * 2. Crisis of National Survival * 3. Crisis of ‘Deculturalisation’ and Invention of ‘Asian Values’ * 4. Intensification of Asian Values * 5. Historical Amnesia Crisis and ‘National Education’ Response * 6. National Education Institutionalized in Curriculum * 7. Final Thoughts on the ‘World-Soul’ of Singapore

9781137031945

Education, Economy and Society March 2015 UK March 2015 US 240pp Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137374592

Muslims, Schooling and the Question of Self-Segregation Shamim Miah, University of Huddersfield, UK 'Theoretically informed and empirically substantiated, Shamim Miah has produced a vitally important intervention on the 'integration' debates. Originally formulated and clearly presented throughout, Muslims, Schooling and the Question of Self-Segregation is a must read for both researchers and policy makers alike.' - Dr Nasar Meer, Reader in Comparative Social Policy and Citizenship, Strathclyde University.

Drawing on empirical research amongst both Muslim schools' students and parents, this timely book examines the question of 'self-segregation' and Muslims in light of key policy developments around 'race', faith and citizenship.

Contents: Introduction * PART I * 1. Self-Segregation and the Muslim Problematic * 2. Integration as Political Rhetoric * 3. Educational Policy and Muslim ‘Self-Segregation’ * PART II * 4. Mixed School Imperative and the Question of Self-Segregation * 5. Intersectionalities and Self-Segregation * 6. Paradoxes of Muslim Faith Schools * 7. Poverty Inequality and Self segregation * Conclusion April 2015 UK April 2015 US 180pp 1 table Hardback £58.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137347756

9781137347756

9781137374592

Chinese Educational Migration and Student-Teacher Mobilities Experiencing Otherness Edited by Fred Dervin, University of Helsinki, Finland This collected volume examines the multifaceted contexts and experiences of Chinese students, teachers and scholars in Australia, Denmark, France, Japan, the UK and the US. It can serve both as an introduction to Chinese people's mobility and migration in Higher Education and as a thorough review for more knowledgeable readers. Contents: PART I: THE EXPERIENCES OF CHINESE STUDENTS ABROAD * PART II: GOING BACK HOME OR NOT? * PART III: CHINESE TEACHERS ABROAD: ADAPTING TO OTHER CONTEXTS

Palgrave Studies on Chinese Education in a Global Perspective May 2015 UK May 2015 US 240pp 5 b/w tables, 2 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137492906

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9781137492906

RACE, ETHNICITY & CITIZENSHIP Bringing Human Rights Education to US Classrooms

HISTORY OF EDUCATION

Exemplary Models from Elementary Grades to University

Edited by Susan Roberta Katz, University of San Francisco, USA, Andrea McEvoy Spero, University of San Francisco, USA "Bringing a human rights perspective into US schools and classrooms has always been an elusive challenge because we tend to think of human rights as somehow unrelated to our reality. Susan Roberta Katz and Andrea McEvoy Spero instead demonstrate that honoring and protecting human rights is everyone's business. Through the examples provided in Bringing Human Rights Education to US Classrooms, teachers and students can envision the role they can play in protecting human rights here in our country, as well as throughout the world." - Sonia Nieto, Professor Emerita of Education, University of Massachusetts, Amherst, USA

The first book to integrate human rights theory and practice into practical models, this book provides research-based examples of effective projects from elementary through higher education. Contents: PART I: OVERVIEW OF HUMAN RIGHTS EDUCATION * PART II: PEDAGOGICAL TOOLS April 2015 UK April 2015 US 288pp 5 figures, 12 b/w tables Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137471123

9781137471123

Indigenous Education through Dance and Ceremony A Mexica Palimpsest

Ernesto Colín, School of Education, Loyola Marymount University, USA "Centered around descriptions of the interrelated practices of Calpulli Tonalehqueh, an extant Danza group in San Jose, California, Indigenous Education through Dance and Ceremony makes a significant contribution to the current research literature, especially ethnographies of education. The book aims toward a radical reformulation of what education might look like, as both an intentionally (and intently) personal and cultural/historical project. The project begins to reveal the inner workings of the Calpulli as well as the way those inner workings must reach across space and time for materials and guidance." Jason Duque Raley, Lecturer, University of California, Santa Barbara, USA

In the first book on Aztec dance in the United States, Ernesto Colín combines cultural anthropology, educational theory, and postcolonial theory to create an innovative, interdisciplinary, long-term ethnography of an Aztec dance circle and makes a case for the use of the metaphor of palimpsest as an ethnographic research tool. Contents: 1. A Danza Landscape * 2. Calpulli (An Alliance of Houses) * 3. Tequio (Community Work) * 4. Tlacahuapahualiztli (The Art of Educating a Person) * 5. Cargos * 6. Macehualiztli (The Art of Deserving) * 7. Decolonial Pedagogy * 8. Re-inscribing the Self * 9. A Modern Mexica Palimpsest

Postcolonial Studies in Education September 2014 UK September 2014 US 280pp 9 figures, 6 b/w tables, 14 colour illustrations Hardback £56.50 / $100.00 / CN$115.00 9781137357984 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137357984

American Education in Popular Media From the Blackboard to the Silver Screen Edited by Sevan G. Terzian, University of Florida, USA, Patrick A. Ryan, Mount St. Mary’s University, USA American Education in Popular Media explores how popular media has represented schooling in the United States over the course of the twentieth century. Terzian and Ryan examine prevalent portrayals of students and professional educators while addressing contested purposes of schooling in American society. Contents: 1. Popular Media Representations of American Schooling from the Past; Sevan G. Terzian and Patrick A. Ryan * 2. The College Man in Popular Fiction: American Magazines and the Vision of the Middle-Class Man, 1890-1915; Daniel A. Clark * 3. ‘A Touch of Risquity’: Teachers, Perception, and Popular Culture in the Progressive Era; Michelle Morgan * 4. ‘Spirit of Education’: The Gendered Vision of Compulsory Schooling in Mass Magazine Art, 1908-1938; Heather A. Weaver * 5. Chalk It Up To Experience: The Sacrificial Image of the Teacher in Popular Media, 1945-1959; Patrick A. Ryan * 6. Fears on Film: Representations of Juvenile Delinquency in Educational Media in Mid-Twentieth Century America; Amy Martinelli * 7. Students Without a Cause: Blackboard Jungle, High School Movies, and High School Life; Daniel Perlstein and Leah Faw * 8. The Importance of Teaching Ernest: The Fool Goes Back to School in Television and Film Comedies in the Late Twentieth Century; Andrew L. Grunzke * 9. Prosaic, Perfunctory Pedagogy: Representations of Social Studies Teachers and Teaching in 1970s and 1980s Movies; Robert L. Dahlgren * 10. Looking at the Man in the Principal’s Office; Kate Rousmaniere May 2015 UK May 2015 US 256pp 9 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137430724

9781137430724

Educational Institutions in Horror Film A History of Mad Professors, Student Bodies, and Final Exams Andrew L. Grunzke, Mercer University, USA "This exceptionally clever book offers an animated romp through contemporary horror films, highlighting links between this popular genre and cultural anxieties about youth and education. Grunzke argues that horror movies' characterization of mad scientists, school bullies, dysfunctional families, and the creepy aspects of school hallways, college dorms, and summer camps provide a mirror with which Americans have identified their own social fears about youth, knowledge, and education." - Kate Rousmaniere, Professor of History of Education, Miami University, Ohio, USA. An exploration of how educational institutions have been portrayed in horror film, this book examines the way that scary movies have dealt with the issue of school violence, focusing on movies set in high schools, colleges, and summer camps. Contents: 1.Introduction * 2.Is There A Doctor In The House?: The Evolution of Van Helsing And Frankenstein As Intellectual * 3.The Transformation of Dr. Jekyll: The Evolution of Film and Television Portrayals of Stevenson’s Intellectual in the Age of Academe * 4.Student Bodies: The School as Locus of Trauma in American Horror Films of the 1970s and 1980s * 5.Final Exams and Greek Tragedies: Colleges and Universities in American Horror Films of the 1970s and 1980s * 6.Survival Training: Summer Camp as Educational Institution in Slasher Films of the 1980s * 7.Some Concluding Thoughts April 2015 UK April 2015 US 208pp Hardback £62.50 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137469199

9781137469199

HISTORY OF EDUCATION Politics, Disability, and Education Reform in the South

Women Educators, Leaders and Activists Educational Lives and Networks 1900-1960

The Work of John Eldred Swearingen Edward Janak, University of Wyoming, USA "Those interested in the Progressive era, disability, and the history of education in the United States will find this inspirational biography of John Eldred Swearingen a necessary addition to their library." Laurie Puchner, Professor and Chair, Department of Educational Leadership, Southern Illinois University Edwardsville, USA

Politics, Disability, and Education Reform in the South explores how race, gender, disability, and politics all came together to impact the career of one State Superintendent of Education in South Carolina who fought to improve educational conditions for AfricanAmericans, women, and millworkers' children in South Carolina.

Contents: Introduction * 1. South Carolina, Populism and the ‘New South’, 1865-1906 * 2. Fighting the Good Fight, 1907-1915 * 3. Political Triptych: Swearingen, Blease and Tillman, 1911-1915 * 4. Swept Up in Progressivism, 1915-1919 * 5. Robert Cooper and the Final Battle, 1919-1957 * 6. Conlcusion December 2014 UK December 2014 US 276pp 10 b/w illustrations, 14 b/w tables Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137484055

9781137484055

Reconstruction in Literary Studies

This collection traces women educators' professional lives and the extent to which they challenged the gendered terrain they occupied. The emphasis is placed on women's historical public voices and their own interpretation of their 'selves' and 'lives' in their struggle to exercise authority in education. Contents: 1. Introduction: Educational Lives and Networks; Tanya Fitzgerald and Elizabeth Smyth * 2. Networks of Influence: Home Scientists at the University of New Zealand 1911–1941; Tanya Fitzgerald * 3. Worlds within Worlds: Canadian Women Religious, International Connections, Ecclesiastical Webs and the Secular State; Elizabeth Smyth * 4. Courting Equality: Catholic Women and Agency in the Reconfiguration of University Education in Ireland; Judith Harford * 5. Mana Wahine: Boundaries and Connections in the Career of a Māori Educational Leader Bessie (Wene) Te Wenerau Grace (Sister Eudora CSC) ; Kay Morris Matthews * 6. Performing Reforming and the Category of Age: Empire, Internationalism and Transnationalism in the Career of Reta Oldham, Headmistress; Joyce Goodman and Zoe Milsom * 7. Mary Gutteridge (1887–1962): Transnational Careering in the Field of Early Childhood Education; Kay Whitehead * 8. Henrietta Rodman and the Fight to Further Women’s Economic Autonomy; Patricia A. Carter * 9. Lives, Networks and Topographies of Time and Place: New Turns in the History of Women and Education; Deirdre Raftery July 2014 UK July 2014 US 232pp 7 b/w photos Hardback £65.00 / $95.00 / CN$109.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137303516

9781137303516

Deans of Women and the Feminist Movement

An Informalist Approach Bryan Vescio, University of Wisconsin-Green Bay, USA ’A clear, fair-minded, lively, and above all persuasive attempt to reinvent criticism. A splendid book.’ Mark Edmundson, University Professor of English, University of Virginia, USA ‘A concise and clear writer, Vescio explores an urgent topic for us in the humanities, especially in the literary humanities: it is the loss of confidence that we have experienced in recent years. Complex and multifarious as its theoretical concerns may be, this book could be read and understood by an intelligent undergraduate while retaining an importance for even the most senior of scholars.’ - David Gorman, Associate Professor of English, Northern Illinois University, USA Pointing the way toward a revitalized future for the study of literature, Reconstruction in Literary Studies draws on philosophical pragmatism to justify the academic study of literature. In turn, Vescio connects the changing field to its social function as an institution. Contents: Introduction: Formalism, Anti-Formalism, and Informalism * PART I: INFORMALISM VS. FORMALISM * 1. Purposiveness with a Purpose: Post-Darwinian Aesthetics and Literary Studies * 2. Experiences or Vocabularies?: Pragmatism, Textualism, and the Teaching of Literature * 3. The Ministry of Disturbance: Literary Studies without Method * PART II: INFORMALISM VS. ANTI-FORMALISM * 4. The Legacy of Deconstruction: QuasiTranscendental Philosophy and Quasi-Private Literature * 5. The Very Idea of Literature: A New Cultural Formalism * Conclusion: Literary Studies and the Culture of Justification August 2014 UK August 2014 US 264pp Hardback £57.50 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137428820

Edited by Tanya Fitzgerald, La Trobe University, Australia, Elizabeth M. Smyth, University of Toronto, Canada

9781137428820

Emily Taylor's Activism Kelly C. Sartorius, Washington University in St Louis, USA "Drawing on fresh archival research and extensive oral history interviews with the University of Kansas's Emily Taylor, one of the era's most important deans, Sartorius's engaging book opens up a new chapter in writing about the history of student affairs and the history of women in education. Sartorius paints a compelling portrait of Taylor and provides a persuasive account of how modern deans of women helped empower women and fought for gender equity in higher education." - Andrea Walton, Associate Professor of Education and Philanthropic Studies, Indiana University Bloomington, USA Deans of Women and the Feminist Movement explores how deans of women actively fostered feminism in the mid-twentieth century through a study of the career of Dr. Emily Taylor, the University of Kansas dean of women from 19561974. Sartorius links feminist activism by deans of women with labor activism, the New Left movement, and the later rise of women's studies as a discipline. Contents: 1.Visions of Economic Citizenship * 2.Practicing Political Citizenship * 3.Unlocking Women’s Autonomy * 4.A World without Parietals * 5.The Dean of Women in the Age of Protest * 6.From Quiet Activism to Radical Tactics * 7.From Deans to Presidents

Historical Studies in Education December 2014 UK December 2014 US 280pp 8 illustrations Hardback £62.50 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137343253

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9781137343253

HISTORY OF EDUCATION A Social History of Student Volunteering Britain and Beyond, 1880-1980 Georgina Brewis, Institute of Education, University of London, UK "Georgina Brewis' study of student volunteering is both illuminating and rich in detail. We move from university settlements in Edwardian slums to charity rags, to concern with unemployment and internationalism between the wars, and finally to the 'Ban the Bomb' and anti-apartheid protests of the fifties and sixties. This book brings together youthful idealism, social and political engagement, and the history of universities in an original and insightful way." - Carol Dyhouse, Research Professor of History, University of Sussex, UK

SOCIOLOGY OF EDUCATION

The Palgrave Handbook of Race and Ethnic Inequalities in Education Edited by Peter A. J. Stevens, Ghent University, Belgium, A. Gary Dworkin, University of Houston, USA This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality over the last thirty years in eighteen different national contexts.

Historical Studies in Education

Contents: 1. Introduction to the Handbook: Comparative Sociological Perspectives on Racial and Ethnic Inequality in Education; Peter A. J. Stevens and A. Gary Dworkin * 2. Argentina; Analía Meo, Silvina Cimolai and Andrea Pérez * 3. Australia Lawrence J. Saha * 4. Austria; Barbara HerzogPunzenberger and Philipp Schnell * 5. Belgium (Flanders); Lore Van Praag, Peter A. J. Stevens and Mieke Van Houtte * 6. Brazil; Luiz Alberto Oliveira Gonçalves, Natalino Neves da Silva and Nigel Brooke * 7. Canada; Katherine Lyon, Hélène Frohard-Dourlent, Paul Fripp and Neil Guppy * 8. China; Hua-Yu Sebastian Cherng, Emily Hannum, and Chunping Lu * 9. Cyprus; Marios Vryonides and Spyros Spyrou * 10. England; Peter A. J. Stevens and Gill Crozier * 11. Finland; Päivi Harinen and M’hammed Sabour * 12. France; Mathieu Ichou and Agnès van Zanten * 13. Germany; Ingrid Gogolin and Tanja Salem * 14. Ireland; Daniel Faas and Rachael Fionda * 15. Japan; Kaori H. Okano * 16. Russia; Leokadia Drobizheva and David Konstantinovskiy * 17. South Africa; Shaheeda Essack and Duncan B. Hindle * 18. The Netherlands; Peter A. J. Stevens, Maurice Crul, Marieke Slootman, Clycq Noel, Christiane Timmerman and Mieke Van Houtte * 19. USA; A. Gary Dworkin and Ruth N. López Turley * and more.

July 2014 UK July 2014 US 280pp 3 colour illustrations, 2 b/w illustrations Hardback £60.00 / $95.00 / CN$109.00 9781137370136 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137370136

January 2014 UK January 2014 US 680pp 31 b/w tables, 35 figures Hardback £142.00 / $220.00 / CN$253.00 9780230304284 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9780230304284

English Teachers in a Postwar Democracy

The Capability Approach

Emerging Choice in London Schools, 1945-1965

From Theory to Practice

Using a wide range of student testimony and oral history, Georgina Brewis sets in international, comparative context a onehundred year history of student voluntarism and social action at UK colleges and universities, including such causes as relief for victims of fascism in the 1930s and international development in the 1960s. Contents: 1. Introduction * 2. A New Era in Social Service? Student Associational Culture and the Settlement Movement * 3. Christian Internationalism, Social Study and the Universities Before 1914 * 4. The Student Chapter in Post-War Reconstruction, 1920-1926 * 5. No Longer the Privilege of the Well-To-Do? Student Culture, Strikes and Self-Help, 1926-1932 * 6. Digging with the Unemployed: The Rise of a Student Social Consciousness? 1932-1939 * 7. Students in Action: Students and Anti-Fascist Relief Efforts, 1933-1939 * 8. The Students’ Contribution to Victory: Voluntary Work in the Second World War And After * and more.

Peter Medway, Visiting Research Fellow at King’s College London, UK,John Hardcastle, Institute of Education, University of London, UK,Georgina Brewis, Institute of Education, University of London, UK, David Crook, University of London, UK "This is a rare opportunity to read about the origins of English as it is practiced in classrooms today. The authors explore the memories of English teaching with interviews of teachers of the day, some notable—such as Harold Rosen and John Dixon. They also consider records of the former schools, school architecture, exercise books, and interviews with former pupils. The intricate mixture of sources lends fascinating detail to the history of English teaching in postwar democracy." - Bethan Marshall, Senior Lecturer in English Education, King's College London, UK Conflicting conservative and radical impulses in English society after WWII were played out in microcosm in education. They particularly shaped English teaching, examined in three post-war London schools in a detailed study that uses oral history—interviews with former teachers and students—and documents including mark books and students’ work. Contents: 1. Introduction * 2. The Period, the Education System, and the Teaching of English * 3. Hackney Downs * 4. Walworth * 5. Minchenden * 6. The Three Schools - What We Have Learned * 7. Conclusions

Secondary Education in a Changing World July 2014 UK July 2014 US 264pp 7 b/w illustrations, 3 colour illustrations Hardback £55.00 / $95.00 / CN$109.00 9781137005137 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137005137

Edited by Solava Ibrahim, University of Manchester, UK, Meera Tiwari, University of East London, UK 'This book convincingly demonstrates that the application of the capability approach to development policy and practice should be prioritised… by both researchers and practitioners. Essential reading for all who are seeking to promote human flourishing.' — David Hulme, University of Manchester, UK

How can human capabilities be articulated and promoted in practice? How can the challenges encountered in its application be addressed? This volume answers these research questions through nine country case studies from the Global North and the Global South.

Contents: 1.The Capability Approach: From Theory to Practice - Rationale, Review and Reflections; Solava Ibrahim * 2.Capability Approach, Livelihoods and Social Inclusion: Agents of Change in Rural India; Meera Tiwari * 3.The Dynamics of Collective Agency in Practice: Women’s Fight against FGM in Upper Egypt; Solava Ibrahim * 4.Growing-up on the Street – Understanding the Lives of Street Children and Youth in Africa; Wayne Shand * 5.An agencyoriented exploration of capabilities: Reflections from the UNDP 2010 Brasil Ponto a Ponto campaign; Alexandre Apsan Frediani * 6.Sustainability and the Capability Approach: From theory to practice?; PB Anand * 7.Using the capability approach to evaluate health and care for individuals and groups in England; Tania Burchardt and Polly Vizard July 2014 UK July 2014 US 296pp 13 b/w tables, 14 figures Hardback £65.00 / $105.00 / CN$121.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137001443

9781137001443

SOCIOLOGY OF EDUCATION Contemporary Debates in the Sociology of Education

Education, Work and Social Change

Edited by Rachel Brooks, University of Surrey, UK, Mark McCormack, Durham University, UK, Kalwant Bhopal, University of Southampton, UK "This isn't another trot through the standard arguments within the sociology of education. It examines some of the key issues that will define the character of education systems over the next decade. It should be compulsory reading!" - Phillip Brown, Cardiff University, UK

Robin Simmons, University of Huddersfield, UK, Ron Thompson, University of Huddersfield, UK, Lisa Russell, University of Huddersfield, UK "This book is a delight to read. Simmons, Thompson and Russell have produced a text that is both empirically grounded and theoretically informed. The case studies of the young people interviewed provide a moving authenticity. The authors confirm the message of several previous studies in this area. The problems of youth marginalisation lie in the intersection of the structural and personal. This is sociology at its best, as C. Wright Mills put it, at the junctions of history and biography and of private troubles and public issues. It should be read by all politicians, journalists, youth workers and students seeking to understand some of issues surrounding marginalised young people." - Dr Ian Finlay, Oxford University Department of Education, UK

Young People and Marginalization in Post-Industrial Britain

Some of the most prominent sociologists working in education today have collaborated to address a wide range of empirical and theoretical issues. Adopting an international perspective, this book now in paperback foregrounds cuttingedge research that highlights both the diversity and complexity of understanding education in society. Contents: 1. Contemporary Debates within the Sociology of Education: An Introduction; Rachel Brooks, Mark McCormack and Kalwant Bhopal * 2. Globalization and Sociology of Education Policy: The Case of PISA; Bob Lingard and Sam Sellar * 3. Education Policy, Human Rights, Citizenship and Cohesion; Audrey Osler * 4. School Type and Inequality; Rita Nikolai and Anne West * 5. We Know What They Earn, but What Do They Learn?: A Critique of Lifelong Learning through the Lens of Workplace Learning at the Bottom of the Service Sector; Steven Roberts * 6. In a Class of their Own: How Working-class Students Experience University; Wolfgang Lehmann * 7. Examining the (Em)bodied Boundaries of High School Locker Rooms; Michael Kehler and Michael Atkinson * 8. Adolescent and Disabled or Adolescence Disabled? Education and the Construction of Gendered Identities Among Adolescents with Intellectual Disability; Kagendo Mutua and Sandra Cooley Nichols * 9. It’s How You Look or What You Like: Gender Harassment at School and its Association with Student Adjustment; Elisabeth Morgan Thompson, Katerina O. Sinclair, Riki Wilchins & Stephen T. Russell * 10. What is so Liberal about Neoliberalism?: Schooling, Law and Limitations of Race-neutral Reforms; Zeus Leonardo and Hoang Tran * 11. Fear In and About Education; Carolyn Jackson * 12. Choosing Subjects: Sociological Approaches to Young Women’s Subject Choices; Heather Mendick * 13. Towards a Sociology of Education and Technology; Keri Facer and Neil Selwyn April 2015 UK April 2015 US 256pp 7 figures, 10 b/w tables Paperback £24.99 / $45.00 / CN$50.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137502278

9781137502278

Creating Citizenship Communities

Contents: 1. Introduction * 2. Poverty, Social Exclusion and Marginalisation * 3. Young People Not in Education, Employment or Training * 4. Researching the Lives of Marginalised Young People * 5. Education, Training and Youth Employment * 6. Danny’s Story * 7. Hailey’s Story * 8. Sean’s Story * 9. Family, Community and Welfare * 10. Isla’s Story * 11. Saheera’s Story * 12. Cayden’s Story * 13. Conclusion June 2014 UK June 2014 US 272pp Hardback £70.00 / $100.00 / CN$110.00 Paperback £24.99 / $40.00 / CN$45.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137335920 www.palgrave.com/page/detail/?k=9781137335937

9781137335920 9781137335937

Educational Upward Mobility

Education, Young People and the Role of Schools Ian Davies, University of York, UK, Vanita Sundaram, University of York, UK, Gillian Hampden-Thompson, University of York, UK, Maria Tsouroufli, London Metropolitan University, UK, George Bramley, University of Birmingham, UK, Tony Breslin, Breslin Public Policy Limited, UK, Tony Thorpe, Education Consultant, UK On the basis of a national research project undertaken in England, this volume explores how and why young people's engagement is so important globally in education and society, and looks at what teachers and students think about citizenship and community. The authors make recommendations to enhance understanding and the potential for engagement. Contents: 1. Helping Young People to Play a Full and Active Role in Society: Why is the Attempt to Promote Youth Engagement a Major International Issue? * 2. Exploring Citizenship and Community in Education in England. Young People’s Community Engagement: What does Research-Based and Other Literature tell us about Young People’s Perspectives and the Impact of Schools’ Contributions? * 3. Researching Young People’s Engagement in Society * 4. Issues Arising from a National Survey of Schools * 5. Findings from the Focus Groups * 6. Creating Citizenship Communities through Teaching and Learning * 7. Creating Citizenship Communities: Lessons and Recommendations. Pulling the Threads Together August 2014 UK August 2014 US 256pp 21 b/w tables, 1 b/w photo Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137368850

Drawing on a longitudinal study of the lives of NEET young people, this book looks beyond dominant discourses on youth unemployment to provide a rich, detailed account of young people's experiences of participation and non-participation on the margins of education and employment, highlighting the policy implications of this research.

Practices of Social Changes Antonia Kupfer, Technical University of Dresden, Germany What enables the few working-class people who enter higher education to achieve against the odds? This book offers answers by comparing social contexts, educational institutions and policies in Austria and England to demonstrate a surprising number of similarities behind those who succeed using Bourdieu's concept of habitus. Contents: Acknowledgments * List of Tables * Introduction * 1. Research Literature on Educational Upward Mobility * 2. Theoretical Perspective * 3. Study Methodology * 4. Social Contexts Enabling Educational Upward Mobility * 5. Summary and Conclusions * Bibliography April 2015 UK April 2015 US 192pp 9 b/w tables Hardback £65.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137355300

9781137355300

9781137368850

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SOCIOLOGY OF EDUCATION Equality, Citizenship, and Segregation A Defense of Separation

Now available in paperback

Michael S. Merry, University of Amsterdam, The Netherlands ‘This book represents a highly original contribution to one of the most incendiary debates on education in our times, the voluntary separation of 'stigmatized groups' versus their compulsory 'integration' within pluralist liberal democracies. Supported and sustained by both extensive empirical evidence and context-sensitive moral theory, Merry impugns integration on the one hand as a liberal-democratic requirement and as an effective – or even desirable – policy on the other. His argument shows that whatever may be true for 'ideal worlds', imposed mixing in the real world often is morally indefensible and socially and politically counterproductive. A truly multidisciplinary approach combining moral philosophy, political theory, social science (particularly sociology and social psychology) and educational policy, Equality, Citizenship, and Segregation persuasively challenges the persistent myth of integration and shows why separation may be a more fruitful strategy, particularly for some of society's more vulnerable members. I highly recommend it.’ - Veit Bader, Professor Emeritus, Sociology and Political Theory, University of Amsterdam, The Netherlands Merry argues that most voluntary separation experiments in education are not driven by a sense of racial, cultural or religious superiority. Rather, they are driven among other things by a desire for quality education, not to mention community membership and self respect. Contents: Table of Contents * Foreword * 1. Introduction * 2. Integration * 3. Foundational Principles * 4. Voluntary Separation * 5. Religious Separation * 6. Cultural Separation * 7. Social Class Separation * Afterword October 2014 UK October 2014 US 232pp Paperback £25.00 / $40.00 / CN$45.99 Canadian Rights www.palgrave.com/page/detail/?k=9781137469717

9781137469717

International Student Mobility and Transnational Friendships Başak Bilecen, Bielefeld University, Germany "International student mobility is a phenomenon of ever growing importance. This new contribution by Bilecen makes a valuable extension to our understanding of how international students are part of transnational networks. The sharp focus of this volume on the significance of transnational friendships by doctoral students will be of especial interest to sociologists and geographers as they seek to extend their understanding of the significance of spatial and social proximity in the lived experience of international students." - Allan Findlay, University of St Andrews, Scotland Friends play a crucial role in international students' lives. This book explores the characteristics of the friendship networks of international doctoral students by analysing the relationships between these students and their friends, both in the country of education and across several national borders. Contents: 1. Transnational Friendships and Supportive Practices: An Introduction * 2. The Contemporary Meaning of Friendship * 3. Friendship as ‘Emotional Work’ * 4. Friendship as Trust and Reciprocity * 5. Friendship as Solidarity * 6. A Relational Examination of Distance, Meanings and Practices September 2014 UK September 2014 US 184pp 2 figures, 14 b/w tables Hardback £58.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137405241

9781137405241

Mobilizing Zanzibari Women International Perspectives on Home Education Do We Still Need Schools? Edited by Paula Rothermel, Open University, UK This collection brings together the research of an eclectic mix of leading names in home-based education studies worldwide. It uses home education to explore contemporary education outside of school and place it into a global, political and critical context, and will be essential reading for home educators, academics and policymakers alike.

Contents: PART I: HOME-EDUCATION: THE LEARNING PROCESS * PART II: HOME-EDUCATION: TENSIONS AND CRITICISMS * PART III: POLITICAL CONFLICT * PART IV: HOMEEDUCATION: LIFESTYLE AND CHOICE * PART V: HOMEEDUCATION: MODELS: WAR, POVERTY AND NECESSITY * PART VI: HOME-EDUCATION: CULTURAL AND INTERCULTURAL RELATIONS

February 2015 UK February 2015 US 352pp 9 b/w tables, 2 figures Hardback £70.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137446848

9781137446848

The Struggle for Respectability and Self-Reliance in Colonial East Africa Corrie Decker, University of California, Davis, USA The experiences of African women in the era before independence remain a woefully understudied facet of African history. This innovative and carefully argued study thus adds tremendously to our understanding of colonial history by focusing on women's education, professionalization, and political mobilization in the East African islands of Zanzibar. Contents: Introduction: A Gendered Reading of Respectability, Development, and Nationalism * 1. Imposing a Regime of Respectability * 2. Creating a Culture of Development * 3. Writing Self-Respect into Respectability * 4. Integrating Respectability, Self-Respect, and Development * 5. Discovering the Women’s Movement November 2014 UK November 2014 US 260pp 10 b/w illustrations, 2 b/w tables Hardback £62.50 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137465290

9781137465290

SOCIOLOGY OF EDUCATION Parents of Children with Autism

Regimes of Social Cohesion

An Ethnography

Societies and the Crisis of Globalization Juliette de Wolfe, Arlington Public Schools, Arlington, Virginia, USA "With this book, de Wolfe makes a triply significant contribution to defining discourses of the moment: autism, diversity, and education. With her steady, sensitive voice, she shows us how autism is best understood not as a static label but as a dynamic lived experience, and how conceptions of diversity are incomplete if they are not inclusive of disability. She explores how education is, in its most robust application to human development, the acquisition of new repertoires of practice in response to meaningful contextual demands." Katherine Richardson Bruna, Associate Professor of Multicultural Education, Iowa State University, USA

In a readable and highly accessible ethnographic account that is shaped by the stories of families and the voices of parents, De Wolfe examines how parents of children with autism navigate the educational and medical systems, understand their own and their children’s bodies, and support and educate one another. Contents: 1. Anthropologizing Experiences of Autism * 2. Meet the Parents * 3. Re-charting Territories, Redefining Roles: The Issue of Relationships * 4. Peculiarities and Particularities: The Issue of Bodies * 5. Navigations and Limitations: The Issue of Institutions * 6. Sharing and Fighting: The Issue of Communication and Education * Concluding Remarks July 2014 UK July 2014 US 196pp Hardback £60.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137436221

9781137436221

Young People’s Educational Careers in England and Germany

In this volume, now in paperback, Green and Janmaat employ an original and highly interdisciplinary mixed method approach to identify four major traditions of social cohesion in developed societies, analyzing how these various mechanisms are withstanding the strains of the current global financial crisis. Contents: List of Tables and Figures * 1. Introduction * 2. Defining Social Cohesion * 3. Western Intellectual Traditions of Social Cohesion * 4. The Social Origins and Development of Social Cohesion Traditions * 5. Contemporary Regimes of Social Cohesion and their Institutional Foundations * 6. Quantitative Analysis of Regimes of Social Cohesion * 7. Value Diversity and Social Cohesion * 8. Regimes of Social Cohesion and the Global Crisis * Appendix I: Sources and Survey Items * Appendix II: Dataset Used for Statistical Analyses * References

Education, Economy and Society September 2014 UK September 2014 US 264pp 10 b/w tables, 52 figures Paperback £24.99 / $45.00 / CN$50.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137453242

9781137453242

Culture and Structure at a Military Charter School

Integrating Survey and Interview Analysis via Qualitative Comparative Analysis

From School Ground to Battle Ground

Judith Glaesser, Durham University, UK In this comparative study of young people's educational careers in England and Germany, individual factors, social class, school and country characteristics are shown jointly to shape these careers through mutually reinforcing processes. Qualitative Comparative Analysis (QCA) is combined with interview analysis to explore generative mechanisms. Contents: 1. Introduction * 2. Description and Explanation: Methodological Rationale * 3. Qualitative Comparative Analysis * 4. Overview of the Project * 5. Which Young People in Germany are in a Gymnasium at the Age of 17? A Typological Analysis * 6. Secondary Schooling Careers in England * 7. What Types of Young People are Bound for Higher Education at the Age of 17? * 8. Using In-Depth Case Studies to Explore Causal Mechanisms in Detail * 9. Summary and Conclusions May 2015 UK May 2015 US 224pp 23 b/w tables, 4 figures Hardback £60.00 / $95.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137355492

Andy Green, Institute of Education, University of London, UK, Jan Germen Janmaat, Institute of Education, University of London, UK "This timely volume represents an excellent intervention within debates about 'the effects of social change on the social fabric' (p. 1) in the context of globalization, increasing inequality and social diversity, and the intensification of concerns about these trends in the aftermath of the financial crisis, recession and the new politics of austerity . . . Their book is a very worthwhile contribution to these aims and should be widely read by all those working in the fields of cohesion studies." - John Flint, International Sociology

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Brooke Johnson, Northeastern Illinois University, USA "This is an important piece of scholarship which does what all good history should do—it tells a good story and sheds light on issues of current interest and relevance. The book explores some of the key political, social, and economic episodes of the twentieth century and throughout are great vignettes and some unexpected revelations. Overall, an excellent study, well researched, well-written, and with significant relevance for today." - Justin Davis Smith, Executive Director of Volunteering and Development, The National Council for Voluntary Organisations Taking military charter schools as her subject, and drawing on years of research at one school in particular, Brooke Johnson explores the underpinings of a culture based on militarization and neoliberal educational reforms and probes its effects on individual identity and social interactions at the school. Contents: 1. Introduction * 2. Neoliberalism, Militarization, and Public Education * 3. Sending Good Kids to Military School: Why Parents Choose the MEI * 4. Reading, Writing, Arithmetic and War: Militarized Pedagogy and Militarized Futures * 5. A Few Good Boys: Gender at the MEI * 6. Ask, Tell, Talk Back: Queering Resistance to Gendered Heteronormativity * 7. Conclusion

New Frontiers in Education, Culture and Politics October 2014 UK October 2014 US 204pp 4 b/w tables Hardback £57.50 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137360922

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9781137360922

SOCIOLOGY OF EDUCATION Knowledge and the Future of the Curriculum

Gender Pedagogy

International Studies in Social Realism

Teaching, Learning and Tracing Gender in Higher Education

Edited by Brian Barrett, State University of New York College at Cortland, USA, Elizabeth Rata, University of Auckland, New Zealand "Knowledge and the Future of the Curriculum, packs in a collection of 'powerful' analyses from seminal scholars working in diverse areas of research and international contexts, and who share a common vision for what a future-oriented curriculum must look like if it is to be both socially just and truly progressive ... The book will be of particular interest to graduate schools of education seeking rigorous programs of study, especially considering the rich theoretical framework presented and the application of the framework to various debates occurring in the field as well as to various research programs." International Studies in Sociology of Education This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives. Contents: 1. Introduction: Knowledge and the Future of the Curriculum; Elizabeth Rata and Brian Barrett * 2. Social Realism and the Problem of the Problem of Knowledge in the Sociology of Education; Rob Moore * 3. On the Powers of Powerful Knowledge; Michael Young and Johan Muller * 4. Powerful Knowledge, Esoteric Knowledge, Curriculum Knowledge; John Beck * 5. Knowledge and Democracy: The Strife of the Dialectic; Elizabeth Rata * 6. Risky Business: The Marginalisation of Knowledge in American Education Reform since A Nation at Risk; Brian Barrett * 7. The Missing ‘Voice’ of Knowledge in Knowledge and Skills; Chris Corbel * 8. Pathways to Powerful Knowledge: A Case for Music’s ‘Voice’; Graham McPhail * 9. ‘Neither Existence nor Future’: The Social Realist Challenge to School Geography; John Morgan and more.

Palgrave Studies in Excellence and Equity in Global Education October 2014 UK October 2014 US 264pp 6 b/w tables, 6 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137429254

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Children’s Bodies in Schools Corporeal Performances of Social Class Sue Ellen Henry, Bucknell University, USA Bringing together sociology of the body with powerful examinations of educational theory and social class, Henry examines how children's experiences of school and pedagogy are shaped by their bodies and the ideas of social class and class identity that their bodies carry. Contents: 1. Children’s Bodies and Corporeal Expectations of Schooling * 2. Social Class Inequities and the Body * 3. Theoretical Frameworks for Understanding Social Class Corporeality * 4. Corporeal Implications of Contemporary Schooling Practices

Emily F. Henderson, Institute of Education, UK When addressed in its full reactive potential, gender has a tendency to unfix the reassuring certainties of education and academia. GenderPedagogy unfolds as an account of teaching gender learning that is rooted in Derrida's concept of the 'trace', reflecting the unfixing properties of gender and even shaking up academic knowledge production. Contents: Acknowledgements * Foreword; Elaine Unterhalter and Jenny Parkes * Abbreviations * 1. Introducing gender pedagogy in medias res * 2. Researching gender pedagogy * 3. Tracing paper * 4. Gender * 5. Learning gender * 6. Feminist gender pedagogy * 7. Gender pedagogy * 8. Invitation * References * Index

Palgrave Studies in Gender and Education December 2014 UK December 2014 US 154pp 5 b/w tables Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137428486

Queer Teachers, Identity and Performativity Edited by Anne Harris, Monash University, Australia, Emily M. Gray, RMIT University, Australia "This book goes beyond calling on queer teachers to come out of the closet and be role models. The chapter authors consider from different angles many of the ambiguities raised by such a premise: What exactly does it mean to be 'queer', or someone who lives outside the heteronormative? How do these lived experiences intersect with increasingly neoliberal 'cyborg' discourses of teaching as a profession, where teachers are expected to leave their humanity at the school gate? Might the closet be somewhat transparent, so that in and out are not so clearly defined? Does it really get better? And, if so, how might it get better sooner? Because there are teachers and children who are right now navigating the treacherous waters of heteronormativity. This book draws upon the voices of teachers to engage carefully and thoroughly with these issues." - Professor Renee DePalma, Universidade da Coruña, Spain What do we mean when we talk about ‘queer teachers’? The authors here grapple with what it means to be sexually or gender diverse and to work as a school teacher within four national contexts: Australia, Ireland, the UK and the USA. This new volume offers academics, educators and students a provocative exploration of this pivotal topic. Contents: Introduction: Marked Presence/Unremarkable Absence: Queer Teachers, ‘Identity’ and Performativity; Emily M. Gray and Anne Harris * 1. Trans Teacher Experiences and the Failure of Visibility; Anne Harris and Tiffany Jones * 2. Reframing Queer Teacher Subjects: Neither in nor out but Present; Tania Ferfolja * 3. Teachers and Civil Partnership: (Re)producing Legitimate Subjectivities in the Straight Spaces of Schools; Aoife Neary * 4. Out in Britain: the Politics of Sexuality Education and Lesbian and Gay Teachers in Schools; Naomi Rudoe and more.

The Cultural and Social Foundations of Education

Palgrave Studies in Gender and Education

June 2014 UK June 2014 US 160pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137442628

July 2014 UK July 2014 US 132pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137441911

9781137442628

9781137428486

9781137441911

TECHNOLOGY, MEDIA AND DIGITAL EDUCATION New Frontiers in Technological Literacy

TECHNOLOGY, MEDIA AND DIGITAL EDUCATION

Breaking with the Past

Defining Technological Literacy Towards an Epistemological Framework

Now available in paperback

2nd edition revised and updated Edited by John R. Dakers, University of Glasgow, UK "Dakers . . . and an international slate of contributors offer this collection of 18 essays that explore humanity's responsibility for becoming more critically involved in the discussions surrounding the technologies that are so rapidly transforming the world. The book . . . engages the reader to deliberate more critically about the knowledge and processes required to develop technology and the broader implications for society if a new technological literacy framework is not developed." - CHOICE Fully revised and up-to-date chapters set out a philosophical and practical explanation of what technological literacy is, how we think when we employ it, how we teach it, how we learn it, and how we use it. Contents: PART I: CONSIDERING ASPECTS OF KNOWLEDGE AND EXPERIENCE FOR DEVELOPING TECHNOLOGICAL LITERACY * PART II: CONSIDERING ASPECTS OF DESIGN IN DEVELOPING TECHNOLOGICAL LITERACY * PART III: CONSIDERING ASPECTS OF PEDAGOGY FOR DEVELOPING TECHNOLOGICAL LITERACY * PART IV: CONSIDERING GLOBALIZATION, COMPUTERS, THE WORLD-WIDE-WEB, AND THEIR IMPACT IN DEVELOPING TECHNOLOGICAL LITERACY July 2014 UK July 2014 US 240pp Paperback £20.00 / $32.00 / CN$37.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137373465

9781137373465

Edited by John R. Dakers, University of Glasgow, UK "The beginning of our twenty-first century is marked by many breaks that affect our social, economic, cultural, and political organizations. The globalization of trade and the global development of information networks have drastically changed our relationships with multiple technologies. Increasingly indispensable in our daily actions, they generate opposing feelings from the most basic rejection to unconditional adherence. This book, by the richness of contributions from leading international experts, lays the foundation of an appropriate place for technology education in all our educational systems." – Jacques Ginestie, Director, ESPE Aix-Marseille, Aix-Marseille Université, France New Fronteirs in the Technological Literacy attempts to rethink the concept of technological literacy in a modern context, not only in terms of a subject area taught in schools, but also as an important general concept that all citizens should engage with. As this book will illustrate, the concept of technological literacy has no universally agreed definition. Contents: Foreward; Carl Mitcham * Introduction: Breaking with the Past; John R. Dakers * 1.Technological Literacy as a Creative Process of Becoming Other; John R. Dakers * 2.Postliterate Machineries; Stephen Petrina * 3.Technology and Technology Education: Perspectives from a young person; Molly Watson * 4.Technological Literacy and Digital Democracy: a relationship grounded in Technology Education; P. John Williams * 5.Re-Envisioning Our Knowledge Tradition: From Gender-Blind to Gender Aware; Mary Kirk * 6.Eco-technological Literacy for Resiliency; Leo Elshof * 7.A Chinese Perspective on Technological Literacy; Nan Wang * 8.Enabling both reflection and action: a challenge facing technology education; David Barlex * 9.From CyberEducation to CyberActivism: Can CyberLiteracy Transform the Public Sphere?; Andoni Alonso * 10.Situating technological literacy in the workplace; Jamie Wallace and Cathrine Hasse * 11.Genetic literacy: Scientific input as a precondition for personal judgment?; Silja Samerski July 2014 UK July 2014 US 196pp Hardback £62.50 / $100.00 / CN$115.00 Paperback £20.00 / $32.00 / CN$37.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137394743 www.palgrave.com/page/detail/?k=9781137386328

Educational Innovations and Contemporary Technologies

9781137394743 9781137386328

Enhancing Teaching and Learning Edited by Petrea Redmond, University of Southern Queensland, Australia, Jennifer Lock, University of Calgary, Canada, Patrick Alan Danaher, University of Southern Queensland, Australia For the education system to remain responsive to the needs and demands of its multiple stakeholders it must embrace the innovation and research produced by contemporary technology. This book traverses a wide range of conceptual, disciplinary, methodological, national and sectoral boundaries to explore the challenge presented. Contents: PART I: EDUCATIONAL INNOVATIONS AND SPECIALISED CONTEMPORARY TECHNOLOGIES * PART II: EDUCATIONAL INNOVATIONS AND TECHNOLOGIES AND PARTICULAR GROUPS OF LEARNERS * PART III: EDUCATIONAL INNOVATIONS AND TECHNOLOGIES AND TEACHER EDUCATION April 2015 UK April 2015 US 176pp 9 figures, 2 tables Hardback £58.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137468604

9781137468604

Artistic Literacy Theatre Studies and a Contemporary Liberal Education Nancy Kindelan, Northeastern University, USA ‘Kindelan makes a valuable argument for the appropriateness of including theater studies in a liberal arts curriculum . . . This book is a call to action: it arms faculty and administrators with information about recent developments in theater studies’ pedagogical goals and approaches to liberal arts education that suggest integrating theater studies in a liberal arts program at institutions of higher education. Summing Up: Recommended. Researchers, faculty, professionals.’ - CHOICE Undergraduate theatre programs can play a significant role in accomplishing the aims and learning outcomes of a contemporary liberal education. Here, Kindelan argues that theatre’s signature pedagogy helps all undergraduates become actively engaged in developing critical and value-focused skills. The Arts in Higher Education October 2014 UK October 2014 US 220pp 1 figure Paperback £17.99 / $28.00 / CN$32.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137445599

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9781137445599

TECHNOLOGY, MEDIA AND DIGITAL EDUCATION Critical Perspectives on Technology and Education

Digital Online Culture, Identity, and Schooling in the Twenty-First Century

Edited by Scott Bulfin, Monash University, Australia, Nicola F. Johnson, Federation University, Australia, Chris Bigum, Griffith University, Australia "A timely, useful, readable, subtle, helpful, and provocative collection unpicking the politics, practices, history, and uses of educational technology." - Julian Sefton-Green, Principal Research Fellow in the Department of Media and Communication, London School of Economics and Political Science, UK Critical Perspectives on Technology and Education offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the ‘ed-tech’ research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action.

Kimberly N. Rosenfeld, Cerritos College, USA "Rosenfeld has delivered a powerfully written book that moves beyond a simple fascination with the digital world to offer a framework for understanding and reinventing schooling at the cusp of the information revolution. I love the concept of a critical theory of technology for schooling as a call to action for educators to engage our corporate media hegemony and to promote cultures of youth production and exchange that help all students to develop the skills and sensibilities that they will need to live and thrive in the world today." Ernest Morrell, Professor of Education, Columbia University, USA Rosenfeld deconstructs how the information revolution has reshaped identity, rights, and responsibilities, and how schools respond and should respond to these changes.

Contents: 1. Critical Is Something Others (Don’t) Do: Mapping The Imaginative Of Educational Technology; Chris Bigum, Scott Bulfin, And Nicola F. Johnson * 2. Gorillas In Their Midst: Rethinking Educational Technology; Chris Bigum And Leonie Rowan * 3. The Work Of Theory In Ed-Tech Research; Nicola F. Johnson * 4. Extending Understandings Of Educational Technology: Teachers’ Critiques Of Educational Technology As Important Intellectual Capital For Researchers; Joanne Orlando *and more...

Contents: 1. Virtualization and Digital Online Culture * 2. A Case Study: Sherry Turkle and the Psychological Role of Computers * 3. Down the Rabbit Hole: Identity and Societal Mutation * 4. Manufactured Consciousness and Social Domination * 5. Virtualization and Neoliberal Restructuring of Education * 6. Toward a Critical Theory of Technology for Schooling

Digital Education and Learning

January 2015 UK January 2015 US 220pp 4 figures Hardback £60.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137442598

February 2015 UK February 2015 US 280pp 6 figures, 6 b/w tables Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137385444

9781137385444

9781137442598

Developing Online Language Teaching

Digital Skills

Research-Based Pedagogies and Reflective Practices

Unlocking the Information Society Jan A. G. M. van Dijk, University of Twente, The Netherlands, Alexander J. A. M. van Deursen, University of Twente, The Netherlands "If you ever thought using the Internet is straightforward, this book will change your mind. Its many complexities are laid out here— posing challenges to all of us as users, and to some of us as interface and content designers, educators, and policymakers. All these challenges must be met, the authors argue, if the Internet is not to exacerbate the already problematic inequalities in our society." - Sonia Livingstone, Department of Media and Communications, London School of Economics and Political Science, UK The first book to systematically discuss the skills and literacies needed to use digital media, particularly the Internet, van Dijk and van Deursen's clear and accessible work distinguishes digital skills, analyzes their roles and prevalence, and offers solutions from individual, educational, sociological, and policy perspectives. Contents: 1. Introduction * 2. Defining Internet Skills * 3. Impact: Why Digital Skills are the Key to the Information Society * 4. Current Levels of Internet Skills * 5. Solutions: Better Design * 6. Solutions: Learning Digital Skills * 7. Conclusions and Policy Perspectives

Digital Education and Learning July 2014 UK July 2014 US 204pp 15 figures Hardback £60.00 / $95.00 / CN$109.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137437020

New Frontiers in Education, Culture and Politics

9781137437020

Edited by Regine Hampel, The Open University, UK, Ursula Stickler, The Open University, UK When moving towards teaching online, teachers are confronted every day with issues such as online moderation, establishing social presence online, transitioning learners to online environments, giving feedback online. This book supports language teaching professionals and researchers who are keen to engage in online teaching and learning. Contents: 1. Introduction: From Teacher Training to Self-reflective Practice; Regine Hampel and Ursula Stickler * 2. European Language Teachers and ICT: Experiences, Expectations, and Training Needs; Aline Germain-Rutherford & Pauline Ernest * 3. Part-time and Freelance Language Teachers and their ICT Training Needs; Ursula Stickler and Martina Emke * 4. Online Language Teaching: The Learner’s Perspective; Linda Murphy * 5. Transforming Teaching: New Skills for Online Language Learning Spaces; Ursula Stickler and Regine Hampel * 6. Free Online Training Spaces for Language Teachers; Joseph Hopkins * 7. Sharing: Open Educational Resources for Language Teachers; Anna Comas-Quinn and Kate Borthwick * 8. Online Communities of Practice: A Professional Development Tool for Language Educators; Aline Germain-Rutherford * 9. Theoretical Approaches and Research-based Pedagogies for Online Teaching; Regine Hampel * 10. Developing Online Teaching Skills: The DOTS Project; MateuszMilan Stanojević * 11. Using DOTS Materials for Professional Development of English Teachers in Turkey: Teachers’ Views; Süleyman Başaran, Emrah Cinkara, and Neşe Cabaroğlu

New Language Learning and Teaching Environments March 2015 UK March 2015 US 208pp 13 b/w tables, 28 figures Hardback £58.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137412256

9781137412256

TECHNOLOGY, MEDIA AND DIGITAL EDUCATION Implementing and Researching Technological Innovation in Language Teaching

Software, Animation and the Moving Image

The Case of Interactive Whiteboards for EFL in French Schools

"Wood's book is a very important contribution to our understanding of how digital animated images are created. Digital animated images are pervasive but much of the discourse around them centres on them as images, as represented spaces. In focusing on how the widely-used software Autodesk Maya is used to construct animated images, Wood takes us on a journey through 'more-than-representational space' to understand how the digital contours of contemporary moving image production are reshaping how we understand and relate to the world around us." - Paul Ward, Arts University, Bournemouth, UK

Shona Whyte, Université Nice Sophia Antipolis, France Implementing and Researching Technological Innovation in Language Teaching takes a case study approach to investigate the integration of the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL) in French schools. Contents: Introduction * PART I: RESEARCHING INNOVATIVE LANGUAGE TEACHING * 1. Innovation in Language Teaching: Pedagogical and Technological Dimensions * 2. Collaborative Action Research and Communities of Practice * PART II: TEACHER BELIEFS: RESEARCHING VIEWS AND SUPPORTING CHANGE * 3. Techno-pedagogical Choices in IWB-mediated Teaching Activities * 4. Explaining Innovative Experimentation: Teacher Beliefs, Goals and Competences * PART III: LEARNING TO IMPLEMENT INNOVATION: STAGES OF DEVELOPMENT * 5. Starting Out - Early Stages of Technology Integration * 6. Gaining Confidence - Developing a Technical Repertoire * 7. Moving Forward - Towards Innovative Practice * 8. Developmental Dimensions of Innovation * Conclusion

Aylish Wood, University of Kent, UK

Software, Animation and the Moving Image brings a unique perspective to the study of computer-generated animation by placing interviews undertaken with animators alongside an analysis of the user interface of animation software. Wood develops a novel framework for considering computer-generated images found in visual effects and animations. Contents: Introduction * 1. Getting to Know Software: a Study of Autodesk Maya * 2. Software and the Moving Image: Back to the Screen * Conclusion * Bibliography * Moving Images Cited * Index

New Language Learning and Teaching Environments April 2015 UK April 2015 US 208pp 47 b/w tables, 12 figures Hardback £58.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137470331

9781137470331

December 2014 UK December 2014 US 136pp 13 b/w illustrations Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137448842

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The Online Informal Learning of English Geoffrey Sockett, Paris Descartes University, France Young people around the world are increasingly able to access English language media online for leisure purposes and interact with other users of English. This book examines the extent of these phenomena, their effect on language acquisition and their implications for the teaching of English in the 21st century. Contents: 1. Introduction * 2. Informal Learning and Languages * 3. The Practices of Online Informal Learning of English * 4. Language Acquisition From Online Informal Learning Activities * 5. The Theoretical Implications of OILE * 6. OILE and the Classroom * 7. Studying OILE: Research Methodologies and Perspectives * 8. Conclusions

New Language Learning and Teaching Environments September 2014 UK September 2014 US 188pp 43 figures Hardback £58.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137414878

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Youth Practices in Digital Arts and New Media Learning in Formal and Informal Settings Joanna Black, University of Manitoba, Canada, Juan Carlos Castro, Concordia University, Canada, Ching-Chiu Lin, The University of British Columbia, Canada ‘Digital media, and the technological advances associated with it, disrupts traditional conceptions of the teaching and learning experience. In this volume, Joanna Black, Juan Carlos Castro, and Ching-Chiu Lin assist educators in navigating this disruption in a comprehensive, compelling, and provocative way. Students, and their communities, will be well served as a result.’ - Doug Blandy, Professor in the Arts and Administration Program, University of Oregon The authors examine youths' practices in digital culture affecting social change, pedagogy, and creative learning practices. Knowledge about these practices is discussed, in which learning, knowledge sharing, distinct social contexts, pedagogical relationships, and artistic creative inquiry are examined in diverse formal and informal environments. Contents: Table of Contents * Acknowledgments * 1. Introduction * 2. Economic, Social and Personal Aspects of Educating for Creativity: A Study of a Community-Based Youth Media Arts Program * 3. Amplifying Youth Cultural Practices by Engaging and Developing Professional Identity Through Social Media * 4. New Media Pedagogy in Two High Schools: A Look at Formal Learning Environments * 5. Learning in Place: Profiles of Youth Media Arts Practices in an Informal Learning Setting * 6. Conclusion * Contributors

February 2015 UK February 2015 US 176pp 12 b/w illustrations Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137475169

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EDUCATION THEORY Redefining Religious Education

EDUCATION THEORY

Spirituality for Human Flourishing

Educational Developments, Practices and Effectiveness

Edited by Scherto Gill, Guerrand-Hermès Foundation for Peace, Garrett Thomson, The College of Wooster, USA

Global Perspectives and Contexts Edited by Jennifer Lock, University of Calgary, Canada, Petrea Redmond, University of Southern Queensland, Australia, Patrick Alan Danaher, University of Southern Queensland, Australia Exploring a range of educational developments and practices in different national contexts in Australia, Canada and Switzerland, this book analyses the effectiveness of such initiatives. Case studies in the book include business and online education, supporting students with disabilities and school-wide pedagogical improvement. Contents: PART I: EDUCATIONAL DEVELOPMENTS AND IMPROVING OUTCOMES FOR LEARNERS AND TEACHERS * PART II EDUCATIONAL DEVELOPMENTS AND SPECIALISED DISCIPLINES OF KNOWLEDGE April 2015 UK April 2015 US 192pp 22 figures, 8 colour tables Hardback £58.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137469922

9781137469922

June 2014 UK June 2014 US 268pp Hardback £56.50 / $95.00 / CN$109.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137378149

9781137378149

Tensions and Inequalities

Listening to Many Voices Michael Farrell, Private Consultant in Special Education, UK 'Michael Farrell's powerful and thought-provoking book presents a thorough examination of language related to special education, and the way we wield it. Readers will be challenged to confront their own language assumptions, beliefs, and biases which is essential for the progression of our profession. This is a must-read for all of us involved in special education.' - Desirée Gallimore, Guide Dogs NSW/ACT, RIDBC Renwick Centre, University of Newcastle, Australia. Utilising a wide range of theoretical traditions from philosophy, sociology and anthropology, this book aims to raise the reader's awareness of the power as well as the limitations of language in relation to special education. Contents: Introduction: The Importance of Language in Special Education * 1. Past Voices: Historical Terminology * 2. Present Voices: Current Language in Special Education * 3. Grand Designs: Constructing Social Meaning * 4. Labelling: New Labels for Old? * 5. Disability Memoirs and Student Voice * 6. Problematizing Meaning: Deconstruction * 7. Immersed in Language: Discourse * 8. Analysing Concepts in Special Education * 9. Persuasive or Misleading Language * Conclusion

Contents: PART I: THEORETICAL FRAMEWORK * PART II: SPIRITUAL EDUCATION IN RELIGIOUS TRADITIONS * PART III: PEDAGOGICAL CASE STUDIES

Roles, Rights, and Responsibilities in UK Education

Investigating the Language of Special Education

July 2014 UK July 2014 US 188pp Hardback £55.00 / $85.00 / CN$98.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137434708

Redefining Religious Education is a unique collection of interdisciplinary articles that argue for religious education to be directed primarily towards the spiritual insofar as it is part of a flourishing human life. The articles address this issue from the perspectives of theory, different religious traditions and innovative teaching and learning practices.

9781137434708

Hilary McQueen, Institute of Education, University of London "This book is both timely and highly insightful, capturing a range of perspectives and reflections on roles, rights and responsibilities in education. It is engaging and thought-provoking— highly recommended for anyone interested in deepening their understanding of the complexities of the UK education landscape." - Andrea Creech, author of Active Ageing with Music: Supporting Wellbeing in the Third and Fourth Ages (2014), and Reader in Education, University of London, UK Top scholars systematically explore roles, rights, and responsibilities of major participants in UK education: the government, the educators, the learners, and the parents. They investigate the inequalities produced by their current arrangement and look into how changing these arrangements might lead to different outcomes for all involved. Contents: 1. Introduction; Preface by Chris Husbands * 2. Governance; Preface by Meg Maguire * 3. Learners; Preface by John Webber * 4. Parents; Preface by Miriam David * 5. Teachers; Preface by Bryan Cunningham * 6. Tensions and Inequalities Revisited: Roles, Right, Responsibilities and Recognition; Preface by Paddy McQueen December 2014 UK December 2014 US 208pp 4 b/w tables Hardback £59.50 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137398000

9781137398000

EDUCATION POLICY Conflicts in Curriculum Theory Challenging Hegemonic Epistemologies

Now available in paperback

João M. Paraskeva, University of Massachusetts, Dartmouth, USA, Donaldo Macedo, University of Massachusetts, USA ‘A tour de force of a book filled with glittering forays and powerful, expansive, pragmatic, and prescriptive insight. Paraskeva’s is a sharp, incisive, and distinctive voice. Conflicts in Curriculum Theory is rich, provocative and eminently readable.’ – Cameron McCarthy, University of Illinois at Urbana-Champaign, USA Conflicts in Curriculum Theory challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. Paraskeva embraces a pedagogy of hope championed by Paulo Freire where people become conscious of their capacity to intervene in the world to make it less discriminatory and more humane. Contents: Foreword: Re-Inserting Historicity Into the Curriculum; Donaldo Macedo * Introduction * 1. The Nature of Conflict * 2. The Struggle over Knowledge Control * 3. A Simplistic Tool for a Lethal Phenomenon * 4. The Emergence of Ralph Tyler * 5. The Prosser Resolution * 6. The Struggle for Curriculum Relevance * 7. The Emergence and Vitality of a Specific Critical Curriculum River * and more.

Education, Politics and Public Life August 2014 UK August 2014 US 292pp Paperback £19.99 / $36.00 / CN$41.50 Canadian Rights www.palgrave.com/page/detail/?k=9781137430465

9781137430465

The Economics of Schooling in a Divided Society The Case for Shared Education Vani K. Borooah, University of Ulster, Northern Ireland, Colin Knox, University Of Ulster, Northern Ireland Countries that have suffered ethnic or religious conflict and become segregated societies reflect these divisions in education provision for their children. Northern Ireland is a case study in point where a parallel system of schools offers education in Catholic maintained schools and Protestant (de facto) controlled schools. While school segregation is the most obvious manifestation of Northern Ireland's fractured society, there are more important issues of 'educational inequality' with respect to schools and pupils. This book analyses three issues in some detail: segregation, educational performance and inequality in educational outcomes between schools and between pupils from deprived and affluent family backgrounds. Thus far public policies to tackle these issues have been met with limited success. The authors consider an alternative approach, which they term 'shared education', the aim of which is to improve school performance and, in so doing, to dismantle some of the barriers between maintained and controlled schools. Contents: CHAPTER 1: INTRODUCTION – DIVIDED COMMUNITIES * CHAPTER 2: THE HISTORY AND EVOLUTION OF EDUCATION IN NORTHERN IRELAND * CHAPTER 3: THE EDUCATION POLICY CONTEXT * CHAPTER 4: POST-PRIMARY SCHOOLS’ PERFORMANCE * CHAPTER 5: INEQUALITY AND SEGREGATION * CHAPTER 6: SHARED EDUCATION – AN ALTERNATIVE APPROACH * CHAPTER 7: THE ECONOMICS OF SHARED EDUCATION * CHAPTER 8: CONCLUSIONS – EMBEDDING SHARED EDUCATION * REFERENCES May 2015 UK May 2015 US 192pp 16 figures, 25 b/w tables Hardback £70.00 / $105.00 / CN$121.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137461865

Constructing Twenty-First Century Socialism in Latin America The Role of Radical Education Sara C. Motta, University of Newcastle, Australia, Mike Cole, Bishop Grosseteste University, UK "Motta and Cole's Constructing Twenty-First Century Socialism in Latin America is essential reading for everyone who values the role that critical pedagogy might play in both challenging and transcending the dead zones of the imagination advocated by the prophets of neoliberalism. This book embodies a pedagogy that crosses borders, makes education and dialogue central to politics, and fosters a hope that the true and most effective struggle against neoliberalism will be international and collective." - Henry Giroux, Global Television Network Chair in English and Cultural Studies, McMaster University, Canada Mike Cole and Sara Motta explore the role of radical education in constructing twenty-first century socialism in Latin America, focusing on Venezuela, Bolivia, Brazil, and Mexico. Contents: 1. Militarised Neoliberalism in Colombia: Disarticulating Dissent and Articulating Consent to Neoliberal Epistemologies, Pedagogies and Ways of Life * 2. Brazil and the PT as the popular face of neoliberalism: A contradictory terrain for education and the politics of knowledge * 3. The Bolivarian Republic of Venezuela: Education and 21st Century Socialism * 4.The Alternative School of Community Organisation and Communicational Development, Barrio Pueblo Nuevo, Mérida * 5.Epistemological Counter-Hegemonies from Below: Radical Educators in/and the MST and Solidarity Economy Movements

Marxism and Education June 2014 UK June 2014 US 284pp 1 figure Hardback £57.50 / $95.00 / CN$109.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9780230338234

EDUCATION POLICY

9780230338234

9781137461865

Evaluating European Education Policy-Making Privatization, Networks and the European Commission Edited by Manuel Souto-Otero, University of Bath, UK This collection is an inside look at European Commission policy-making in education and the privatization of policy-making in the European Union. Along with contributions from leading academics in the field of educational policy and policy-sociology, this book also introduces the voices of policy consultants and policy-makers. Contents: 1. Introduction: Evaluating European Education Policy-Making in Education and Training: Between Institutional Legitimization and Policy Privatization; Manuel Souto-Otero * 2. Competition, Governance and Global Education Policy; Antonio Olmedo and Stephen Ball * 3. Breaking Down the Learning Silos: What Role for Employers and the Private Sector in Education and Learning?; Jacob Dencik * 4. The Increasing Need for Private Actors in Policymaking at the European Commission; Cyntia Villalba * 5. ‘All in’? Patterns of Participation in EU Education Policy; Åse Gornitzka * 6. The Role of Private Companies in Supporting European Policy in the Field of Education and Training; Daniela Ulicna * 7. Higher Education Experts and Commissioned Research: Between Stability, Fragility and Ambiguity?; Jeoren Huisman * 8. Conclusions: Who Benefits from EU Policy-Making in Education? The European Commission and the Privatization of Education Policy; Manuel Souto-Otero April 2015 UK April 2015 US 192pp 7 b/w tables, 2 figures Hardback £60.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137287977

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EDUCATION POLICY The Origins of the Common Core

Owens, The Origins of the Common Core

How the Free Market Became Public Education Policy

Deborah Duncan Owens, Elmira College, USA, Thomas J. Fiala, Arkansas State University, USA "This timely book goes beyond the tired debates about the Common Core State Standards and asks instead: How did we get here, with self-appointed "reformers" casting public schools as the enemy, and unproven market models for education as the answer? This comprehensively documented treatment of that question proves that Deborah Duncan Owens is a voice to be reckoned with in education policy debates." - Christopher Lubienski, Professor of Education Policy, University of Illinois, USA; Sir Walter Murdoch Visiting Adjunct Professor, Murdoch University, Australia; and author of The Public School Advantage: Why Public Schools Outperform Private Schools (2014)

Owens provides a historical analysis of the ideological movements and reform efforts leading to the Common Core State Standards, beginning with conservative criticism of public schools in the 1930s and culminating in a convergence of the political right and left in efforts to systemically reform education based on free market principles. Contents: 1.The Nation Was at Risk and the Public Schools Did It * 2.Public Schools: Conservative Coalescence and the Socialist Threat * 3.Friedmanomics, School Vouchers and Choice * 4.Corporate Superstars and an Inconvenient Truth * 5.Public Schools and a Third Way of Governing * 6.NCLB and the Texas Tall Tale * 7.Education Reform and the Deep State: An Alternate Universe * 8.The CCSS: Systemic Education Reform Writ Large * 9.CCSS: The Gorilla in the Room for Free Market Education Reform January 2015 UK January 2015 US 298pp Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137482679

Rethinking Readiness in Early Childhood Education Implications for Policy and Practice Edited by Jeanne Marie Iorio, University of Hawai’i– West Oahu, USA, Will Parnell, Portland State University, USA "In assembling a dazzling array of international authors engaged in rethinking readiness in early childhood education, Iorio and Parnell stimulate readers to re-imagine readiness that includes all its complexities, ambiguities, and paradoxical nature. The chapters encourage critical review of long-held assumptions and encourage new ways of reconceptualizing from a strong theoretical base. Viewing readiness from the perspectives of teachers, children, and parents, each chapter gives us new insight into this important educational policy issue." - Nicola Yelland, Professor and Director of Research in the College of Education, Victoria University, Australia Rethinking Readiness in Early Childhood Education challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children. Critical Cultural Studies of Childhood February 2015 UK February 2015 US 256pp 2 tables, 6 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137485113

9781137485113

9781137482679

The School Choice Journey School Vouchers and the Empowerment of Urban Families

Rethinking US Education Policy

Thomas Stewart, Patten University, USA, Patrick J. Wolf, University of Arkansas, USA "The School Choice Journey illuminates how well-crafted policies and practices can help urban families secure valuable education opportunities for their children. This is a must-read for anyone interested in improving the academic outcomes for urban children." – Rod Paige, Former US Secretary of Education

Paradigms of the Knowledge Economy Daniel Araya, Institute for Computing in the Humanities, Arts and Social Sciences, National Center for Supercomputing Applications, USA Drawing on discussions of the ‘Creative Economy,’ the ‘Network Economy,’ and the ‘Green Economy,’ Rethinking US Education Policy critiques educational policies authored by the Obama administration and considers the need for a new educational policy framework that is better adapted to an era of accelerating innovation.

Contents: 1. US Education Policy as Economic Policy * 2. The Knowledge Economy in Context * 3. Paradigms of the Knowledge Economy * 4. Education Policy and the Obama Administration * 5. The Knowledge Economy in Dialogue * 6. Rethinking US Education Policy

May 2015 UK May 2015 US 208pp 13 figures Hardback £60.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137475558

9781137475558

and active citizens.

This in-depth chronicle of 110 families in Washington, DC's Opportunity Scholarship Program provides a realistic look at how urban families experience the process of using school choice vouchers and transform from government clients to consumers of education

Contents: Foreword by Former United States Senator Joe Lieberman * 1. What Is School Choice, And Why Did Some Parents Choose School Vouchers? * 2. The History of Vouchers and Education Reform in Washington, DC * 3. What Were Families Looking for in the Voucher Program? * 4. What Major Challenges Did Families Experience Using Private School Vouchers? * 5. How Do Families Measure Student Progress, Satisfaction and Success? * 6. School Voucher and the Empowerment Of Urban Families * 7. What Lessons Were Learned That May Help Future Travelers?

Education Policy August 2014 UK August 2014 US 236pp 5 graphs, 4 charts, 4 b/w tables Hardback £60.00 / $95.00 / CN$109.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137442659

9781137442659

EDUCATION POLICY The State of Developmental Education

Excellence and Equity in Literacy Education

Higher Education and Public Policy Priorities

The Case of New Zealand

Tara L. Parker, College of Education and Human Development, University of Massachussets Boston, USA, Michelle Sterk Barrett, College of the Holy Cross, USA, Leticia Tomas Bustillos, National Council of La Raza, USA "The State of Developmental Education provides incisive analysis of this controversial, contentious, and sometimes confusing field. Through their groundbreaking work, Parker, Sterk Barrett, and Bustillos carefully examine the often unexplored role of policy with developmental education implementation in five states. The authors raise the conversation from the level of the classroom to that of the statehouse. Interviews with one hundred policymakers in these states reveal the current peril and potential future for developmental education." - David Arendale, Associate Professor, University of Minnesota, USA, and former president of the National Association for Developmental Education

Edited by William E. Tunmer, Massey University, New Zealand, James W. Chapman, Massey University, New Zealand "The authors make a unique and valuable contribution...through research informed discussions written in a style that is accessible to a wide audience. This volume will be compelling reading for educationalists, researchers, teachers, policy makers, political and community leaders, and parent groups alike." - Gail T. Gillon, Pro-Vice Chancellor Education, University of Canterbury, New Zealand

The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available. Contents: 1.Introduction: The State of Developmental Education * 2.The History of Developmental Education * 3.Developmental Education as a State Strategy Toward State and Institutional Goals * 4.South Carolina * 5.Oklahoma * 6.Colorado * 7.North Carolina * 8.Kentucky * 9.Rethinking Developmental Education Policy and Practice

Education Policy December 2014 UK December 2014 US 208pp 4 tables Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137382887

9781137382887

Contents: PART I: EVIDENCE THAT NEW ZEALAND’S NATIONAL LITERACY STRATEGY HAS FAILED * PART II: FACTORS CONTRIBUTING TO THE FAILUER OF NEW ZEALAND’S NATIONAL LITERACY STRATEGY * PART III: STRATEGIES FOR REDUCING THE LITERACY ACHIEVEMENT GAP AND ACHIEVING EXCELLENCE AND EQUITY IN NEW ZEALAND EDUCATION

Palgrave Studies in Excellence and Equity in Global Education June 2015 UK June 2015 US 256pp 3 b/w tables, 4 figures Hardback £65.00 / $100.00 / CN$109.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137415561

9781137415561

Public Housing and School Choice in a Gentrified City Youth Experiences of Uneven Opportunity

Income Contingent Loans Theory, Practice and Prospects Edited by Bruce Chapman, University of Toronto, Canada, Timothy Higgins, Australian National University, Joseph E. Stiglitz, Columbia University, USA This study explores the prospect of the application of the basic principles of ICL into many other potential areas of social and economic policy. Using case studies it evaluates previously implemented ICL schemes where interest rate subsidies are usually the norm, and questions the merits of this approach. Contents: PART I TOWARDS A THEORY FOR INCOME CONTINGENT LOANS * PART II PRACTICE IN HIGHER EDUCATION * PART III PROSPECTS BEYOND HIGHER EDUCATION * PART IV COMMENTARY

International Economic Association May 2014 UK May 2014 US 284pp Hardback £100.00 / $150.00 / CN$170.00 Paperback £40.00 / $60.00 / CN$70.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137413185 www.palgrave.com/page/detail/?k=9781137413192

Despite several efforts by the New Zealand government in the 1990s this book suggests that their national literacy strategy has failed to reduce the literacy achievement gap. The major contributing factors are examined and alternative effective strategies are suggested to achieve excellence and equity in New Zealand's literacy education.

Molly Vollman Makris, Rutgers University-Newark, USA "Besides providing a detailed analysis of contacts between haves and have-nots, Makris clarifies why schools are such an important part of the process. The book has important implications for race, urban planning, education, and the role of young people in shaping both the texture and substance of the environment in which they live." – William Helmreich, Professor of Sociology, The City College of New York and CUNY Graduate Center, USA Molly Makris uses an interdisciplinary approach to urban education policy to examine the formal education and physical environment of young people from low-income backgrounds and demonstrate how gentrification shapes these circumstances. Contents: 1.A City Divided? * 2.From the ‘Armpit of Hudson County’ to the ‘Gold Coast’: Hoboken, NJ * 3.Uneven Opportunities: Luis and Olivia * 4.School Choice and Segregation in a Mile Squared * 5. ‘The Golden Ticket’: Gentrification, Charter Schools, and a Parallel School System * 6.‘The Best Place to Get a Mocha’: Issues of Access for Youth in Public Housing in a Gentrified Community * 7.Separate, Different, But Not Isolated: How Youth in Public Housing Relate to Their Gentrified Community * 8.Prolonged Gentrification: Universal Preschool, School Choice, and Real Estate Development * 9.‘I Love Diversity’: Implications and Promise

Palgrave Studies in Urban Education 9781137413185 9781137413192

March 2015 UK March 2015 US 272pp 6 figures, 13 illustrations, 4 maps, 4 b/w tables Hardback £65.00 / $100.00 / CN$115.00 9781137429155 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137429155

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EDUCATION POLICY Deschooling L’earning

Higher Education Policy Convergence and the Bologna Process

Young Adults and the New Spirit of Capitalism Michael Singh, University of Western Sydney, Australia, Roberta Harreveld, Central Queensland University, Australia "The promise of Singh and Harreveld is that in breaking down structural barriers in learning, and placing student agency right at the centre of our thinking, a new kind of democratised economy can emerge – an economy in which both private good and public good will advance, without the perpetual conflict between them which seems inescapable in the world we presently inhabit. Deschooling L'earning is an original, forward thinking and highly stimulating book, at one and the same time both radically mainstream and deeply subversive." Simon Marginson, Professor of International Higher Education, Institute of Education, University of London, UK

A Cross-National Study

Deschooling L'earning explores reforms to young adults' schooling that mobilise capital friendly learning-and-earning (l'earning) webs. It argues that deschooling l'earning builds young adults' commitment to modern modes of capital accumulation, gives insights into how they can secure their future, and reassures them that this can serve the common good.

Transformations of the State

Contents: 1. Classrooms Need Not Interfere with L’earning * 2. Disenchantment with Classroom-Centric Schooling * 3. Brokering Capital Friendly L’earning Webs * 4. Networking Policy for Deschooling L’earning * 5. Networking L’earning Webs is Not So Radical * 6. Deschooling Network Leadership * 7. Deschooling, Democracy and Accountability * 8. Tests of Government Accountability * 9. Concepts and Implications for Deschooling

Policy and Practice in the Classroom November 2014 UK November 2014 US 224pp 8 b/w tables Hardback £58.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137310354

9781137310354

Theory, Policy and Pedagogy Anastasia Liasidou, European University Cyprus, Cyprus Exploring the theoretical, policy and classroom (pedagogical) dimensions of transformative change within the context of inclusive education policy and practice, this book documents how ideological presuppositions and professional practice should be transformed in order to meet learner diversity in effective and non-discriminatory ways. Contents: 1. Introduction * 2. Neoliberal Reforms, the Crisis of Education * 3. Inclusive Education Policymaking and the Question of Change * 4.Theorizing Educational Change within the Context of Inclusion: Socio-Cultural and Whole-School Considerations * 5. Inclusive Classrooms and the Issue of Change * 6. Sustainable Inclusive Education Reforms * 7. Disability Studies at the Cross-Road of Critical, Feminist, Anti-Racist Theories and the Issue of Change * 8. Educational Leadership and Socially Just Change * 9. Disability Studies and the Issue of Change; The Voices of Disabled People/Students * 10. Conclusions * Bibliography

Policy and Practice in the Classroom

What are the principal drivers of recent higher education reforms? This study investigates whether the soft governance mechanism of transnational communication has evoked cross-national policy harmonization. Results suggest that the Bologna Process has triggered substantial policy harmonization beyond general policy convergence. Contents: 1. Introduction * 2. The Bologna Process: Emergence, Goals and Developments * 3. Policy Diffusion, Transfer and Convergence * 4. Theoretical Framework * 5. Research Design * 6. Descriptive Analyses of the Dependent Variables * 7. Analysis of Causal and Conditioning Factors * 8. Conclusion August 2014 UK August 2014 US 248pp 24 b/w tables, 11 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137412782

9781137412782

Internationalization of Education Policy A New Constellation of Statehood in Education?

Inclusive Education and the Issue of Change

May 2015 UK May 2015 US 192pp Hardback £60.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137333698

Eva Maria Vögtle, German Centre for Higher Education and Science Research, Germany

9781137333698

Edited by Kerstin Martens, University of Bremen, Germany, Philipp Knodel, University of Bremen, Germany, Michael Windzio, University of Bremen, Germany Internationalization of Education Policy investigates and discusses the phenomenon of internationalization of education policy and its consequences for national policymaking processes. By comparing educational outcomes and actors' reactions in different countries, it provides detailed insights into a highly contested policy field. Contents: 1. Outcomes and Actors’ Reactions on Internationalization in Education Policy: A Theoretical Approach; Philipp Knodel, Kerstin Martens and Michael Windzio * 2. Achievement vs. Equality: What Determines PISA Performance for Whom?; Janna Teltemann * 3. Sweeping Change - But Does It Matter? The Bologna Process and Determinants of Student Mobility; Timm Fulge and Eva Maria Vögtle * 4. After the Big Bang: German Education Policy in the Wake of the PISA Study and the Bologna Process; Dennis Niemann * 5. French Education Politics after PISA and Bologna: Rupture or Continuité?; Michael Dobbins * 6. On Silent Wings: PISA, Bologna, and the Debate about Internationalization in England; Philipp Knodel * 7. New Culture, Old System: Reactions on Internationalization in Spanish Education Policy; Marie Popp * 8. Cooperation or Conflict? Education Politics in Switzerland after the PISA Study and the Bologna Process; Tonia Bieber * 9. A New Internationalization Trend? The PISA Study, the Bologna Process and US Education Policy; Tonia Bieber, Michael Dobbins, Timm Fulge and Kerstin Martens * 10. Joining the World of Education? China’s Reaction to Internationalization Pressures; Alexander Akbik, Kerstin Martens and Chenjian Zang * 11. Reforming Education Policy: Governance, Outcomes, and the Logics of Reactions; Michael Windzio, Philipp Knodel and Kerstin Martens

Transformations of the State September 2014 UK September 2014 US 288pp 8 b/w tables, 21 b/w photos Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137401687

9781137401687

HIGHER EDUCATION The Changing Nature of the Graduate Labour Market

HIGHER EDUCATION

Media, Policy and Political Discourses in the UK Gerbrand Tholen, Oxford University, UK The assumptions made in the media regarding graduate skills and occupations are no longer valid within the changing educational context. This book traces seven key trends that shape the graduate labour market and reveals that their effects contradict the conceptualisation of the graduate labour market which dominates media and policy discourses. Contents: Introduction * 1. The Representation of the Graduate Labour Market: Media and Political Discourses * 2. Seven Trends Shaping the UK Graduate Labour Market * 3. Where has it Gone Wrong?

September 2014 UK September 2014 US 96pp 1 b/w table, 10 figures Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137479068

9781137479068

Higher Education Policy Editor: Jeroen Huisman, University of Ghent, Belgium Higher Education Policy is an international journal advancing scholarly understanding of the policy process applied to higher education. The journal publishes original analyses, both theoretical and practice-based, ranging from case studies of developments in individual institutions to policy making at systems and supra-national levels.

ISSN: 09528733 / EISSN: 17403863 For more information, please visit: http://www.palgrave-journals.com/hep

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The Palgrave Handbook of Critical Thinking in Higher Education Edited by Martin Davies, Teaching and Learning Unit, Faculty of Business and Economics, The University of Melbourne, Australia, Ronald Barnett, UCL Institute of Education, UK "The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application. Contents: Introduction; Martin Davies and Ronald Barnett * What is Critical Thinking in Higher Education? * 1.Critical Thinking: A Streamlined Conception; Robert H. Ennis * 2.Critical Thinking and/or Argumentation in Higher Education; Richard Andrews * 3.A Curriculum for a Critical Being; Ronald Barnett * 4.Willingness to Inquire: The Cardinal Critical Thinking Virtue; Benjamin Hamby * Teaching Critical Thinking * 5.Teaching Critical Thinking: An Operational Framework; Keith Thomas and Beatrice Lok * 6.Teaching Critical Thinking For Lifelong Learning; Paul Green * 7.Teaching Critical Thinking As Inquiry; Sharon Bailin and Mark Battersby * 8. Debate’s Relationship to Critical Thinking; Stephen Llano * 9.Thick Critical Thinking: Toward A New Classroom Pedagogy; Milton W. Wendland, Chris Robinson, and Peter A Williams * 10. A Disciplined Approach To Critical Thinking; Anna Jones * 11. Using Argument Mapping to Improve Critical Thinking Skills; Tim van Gelder * Incorporating Critical Thinking in the Curriculum * 12. The Relationship Between Self-Regulation, Personal Epistemology, and Becoming a Critical Thinker: Implications for Pedagogy; Iris Vardi * 13. Using Argument Diagramming to Teach Critical Thinking in a First Year Writing Course; Maralee Harrell and Danielle Wetzel * 14. Virtue and Enquiry: Bridging the Transfer Gap; Justine Kingsbury and Tracey Bowell * 15. Proposition Testing: A Strategy to Develop Critical Thinking for Essay Writing; Sara Hammer and Phil Griffiths * 16. Conditions for Criticality in Doctoral Education: A Creative Concern; Eva Brodin * 17. The Effectiveness of Instruction in Critical Thinking; David Hitchcock * Critical Thinking and Culture * 18. Do Students from Different Cultures Think Differently about Critical and other Thinking Skills?; Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, and Yuko Tanaka * 19. Critical Thinking through a Multicultural Lens: Cultural Challenges of Teaching Critical Thinking; Maha Bali * 20. Cultural Variance, Critical Thinking and Indigenous Knowledges: Exploring a Both-Ways; Henk Huijser and Sharon K. Chirgwin * 21. Critical Thinking Education With Chinese Characteristics; Yu Dong * Critical Thinking and the Cognitive Sciences * 22. Metacognitive Education: Going Beyond Critical Thinking ; Joe Lau * 23. Applying Cognitive Science to Critical Thinking among Higher Education Students; Jason Lodge, Erin O’Connor, Rhonda Shaw, and Lorelle Burton * 24. Metacognition in Critical Thinking: Some Pedagogical Imperatives; Peter Ellerton * Critical Thinking and the Professions * 25. Critical Thinking In Professional Accounting Practice: Conceptions of Employers and Practitioners; Samantha Sin and Alan Jones * 26. Critical Thinking For Future Practice: Learning to Question; Franziska Trede and Celina McEwen * 27. Critical Thinking In Osteopathic Medicine: Exploring the relationship between Critical Thinking and Clinical Reasoning; Sandra Grace and Paul J. Orrock * 28. Making Critical Thinking Visible in Undergraduates’ Experiences of Scientific Research; Anna Wilson, Susan Howitt, Denise Higgins, and Pamela Roberts * 29. Using Social Media to Enhance Critical Thinking: Crossing Socio-Educational Divides; Nancy November * Social Perspectives on Critical Thinking * 30. Speaking Truth To Power: Teaching Critical Thinking in the Critical Theory Tradition; Stephen Brookfield * 31. Stumbling Over The First Hurdle: Exploring Notions Of Critical Citizenship; Elmarie Costandius Margaret Blackie, Brenda Leibowitz, Ian Nell, Rhoda Malgas, Sophia Rosochacki, and Gert Young * 32. Critical Pedagogy: Critical Thinking as a Social Practice; Stephen Cowden and Gurnam Singh * 33. The Knowledge Practices of Critical Thinking; Eszter Szenes, Namala Tilakaratna, and Karl Maton * 34. Critical Thinking for Educated Citizenship; Monique Volman and Geert ten Dam April 2015 UK April 2015 US 576pp 14 b/w tables, 28 figures Hardback £135.00 / $210.00 / CN$242.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137378033

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HIGHER EDUCATION The Age of Asa

The Unruly PhD

Lord Briggs, Public Life and History in Britain since 1945

Doubts, Detours, Departures, and Other Success Stories

Edited by Miles Taylor, University of York, UK A critical assessment of one of Britain's foremost historians and university leaders of the second half of the 20th century. Contents: Preface; David Cannadine * Introduction: Asa Briggs and Public Life in Britain Since 1945; Miles Taylor * PART I: HISTORY * 1. The Interconnectedness of Things: Asa Briggs and Social History; Rohan McWilliam * 2. A Little Bit of a Victorian? Asa Briggs and Victorian Studies; Martin Hewitt * 3. Victorian Capitalists and Middle-Class Formation: Reflections on Asa Briggs’ Birmingham; Francesca Carnevali and Jennifer Aston * 4. Asa Briggs and the Remaking of Australian historiography; Frank Bongiorno * 5. Asa Briggs and the Emergence of Labour History in Post-War Britain; John McIlroy * PART II: BROADCASTING * 6. From the Daily Mail to the BBC: Communications in Britain, c. 1896-1922; James Thompson * 7. Broadcasting Carries On !: Asa Briggs and the History of the Wartime BBC; Sian Nicholas * 8. Asa and the Epochs: the BBC, the Historian, the Institution and the Archive; Jean Seaton * PART III: UNIVERSITIES * 9. Back to Yorkshire: ‘Asia’ Briggs at Leeds, 1955-1961; Malcolm Chase * 10. Asa Briggs and the University of Sussex, 1961-1976; Matthew Cragoe * 11. Asa Briggs and the Opening up of the Open University; Daniel Weinbren * 12. From Worcester to Longmans: Devising the History of the Book; James Raven November 2014 UK November 2014 US 328pp Hardback £60.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137392572

9781137392572

Creative Cross-Disciplinary Entrepreneurship A Practical Guide for a Campus-Wide Program Dianne H. B. Welsh, University of North Carolina Greensboro, USA Creative Cross-Disciplinary Entrepreneurship responds to educational demands created through dramatic changes in the nature of business, by describing how to develop a cross-disciplinary curriculum in Entrepreneurship that further increases students' knowledge base in specific areas of interest and the development of an 'entrepreneurial mindset.' Contents: Table of Contents * 1. Why Do We Need Cross-Disciplinary Entrepreneurship? * 2. How to Build an Entrepreneurial University * 3. Cross-Disciplinary Curriculum * 4. Interactive Models and Resources outside the Classroom * 5. Assurance of Learning and Accreditation Issues * 6. Case Study: The University of North Carolina Greensboro * 7. Conclusion * Appendix * Index December 2014 UK December 2014 US 192pp Hardback £66.00 / $105.00 / CN$121.00 Paperback £22.00 / $35.00 / CN$40.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137360793 www.palgrave.com/page/detail/?k=9781137437013

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Rebecca Peabody, Getty Research Institute, USA "I can only hope that when a PhD candidate is in the midst of panic, paralyzing fear, boredom, apathy, or even revulsion, the stories in Peabody's book will come to their mind—in snippets, in remnants, as something they can store away and use. If graduate students could read real-world accounts of not only how to face these trials, but how to face them creatively, this would be a real and empowering thing. Indeed, I would recommend this book to all my graduate students. This is the kind of book one could read at the beginning of the PhD journey as well as at the end." - Kara Cooney, Associate Professor of Egyptian Art and Architecture, University of California, Los Angeles, USA "The Unruly PhD fills a hole in the post-academic career literature with its in-depth first-person essays about surviving the ups and downs of graduate school and the life afterwards. Although many students instinctively turn to the web and blogosphere for guidance and community, navigating the sheer number of narratives can be overwhelming. The book will also be tremendously helpful for friends and family of PhDs to get an inkling about the PhD experience." - Melissa Epstein, Founder, NYC VersatilePhD This collection features former graduate students who speak frankly about the challenges and decisions they faced along the way to their doctorates. Peabody leaves no doubt that there are as many right ways to get through a PhD, and as many right career tracks on the other side, as there are students willing to forge their own paths. Contents: PART I: PHDS IN ACADEMIA * Essay 1: Derek * Essay 2: Josephine * Essay 3: Jennifer * Interview: Kara Cooney * Sidebar 1: What it Took to Get it Done * PART II: PHDS OUTSIDE OF ACADEMIA * Essay 1: Anika * Essay 2: Gabriel * Essay 3: Kerry * Interview: Peter Weller * Interview: Karen Kelsky * Sidebar 2: What I Know Now that I Wish I’d Known Then * PART III: PHDS REDIRECTED * Essay 1: Rodrigo * Essay 2: Jason * Essay 3: Tony * Interview: Lauren Willig August 2014 UK August 2014 US 200pp Paperback £19.00 / $30.00 / CN$34.50 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137373106

9781137373106

Critical Perspectives on Service-Learning in Higher Education Susan J. Deeley, University of Glasgow, UK "Susan Deeley was a pioneer and now is an expert in both local and international service-learning. The world needs the values, knowledge, and skills that service-learning teaches now more than ever. Deeley tells us how to design, institute, and manage this powerful pedagogy and why it is effective." - Linda A. Chisholm (Co-founder and former president of The International Partnership for Service-Learning. (now retired)) Through innovative analysis of theory and practice, this book offers refreshing critical perspectives on servicelearning in higher education. It constructs a theoretical paradigm for service-learning which extends to critical pedagogy, and investigates critical reflection and academic reflective writing, supported throughout by empirical evidence. Contents: 1. Introduction * 2. Contextualising Service-Learning * 3. A Theoretical Paradigm for Service-Learning * 4. Service-Learning as a Critical Pedagogy * 5. Critical Reflection * 6. Academic Writing in Service-Learning * 7. Reflections in and on Assessment * 8. Conclusion November 2014 UK November 2014 US 216pp Hardback £58.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137383242

9781137383242

HIGHER EDUCATION Rankings and the Reshaping of Higher Education

The Global Future of Higher Education and the Academic Profession

The Battle for World-Class Excellence

The BRICs and the United States

2nd edition

Edited by Philip G. Altbach, Boston College, USA, Gregory Androushchak, Higher School of Economics, Russia, Yaroslav Kuzminov, Higher School of Economics, Russia, Maria Yudkevich, National Research University Higher School of Economics, Russia, Liz Reisberg, Reisberg & Associates, USA "Policymakers and ... those interested in global issues in higher education, including scholars in international and comparative higher education, will find a wealth of interesting facts and comparisons in this volume." - Higher Education

Ellen Hazelkorn, Dublin Institute of Technology, Ireland "Hazelkorn's work is a must-read for anyone interested in understanding college rankings and the increasing impact they are having in the U.S. and globally." - USnews.com "The book makes an important contribution to the understanding of the rankings phenomenon and ultimately stresses that the choice of indicators is crucial and needs to be considered in tandem with their consequences." - LSE Impact Blog "This book by Hazelkorn marks the legitimisation of rankings as a serious topic of academic research and that this work will provide important documentation which future research will build upon." - Higher Education "This is a fine study ... Hazelkorn's principles, methods and major conclusions will stand the test of time." - Journal of Higher Education Policy and Management University rankings have gained popularity around the world and are now a significant factor shaping reputation. This second edition updates Ellen Hazelkorn's first comprehensive study of rankings from a global perspective, drawing in new original research and extensive analysis. It is essential reading for policymakers, managers and scholars. Contents: Preface to Second Edition * Introduction * 1. Globalisation and the Reputation Race * 2. What Rankings Measure * 3. Impact and Influence of Rankings – The View From Inside Higher Education * 4. Rankings, Student Choice and Recruitment * 5. Rankings and Policy Choices * 6. Reshaping Higher Education February 2015 UK February 2015 US 304pp 6 line drawings, 21 figures, 18 b/w tables Hardback £65.00 / $100.00 / CN$115.00 9781137446664 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137446664

European Higher Education Policy and the Social Dimension A Comparative Study of the Bologna Process Yasemin Kooij, University of Kassel, Germany The Bologna Process has significantly shaped recent higher education policies across Europe but the impact of the social dimension has been neglected. This book provides an overview of the major Bologna reforms and through a cross-country comparative study discusses whether this social aspect can ever successfully be incorporated into policy. Contents: 1. Introduction * 2. A Discussion on the Key Themes of the Social Dimension * 3. The Bologna Process * 4. The Social Dimension of the Bologna Process * 5. The Social Dimension at the National Level * 6. The Social Dimension as an Agenda Item * 7. Conclusion May 2015 UK May 2015 US 256pp 10 b/w tables, 11 figures Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137473134

9781137473134

Now available in paperback

Now in paperback, this is the first book to critically analyze the future of higher education systems in the four BRIC countries - Brazil, Russia, India and China - and the USA, analyzing academic salaries, contracts and working conditions and how national policy will affect the academic profession in each context. Contents: 1. The Prospects for the BRICs: The New Academic Superpowers?; P. Altbach * 2. Higher Education, the Academic Profession, and Economic Development in Brazil; S. Schwartzman * 3. Changing Realities: Russian Higher Education and the Academic Profession; G. Androushchak, Y. Kuzminov & M. Yudkevich * 4. India: Streamlining the Academic Profession for a Knowledge Economy; N. Jayaram * 5. The Chinese Academic Profession: New Realities; M. Wanhua and W. Jianbo * 6. The Changing American Academic Profession; M. Finkelstein and K. Iglesias February 2015 UK February 2015 US 224pp Paperback £24.99 / $40.00 / CN$46.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137493613

9781137493613

The Humanities “Crisis” and the Future of Literary Studies Paul Jay, Loyola University Chicago, USA "What the world needs now is a defense of the humanities that puts the past thirty or forty years of literary criticism and theory front and center. Seriously. All too often, when scholars in the humanities try to explain their work to a skeptical or curious public, they revert to the anodyne language of the liberal arts brochure, as if it would be bad PR to talk about 'the contingency of value'– or as if everyone would like us if we simply issued an apology: 'turns out we were wrong– the sign is not arbitrary after all.' Thankfully, Paul Jay is having none of it. The Humanities "Crisis" and the Future of Literary Studies reminds me (and will remind you) how our understanding of the humanities has been enriched by interpretive theories and new social movements– and why their varieties of critical thinking are valuable in and out of the classroom. Any humanist hoping to engage with a skeptical or curious public should read this book." - Michael Bérubé, Director, Institute for the Arts and Humanities, Pennsylvania State University, USA Demonstrating that the supposed drawbacks of the humanities are in fact their source of practical value, Jay explores current debates about the role of the humanities in higher education, puts them in historical context, and offers humanists and their supporters concrete ways to explain the practical value of a contemporary humanities education. Contents: 1. The Humanities Crisis Then and Now * 2. Professionalism and Its Discontents * 3. Humanism, the Humanities, and Political Correctness * 4. Getting to the Core of the Humanities, or Who’s Afraid of Gloria Anzaldúa? * 5. Aesthetics, Close Reading, Theory, and the Future of Literary Studies * 6. The Humanities and the Public Sphere in the Age of the Internet July 2014 UK July 2014 US 224pp Hardback £60.00 / $95.00 / CN$109.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137403308

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9781137403308

HIGHER EDUCATION The Humanities, Higher Education, and Academic Freedom

Nontraditional Students and Community Colleges

Three Necessary Arguments

The Conflict of Justice and Neoliberalism

Now available in paperback

Michael Bérubé, Pennsylvania State University, USA, Jennifer Ruth, Portland State University, USA "Finally, a book that defends the humanities not with violins but rather by linking them to the status of contingent labor in the academy, and what the deplorable state of both means for all of us. The Humanities, Higher Education and Academic Freedom is an important intervention that spotlights the most salient defense of tenure for our times. Bérubé and Ruth center on the forgotten side of academic freedom, namely governance. This is a bracing and necessary book that should be mandatory reading for all department chairs—and everyone else who teaches college." — Leonard Cassuto, Professor of English, Fordham University, and columnist for the Chronicle of Higher Education "In this concise, briskly written, and entirely timely new book, Bérubé and Ruth present an accessible and witty critique of the state of knowledge in the academy while substantially rethinking our 100-year-old concept of tenure. The result is a trenchant proposal for rescuing the university from itself, grounding tenure in the necessity for shared governance and building new concepts of job security and community into institutions that badly need them." — Cary Nelson, former president, American Association of University Professors

Contents: Introduction: The Themes of Justice and Neoliberalism * 1. Nontraditional Students in Higher Education * 2. Theoretical Frameworks * 3. Multiple Identities, Multiple Motivations and Goals,and the Student-Institution Disconnection * 4. The Ways in Which Students Experience College * 5. Student Characteristics and Institutional Contexts: * The Nexus of Student Experience and Attainment * 6. Strategies and Actions of Community Colleges, and Their Behaviors, in Accommodating Nontraditional Students * 7. Continuing Education and Lifelong Learning * 8. Justice and New Nontraditional Community College Students

The Humanities, Higher Education, and Academic Freedom is a lively, passionate defence of contemporary work in the humanities, and, beyond that, of the university system that makes such work possible. The book's stark accounts of academic labour, and its proposals for reform of the tenure system, are novel, controversial, timely, and very necessary.

August 2014 UK August 2014 US 286pp Paperback £21.00 / $34.00 / CN$39.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137445322

Contents: Acknowledgements * Introduction: The Ersatz Crisis and the Real One * 1. Value and Values * 2. Slow Death and Painful Labors * 3. From Professionalism to Patronage * 4. On the Rails * Appendix: Implementing a Teaching-Intensive Tenure Track at Portland State University * Bibliography * Index May 2015 UK May 2015 US 136pp 1 b/w table Hardback £50.00 / $85.00 / CN$98.00 Paperback £13.99 / $23.00 / CN$27.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137506108 www.palgrave.com/page/detail/?k=9781137506115

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International Students and Crime Helen Forbes-Mewett, Monash University, Australia, Jude McCulloch, Monash University, Australia, Chris Nyland, Monash University, Australia International students and crime is an issue that impacts on lucrative international student markets, international relations, host countries' reputations, and the security of the broader population. This book presents vital new analyses on international students as victims and perpetrators of crime in Australia, the US and the UK. Contents: 1. Introduction * 2. Comparing US, UK and Australian Markets * 3. International Students as Victims of Crime * 4. International Students as Perpetrators of Crime * 5. Non-violent Crime * 6. Serious and Violent Crime * 7. Gendered Crime * 8. Organised Crime * 9. Staying Safe from Crime * 10. Responsibility * 11. Conclusion April 2015 UK April 2015 US 304pp Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137034960

9781137034960

John S. Levin, University of California, Riverside, USA "Levin makes a meaningful contribution to the literature regarding nontraditional students and community colleges in particular and illuminates how neoliberalism is threatening education in general. This book deserves an audience in higher education, student affairs, and other curricula where professorinals are learning about the needs of nontraditional students, history and philosophy of community colleges, or how contemporary political issues influence the fundamental purposes of education." - Tracy L. Davis, Canadian Journal of Higher Education Focusing on non-traditional students in higher education institutions, this paperback with new preface from renowned scholar John Levin examines the extent to which community college students receive justice both within their institution and as an outcome of their education.

9781137445322

Opportunities and Challenges at Historically Black Colleges and Universities Edited by Marybeth Gasman, University of Pennsylvania, USA, Felecia Commodore, University of Pennsylvania, USA "This is a very thoughtful and informative collection of essays that tackles familiar issues and uncommon topics. It explores the multi-faceted diversity of Black college campuses and adds value to the rapidly expanding scholarship on an important sector of higher education." - Alvin J. Schexnider, former chancellor of Winston-Salem State University, USA, and author of Saving Black Colleges (2013) In this edited collection, the authors grapple with both the strengths and challenges that HBCUs face as the nation's demographics change, from their place in American society and growing diversity on HBCU campuses to class and elitism issues to study abroad and honors programs. November 2014 UK November 2014 US 316pp 5 figures Hardback £60.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137480408

9781137480408

HIGHER EDUCATION Professional Learning in Higher Education and Communities

Feminist Community Engagement Achieving Praxis

Towards a New Vision for Action Research Ortrun Zuber-Skerritt, Griffith University, Australia, Margaret Fletcher, Griffith University, Australia, Judith Kearney, Griffith University, Australia "It is rare to find such an exceptional contribution to knowledge and change as this new book by leading world scholars on action research and professional learning." - Professor Jonathan Jansen, ViceChancellor, University of the Free State, South Africa "This thought-provoking book provides a treasure trove even for experienced readers in the field." Emeritus Professor Stephan Laske, University of Innsbruck, Austria

Edited by Susan Van Deventer Iverson, Kent State University, USA, Jennifer Hauver James, University of Georgia, USA "This innovative collection offers lessons from feminist praxis to demonstrate the collective power of critical community engagement for social justice. Challenging conservative approaches to service learning, the authors share their experiences in promoting social change through activist citizenship, feminist philanthropy, and collaborative action research. The editors deftly weave together a visionary text that should be read by feminist activists and scholars alike." - Nancy A. Naples, Board of Trustees Distinguished Professor of Sociology and Women's, Gender, and Sexuality Studies, University of Connecticut, USA

By integrating neuroscience and social science, this book introduces a bold new vision of Participatory Action Learning and Action Research (PALAR). The authors explain and enhance the art of action research through PALAR as a philosophy, methodology and theory of learning and as a facilitation process for professional learning and social justice.

Contents: PART I: PROFESSIONAL LEARNING THROUGH CRITICAL REFLECTION * PART II: CASE STUDIES IN HIGHER EDUCATION AND COMMUNITIES * PART III: IMPLICATIONS AND CONCLUSIONS

Community Engagement in Higher Education

March 2015 UK March 2015 US 320pp 11 b/w tables, 27 figures, 2 b/w line drawings Hardback £65.00 / $100.00 / CN$115.00 9781137455178 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137455178

Transcultural Interaction and Linguistic Diversity in Higher Education The Student Experience Edited by Anne H. Fabricius, Roskilde University, Denmark, Bent Preisler, Roskilde University, Denmark Transcultural Interaction and Linguistic Diversity in Higher Education presents research that seeks to understand students' experiences of transnational mobility and transcultural interaction in the context of educational settings confronted with linguistic diversity. Contents: 1. Introduction; Anne H. Fabricius and Bent Preisler * 2. Culture Shock or Love at First Sight? Exploring the ‘Honeymoon’ Stage of the International Student Sojourn; Alina Schartner and Tony Young * 3. Student Adjustment: Diversity and Uniformity of Experience; Peter Sercombe and Tony Young * 4. English is Not Enough - Local and Global Languages in International Student Mobility: A Case Study of the Austrian University Context; Hermine Penz * 5. Students’ Representations of Multilingualism and Internationalisation at Two Bilingual Universities in Spain; Enric Llurdaa, Aintzane Doizb and Juan M. Sierrab * 6. Linguistic Diversity among Students in Higher Education: A Resource in a Multilingual Language Strategy?; Anne Holmen * 7. Simultaneous Parallel Code Use: Using English in University Studies in Iceland; Birna Arnbjörnsdóttir and Hafdís Ingvarsdóttir * 8. Questioning Linguistic Imperialism: Language Use and Needs in a Puerto Rican Agriculture Program; Kevin S. Carroll, Rosita L. Rivera and Kimberly Santiago * 9. The Self-Other Positioning of International Students in the Japanese University English Language Classroom; Damian J. Rivers * 10. The Student Experience as Transculturation: Examples from One-to-One Tutorials; Joan Turner * 11. Perception and Identity for Non-Native Speakers of English in an English-Medium University Environment; Jane Vinthera and Gordon Slethaugb * 12. Living the Bilingual University: One Student’s Translanguaging Practices in a Bilingual Science Classroom; Catherine M. Mazak and Claudia Herbas Donoso * 13. Why does Meredith Wish to Sound like the ‘Queen’? An Investigation into Identity Issues Surrounding Spoken English Usage of Chinese ELF Speakers in London; Stuart Perrin * 14. Language Policies in English Medium Programmes in Germany and Denmark and their Long Term Effects on Graduates’ Bonds with the Host Country; Frauke Priegnitz May 2015 UK May 2015 US 320pp 33 b/w tables, 16 figures Hardback £63.00 / $95.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137397461

9781137397461

Contributors to this volume demonstrate how a feminist approach is strategically necessary for the community engagement movement in higher education to achieve its goals and illustrate the transformative potential of merging feminist theory with social action. December 2014 UK December 2014 US 232pp Hardback £62.50 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137441096

9781137441096

Service-Learning at the American Community College Theoretical and Empirical Perspectives Edited by Amy E. Traver, Department of Social Sciences, Queensborough Community College, City University of New York, Zivah Perel Katz, Queensborough Community College, City University of New York "Finally, we now have a volume that examines the promise and challenge of incorporating and advancing service-learning in community colleges. Replete with research studies, historical analyses, conceptual frameworks, and recommendations for practice, this long-awaited book provides a comprehensive and critical analysis of servicelearning's potential for securing the success of today's diverse community college students. It is a must-read for community college practitioners, educational researchers, and service-learning scholars." - Andrew Furco, Associate Professor of Higher Education and Associate Vice President for Public Engagement, University of Minnesota, USA This volume brings together a breadth of new research on how service-learning - combining community-based experiential learning with classroom instruction - can best be employed at community colleges. It discusses outcomes and best practices for all involved, covers both theory and practice, and draws on both qualitative and quantitative methods. Contents: PART I: SERVICE-LEARNING AND COMMUNITY COLLEGES * PART II: SERVICELEARNING IN DIVERSE COMMUNITY COLLEGE CONTEXTS * PART III: SERVICE-LEARNING AND STUDENT SUCCESS IN COMMUNITY COLLEGES * PART IV: SERVICE-LEARNING AS COMMUNITY AND COMMUNITY COLLEGE NEXUS

Community Engagement in Higher Education October 2014 UK October 2014 US 352pp 9 b/w tables, 1 figure Hardback £81.50 / $130.00 / CN$150.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137361707

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9781137361707

HIGHER EDUCATION Women on the Role of Public Higher Education Personal Reflections from CUNY's Graduate Center Edited by Deborah S. Gambs, Borough of Manhattan Community College, CUNY, Rose M. Kim, Borough of Manhattan Community College, CUNY

Academic Inbreeding and Mobility in Higher Education Global Perspectives Edited by Maria Yudkevich, National Research University Higher School of Economics, Russia, Philip G. Altbach, Boston College, USA, Laura E. Rumbley, Boston College, USA

This edited collection presents a compilation of personal essays on the role of public higher education in the lives of fourteen social scientists who are graduates of the Graduate Center, the doctoral granting institution at the City University of New York, the nation's largest public urban university. Contents: 1.Introduction; Deborah S. Gambs and Rose M. Kim * PART I: LEARNING TO BE CRITICAL * 2.The ‘Children of the Whole People’ Can Be Educated; Michelle Ronda * 3.Taking Refuge in the Public University: From Harvard to CUNY; Grace M. Cho * 4.The Personal is Global, the Political is Communal, the Rest is Teaching and Mentoring; Laura Fantone * 5.Reflections On My Public Education; Angelique Harris * 6.Network Analysis: Personal Connections Within and Across Academies in NYC; Melissa Hope Ditmore * PART II: BUILDING CARING COMMUNITIES * 7.The Accidental Scholar: Overcoming the Odds and Succeeding through CUNY; Jennifer Pastor * 8.Start Over; Start Again; Hosu Kim * 9.Creating Caring Communities at the Graduate Center; Robin G. Isserles * 10. Learning to Ask Life’s Big Questions; Rose M. Kim * 11. My Not-At-All-Private Metamorphosis: On the Graduate Center of The City University of New York and Public School Spaces; Jean Halley * PART III: BECOMING AND STAYING PUBLIC * 12. Striving to Stay Public; Alia Tyner Mullings * 13. Becoming Public; Deirdre Conlon * 14. An Open University: Taking the Experimental Path; Deborah S. Gambs * 15. An International Student’s Reflections on the CUNY Years: Far Away, So Close; Ayse Akalin

Critical Studies in Gender, Sexuality, and Culture April 2015 UK April 2015 US 256pp Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137360687

9781137360687

Edited by Karina F. Attar, Queens College, CUNY, USA, Lynn Shutters, Colorado State University, USA "In this volume, Attar and Shutters have given us an invaluable and remarkably rich resource for the teaching and study of cross-cultural encounter in the medieval and early modern worlds. As the global premodern asserts itself increasingly in scholarship and the classroom, this book will provide an indispensable starting point for those seeking to broaden and challenge their views of transcultural contact and transmission. A stellar collection." Bruce Holsinger, Professor of English, University of Virginia, USA, and author of Neomedievalism, Neoconservatism, and the War on Terror Drawing from theatre, English studies, and art history, among others, these essays discuss the challenges and rewards of teaching medieval and early modern texts in the 21st-century university. Topics range from the intersections of race, religion, gender, and nation in cross-cultural encounters to the use of popular culture as pedagogical tools. Contents: PART I: SYNCHRONIC CROSS-CULTURAL ENCOUNTERS * PART II: SYNCHRONIC AND DIACHRONIC CROSS-CULTURAL ENCOUNTERS * PART III: DIACHRONIC CROSSCULTURAL ENCOUNTERS

The New Middle Ages

Contents: 1. Academic Inbreeding: Local Challenge, Global Problem; Philip G. Altbach, Maria Yudkevich, and Laura E. Rumbley * 2. Academic Inbreeding: State of the Literature; Olga Gorelova and Maria Yudkevich * 3. Academic Inbreeding in the Argentine University: A Systemic and Organizational Analysis; Marcelo Rabossi * 4. Faculty Inbreeding in China: Status, Causes and Results; Hong Shen, Zhiping Xu, and Bingbing Zhang * 5. Inbreeding in Japanese Higher Education: Inching Towards Openness in a Globalized Context; Akiyoshi Yonezawa * 6. Academic Immobility and Inbreeding in Russian Universities; Elizaveta Sivak and Maria Yudkevich * 7. Slovenia: The Slow Decline of Academic Inbreeding; Manja Klemenčič and Pavel Zgaga * 8. Academic Inbreeding: The South African Case; Saleem Badat * 9. Academic Inbreeding in Spanish Universities: Perverse Effects in a Global Context; José-Ginés Mora * 10. Academic Inbreeding in Ukraine; Ilona Sologoub and Tom Coupé

Palgrave Studies in Global Higher Education January 2015 UK January 2015 US 280pp 27 figures, 19 b/w tables Hardback £65.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137461247

9781137461247

Intra-European Student Mobility in International Higher Education Circuits

Teaching Medieval and Early Modern Cross-Cultural Encounters

December 2014 UK December 2014 US 280pp 7 b/w illustrations Hardback £55.00 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137481337

Academic inbreeding - appointing one's own graduates for academic positions - is a controversial but surprisingly common practice internationally. This book is the first comparative analysis of the phenomenon - the causes, implications, and future of inbreeding.

9781137481337

Europe on the Move Christof Van Mol, Universiteit Antwerpen, Belgium and Netherlands Interdisciplinary Demographic Institute, The Netherlands Adopting an interdisciplinary approach, this book empirically investigates the (im)mobility decisions, social network formation, sense of European identity and migratory aspirations of higher education students. It draws on a large-scale survey, in-depth interviews and focus groups, conducted in Austria, Belgium, Italy, Norway, Poland and the UK. Contents: 1. Introduction * 2. Intra-European Student Mobility, Post-Industrial Society and European Integration * 3. Who Goes Abroad? * 4. The Reconstruction of a Social Network Abroad * 5. Erasmus Students: Frenzied Euro-Enthusiasts? * 6. The Nexus between Student Mobility and Future Migration Aspirations * 7. Conclusion

Palgrave Studies in Global Higher Education August 2014 UK August 2014 US 224pp 23 b/w tables, 4 figures Hardback £58.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137355430

9781137355430

HIGHER EDUCATION Sustainable Development and Quality Assurance in Higher Education Transformation of Learning and Society Edited by Zinaida Fadeeva, United Nations University, Japan, Laima Galkute, Vilnius University, Lithuania, Clemens Mader, University of Lüneburg, Germany, Geoff Scott, University of Western Sydney, Australia ‘A unique contribution to the UN Decade of Education for Sustainable Development’ - Dr Kazuhiko Takemoto, Director, United Nations University Institute for the Advanced Studies of Sustainability (UNU-IAS), Japan To help address the challenges of sustainable development, higher education institutions must transform themselves, bringing together best practice in quality management for tertiary education with best practice in education for sustainable development. This book provides tested strategies and pathways for undertaking this successfully. Palgrave Studies in Global Higher Education October 2014 UK October 2014 US 320pp 21 figures, 13 b/w line drawings, 13 b/w tables Hardback £65.00 / $100.00 / CN$115.00 9781137459138 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137459138

Philanthropy and American Higher Education John R. Thelin, University of Kentucky, USA, Richard W. Trollinger, Centre College, USA "Thelin and Trollinger are among the very few historical scholars with the experience and expertise to construct a history of philanthropy and the capacity to analyze the role of philanthropy in the evolution of American higher education. We need to understand how philanthropists and philanthropy have influenced the development of our colleges and universities in order to develop a more critical and thoughtful attitude toward the role of giving in setting higher education policy." - Stanley N. Katz, recipient of the National Humanities Medal; Lecturer with rank of Professor in Public and International Affairs at Princeton University, USA, and Director, Princeton University Center for Arts and Cultural Policy Studies, The Woodrow Wilson School, Princeton University Philanthropy and American Higher Education provides higher education professionals, leaders and scholars with a thoughtful, comprehensive introduction to the scope and development of philanthropy and fund raising as part of the essential life and work of colleges and universities in the United States. Contents: 1. Connecting Past and Present: Historical Background on American Philanthropy and Higher Education * 2. Giving and Receiving: Major Philosophical Concepts and Theoretical Issues in Philanthropy * 3. Philanthropists and Their Foundations * 4. Endowments: Colleges and the Stewardship of Good Fortune * 5. Government Relations and the Nonprofit Sector: Legislation and Policies in Philanthropy and Higher Education * 6. Professionalization of Philanthropy: Fund Raising and Development * 7. Colleges and Their Constituencies: New Directions in Philanthropy

Institutional Advancement What We Know Eve Proper, LIM College, USA, Timothy C. Caboni, Peabody College, Vanderbilt University, USA "Institutional Advancement is a compendium that should be found on every researcher's desk in the field. Proper and Caboni have cataloged the published and unpublished scholarship in the past two decades in a volume that those both new and well versed in the research will use as a reference moving forward." - Noah D. Drezner, Associate Professor, Columbia University, USA Institutional Advancement comprehensively reviews and evaluates the published empirical research on advancement in higher education of the last 23 years, covering fundraising, alumni relations, public relations, marketing, and the role of institutional leadership in all of these. Contents: PART I: INTRODUCTION * 1. Introduction * Part II: Review of the Literature * 2. Literature on Institutional Advancement Outside of Fundraising * 3. Literature on Fundraising * 4. Hidden Research: Dissertations * PART III: MAJOR QUESTIONS AND ANSWERS * 5. Why Donors Give * 6. Campus Green Update * 7. Trends in Research * PART IV: THE FUTURE OF ADVANCEMENT RESEARCH * 8. Suggestions for Research * Appendix A: Institutional Advancement Literature, 1991-2013 * Appendix B: References

Philanthropy and Education December 2014 UK December 2014 US 280pp 4 tables Hardback £62.50 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137379306

9781137379306

Higher Education, Leadership and Women Vice Chancellors Fitting in to Communities of Practice of Masculinities Paula Burkinshaw, University of Leeds, UK Higher Education, Leadership and Women Vice Chancellors explores the contemporary conversation around the 'missing women at the top' across UK society through in-depth interviews with the (hitherto) silent voices of women vice chancellors. Contents: 1. Introduction * 2. Higher Education: The Gender Neutral Myth * 3. Research Metholodogy and Research Participants * 4. Negotiating and Navigating Higher Education Gendered Leadership Cultures * 5. Higher Education Leadership Communities of Practice of Masculinities * 6. Achieving a Critical Mass of Women at the Top * 7. The Way Forward

Palgrave Studies in Gender and Education May 2015 UK May 2015 US 192pp Hardback £60.00 / $95.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137444035

9781137444035

Philanthropy and Education August 2014 UK August 2014 US 252pp Hardback £50.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137319968

9781137319968

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HIGHER EDUCATION Contingent Faculty Publishing in Community Case Studies for Successful Collaborations Edited by Letizia Guglielmo, Kennesaw State University, USA, Lynée Lewis Gaillet, Georgia State University, USA Contributors argue that the key to innovative teaching and scholarship lies in institutional support for the contingent labor force, and they encourage contingent faculty to organize self-mentoring groups, create venues for learning/disseminating their experiences and findings, and connect scholarship to service and teaching in novel ways. Contents: Table of Contents * Acknowledgments * Preface; Lynée Lewis Gaillet and Letizia Guglielmo * 1. Introduction: The New Faculty Majority: Changing Conditions and a Changing Scholarly Publication Environment; Eileen Schell * Vignette: Gender, Contingency, and the Productivity Puzzle - Armour-Hileman * 2. Casting NTT Faculty as Practitioner-Researchers: Using Research Opportunities to Enhance Teaching, Service, and Administrative Assignments; Kimberly Harrison and Ben Lauren * 3. Knotworking with the National Writing Project: A Method for Professionalizing Contingent Faculty; Stephanie West-Puckett, Kerri Bright Flinchbaugh, and Matthew S. Herrmann * Vignette: Symbiotic Collaboration and a $0.00 Budget; Meghan Griffin * 4. Legal Tender or Counterfeit Currency: Organizing a Conference off the Tenure Track; Gwendolynne Reid, Bridget Kozlow, Susan MillerCochran, and Chris Tonelli * Vignette: Working Smarter: Mentoring and Scholarly Teaching; Tiffany Bourelle * 5. Opportunities in Assessment: Making Your Service Your Scholarship; Chris Blankenship * Vignette: Discourse Groups and Scholarly Voice; Marcia Bost * 6. Born Digital Work: Opportunities for Collaboration and Career Growth; Julia A. Watson and Leslie Worrell Christianson * 7. Into Active Voice: Seeking Agency through Collaborative Scholarship; Melissa Keith, Jen Black, Steph Cox, and Jill Heney * Applications: A Practical Guide for Employing Habits of Mind to Foster Effective Writing Practices; Nicholas Behm and Duane Roen * Afterword; Letizia Guglielmo and Lynèe Lewis Gaillet * About the Authors

December 2014 UK December 2014 US 148pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137491619

9781137491619

English Studies: The State of the Discipline, Past, Present, and Future Edited by Niall Gildea, Queen Mary, University of London, UK, Helena Goodwyn, Queen Mary, University of London, UK, Megan Kitching, Queen Mary, University of London, UK, Helen Tyson, Queen Mary, University of London, UK An accessible and wide-ranging consideration of concerns facing English Studies in its surrounding context of the university and society. The contributors to this volume seek to trace, in the face of current challenges, historical and contemporary debates surrounding English Studies. Contents: Acknowledgements * Notes on the contributors * Introduction: English Studies: The State of the Discipline, Past, Present, and Future; Niall Gildea, Helena Goodwyn, Megan Kitching and Helen Tyson * PAST * 1. English on its Borders; Ben Knights * 2. The Literature Study Guide: Mastering the Art of English?; Mildrid Bjerke * PRESENT * 3. The Department of English and the Experience of Literature; Derek Attridge * 4. The Public Sphere and Worldliness: the Present Dialogue within English Studies; Nigel Wood * 5. The Dilemma of Cognitive Literary Studies; Sowon S. Park * FUTURE * 6. Employability and the English Literature Degree; Stephen Longstaffe * 7. The Future of English and Institutional Consciousness: Threats and Disengagement; Robert Eaglestone * Bibliography * Index

November 2014 UK November 2014 US 142pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137478047

9781137478047

The Entrepreneurialism Movement and the University Creso M. Sá, University of Toronto, Canada, Andrew J. Kretz, University of Toronto, Canada

Disability Services and Disability Studies in Higher Education

Sá, Kretz, and Sigurdson provide an interdisciplinary, critical analysis of the ‘entrepreneurialism movement’ of the past few decades in US and Canadian higher education, examining its effects and outcomes in policy, the marketplace, and the university.

History, Contexts, and Social Impacts

Contents: 1. The Idea of the Entrepreneur * 2. Public Policy for Entrepreneurialism * 3. Entrepreneurs, Universities and the Marketplace * 4. Educating Entrepreneurs * 5. The Entrepreneurialism Movement: Implications and Future Directions

Christy M. Oslund, Michigan Technological University, USA Christy Oslund explores how the divide between disability studies and disability services, which exist on college and university campuses everywhere, impacts students with disability on campus. Contents: 1.The Campus Divide: Teacher or Service Provider * 2.Religious Texts and Popular Media * 3.Logic, Law, and the Fight for Education * 4.Disability Services and Higher Ed * 5.Disability Studies and Higher Ed * 6.Barriers to Interaction Between Disability Studies and Disability Services * 7.Potential Impact of Intentional Interaction and Coalition Forming * 8.Building Collaborative Efforts Through Coalitions

November 2014 UK November 2014 US 132pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137502438

9781137502438

April 2015 UK April 2015 US 144pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137402653

9781137402653

LEADERSHIP, MANAGEMENT AND ADMINISTRATION How to Build a Life in the Humanities

LEADERSHIP, MANAGEMENT AND ADMINISTRATION

American Higher Education, Leadership, and Policy

Meditations on the Academic Work-Life Balance Now available in paperback

Critical Issues and the Public Good Penny A. Pasque, Associate Professor of Adult and Higher Education in the Department of Educational Leadership and Policy Studies, Women’s and Gender Studies, and the Center for Social Justice at the University of Oklahoma, USA ‘This provocative book raises new questions about the identities that are most salient in determining the direction of public policy discourses.‘ - The Review of Higher Education

In this critical look at contemporary higher education, Pasque argues that if a more thorough understanding of leaders’ perspectives is not offered, then the dominant perspectives within academic discourse will continue to perpetuate the current ideas of higher education’s relationship with society.

Contents: Foreword by Ed St. John and Lesley Rex * 1. Introduction to the Contemporary Context * 2. Higher Education for the Public Good: A Typology * 3. Research Design * 4. Behind Closed Doors: Communication Theories and Conversation Analysis * 5. Behind Closed Doors: Critical Discourse Analysis * 6. Behind Closed Doors: Women’s Voices of Resistance * 7. Tricuspid Model for Advocacy and Educational Change * 8. Conclusion: Critical Issues and the Public Good November 2014 UK November 2014 US 240pp 10 pgs illustrations Paperback £19.00 / $35.00 / CN$39.99 Canadian Rights www.palgrave.com/page/detail/?k=9781137454454

9781137454454

A follow-up to the popular Graduate Study for the 21st Century, this book seeks to expand professional development to include the personal aspects of daily lives in the humanities. How to Build a Life in the Humanities delves into pressing work-life issues such as post-tenure depression, academic life with children, aging, and adjuncting. Contents: PART I: PROFESSIONAL LIFE * PART II: PERSONAL LIFE * PART III: DIVERSE LIVES * PART IV: LIFE OFF THE TENURE TRACK April 2015 UK April 2015 US 272pp Hardback £55.00 / $90.00 / CN$104.00 Paperback £17.99 / $30.00 / CN$34.50 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137511522 www.palgrave.com/page/detail/?k=9781137428882

New Managerialism in Education Commercialization, Carelessness and Gender

The Gamification of Higher Education Developing a Game-Based Business Strategy in a Disrupted Marketplace Neil B. Niman, University of New Hampshire, USA "Blending business strategy and game design principles, Niman offers a fresh perspective that looks at how traditional universities must change in order to remain competitive in a rapidly changing environment. Rather than abandoning the residential college experience, he uses gamification to map out a strategy that will enable brick and mortar institutions to compete against the growing wave of online offerings." - Mark W. Huddleston, President, University of New Hampshire, USA Instead of thinking about education as the mastery of a body of knowledge where the subject matter becomes the focus of our attention, The Gamification of Higher Education encourages us to think of it as a process that draws out the best in individuals and prepares them for happy, productive, and successful lives. Contents: PART I: THE BUSINESS OF HIGHER EDUCATION * 1. The Coming ‘Perfect Storm’ in Higher Education * 2. Insights from the Game Industry * 3. Gamification as a Business Strategy * PART II: GAMING FUNDAMENTALS * 4. The Allure of Games * 5. Design Elements * 6. Structural Design * and more... July 2014 UK July 2014 US 240pp 14 b/w photos Hardback £70.00 / $110.00 / CN$127.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137338730

Edited by Greg Colón Semenza, University of Connecticut, USA, Garrett A. Sullivan, Jr, Penn State University, USA, Anthony Grafton, Princeton University, USA "This collection of tart, lively essays puts the 'humanity' back into the humanities, and contributes to a robust ongoing conversation on life and lifestyle within the academy. How to Build a Life in the Humanities is an imaginative and valuable book." - Leonard Cassuto, Chronicle of Higher Education columnist and Professor of English, Fordham University, USA

9781137338730

9781137511522 9781137428882

Now available in paperback

Kathleen Lynch, University College Dublin, Ireland, Bernie Grummell, National University of Ireland, Republic of Ireland, Dympna Devine, University College Dublin, Republic of Ireland "The claims of the [New Managerialism] book are based on detailed in-depth interviews with women and men leaders of educational institutions at multiple levels - elementary and secondary schools, higher education, government departments of education, and similar sites. The data are rich and the analyses are subtle." - Michael Apple, Educational Policy New Managerialism in Education, now in paperback, examines the impact of neo-liberal reform on the traditional caring ethos of public services such as education, exploring how these reforms influence the appointment and experiences of senior management across the education sector. Contents: Introduction * PART I: GOVERNANCE IN IRISH EDUCATION * 1. New Managerialism as a Political Project: The Irish Case * 2. The Culture of Governance in Irish Education * PART II: APPOINTING SENIOR MANAGERS * 3. Research Preface: The Case Studies * 4. Homosociability, Local Logics and Authenticity in the Appointments Process * 5. Assessing Applicants: The Care Rules * PART III: BEING A SENIOR MANAGER * 6. Leading Educators: The Emotional Work of Managing Identities * 7. Crafting the Elastic Self: Gendered Experiences * 8. The Careless Rules of the Game: Pregnancy, Child Care and Management * PART IV: LIVING AND FRAMING MARKETIZATION * 9. New Managerialism, Carelessness and Gender * 10. Framing Educational Agendas for Managers: The Role of the News Media January 2015 UK January 2019 US 280pp 3 b/w tables, 1 figure Paperback £24.99 / $45.00 / CN$50.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137489944

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9781137489944

LEADERSHIP, MANAGEMENT… Quandaries of the Small-District Superintendency

PHILOSOPHY OF EDUCATION

Edited by Gary Ivory, New Mexico State University, USA, Adrienne Hyle, College of Education and Health Professions, The University of Texas at Arlington, USA, Rhonda McClellan, University of Central Arkansas, USA, Michele Acker-Hocevar, Washington State University, USA "Today's superintendent has one of the hardest jobs in America. You're on an island all by yourself at times. At the same time, public education is under more scrutiny than ever before. What Quandaries of the Small-District Superintendency does is provide real-life scenarios and a multitude of perspectives to help new and aspiring superintendents grow and thrive on the job and ultimately become educational thought leaders." – Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association Focused on the particular needs of superintendents of districts of fewer than ten thousand students, the chapters teach students critical frameworks for thinking through and addressing the problems and practices superintendents encounter daily, allowing them to form a detailed and practical understanding of administration and leadership. Contents: 1.Introduction; Michele Acker-Hocevar, Adrienne E. Hyle, Gary Ivory, and Rhonda McClellan * 2.Developing a Leadership Platform; Gary Ivory * 3.Pursuing a Vision on Which There is Disagreement; William G. Ruff and Sharon Gieselmann * 4.District Superintendents as Instructional Leaders?; Thomas L. Alsbury and Kathryn S. Whitaker * 5.Decisions, Decisions, Decisions: Can Using Transformational Leadership and Mindfulness Theory Help You Make the Right Ones?; Teena McDonald * 6.Complexity Theory, Networking, and the Work of Small District Superintendents; Corrie Stone-Johnson * 7.Generational Diversity and Feminist Epistemology for Building Inclusive, Democratic, Collaborative Community; Deb Touchton and Michele Acker-Hocevar * 8.Promoting the Success of Every Student with Integrity, Fairness, and in an Ethical Manner: What if the Way Is Not Clear?; Gary Ivory, Cristóbal Rodríguez, and Rhonda McClellan * 9.Political Perspectives on Resource Allocation in Rural School Districts; Chad R. Lochmiller * 10. Which Superintendent is Best-Equipped for the Competing Demands of a District?; Susan Printy * 11. The Self and Leader Expertise; Rhonda McClellan, Gary Ivory, and Adrienne E. Hyle January 2015 UK January 2015 US 220pp 5 tables Hardback £60.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137370143

Albert Schweitzer’s Legacy for Education Reverence for Life

A. G. Rud, College of Education, Washington State University, USA "We now have a book that carefully delves into both Schweitzer's life and the historical development of his concept of 'Reverence for Life' in a truly magnificent and thought-provoking way. A gifted writer and researcher, Rud is able to synthesize the long process it took for Schweitzer to have this vision, detailing the influence of his wife, Helene, and his work as an author, professor, musician, and theologian. Especially important is Rud's analysis of the need for ritual and ceremony in educational situations, which would apply to even daily chores. Too often we look at the larger picture of the budget or the building to the detriment of the small things we do for and with each other that bind us together. These things should be remembered in any classroom at any level. A seminal and important work, it will add greatly to your knowledge as a teacher and improve the way students learn and become a part of society." - David T. Ives, Executive Director of the Albert Schweitzer Institute, Quinnipiac University, USA This is the first book devoted to the study of the thought of Albert Schweitzer as it relates to educational theory and practice. Rud argues that Schweitzer's life and work offer inspiration and timely insights for both educational thought and practice in our new century. Contents: PART I: SCHWEITZER’S LIFE, INFLUENCES, AND CONVICTIONS * PART II: SCHWEITZER AND EDUCATION * 6. Practical Reverence and Education * 7. Schweitzer and Moral Education * 8. Icon, Scoundrel, Prophet, Paradigm: A Recovery Project for the Schools * Conclusion: Is the School the Way? November 2014 UK November 2014 US 192pp Paperback £19.00 / $30.00 / CN$34.50 Canadian Rights www.palgrave.com/page/detail/?k=9781137469809

Benign Violence: Education in and beyond the Age of Reason Ansgar Allen, University of Sheffield, UK "Allen shows us that the classroom is a dangerous place, forensically and painfully he very convincingly spoils our love affair with education... Beautifully written and exquisitely understated - this should be required reading for every would-be educator." Prof Stephen Ball, Institute of Education, University of London, UK

Julian c. Sulej, Independent Consultant, UK How do we create the business school and managers of the future? Rethinking Business Schools draws upon extensive case study evidence from both Russell Group and Non-Russell Group University Business Schools in the UK to answer some of these questions from a European perspective and stimulate a wider debate. Contents: PART I: WHERE ARE WE NOW? * 1. The Starting Point * PART II: WHERE ARE WE NOW? – THE CURRENT REALITY * 2. Tier 1 – Traditional/Elite Universities – Case Studies * 3. Tier 1 – Case Study 1 – University A * 4. Tier 1-Case Study 2 – University B * 5. Tier 2 – Case Study 1 – University C * 6. Tier 2 – Case Study 2 – University D * 7. What Is The Perceived And Likely Future Of University Based Business Schools? * PART III: WHERE ARE WE GOING? * 8. Design Of Universities And Their Business Schools * 9. Financial Management And Funding Implications * 10. Faculty and students of the future * PART IV: BRAVE NEW WORLD * 11. Beyond the Ivory Tower * 12. New Scholarship and Research * PART V: THE FINAL DESTINATION * 13. Embracing Change

9781137469809

9781137370143

Rethinking Business Schools

May 2015 UK May 2015 US 240pp 9 b/w tables Hardback £75.00 / $115.00 / CN$133.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137404459

Now available in paperback

9781137404459

Setting education in its political context, this book offers a history of good intentions, ranging from the birth of modern schooling and modern examination, to the rise (and fall) of meritocracy. In challenging all that is well-intentioned in education, this book reveals how our educational commitments are always underwritten by violence.

Contents: 1. Bodies * 2. Populations * 3. Meritocracies July 2014 UK July 2014 US 312pp 26 b/w photos Hardback £65.00 / $105.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137272850

9781137272850

PHILOSOPHY OF EDUCATION Deleuze and Lifelong Learning

Education and Emancipation in the Neoliberal Era

Creativity, Events and Ethics Christian Beighton, Canterbury Christ Church University, UK Deleuze and Lifelong Learning examines Gilles Deleuze's ideas about creativity in the context of lifelong learning, offering an original take on this important contemporary topic using cinematic parallels. Discussing Deleuze's difficult notion of 'counter-actualization' as a form of creative practice, it draws practical consequences for those across a diverse sector. Contents: Foreword * Introduction: Deleuze and Lifelong Learning * PART I: LIFELONG LEARNING * 1. Logics of Lifelong Learning * - Events and Lifelong Learning * - Choice and Lifelong Learning * - Time and Lifelong Learning * 2. Creativity * - What is creativity? * - Types of creativity * - The Professionalization of Creativity * PART II: EVENTS * 3. Making a difference * - The Creative Differential * - Functional creativity * - Operative creativity * - Thresholds and surfaces of creativity * - Summary * 4. Creation at work * - Cinema as non-representational practice * - Spiritual Automata * - Creativity according to Michelangelo Antonioni * - Antonioni - the films * - Antonioni – the practices * PART III: ETHICS * 5. An Ethics of creativity for Lifelong Learning * - The moral status of creativity * - Debt * - Criticality * - Rules * - Duty * 6. Professionalism and practice * - Learning * - Prescription * - Subjectivity * - Capacity * - Implications * 7. Improvising in research * - Rhizomatics * - Mess * - Voice * 8. Taking Chances in pedagogy * - Problems * - Inquiry * - Experimental encounters * 9. Errors and learning * - Truth’s becoming * - Questions of becoming * - Becoming Nomadic * 10. Lifelong Learning between practice and ethics * - Becoming (really) healthy * - Becoming (creatively) worthy * - Becoming a (cinematic) body * 11. Conclusion: Counter-actualization March 2015 UK March 2015 US 224pp 1 b/w table Hardback £65.00 / $95.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137480798

9781137480798

Dewey’s Social Philosophy Democracy as Education John R. Shook, University of Buffalo, USA "This is a profound meditation on the most intimate connections between democracy and education. Taking his cue from John Dewey's masterwork Democracy and Education, Shook encourages his readers to consider how a vital educational agenda can foster reconstruction of the norms of justice, moral behavior, and religious belief in a time of debilitating economic and racial divisions." - Larry A. Hickman, Center for Dewey Studies, Southern Illinois University, USA Dewey is known for education theories to promote democracy, but what is democracy for? His philosophy advanced democracy as education itself, reaching higher levels of social intelligence. Praising community or promoting rights doesn't get to the heart of Dewey's vision, which seeks everyone's good in a social life that is intelligently lived. Contents: 1. Introduction * 2. Pragmatism, Learning, and Democracy * 3. The Ethical Justification for Democracy * 4. Equal Opportunity, Education, and Democracy * 5. Moral Education, Justice, and Punishment * 6. Democracy, Religion, and Ethical Progress October 2014 UK October 2014 US 198pp Hardback £57.50 / $90.00 / CN$104.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137467348

9781137467348

Being, Teaching, and Power Noah De Lissovoy, College of Education, University of Texas at Austin, USA "This is philosophy with a purpose: illuminating, critical, and relevant. This fascinating book is about the damage that austerity has done to education and the ways in which we might struggle to make education about something different. Working across the ideas of violation and emancipation in relation to contemporary neoliberalism, De Lissovoy builds a potent argument for humanity, dignity and decoloniality in pedagogical praxis. Very much of and for our times, this book is about what is intolerable and what is possible—and we should take notice." - Stephen J. Ball, Karl Mannheim Professor of Sociology of Education, University of London, UK This book describes how neoliberalism as societal philosophy works to limit human potential in our school systems. Analyzing contemporary school reform and control, punishment, and pathologization in schools, this book outlines a theory of emancipation and a process by which pedagogy can build solidarity in classrooms and society more broadly. Contents: 1. The (Ir)rationality of Austerity * 2. The Ideology of Educational Accountability * 3. Neoliberalism, Racism and Violation * 4. Rethinking Education and Emancipation * 5. Coloniality, Capital and Critical Education * 6. Epistemology of Emancipation * 7. A Pedagogy of Community * 8. Conclusion: From Violation to Emancipation November 2014 UK November 2014 US 224pp Hardback £59.50 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137381934

9781137381934

Human Rights Education Beyond Universalism and Relativism A Relational Hermeneutic for Global Justice Fuad Al-Daraweesh, The University of Toledo, USA, Dale T. Snauwaert, The University of Toledo, USA "Al-Daraweesh and Snauwaert offer analysis and insights that broaden the conceptual terrain of human rights education, providing important theoretical tools for educators working amidst larger debates about universalism and cultural relativism. With this book, the authors have made a significant contribution to the field of human rights education." - Monisha Bajaj, Associate Professor of International and Multicultural Education, and Faculty Director, MA in Human Rights Education, University of San Francisco, USA Through the preservation of the social, political, and cultural autonomies of peoples within diverse cultural contexts, Al-Daraweesh and Snauwaert propose a relational epistemology for human rights education. Contents: 1.The Scope of Human Rights: Towards a Freestanding Cultural Sensitive Universalism * 2.Hermeneutics: A Methodology for Human Rights Education * 3.Human Rights and Isomorphic Equivalents * 4.Fusion of Horizons * 5.Towards a Pedagogy of Human Rights Education * 6.Conclusion February 2015 UK February 2015 US 248pp Hardback £60.00 / $100.00 / CN$115.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137471079

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9781137471079

PHILOSOPHY OF EDUCATION Philosophy and Modern Liberal Arts Education

Knowing and Learning as Creative Action

Freedom is to Learn

A Reexamination of the Epistemological Foundations of Education

Nigel Tubbs, University of Winchester, UK Philosophy and Modern Liberal Arts Education argues for a modern version of liberal arts education, exploring first principles within the divine comedy of educational logic. By reforming the three philosophies of metaphysics, nature and ethics upon which liberal arts education is based, Tubbs offers a profound transatlantic philosophical and educational challenge to the subject.

Contents: Introduction * 1. Antiquity: Finding Virtue in Necessity * 2. The Seven Liberal Arts: Varro’s Secret Path * 3. Renaissance Humanism * 4. Bildung and the New Age * 5. Metaphysical Education * 6. Natural Education * 7. Social Education * 8. Divine Comedy of Barbarian Virtue * 9. The Work of Education

February 2015 UK February 2015 US 224pp Hardback £60.00 / $100.00 / CN$110.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137358912

9781137358912

Five Paradigms for Education Ted Newell, Crandall University, Canada "Beginning with the proposition that educating is spiritual or religious work via Whitehead, Newell insightfully and analytically compares five major paradigms of education with fruitful results. The five paradigms are traditional, Plato's, Locke's, Rousseau's, and Jesus' and Newell deepens our understanding and practice by exploring the facets of each paradigm. Perennial educational questions are well identified and here is choice reading for all those engaged in education of any form that includes scholar, teacher and student alike." Robert Pazmiño, Valeria Stone Professor of Christian Education, Andover Newton Theological School, USA Newell compares the fundamental assumptions of five major worldviews of education and their implications for classroom practice, incorporating history and case studies and posing questions about the limits and benefits of employing each today. Contents: 1. Introduction: Why Learn about Paradigms of Education? * 2. Traditional Paradigm of Education * 3. Plato the Revolutionary * 4. The Empirical Paradigm * 5. Rousseau’s Paradigm * 6. Jesus’ Paradigm * Summary: What is ‘Education’?

The Cultural and Social Foundations of Education

Stoller challenges the long-held view that knowing is a causal and linear act, arguing instead that the process of knowing is interdependent, transactional, and grounded in creative action. Contents: 1. Bildung and the Hidden ‘S knows that p’ * 2. Bildung Reconstructed * 3. Knowing and Learning as Creative Action * 4. Emergent Pedagogy

The Cultural and Social Foundations of Education

Foundational Views and Key Issues

November 2014 UK November 2014 US 174pp 7 figures, 7 b/w tables Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137398017

Aaron Stoller, North Carolina State University, USA ‘In this insightful and well written work, Stoller recreates the idea of Bildung in terms of knowing and learning as creative action. Identifying similarities in Hans-Georg Gadamer and John Dewey, Stoller's vision cuts through to essentials. The result is an original approach to teaching, learning, and knowing which presents an exceptional corrective to the increasing demands for educational conformity in the twenty-first century.’ - Jim Garrison, Professor of Philosophy of Education, Virginia Polytechnic Institute and State University, USA

September 2014 UK September 2014 US 122pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137484277

9781137484277

Philosophy and Childhood Critical Perspectives and Affirmative Practices Walter Omar Kohan, State University of Rio de Janeiro, Brazil Kohan offers a transformative, revolutionary, and more radical alternative theory and practice of philosophy for children. He critiques the current state of philosophy for children and demonstrates alternative ways of thinking and practicing philosophy in childhood education. Contents: Preface; Maughn Gregory * Presentation * PART I: PHILOSOPHY FOR CHILDREN: CRITICAL PERSPECTIVES * 1. Some Biographical Remarks and Philosophical Questions within Philosophy for Children * 2. Celebrating Thirty Years of Philosophy for Children * 3. Good-bye to Matthew Lipman (and Ann Margaret Sharp) * 4. The Politics of Formation: A Critique of Philosophy for Children * PART II: PHILOSOPHIZING IN CHILDHOOD. AFFIRMATIVE PRACTICES * 5. Philosophy at Public Schools of Brasilia, DF. * 6. [Some] Reasons for Doing Philosophy with Children * 7. Philosophizing with Children at a Philosophical Camp * 8. Does Philosophy Fit in Caxias? A Latin American Project * 9. Philosophy as Spiritual and Political Exercise in an Adult Literacy Course

9781137398017 August 2014 UK August 2014 US 172pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137469168

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GENERAL AND REFERENCE Systems Theory for Pragmatic Schooling Toward Principles of Democratic Education Craig A. Cunningham, National Louis University, Chicago, USA "With remarkable insight, Cunningham realizes that John Dewey's pluralistic, situational, holistic, emergent, transactional perspectivalism— influenced as it is by Darwinian naturalism and biological functionalism that rejects the organism versus environment dualism—is an excellent place to start for those wishing to integrate complex systems theory into the field of education. We will not have real school reform until the reformers reform their thinking. Cunningham's book is a great place to start." - Jim Garrison, Professor of Philosophy of Education, Virginia Polytechnic Institute and State University, USA Writing for educators and education leaders, Cunningham shows that combining a philosophy of pragmatism with thinking about education as systems can illuminate challenges in contemporary schooling and provide practical solutions for creating a democratic education. Contents: 1.The Schooling We Have * 2.The Nature of Nature * 3.Systems * 4.The Complexities of Schooling * 5.Learners and Learning * 6.Teachers and Teaching * 7.The Schooling We Need * 8.Epilogue

The Cultural and Social Foundations of Education November 2014 UK November 2014 US 176pp Hardback £45.00 / $67.50 / CN$78.00 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137449313

GENERAL AND REFERENCE

The Grants Register 2015 The Complete Guide to Postgraduate Funding Worldwide 33rd edition Edited by Palgrave Macmillan Ltd. The most comprehensive guide on postgraduate grants and professional funding globally. For thirty-three years it has been the leading source for up-to-date information on the availability of, and eligibility for, postgraduate and professional awards. Each entry is verified by its awarding body and all information is updated annually. Contents: Preface * How to Use The Grants Register * The Grants Register * Subject and Eligibility Guide to Awards * Index of Awards * Index of Discounted Awards * Index of Awarding Organizations

June 2014 UK July 2014 US 1224pp Hardback £265.00 / $415.00 / CN$415.00 Canadian Rights www.palgrave.com/page/detail/?k=9781137367341

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Why the Social Sciences Matter 9781137449313

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Edited by Jonathan Michie, University of Oxford, UK, Cary Cooper, Lancaster University, UK "This book powerfully demonstrates that if some of the planet's most urgent problems are to be solved, then the social sciences are not just necessary but are in fact indispensable. Humanity today needs high-quality social science more than ever - this book brilliantly shows why and how this is so." - David Inglis, University of Exeter, UK "Eminent social scientist Professor Cary Cooper has drawn together a distinguished group of world experts who document the enormous contributions that the social sciences can offer us all for a healthy, sustainable and peaceful future." - Julian Barling, Queen's School of Business, Canada Published with the support of the Academy for Social Sciences, this volume provides an illuminating look at topics of concern to everyone at the beginning of the twenty-first century. Leading social scientists tackle complex questions such as immigration, unemployment, climate change, war, banks in trouble, and an ageing population. Contents: Foreword; Howard Newby * Introduction and Overview; Jonathan Michie, Cary L Cooper * 1.Social Science, Parenting and Child Development; Pasco Fearon, Chloe Campbell, Lynne Murray * 2.Health and Wellbeing; James Campbell Quick, Robert J Gatchel, Cary L Cooper * 3.Climate Change and Society; John Urry * 4.Waste, Resource Recovery and Labour: Recycling Economies in the EU; Nicky Gregson, Mike Crang * 5.Poverty and Inequality; Rod Hick * 6.The Economy, Financial Stability and Sustainable Growth; Jonathan Michie * 7.Food Security, Rural Life and the Fate of Agriculture; Camilla Toulmin * 8.Numbers and Questions: The Contribution of Social Science to Understanding the Family, Marriage, and Divorce; Mavis Maclean and Ceridwen Roberts * 9.Crime, Policing and Compliance with the Law; Mike Hough * 10. Understanding the Arab Spring; Stuart Croft, Oz Hassan * 11. International Migration; Cathy McIlwaine January 2015 UK January 2015 US 216pp 2 figures Hardback £60.00 / $95.00 / CN$110.00 Paperback £19.99 / $30.00 / CN$34.50 Canadian Rights ebooks available www.palgrave.com/page/detail/?k=9781137269904 www.palgrave.com/page/detail/?k=9781137269911

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