R o u t l e d g e e d u c at i o n
Educational Foundations Soc iolog y o f E d u cat io n n g e n d er n Mu lt i c u lt u r a l E d u cat i on a n d Cultu ra l D ive rsit y n P h ilo s op h y of E d u cat i on n P edag og y a n d L ea r ni ng n Psy c h o lo g y o f E d u cat io n n C u rri c u lu m T h eory n Ass essm en t n Ec onom ics o f E d u cat io n n C ompa r at i v e a n d I n t er n at i on a l E d u cat io n n HISTORY O F EDUCATION
New Titles and Key Backlist 2010
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Educational Foundations 2010 New Titles and Key Backlist 2010
Disciplines of Education Their role in the future of education research Edited by JOHN FURLONG and MARTIN LAWN
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R o u t l e d g e e d u c at i o n
Disciplines of Education Their role in the future of education research Edited by JOHN FURLONG and MARTIN LAWN
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www.routledge.com/education Routledge, 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Tel: 020 7017 6000 Fax: 020 7017 6699 Email: education@routledge.com Paper used in this catalogue is chlorine free and environmentally friendly. It is manufactured with pulp supplied from sustainable managed forests.
S OC I OLOG Y OF E DUCAT I O N
SOCIOLOGY OF EDUCATION
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Disciplines of Education
Actor-Network Theory in Education
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Edited by John Furlong, University of Oxford, UK and Martin Lawn, University of Edinburgh, UK
Knowledge and Identity Concepts and Applications Edited by Gabrielle Ivinson, Brian Davies and John Fitz, all at Cardiff University, UK What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Drawing on aspects of Bernstein’s work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation. The book is divided into three sections: • Knowledge • Knowledge Production in Post-compulsory Education • Knowers. This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses. September 2010: 234 x 156: 240pp Hb: 978-0-415-58209-4: £75.00 For more information, visit: www.routledge.com/978041582094
Their Role in the Future of Education Research
Is there a ’crisis’ in the disciplines of education?
The ’foundation disciplines’ of sociology, psychology, philosophy, history, and economics were once of major significance in the study of education in the UK and much of the English-speaking world. However, in recent years an increasingly invasive policy context, which has emphasised the production of knowledge which stresses only use value, has come to influence both teaching and research in education. In this book, leading scholars from the UK, Europe and the USA consider the changing fortunes of each discipline of education as they have moved beyond the dominance of psychology, expanded with the massification of the university and tried to deal creatively with a smaller presence today. Competing definitions of each discipline are considered and then examined through their sociological context and epistemological contribution. The book brings their critical condition into the public view and explores the issue of the past, current and future shape of the disciplines and the pressures on them to change. It will be of interest to all international academics and researchers in the field of education and the contributory disciplines and to students on educational research methods and Education Studies courses. August 2010: 234 x 156: 224pp Hb: 978-0-415-58205-6: £75.00 Pb: 978-0-415-58206-3: £24.99
Can’t find what you’re looking for? Visit our website for a complete listing of all our titles. www.routledge.com/education
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Education and Culture Jocey Quinn, London Metropolitan University, UK Series: Routledge Research in Education Jocey Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture. Cultural perspectives and rich empirical data from a wide range of research with learners in university, voluntary, community and work settings are used to provide a bridge between cultural theory and the embodied worlds of learners. Drawing vivid links with other cultural evidence from literature and popular culture, this book convincingly shows how anti-realist theory can produce positive material changes both in education and society. March 2010: 229 x 152: 192pp Hb: 978-0-415-99405-7: £65.00 For more information, visit: www.routledge.com/9780415994057
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
Tara Fenwick, and Richard Edwards, both at University of Stirling, UK In the last decade actor-network theory (ANT) has become increasingly influential in sociologies of technology and the social sciences more generally. It has grown, in part, out of and as a response to poststructuralism. This book presents an overview of actor-network theory, with detailed discussion focusing on those particular elements that can assist research in lifelong learning and wider aspects of education. While successive chapters illustrate the deployment of actor-network theories in a range of contexts – both geographical and organizational. With examples from the US, Canada, the UK, and Australia individual cases include technologymediated instruction (in university and primary school), literacy, innovation in workplaces, professional standards of teaching, and educational policyscapes. Across these diverse contexts the authors trace how learning and practice – as assemblages of activity, actors and spaces – emerge, show what scales are at play, and demonstrate what this means for educational possibilities. August 2010: 234 x 156: 224pp Hb: 978-0-415-49296-6: £75.00 Pb: 978-0-415-49298-0: £23.99 For more information, visit: www.routledge.com/9780415492980
NEW 2nd Edition
Education as Enforcement The Militarization and Corporatization of Schools Edited by Kenneth J. Saltman and David A. Gabbard The first volume to focus on the intersections of militarization, corporations and education, Education as Enforcement exposes the many ways schooling has become a major means through which the expansion of global corporate power is enforced. Since publication of the first edition, these trends have increased to disturbing levels, thanks to larger cultural phenomena such as the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically calls into question the basic assumptions under girding neoliberal ideology. The revised edition of this important collection highlights the inherent dangers in the expansion of authoritarian forms of education and its threats to possibilities for democratic schooling and a meaningful contribution to broader democratic society. August 2010: 229 x 152: 256pp Hb: 978-0-415-87599-8: £100.00 Pb: 978-0-415-87601-8: £29.99 For more information, visit: www.routledge.com/9780415876018
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Handbook of Research in the Social Foundations of Education
Knowledge, Pedagogy and Society
Radical Education and The Common School
Basil Bernstein in Education and Sociology Today
Michael Fielding and Peter Moss, Thomas Coram Research Unit, Institute of Education, University of London, UK
Edited by Steven Tozer, University of Illinois, USA, Bernardo P. Gallegos, National University, USA, Annette Henry, University of Washington, USA, Mary Bushnell Greiner, Queens College, CUNY, USA and Paula Groves-Price, Washington State University, USA Since the 1930s, scholars in the SFE have influenced the field of education in two major ways: first, through professional preparation and development of teachers and school leaders, and second, through research into the social contexts of education, teaching and learning. Whether in professional preparation programs or research, social foundations scholarship has historically demonstrated three distinguishing characteristics: • It seeks to critically analyse the social contexts within which educational institutions, processes, and ideals operate. • It applies evolving multidisciplinary perspectives – from History, Philosophy, and Sociology in the 1930s to Cultural Studies, Post-Colonial Studies and Environmental Studies today – to the critical interpretation of educational phenomena. • It uses democratic ideals as a framework for interpreting and evaluating educational institutions. Parts one and two of this fifty-five chapter volume present the theoretical lenses used to study the social contexts of education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalisation, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study. July 2010: 279 x 216: 768pp Hb: 978-0-8058-4211-1: £170.00 Pb: 978-0-8058-4212-8: £65.00 eBook: 978-0-203-87483-7 For more information, visit: www.routledge.com/9780805842128
Edited by Daniel Frandji and Philippe Vitale, Université de Provence, France Basil Bernstein developed an original approach with which to study diverse educational phenomena, taking seriously questions regarding the transmission, distribution, acquisition, and transformation of knowledge. This book seeks to clarify the broad brushstrokes of his theories, developed over a span of more than forty years. The collection gathers together scholars from every corner of the globe, specialists in education, sociology, and epistemology who test and examine Bernstein’s work against the backdrop of their own research. From teaching content and the social, cognitive, and linguistic aspects of education, to changes in the political climate in the early twenty-first century, this collection proposes an open dialogue with Bernstein and Bourdieu’s works using a forward-looking and dynamic approach. August 2010: 234 x 156: 272pp Hb: 978-0-415-56536-3: £75.00
Series: Foundations and Futures of Education Series What is the purpose of education? What is the image of the modern school? Radical Education and The Common School seeks the answers to these critical questions by exploring a particular idea of education and the school. Arguing that the true measure of education does not lie in either high productivity or performativity, the authors present the ideas of ’Radical Education’ and ’The Common School’ as the means by which current educational policy and practice can move forward. Written by leading experts in the fields of early childhood and secondary education, the book covers the whole field of education, from birth to eighteen years. It works across historical, contemporary and future perspectives, drawing on leading thinkers and educational experiences, past and present, to provide inspiration for analysis of the current situation and of future possibilities.
For more information, visit: www.routledge.com/9780415565363
October 2010: 234 x 156: 162pp Hb: 978-0-415-49828-9: £75.00 Pb: 978-0-415-49829-6: £24.99
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For more information, visit: www.routledge.com/9780415498296
Lost Youth in the Global City
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Class, Culture, and the Urban Imaginary Jo-Anne Dillabough, University of Cambridge, UK and Jacqueline Kennelly, University of British Columbia, Canada
This focuses on young people who live at the margins of urban centres, the ’edges’ where low-income, immigrant, and other disenfranchised youth are increasingly finding and defining themselves. Taking the imperative of multi-sited ethnography and urban youth cultures as a starting point, this rich and layered book offers a detailed exploration of the ways in which these groups of young people, marked by economic disadvantage and ethnic and religious diversity, have sought to navigate a new urban terrain and, in so doing, have come to see themselves in new ways. By giving these young people shape and form – both looking across their experiences in different cities and attending to their particularities – Lost Youth in the Global City sets a productive and generative agenda for the field of critical youth studies. February 2010: 229 x 152: 256pp Hb: 978-0-415-99557-3: £95.00 Pb: 978-0-415-99558-0: £23.99 eBook: 978-0-203-85833-2 For more information, visit: www.routledge.com/9780415995580
Radical Traditions in Education in the 21st Century The Long Goodbye? Ken Jones, University of Keele, UK For much of the twentieth century, education was powerfully if never decisively shaped by the activities of social and political movements. Covering a range of issues – from classroom practice to policy agenda – this book traces the impact of such movements on educational practice. It also considers their current predicament: one of the unstudied aims of the neo-liberal policies that have swept through education has been to sever the education/social movement connection, and in doing so to create new agencies of educational change, with very different orientations and commitments from those of the past. At the same time, however, as it seeks to sideline the past, policy orthodoxy also tries, in significant ways, seeks to make use of ideas and practices deriving from the practice of an earlier period. Examining the continuing conflicts that attend the imposition of neo-liberal policies, the book explores the uncertain future of radical educational traditions. It draws attention to the significance of these issues for a research community that, itself under pressure from new policy orthodoxies, has often overlooked them. October 2010: 234 x 156: 192pp Hb: 978-0-415-48782-5: £75.00 Pb: 978-0-415-48789-4: £24.99 For more information, visit: www.routledge.com/9780415487894
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
S OC I OLOG Y OF E DUCAT I O N
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Activity Theory in Practice
2nd Edition
Social Inequalities (Re)formed
Promoting Learning Across Boundaries and Agencies
Readings for Diversity and Social Justice Edited by Maurianne Adams, University of Massachusetts, USA, Warren Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming, USA, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA For over ten years, Readings for Diversity and Social Justice has been the go-to anthology for the broadest possible coverage of issues related to identity and oppression from a social justice perspective. This highlyanticipated second edition breaks even further ground, boasting over forty more readings than previously available, updated and original section introductions, and three entirely new chapter sections on Religious Oppression, Transgender Oppression, and Ageism/Adultism. As with the first edition, each chapter section is divided into Contexts, Personal Voices, and Next Steps. The first two parts provide vivid portraits of the meaning of diversity and the realities of oppression. The third part challenges the reader to take action to end oppressive behaviour and affirm diversity and social justice.
January 2010: 254 x 178: 664pp Hb: 978-0-415-99139-1: £100.00 Pb: 978-0-415-99140-7: £34.99 For more information, visit: www.routledge.com/9780415991407
Consulting Pupils about Learning Madeleine Arnot, and Diane Reay, both at University of Cambridge, UK The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalised/individualised learning strategies and the involvement of pupils in their learning.
Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK and Sten R. Ludvigsen, University of Oslo, Norway
Drawing on an in-depth study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings, the book: • offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning • identifies, from a pupil’s perspective, the social conditions of learning within contemporary performance-oriented school cultures • explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels • identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programmes, as well as academics and researchers around the world. December 2010: 234 x 156: 224pp Hb: 978-0-415-41198-1: £75.00 Pb: 978-0-415-41199-8: £24.99 For more information, visit: www.routledge.com/9780415411998
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This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise.
The theoretical framework which has shaped these studies is Cultural Historical Activity Theory (CHAT). CHAT analyses how people and organisations learn to do something new, and how both individuals and organisations change. The theoretical and methodological tools used have their origins in the work of Lev Vygotsky and A.N. Leont’ev. Working as part of an integrated international team, the authors identify specific findings which are of direct interest to the academic community, such as: • the analysis of vertical learning between operational and strategic levels within complex organizations • the refinement of notions of identity and subject position within CHAT • the development of a method of analysing discourse which theoretically coheres with CHAT and the design of projects. 2009: 234 x 156: 256pp Hb: 978-0-415-47724-6: £80.00 Pb: 978-0-415-47725-3: £22.99
Storytelling for Social Justice
For more information, visit: www.routledge.com/9780415477253
Sociology of Education
Connecting Narrative and the Arts in Antiracist Teaching
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A Critical Reader
Lee Anne Bell, Barnard College, USA
Edited by Alan R. Sadovnik, Rutgers University, USA
NEW 2nd Edition
This comprehensive reader examines the most pressing topics in sociology and education and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling and society. Sociology of Education provides students with examples of both the best theory and research in the field. Through full, rather than excerpted primary source readings, the text presents the powerful insights of sociology in providing an understanding of the effects of schooling in contemporary society. July 2010: 254 x 178: 608pp Hb: 978-0-415-80369-4: £100.00 Pb: 978-0-415-80370-0: £31.99 For more information, visit: www.routledge.com/9780415803700
Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. April 2010: 229 x 152: 144pp Hb: 978-0-415-80327-4: £75.00 Pb: 978-0-415-80328-1: £18.99 eBook: 978-0-203-85223-1 For more information, visit: www.routledge.com/9780415803281
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
Class in Education Knowledge, Pedagogy, Subjectivity Edited by Deborah Kelsh, College of Saint Rose, USA, Dave Hill, University of Northampton, UK and Sheila Macrine, Montclair State University, USA Class in Education argues for a materialist understanding of class in analyzing the structure of owning and power in social relations, and as a key element in the restructuring of society in a more egalitarian way. Class in Education brings back class as a materialist analysis of social inequalities originating at the point of production and reproduced in all cultural practices. Addressing a wide range of issues – from the interpretive logic of the new humanities to racism to reading, school-level curricula to educational policy – the contributors focus on the effects that the different understandings of class have on various sites of pedagogy and open up new spaces for a materialist pedagogy and critical education in the times of globalisation and the regimes of the digital. September 2009: 234 x 156: 224pp Hb: 978-0-415-45027-0: £75.00 eBook: 978-0-203-87093-8 For more information, visit: www.routledge.com/9780415450270
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Globalizing Education Policy
Critical Pedagogies of Consumption
Educational Transitions
Fazal Rizvi, University of Illinois, USA and Bob Lingard, University of Edinburgh, UK
Living and Learning in the Shadow of the ’Shopocalypse’
Edited by Divya Jindal-Snape, University of Dundee, UK
Edited by Jennifer A. Sandlin, Arizona State University, USA and Peter McLaren, University of California, Los Angeles, USA
Series: Routledge Research in Education
Series: Sociocultural, Political, and Historical Studies in Education
’Utopian in theme and implication, this book shows how the practices of critical, interpretive inquiry can help change the world in positive ways. This is the promise, the hope, and the agenda that is offered.’ – Norman K. Denzin, From the Foreword
Distinguished international scholars from a wide range of disciplines (including curriculum studies, foundations of education, adult education, higher education, and consumer education) come together in this book to explore consumption and its relation to learning, identity development, and education. Readers will learn about a variety of ways in which learning and education intersect with consumption. This volume is unique within the literature of education in its examination of educational sites – both formal and informal – where learners and teachers are resisting consumerism and enacting a critical pedagogy of consumption. October 2009: 229 x 152: 304pp Hb: 978-0-415-99789-8: £90.00 Pb: 978-0-415-99790-4: £29.99 eBook: 978-0-203-86626-9 For more information, visit: www.routledge.com/9780415997904
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Education and Climate Change Living and Learning in Interesting Times Edited by Fumiyo Kagawa and David Selby, both at University of Plymouth, UK Series: Routledge Research in Education There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion. What part does education have to play in helping alleviate rampant climate change and in mitigating its worst effects? In this volume, contributors review and reflect upon social learning from and within their fields of educational expertise in response to the concerns over climate change. October 2009: 229 x 152: 276pp Hb: 978-0-415-80585-8: £65.00 eBook: 978-0-203-86639-9 For more information, visit: www.routledge.com/9780415805858
Moving Stories from Around the World
Despite variations of educational systems, when transitions in education occur, the pedagogical challenges that teachers and pupils undergo are quite similar across the globe. Transitions are phases in which pupils, peer groups and teachers have to renegotiate and rebuild their learning environment in the educational context. These various transitions in students’ learning paths significantly impact on schools’ everyday life. This volume explores transitions at all stages of educational progression, i.e., nursery to primary, primary to secondary, and secondary to post-school. It also examines these transitions across a variety of countries and types of schools. Educational Transitions provides up-to-date literature, research and theoretical constructs that help readers understand the issues, social-emotional-psychological dimensions, and evidence-based possible interventions to support an individual through these educational transitions. It also allows scholars, teachers, and students to critically analyse how lessons learned from one country can be adapted for other countries’ educational systems. December 2009: 229 x 152: 276pp Hb: 978-0-415-80591-9: £70.00 eBook: 978-0-203-85912-4 For more information, visit: www.routledge.com/9780415805919
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Global Crises, Social Justice, and Education Edited by Michael W. Apple, University of Wisconsin-Madison, USA
Global Crises, Social Justice, and Education looks into the ways we understand globalisation and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world. From some of the world’s leading critical educators and activists, this timely new collection provides thorough and detailed analyses of four specific centres of global crisis: the United States, Japan, Israel/Palestine, and Mexico. Each chapter engages in a powerful and critical analysis of what exactly is occurring in these regions and counters with an equally compelling critical portrayal of the educational work being done to interrupt global dominance and subordination. Without settling for vague ideas or romantic slogans of hope, Global Crises, Social Justice, and Education offers real, concrete examples and strategies that will contribute to ongoing movements and counter-hegemonic struggles already active in education today.
’Rizvi and Lingard’s account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects – structural and individual – and resistance to them. In the enormous body of writing on globalisation this book stands out and will become a basic text in education policy courses around the world.’ – Stephen J. Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK In Globalizing Education Policy, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalisation has given rise, including: • devolution and decentralization • new forms of governance • the balance between public and private funding of education • access and equity and the education of girls. The book also provides an approach to education policy analysis in an age of globalisation and will be of interest to those studying globalisation and education policy across the social sciences. 2009: 234 x 156: 240pp Hb: 978-0-415-41625-2: £75.00 Pb: 978-0-415-41627-6: £22.99 eBook: 978-0-203-86739-6 For more information, visit: www.routledge.com/9780415416276
December 2009: 229 x 152: 224pp Hb: 978-0-415-99596-2: £95.00 Pb: 978-0-415-99597-9: £24.99 eBook: 978-0-203-86144-8 For more information, visit: www.routledge.com/9780415995979
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
S OC I OLOG Y OF E DUCAT I O N
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Reclaiming Childhood
Globalizing Education, Educating the Local
Literacy and Power
Freedom and Play in an Age of Fear
Hilary Janks, University of the Witwatersrand, South Africa
Helene Guldberg, The Open University, UK
How Method Made us Mad Ian Stronach, Liverpool John Moores University, UK This book offers a critical and deconstructive account of global discourses on education, arguing that these overblown ‘hypernarratives’ are neither economically, technically nor philosophically defensible. Their ‘mythic economic instrumentalism’ mimic rather than meet the economic needs of global capitalism in ways that the Crash of 2008 brings into vivid disarray. They reduce national education to the same ‘hollowed out’ state as national capitalisms, subject to global pseudo-accountancy and fads. The book calls for a philosophical and methodological revolution, arguing for more transformative narratives that remodel qualitative inquiry, particularly in addressing a more performative rather than representative ideal. This is a very timely book in that the economic crisis re-exposes the mythic nature of education-economic linkages, putting discourses prefaced on such ‘connections’ into parallel crisis. Our global educational discourses have also crashed, and new futures need urgently to be found. Such a ‘turnaround’ is both proposed and argued for. December 2009: 234 x 156: 240pp Hb: 978-0-415-43111-8: £75.00 eBook: 978-0-203-86362-6 For more information, visit: www.routledge.com/9780415431118
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A History of Children’s Play and Play Environments Toward a Contemporary Child-Saving Movement Joe L. Frost, University of Texas, USA
This valuable book traces the history of children’s play and play environments from their roots in ancient Greece and Rome to the present time in the high stakes testing environment. Through this exploration, scholar Dr. Joe Frost shows how this history informs where we are today and why we need to re-establish play as a priority. Ultimately, the author proposes active solutions to play deprivation. This book is a must-read for scholars, researchers, and students in the fields of early childhood education and child development.
Series: Language, Culture, and Teaching Series
In this book – a landmark text that is both engaging and accessible – Hilary Janks addresses the following questions and many more: • Is literacy a skill or a social practice? • In what ways is literacy embodied? • What is ’linguistic capital’ and who has it? • Who gets access to new literacies and who is excluded?
• How is literacy implicated in relations of power and questions of identity in our daily lives? Janks shows how competing orientations to critical literacy education - domination (power), access, diversity, design – foreground one over the other. Her central argument is that these different orientations are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. Literacy and Power sits at the interface between theory and practice, constantly moving from one to the other. It is rich with examples of how to use these orientations in real teaching contexts, and how to use them to counterbalance one another. In the groundbreaking final chapter, Janks shows ways of working ’beyond reason’. Considering how the rationalist underpinning of critical literacy tends to exclude the nonrational-pleasure and play, desire and the unconscious – she makes the case that these need to be taken seriously given their power to cut across the work of critical literacy educators working from any orientation. October 2009: 229 x 152: 272pp Hb: 978-0-8058-5577-7: £85.00 Pb: 978-0-415-99963-2: £27.99 eBook: 978-0-203-86995-6 For more information, visit: www.routledge.com/9780415999632
October 2009: 229 x 152: 320pp Hb: 978-0-415-80619-0: £100.00 Pb: 978-0-415-80620-6: £34.99 eBook: 978-0-203-86865-2 For more information, visit: www.routledge.com/9780415806206
Children are cooped up, passive, apathetic and corrupted by commerce or so we are told.
Reclaiming Childhood confronts the dangerous myths spun about modern childhood. Yes, children today are losing out on many experiences past generations took for granted, but their lives have improved in so many other ways. This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Rather than pointing the finger at soft ‘junk’ targets and labelling children as fragile and easily damaged, Helene Guldberg argues that we need to identify what the real problems are – and how much they matter. She suggests ways we can work to improve children’s experiences, as well as those of parents, teachers and ‘strangers’ simply by taking a step back from panic and doom-mongering. 2009: 234 x 156: 216pp Hb: 978-0-415-47722-2: £75.00 Pb: 978-0-415-47723-9: £17.99 eBook: 978-0-203-87041-9 For more information, visit: www.routledge.com/9780415477239
The Routledge International Handbook of Critical Education Edited by Michael W. Apple, University of Wisconsin-Madison, USA, Wayne Au, California State University, Fullerton, USA and Luis Armando Gandin, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education’s relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses of the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future. 2009: 254 x 178: 512pp Hb: 978-0-415-95861-5: £125.00 eBook: 978-0-203-88299-3 For more information, visit: www.routledge.com/9780415958615
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
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The Routledge International Handbook of the Sociology of Education Edited by Michael W. Apple, University of Wisconsin-Madison, USA, Stephen J. Ball, Institute of Education, University of London, UK and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil
This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality.
The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. This book examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas: • Perspectives and Theories
Social Justice, Peace, and Environmental Education
Child and Education Today & Tomorrow
Transformative Standards
Today and Tomorrow
Edited by Julie Andrzejewski, St. Cloud State University, USA, Marta Baltodano, Loyola Marymount University, USA and Linda Symcox, California State University, USA
R.G. Gordon, C.E.M. Joad, Robert T. Lewis, M. Alderton Pink, W.J.K. Diplock, Julian Hall, M. Chaning Pearce, J.F. Roxburgh
The concept of ’standards’ seems antithetical to the ways critical educators are dedicated to teaching, but what would ’standards’ look like if they were generated from social justice perspectives and through collaborative and inclusive processes? Such is the central question posed by the contributors of this groundbreaking collection on the interconnectivity of social justice, peace, and environmental preservation. Challenging education that promotes consumerism, careerism, and corporate profiteering, they boldly offer examples of a new paradigm for practicing a transformative critical pedagogy. Rather than just talking about coalition building within and across educational communities, they demonstrate how we might communicate from different vantage points and disciplinary boundaries to create a broader picture of social and eco-justice. 2009: 229 x 152: 344pp Hb: 978-0-415-96556-9: £100.00 Pb: 978-0-415-96557-6: £31.99 eBook: 978-0-203-87942-9 For more information, visit: www.routledge.com/9780415965576
• Social Processes and Practices • Inequalities and Resistances. The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ‘sociological work’ in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education. December 2009: 246 x 174: 441pp Hb: 978-0-415-48663-7: £125.00 eBook: 978-0-203-86370-1 For more information, visit: www.routledge.com/9780415486637
Activist Educators Breaking Past Limits Edited by Catherine Marshall and Amy L. Anderson, both at University of North Carolina, USA Activist Educators offers a view into the big picture of assertive idealistic professionals’ lives by presenting rich qualitative data on the impetus behind educators’ activism and the strategies they used to push limits in fighting for a cause.
Originally published between 1925 and 1931 the volumes in this mini-set cover education, from early years to further education, as well as the role parents and society have in the moral education of children and young people. 2008: 216 x 138: 784pp Hb: 978-0-415-46310-2: £210.00 For more information, visit: www.routledge.com/9780415463102
Education and Neoliberal Globalization Carlos Alberto Torres, University of California, USA Series: Routledge Research in Education This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalisation affect social change, national development, and democratic educational systems throughout the world. 2008: 229 x 152: 150pp Hb: 978-0-415-99118-6: £90.00 eBook: 978-0-203-89073-8 For more information, visit: www.routledge.com/9780415991186
Education and the Family Passing Success Across the Generations Leon Feinstein, Kathryn Duckworth and Ricardo Sabates, all at Institute of Education, UK Series: Foundations and Futures of Education An analysis of the role of policy in challenging self-perpetuating social advantage in education. This book takes the view that policy mechanisms are an essential part of overturning the persistence of social class differences and barriers to equality of opportunity. 2008: 216 x 138: 240pp Hb: 978-0-415-39636-3: £83.00 Pb: 978-0-415-39637-0: £24.99 eBook: 978-0-203-89492-7 For more information, visit: www.routledge.com/9780415396370
2008: 229 x 152: 232pp Hb: 978-0-415-95666-6: £95.00 Pb: 978-0-415-95667-3: £24.99 eBook: 978-0-203-89258-9 For more information, visit: www.routledge.com/9780415956673
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
S OC I OLOG Y OF E DUCAT I O N
Education in Popular Culture Telling Tales on Teachers and Learners Roy Fisher, Ann Harris, both at University of Huddersfield, UK, Christine Jarvis and Christine Harris, both at Sheffield Hallam University, UK
Demonstrating how popular culture both reflects and constructs social and professional ideas about the teacher, this book looks at a number of themes that are central to debates about education including bullying, underachievement and sexuality.
2008: 234 x 156: 221pp Hb: 978-0-415-33241-5: £83.00 Pb: 978-0-415-33242-2: £24.99 eBook: 978-0-203-08761-9 For more information, visit: www.routledge.com/9780415332422
Globalization of Education
Handbook of Social Justice in Education
Telling Stories to Change the World
Edited by William Ayers, University of Illinois, USA, Therese Quinn, The School of the Art Institute of Chicago, USA and David Stovall, University of Illinois, USA
Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims
The Handbook of Social Justice in Education is a comprehensive, up-to-date review of the field, addressing from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice.
2008: 254 x 178: 792pp Hb: 978-0-8058-5927-0: £170.00 Pb: 978-0-8058-5928-7: £60.00 eBook: 978-0-203-88774-5 For more information, visit: www.routledge.com/9780805859287
Edited by Rickie Solinger, Historian and Curator, USA, Madeline Fox, The City University of New York, USA and Kayhan Irani, Artist and Activist, USA
This is a powerful collection of essays about community-based projects where storytelling is used as a strategy for speaking out for justice. Collectively these narratives demonstrate the contemporary power of stories to stimulate engagement.
2008: 229 x 152: 280pp Pb: 978-0-415-96080-9: £22.99 eBook: 978-0-203-92806-6 For more information, visit: www.routledge.com/9780415960809
An Introduction
Revolutionizing Education
Joel Spring, Queens College/City University of New York, USA
Youth Participatory Action Research in Motion
World Yearbook of Education 2009
Series: Sociocultural, Political, and Historical Studies in Education
Edited by Julio Cammarota and Michelle Fine, City University of New York, USA
Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels
In this comprehensive overview of current research, theories, and models related to the globalisation of education, Joel Spring introduces readers to the processes, institutions, and forces by which schooling has been globalized, and examines the impact of these forces on schooling in local contexts.
A definitive statement of YPAR as it relates to education with an informative combination of theory and practice, this edited collection addresses both the political challenges and inherent power imbalances of conducting research with young people.
Edited by Marilyn Fleer, Monash University, Australia, Mariane Hedegaard, University of Copenhagen, Denmark and Jonathan Tudge, The University of North Carolina, USA Series: World Yearbook of Education This volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies.
2008: 229 x 152: 264pp Hb: 978-0-415-98946-6: £85.00 Pb: 978-0-415-98947-3: £19.99 eBook: 978-0-203-88685-4
2008: 229 x 152: 256pp Hb: 978-0-415-95615-4: £90.00 Pb: 978-0-415-95616-1: £24.99 eBook: 978-0-203-93210-0
2008: 235 x 156: 352pp Hb: 978-0-415-99411-8: £90.00 eBook: 978-0-203-88417-1
For more information, visit: www.routledge.com/9780415989473
For more information, visit: www.routledge.com/9780415956161
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The Way Class Works
Gender Education & Equality in a Global Context
World Yearbook of Education 1965-2009
Conceptual Frameworks and Policy Perspectives
2009: 234 x 156 Hb: 978-0-415-54836-6: £3200.00
Readings on School, Family, and the Economy Edited by Lois Weis, University at Buffalo, SUNY, USA 2007: 254 x 178: 408pp Hb: 978-0-415-95707-6: £95.00 Pb: 978-0-415-95708-3: £24.99 eBook: 978-0-203-93500-2 For more information, visit: www.routledge.com/9780415957083
Edited by Shailaja Fennell and Madeleine Arnot, both at University of Cambridge, UK 2007: 234 x 156: 216pp Hb: 978-0-415-41944-4: £83.00 eBook: 978-0-203-93959-8 For more information, visit: www.routledge.com/9780415552059
For more information, visit: www.routledge.com/9780415548366
Learning Privilege Lessons of Power and Identity in Affluent Schooling Adam Howard, Hanover College, Indiana, USA 2007: 229 x 152: 296pp Hb: 978-0-415-96081-6: £95.00 Pb: 978-0-415-96082-3: £24.99 eBook: 978-0-203-93950-5 For more information, visit: www.routledge.com/9780415960823
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
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New Studies in Critical Realism and Education Series Series Edited by Roy Bhaskar, University of London, UK NEW
A Critical Realist Perspective of Education Brad Shipway, Institute of Education, UK The complex issue of how critical realism can throw new light on educational theory is broken down in this book, in a clear and comprehensive way. The first task is to explore the convergence and divergence between two forms of critical realism which have previously not referenced each other to any great degree. In undertaking this task, this title also outlines key characteristics which are needed for a theological position to claim the term ’critical realist’. Having cleared some conceptual ground, the remainder of the book explores the implications of critical realism for the enterprise of education. The enterprise of education is taken to include what students, classroom teachers, principals, educational administrators and policy makers, teacher educators, and philosophers of education do and think. This final part of the book examines what CR means for the wider enterprise of education. Using the convergent ideas of Collier, Walker and Corson on ’power’ as a starting point, a critical realist perspective of education is proposed. June 2010: 234 x 156: 192pp Hb: 978-0-415-48746-7: £75.00 eBook: 978-0-203-88188-0 For more information, visit: www.routledge.com/9780415487467
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Knowledge & Knowers Towards a Realist Sociology of Education Karl Maton, University of Sydney, Australia This book is concerned with articulating a new approach to the sociology of education, one which is realist and that brings together sociological analysis of knowers with epistemological analysis of knowledge. Made up of key previously published chapters, alongside original material, its series of interconnected papers systematically unfold an original theoretical framework. A key focus of the book is how the social sciences and humanities can build knowledge over time, in terms of both new intellectual development and student’s understandings. The approach engages with, builds on and integrates the insights of such major thinkers as Emile Durkheim, Pierre Bourdieu, Basil Bernstein and Roy Bhaskar. The conceptual framework is developed cumulatively to create an integrated approach, and is at every stage grounded in substantive studies of concrete issues in education.
Education, Epistemology and Critical Realism David Scott, University of London, UK This book addresses fundamental questions in relation to education and its epistemology. The position taken by the author is critical realist; and thus throughout the relationship between education and critical realism is foregrounded. Themes and issues that surface at different times in the book are: a critical realist view of education research; a resolution of the quantitative/ qualitative divide; criteria for judging the worth of educational texts and practices; differences between scientific and critical realisms; empirical research methods in education; structure-agency relationships; pragmatist views of educational research; foundations and paradigmatic differences; and educational critique and transformation. March 2010: 234 x 156: 176pp Hb: 978-0-415-47349-1: £75.00 eBook: 978-0-203-88309-9 For more information, visit: www.routledge.com/9780415473491
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Why Knowledge Matters in Curriculum A Social Realist Argument Leesa Wheelahan, Griffith University, Australia This book argues that providing students with access to knowledge should be the raison d’être of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies. Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance. The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects. March 2010: 234 x 156: 224pp Hb: 978-0-415-48318-6: £75.00 eBook: 978-0-203-86023-6 For more information, visit: www.routledge.com/9780415483186
gender NEW
Gender Inclusive Engineering Education Julie Mills, University of South Australia, Mary Ayre, University of Glamorgan, UK and Judith Gill, University of South Australia Series: Routledge Research in Education Women continue to comprise a small minority of students in engineering education and subsequent employment, despite the numerous initiatives over the past twenty-five years to attract and retain more women in engineering. This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive. This innovative and needed work also addresses how faculty can incorporate inclusive curriculum within their courses and programs and provides a range of exemplars of good practice in gender inclusive engineering education that will be immediately useful to faculty who teach engineering students. April 2010: 229 x 152: 227pp Hb: 978-0-415-80588-9: £70.00 For more information, visit: www.routledge.com/9780415805889
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Postfeminist Education? Girls and the Sexual Politics of Schooling Jessica Ringrose, Institute of Education, University of London, UK Series: Foundations and Futures of Education Using feminist post-structuralist and Foucaldian frameworks this book is a first in its explicit exploration and critique of how educational discourses have directly contributed to post-feminist notions about female power and success. It explores the formation of this new ideal feminine educational subject and the core contemporary dilemma foisted upon girls to somehow balance particular versions of masculinity and femininity to be a ‘successful girl’. With a focus on educational discourses as distinctly post-feminist, the book uses original research and interviews with teenage girls to explore their own perspectives and responses to post-feminist structures, looking for ways forward in the subject through an examination of how girls re-work, challenge and critique current post-feminist discourses within schools and beyond. September 2010: 234 x 156: 224pp Hb: 978-0-415-55748-1: £75.00 Pb: 978-0-415-55749-8: £24.99 For more information, visit: www.routledge.com/9780415557498
September 2010: 234 x 156: 224pp Hb: 978-0-415-47999-8: £80.00 eBook: 978-0-203-88573-4 For more information, visit: www.routledge.com/9780415479998
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
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Social Class, Gender and Exclusion from School
The Educated Woman
Jean Kane, University of Glasgow, UK Rising exclusion rates indicate the continuing marginalisation of many young people in education in the UK. Working-class boys, children living in poverty, and children with additional/special educational needs are among those experiencing a disproportionate rate of exclusion. This book traces the processes of exclusion and alienation from school and relates this to a changing social and economic context. This invaluable contribution to the literature offers an alternative analysis where the social identities of pupils are shown to be tied up with their exclusion from school. Themes investigated include: • the meanings of school exclusions • social class, gender and schooling • social identities of excluded pupils • exclusions and young people’s lives • improving participation in schooling. Providing fascinating reading for teachers, social workers, researchers and policy-makers this book considers how educational disadvantage might be addressed through recognition of the gender and class identities of pupils.
Minds, Bodies, and Women’s Higher Education in Britain, Germany, and Spain, 1865-1914 Katharina Rowold, London Metropolitan University, UK Series: Routledge Research in Gender and History The Educated Woman is a comparative study of the ideas on female nature that informed debates on women’s higher education in the late nineteenth and early twentieth centuries in three western European countries. Exploring the multi-layered roles of science and medicine in constructions of sexual difference in these debates, the book also pays attention to the variety of ways in which contemporary feminists negotiated and reconstituted conceptions of the female mind and its relationship to the body. While recognising similarities, Rowold shows how in each country the higher education debates and the underlying conceptions of women’s nature were shaped by distinct historical contexts. December 2009: 229 x 152: 322pp Hb: 978-0-415-20587-0: £70.00 eBook: 978-0-203-86093-9 For more information, visit: www.routledge.com/9780415205870
July 2010: 234 x 156: 136pp Hb: 978-0-415-55301-8: £75.00 Pb: 978-0-415-55302-5: £22.99 For more information, visit: www.routledge.com/9780415553025
Major Themes in Education Series NEW 4 Volume Set
Women and Education Edited by Jane Martin, University of London, UK and Joyce Goodman, University of Winchester, UK If a primary objective of feminism is to expose and challenge the social relations of power embedded in all spheres of life, then an exploration of the issues attached to female education is a vital aspect of such a project. Indeed, ‘women and education’ is now an established-and flourishing-domain of study. Edited by two leading scholars in the field, Women and Education is a four-volume collection of foundational and cutting-edge contributions further distinguished by the inclusion of autobiographical works to capture the experience of education as a broad societal process, and not simply as formal schooling. July 2010: 234 x 156: 1600pp Hb: 978-0-415-54939-4: £650.00 For more information, visit: www.routledge.com/9780415549394
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
The Problem with Boys’ Education Beyond the Backlash Edited by Wayne Martino, The University of Western Ontario, Canada, Michael D. Kehler, The University of Western Ontario, Canada and Marcus B. Weaver-Hightower, University of North Dakota, USA
This book offers an illuminating analysis of the theories, politics, and realities of boys’ education around the world – an insightful and often disturbing account of various educational systems’ successes and failings in fostering intellectual and social growth in male students. Examining original research on the impact of implementing boys’ education programs in schools, the book also discusses the role of male teachers in educating boys, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools that begins at the level of pedagogy. 2009: 229 x 152: 312pp Hb: 978-1-56023-682-5: £65.00 Pb: 978-1-56023-683-2: £21.99 eBook: 978-0-203-87771-5 For more information, visit: www.routledge.com/9781560236832
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Educating the Gendered Citizen Sociological Engagements with National and Global Agendas Madeleine Arnot, University of Cambridge, UK
Focusing on the relationship between gender, education and citizenship, this book explores, from a feminist perspective, how the concept of citizenship has been used in relation to gender, and how young people are being prepared for male and female forms of citizenship.
MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY NEW
Citizenship, Education and Social Conflict Edited by Hanan Alexander, Haifa University, Israel, Halleli Pinson, Haifa University, Israel and Yossi Yonah, Ben Gurion University, Israel
2008: 234 x 156: 272pp Hb: 978-0-415-40805-9: £83.00 Pb: 978-0-415-40806-6: £23.99 eBook: 978-0-203-88992-3 For more information, visit: www.routledge.com/9780415408066
Feminism and ’The Schooling Scandal’ Christine Skelton, University of Birmingham, UK and Becky Francis, Roehampton University, UK Brings together feminist contributions from two generations of educational researchers to provide a comprehensive overview of contemporary research and theory emerging from ’second wave’ feminism and assesses their impact on pupils and teachers in today’s schools and classrooms. 2008: 234 x 156: 192pp Hb: 978-0-415-45509-1: £78.00 Pb: 978-0-415-45510-7: £23.99 eBook: 978-0-203-88433-1 For more information, visit: www.routledge.com/9780415455107
Race, Gender and Educational Desire Why Back Women Succeed and Fail Heidi Safia Mirza, Middlesex University, UK
This book reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women, teachers and students in schools and universities, taking the topic in new, challenging directions.
2008: 234 x 156: 224pp Hb: 978-0-415-44875-8: £80.00 Pb: 978-0-415-44876-5: £23.99 eBook: 978-0-203-88865-0 For more information, visit: www.routledge.com/9780415448765
Series: Routledge Research in Education This volume provides new perspectives into the challenges of citizenship education in the age of globalisation and in the context of multicultural and conflict-ridden societies. The collection calls us to rethink the accepted liberal and national discourses that have long dominated the conceptualisation and practice of citizenship and citizenship education in light of social conflict, globalisation, terrorism, and the spread of an extreme form of capitalism. The contributors of the volume identify the main challenges to the role of citizenship education in the context of globalisation, conflicts and the changes to the institution of citizenship they entail and critically examine the ways in which schools and education systems currently address – and may be able to improve – the role of citizenship education in conflict-ridden and multicultural contexts. January 2010: 229 x 152: 208pp Hb: 978-0-415-99190-2: £65.00 For more information, visit: www.routledge.com/9780415991902
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Critical Multiculturalism Theory and Praxis Edited by Stephen May, University of Waikato, New Zealand and Christine E. Sleeter, California State University, USA
Edited by two leading authorities on multicultural education, this book brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.
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Critical Pedagogy and Cultural Studies in Urban Education Ernest Morrell This textbook, intended for undergraduate and graduate courses in education, considers the potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront and transform many of the persistent challenges we presently face in urban education. The book begins with an examination of the historical antecedents of critical pedagogy and cultural studies to provide the necessary contexts for their implications to transform the ways we work with urban youth. The second half of the book focuses on practical applications of critical pedagogy and cultural studies in K-12 urban classrooms. Drawing on numerous case studies and examples to keep students engaged, the text explores how teachers across the K-12 spectrum and across content areas have involved young people in making the world a better place as they have also increased important academic skills. In an engaging, understandable writing style, this text walks educators through the many ways work in critical pedagogy and cultural studies can fundamentally reshape the urban educational landscape. August 2010: 229 x 152: 224pp Hb: 978-0-415-80317-5: £85.00 Pb: 978-0-415-80318-2: £20.99 For more information, visit: www.routledge.com/9780415803182
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Dismantling Contemporary Deficit Thinking Educational Thought and Practice Richard R. Valencia, The University of Texas, USA Deficit thinking is a pseudoscience founded on racial and class bias. It ’blames the victim’ for school failure instead of examining how schools are structured to prevent poor students and students of colour from learning. This book provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking. Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model, the culture of poverty model, and the ’at risk’ model in which poor students, students of colour, and their families are pathologised and marginalised. April 2010: 229 x 152: 256pp Hb: 978-0-415-87709-1: £100.00 Pb: 978-0-415-87710-7: £30.99 eBook: 978-0-203-85321-4 For more information, visit: www.routledge.com/9780415877107
February 2010: 229 x 152: 240pp Hb: 978-0-415-80284-0: £75.00 Pb: 978-0-415-80285-7: £22.99 eBook: 978-0-203-85805-9 For more information, visit: www.routledge.com/9780415802857
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
MULTICU LTUR AL E DUCATI ON AN D C ULTUR AL DI V E R S I T Y
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NEW
2nd Edition
Foundations of Education
Intercultural and Multicultural Education
Against Common Sense
The Essential Texts Edited by Susan F. Semel, Hunter College, The City University of New York, USA Foundations of Education helps aspiring teachers interpret the craft of teaching within the historical, philosophical, cultural, and social contexts of education inside and outside of schools. This volume contains substantial selections from those works widely regarded as central to the development of the field. These are the ’essential texts’ that lay the basis of further study for any serious student of education. The text is organised around the separate foundations disciplines-history, politics, sociology, philosophy- and includes extended selections from the works of John Dewey and W.E.B. DuBois to contemporary thinkers such as Maxine Greene and Diane Ravitch. March 2010: 254 x 178: 352pp Hb: 978-0-415-80624-4: £100.00 Pb: 978-0-415-80625-1: £32.99 For more information, visit: www.routledge.com/9780415806251
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Handbook of Asian Education Edited by Yong Zhao, Michigan State University, USA This comprehensive and authoritative Handbook describes educational practices in Asia and explains and interprets these practices from cultural, historical, and economic perspectives. It documents the accomplishments and achievements of Asian education and also discusses the challenges it faces. Using a clearly explained civilization-based framework, the volume is structured in five sections, each devoted to educational practices in a particular Asian civilization (Sinic, Japanese, Hindu, Islamic, Buddhist). Topics addressed include both the formal schooling system and out-of-school educational practices, education governance and management, curriculum and assessment, teachers and teaching; learners and learning; home and community. Each section offers one chapter on the challenges education faces and what efforts are underway or planned to meet them, and one chapter on how immigrants from each civilization have come to live in the West, how they are educated, and how they are adapting to their new homes. Handbook of Asian Education: • offers a novel and sensible approach to capture the essence of the diverse educational systems and practices in Asia
Enhancing Global Interconnectedness Edited by Carl Grant, University of WisconsinMadison, USA and Agostino Portera, University of Verona, Italy
Teaching and Learning Toward Social Justice Kevin Kumashiro, University of Illinois-Chicago, USA
For more information, visit: www.routledge.com/9780415876742
The phrase ’teaching for social justice’ is often used, but not always explained. What does it really mean to teach for social justice? What are the implications for anti-oppressive teaching across different areas of the curriculum? Drawing on his own experiences teaching diverse grades and subjects, Kevin Kumashiro examines various aspects of antioppressive teaching and learning in six different subject areas. Connecting practice to theory through new pedagogical elements, the revised edition of this bestselling text features:
NEW
• a new and timely preface that considers the possibilities of anti-oppressive teaching and teaching for social justice
Series: Routledge Research in Education This volume brings together the dynamic discussions and lively debate of intercultural and multicultural education taking place across the world. Contributors take readers to the countries, schools, and nongovernmental agencies where intercultural education and multicultural education, either collectively or singularly, are active (often central) concepts or practices in the daily educational undertaking and discourse of society. March 2010: 229 x 152: 244pp Hb: 978-0-415-87674-2: £70.00
An Introduction to Critical Race Theory in Education
• end of chapter questions
Margaret Zamudio, Christopher Russell, Jacquelyn L. Bridgeman and Francisco Rios, all at University of Wyoming, USA
2009: 229 x 152: 184pp Hb: 978-0-415-80221-5: £85.00 Pb: 978-0-415-80222-2: £18.99 eBook: 978-0-203-87006-8
Over the past decade, Critical Race Theory (CRT) scholars in education have produced a significant body of work theorising the impact of race and racism in education. This book traces the history of CRT, ultimately providing a comprehensive and accessible overview of this influential movement. The authors detail and synthesize scholarship in the field, highlighting the assumptions and major themes at a level for students just entering the field of education. By linking theory to everyday practices in today’s classroom, students will understand how CRT is being applied to a host of timely topics, such as tracking, high-stakes testing, and school financing. Concluding with an examination of strategies of resistance and practices for challenging the existing inequalities in education, this book proves to be a valuable resource for all students new to the field of education who are interested in understanding how the CRT applies to everyday practices.
For more information, visit: www.routledge.com/9780415802222
December 2010: 235 x 187 Hb: 978-0-415-99673-0: £85.00 Pb: 978-0-415-99674-7: £20.99 For more information, visit: www.routledge.com/9780415996747
• is written from an angle to inform readers in the U.S. and other Western cultures about Asian education and the education of Asian immigrants • uniquely combines description and interpretation of educational practices in Asia. This volume is directed to education researchers and graduate students in international and comparative education, globalization and education, multicultural education, sociocultural foundations of education, Asian studies; educational administrators and education policy-makers. December 2010: 279 x 216: 912pp Hb: 978-0-8058-6445-8: £170.00 Pb: 978-0-8058-6444-1: £65.00 eBook: 978-1-4106-1874-0 For more information, visit: www.routledge.com/9780805864441
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
• a sampling of print and online resources.
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Black Youth Matters Transitions from School to Success Cecile Wright, Nottingham Trent University, UK, P.J. Standen, University of Nottingham, UK and Tina Patel, Liverpool John Moores University, UK
Black Youth Matters presents a compelling, empirical picture of black youth who creatively respond to permanent school exclusion. Structural approaches to social stratification often set the terms of discussion around isolated narratives of individual ’success stories.’ In this book, the authors intervene with a new point of view by focusing instead on collectives of broader black communities. They both engage with and move beyond structural models of stratification and education, thereby affirming the enduring importance of individual and collective aspiraten. Based on long-term ethnographic research with young people permanently excluded from school, Black Youth Matters examines the resourcefulness of young black people in overcoming the process of school failure to forge more positive futures for themselves. December 2009: 229 x 152: 176pp Hb: 978-0-415-99510-8: £85.00 Pb: 978-0-415-99512-2: £22.99 eBook: 978-0-203-86305-3 For more information, visit: www.routledge.com/9780415995122
Critical Multicultural Analysis of Children’s Literature Mirrors, Windows, and Doors Maria José Botelho and Masha Kabakow Rudman, both at University of Massachussetts, USA Series: Language, Culture, and Teaching
Critical multicultural analysis provides a philosophical shift for teaching literature, constructing curriculum, and taking up issues of diversity and social justice. It problematizes children’s literature, offers a way of reading power, explores the complex web of sociopolitical relations, and deconstructs taken-for-granted assumptions about language, meaning, reading, and literature.
Bringing a critical lens to the study of multiculturalism in children’s literature, this book prepares teachers, teacher educators, and researchers of children’s literature to analyse the ideological dimensions of reading and studying literature. Each chapter includes recommendations for classroom application, classroom research, and further reading. Helpful end-of-book appendixes include a list of children’s book awards, lists of publishers, diagrams of the power continuum and the theoretical framework of critical multicultural analysis. 2009: 229 x 152: 376pp Hb: 978-0-415-99666-2: £90.00 Pb: 978-0-8058-3711-7: £32.99 eBook: 978-0-203-88520-8
Critical Perspectives on bell hooks Edited by Maria del Guadalupe Davidson, Oklahoma University, USA and George Yancy, Duquesne University, USA Series: Critical Social Thought
Although bell hooks has long challenged the dominant paradigms of race, class, and gender, there has never been a comprehensive book critically reflecting upon this seminal scholar’s body of work. Her written works aim to transgress and disrupt those codes that exclude others as intellectually mediocre, and hooks’ challenge to various hegemonic practices has heavily influenced scholars in numerous areas of inquiry. This important resource thematically examines hooks’ works across various disciplinary divides, including her critique on educational theory and practice, theorization of racial construction, dynamics of gender, and spirituality and love as correctives in postmodern life. 2009: 229 x 152: 256pp Hb: 978-0-415-98980-0: £95.00 Pb: 978-0-415-98981-7: £25.99 eBook: 978-0-203-88150-7 For more information, visit: www.routledge.com/9780415989817
Education and Hope in Troubled Times Visions of Change for Our Children’s World Edited by H. Svi Shapiro, University of North Carolina at Greensboro, USA Series: Sociocultural, Political, and Historical Studies in Education
’Progressive educators have always been better at critique than at possibility. This book promises not to ignore critique, but to favor possibility. It is most rare and greatly welcomed.’ – Richard Quantz, Miami University
Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction. This is a time of crisis, but also of renewed possibility-one that offers the opportunity to radically reconsider what is the meaning of education for a generation that will bear the brunt of grappling with the extraordinary dangers and challenges we confront today. 2009: 229 x 152: 304pp Hb: 978-0-415-99425-5: £90.00 Pb: 978-0-415-99426-2: £31.95 eBook: 978-0-203-88185-9 For more information, visit: www.routledge.com/9780415994262
For more information, visit: www.routledge.com/9780805837117
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
MULTICU LTUR AL E DUCATI ON AN D C ULTUR AL DI V E R S I T Y
Foundations of Critical Race Theory in Education
NEW
Edited by Edward Taylor, University of Washington, Seattle, USA, David Gillborn, Institute of Education, University of London, UK and Gloria Ladson-Billings, University of WisconsinMadison, USA
The emergence of Critical Race Theory (CRT) marked an important point in the history of racial politics in the legal academy and the broader conversation about race and racism in the United States. More recently, CRT has proven an important analytic tool in the field of education, offering critical perspectives on race, and the causes, consequences and manifestations of race, racism, inequity, and the dynamics of power and privilege in schooling. This groundbreaking anthology is the first to pull together both the foundational writings in the field and more recent scholarship on the cultural and racial politics of schooling. A comprehensive introduction provides an overview of the history and tenets of CRT in education. Each section then seeks to explicate ideological contestation of race in education and to create new, alternative accounts. In so doing, this landmark publication not only documents the progress to date of the CRT movement, it acts to further spur developments in education. 2009: 254 x 178: 376pp Hb: 978-0-415-96143-1: £100.00 Pb: 978-0-415-96144-8: £29.99 For more information, visit: www.routledge.com/9780415961448
Home-School Connections in a Multicultural Society Learning From and With Culturally and Linguistically Diverse Families Edited by Maria Luiza Dantas, University of California, Santa Barbara, USA and Patrick C. Manyak, University of Wyoming, USA Series: Language, Culture, and Teaching
Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, This book shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families.
Combining engaging cases and relevant key concepts with thought-provoking pedagogical features, this valuable resource for educators at all levels: • provides detailed portraits of diverse families that highlight their unique cultural practices related to schooling and the challenges that their children face in school settings • introduces key sociocultural and ethnographic concepts, in ways that are both accessible and challenging, and applies these concepts as lenses through which to examine the portraits. December 2009: 229 x 152: 312pp Hb: 978-0-415-99756-0: £90.00 Pb: 978-0-415-99757-7: £27.99 eBook: 978-0-203-86843-0 For more information, visit: www.routledge.com/9780415997577
Improving the Context for Inclusion Personalising Teacher Development through Collaborative Action Research Andy Howes, University of Manchester, UK, S.M.B. Davies, Trinity College, University of Wales, UK and Sam Fox, University of Manchester, UK Series: Improving Learning
The authors of this thoughtprovoking book present and analyse case studies of collaborative action research, illustrating what is needed in practice for teachers to engage with inclusion for the benefit of their pupils and themselves. The essential elements of success with inclusion are revealed, including:
• the importance of identifying issues that teachers see as relevant • how teachers can achieve meaningful collaboration in addressing the issues • the necessity of paying careful attention to the consequences of the changes that they make • how to facilitate change through making use of resources that are already available in the education system. Improving the Context for Inclusion is fascinating reading for all students of education, especially those with an interest in inclusion. 2009: 216 x 138: 208pp Hb: 978-0-415-47341-5: £75.00 Pb: 978-0-415-47342-2: £22.99 eBook: 978-0-203-87513-1 For more information, visit: www.routledge.com/9780415473422
2nd Edition
Immigration, Diversity, and Education Edited by Elena L. Grigorenko, Yale University, USA and Ruby Takanishi, Foundation for Child Development, New York, USA This edited volume presents an overview of research and policy issues pertaining to children from birth to ten who are first- and second-generation immigrants to the US, as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the US population. 2009: 229 x 152: 320pp Hb: 978-0-415-45627-2: £100.00 eBook: 978-0-203-87286-4
FREE P&P Online! Simple and secure online ordering, please visit www.routledge.com/education and receive FREE postage & packaging* for online orders over £20. *UK customers only
Language, Culture, and Teaching Critical Perspectives Sonia Nieto Series: Language, Culture, and Teaching
Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features.
Examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Each chapter includes critical questions; classroom activities; and community activities suggesting projects beyond the classroom context. 2009: 229 x 152: 296pp Hb: 978-0-415-99968-7: £90.00 Pb: 978-0-415-99974-8: £29.99 eBook: 978-0-203-87228-4 For more information, visit: www.routledge.com/9780415999748
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
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Race, Whiteness, and Education
NEW
Zeus Leonardo, University of California, USA
Social Studies and Diversity Education
Series: Critical Social Thought
What We Do and Why We Do It
Edited by Elizabeth E. Heilman, Ramona Fruja, and Matthew Missias, all at Michigan State University, USA
In the colourblind era of Post-Civil Rights America, race is often wrongly thought to be irrelevant or, at best, a problem of racist individuals rather than a systemic condition to be confronted. Race, Whiteness, and Education interrupts this dangerous assumption by reaffirming a critical appreciation of the central role that race and racism still play in schools and society. Author Zeus Leonardo’s conceptual engagement of race and whiteness asks questions about its origins, its maintenance, and envisages its future. This book does not simply rehearse exhausted ideas on the relationship among race, class, and education, but instead offers new ways of understanding how multiple social relations interact with one another and of their impact in thinking about a more genuine sense of multiculturalism.
2009: 229 x 152: 232pp Hb: 978-0-415-99316-6: £85.00 Pb: 978-0-415-99317-3: £24.99 eBook: 978-0-203-88037-1 For more information, visit: www.routledge.com/9780415993173
The Routledge International Companion to Multicultural Education Edited by James A. Banks, University of Washington, USA
This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions- Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics.
The preparation of social studies teachers is crucial not only to the project of good education, but, even more broadly, to the cultivation of a healthy democracy and the growth of a nation’s citizens. This one-of-a-kind resource features ideas from over 100 of the field’s most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers can learn to teach, thus illuminating the careful planning and deep thinking that go into the preparation of the social studies teachers. While concentrating on daily teaching realities such as lesson planning and meeting national, state, or provincial standards, each contributor also wrestles with the most important current issues on educating teachers for today’s increasingly diverse, complex, and global society. A much-needed addition to the field, this comprehensive volume will be of value to any teacher interested in social studies or diversity education across age groups and educational contexts. October 2009: 246 x 174: 432pp Hb: 978-0-415-99671-6: £100.00 Pb: 978-0-415-99672-3: £34.99 eBook: 978-0-203-87144-7 For more information, visit: www.routledge.com/9780415996723
Traveller, Nomadic and Migrant Education Edited by Patrick Alan Danaher, University of Southern Queensland, Australia, Máirín Kenny and Judith Remy Leder, California State University, Fullerton, USA Series: Routledge Research in Education Traveller, Nomadic and Migrant Education presents international accounts of approaches to educating mobile communities such as circus and fairground people, herders, hunters, Roma and Travellers. The chapters focus on three key dimensions of educational change: the client group moving from school to school; those schools having their demographics changed and seeking to change the mobile learners; and these learners contributing to fundamental change to the nature of schooling.
Affirming Students’ Right to Their Own Language Bridging Language Policies and Pedagogical Practices Edited by Jerrie Cobb Scott, The University of Memphis, USA, Dolores Y. Straker, University of Cincinnati, USA and Laurie Katz, The Ohio State University, USA A Co-publication of the National Council of Teachers of English and Routledge.
This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students’ Right to Their Own Language resolution. Chronicling the interplay between legislated/ litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize student's learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations. 2008: 229 x 152: 448pp Hb: 978-0-8058-6348-2: £95.00 Pb: 978-0-8058-6349-9: £29.99 eBook: 978-0-203-86698-6 For more information, visit: www.routledge.com/9780805863499
Black Literate Lives Historical and Contemporary Perspectives Maisha T. Fisher, Emory University, USA Series: Critical Social Thought
This book offers an innovative approach to understanding the multi-dimensional perspectives of Black literate lives in the US It demonstrates the ways that ’minority’ groups keep their practices alive inside and outside of educational institutions, even when these groups are oppressed.
2009: 229 x 152: 268pp Hb: 978-0-415-96356-5: £70.00 eBook: 978-0-203-87867-5
2008: 229 x 152: 200pp Hb: 978-0-415-95864-6: £85.00 Pb: 978-0-415-95865-3: £24.99 eBook: 978-0-203-89045-5
For more information, visit: www.routledge.com/9780415963565
For more information, visit: www.routledge.com/9780415958653
With forty newly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future. 2009: 246 x 174: 592pp Hb: 978-0-415-96230-8: £125.00 eBook: 978-0-203-88151-4 For more information, visit: www.routledge.com/9780415962308
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
MULTICU LTUR AL E DUCATI ON AN D C ULTUR AL DI V E R S I T Y
Cultural Education – Cultural Sustainability
Cultures, Contexts, and World Englishes
2nd Edition
Minority, Diaspora, Indigenous and EthnoReligious Groups in Multicultural Societies
Yamuna Kachru, University of Illinois, USA and Larry E. Smith, Christopher Smith and Associates, LLC
Revealing the Deep Meaning
Edited by Zvi Bekerman, Hebrew University of Jerusalem, Israel and Ezra Kopelowitz, Research Success Technologies, Israel
This volume is a path-breaking contribution to the study of efforts of Diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces.
Series: ESL & Applied Linguistics Professional Series
This volume aims to familiarize readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. It emphasizes that effective communication among users of different Englishes requires awareness of the varieties in use and their cultural, social, and ideational functions.
Culture in School Learning Etta R. Hollins, University of Missouri, USA
This text presents a powerful process for developing a teaching perspective based on constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying a reflective-interpretive-inquiry approach to making linkages between students’ cultural and experiential backgrounds and classroom instruction.
2008: 229 x 152: 224pp Pb: 978-0-8058-4108-4: £22.99 eBook: 978-0-203-92943-8 For more information, visit: www.routledge.com/9780805841084
2008: 229 x 152: 448pp Hb: 978-0-8058-5724-5: £95.00 Pb: 978-0-415-99590-0: £34.99 eBook: 978-0-203-93836-2
2008: 229 x 152: 256pp Hb: 978-0-8058-4732-1: £95.00 Pb: 978-0-8058-4733-8: £27.99 eBook: 978-0-203-89134-6
For more information, visit: www.routledge.com/9780415995900
For more information, visit: www.routledge.com/9780805847338
6 Volume Set
Volume 1
Volume 4
History of Multicultural Education
History of Multicultural Education
History of Multicultural Education
Edited by Carl A. Grant, University of WisconsinMadison, USA and Thandeka K. Chapman, University of Wisconsin, USA
Conceptual Frameworks and Curricular Issues
Instruction and Assessment
This benchmark set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the US. By collecting and providing a framework for key publications spanning the past thirty-forty years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholarís or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme. Hb: 978-0-415-98889-6: £460.00
2008: 229 x 152: 400pp Hb: 978-0-8058-5439-8: £95.00 For more information, visit: www.routledge.com/9780805854398
Volume 2
History of Multicultural Education Policy and Policy Initiatives 2008: 229 x 152: 248pp Hb: 978-0-8058-5445-9: £95.00 For more information, visit: www.routledge.com/9780805854459
Volume 3
History of Multicultural Education Foundations and Stratifications 2008: 229 x 152: 408pp Hb: 978-0-8058-5441-1: £95.00 For more information, visit: www.routledge.com/9780805854411
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
2008: 229 x 152: 360pp Hb: 978-0-8058-5443-5: £95.00 For more information, visit: www.routledge.com/9780805854435
Volume 5
History of Multicultural Education Students and Student Leaning 2008: 229 x 152: 432pp Hb: 978-0-8058-5447-3: £95.00 For more information, visit: www.routledge.com/9780805854473
Volume 6
History of Multicultural Education Teachers and Teacher Education 2008: 229 x 152: 408pp Hb: 978-0-8058-5449-7: £95.00 For more information, visit: www.routledge.com/9780805854497
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Volume 2
SES PRIZE WINNER
Indigenous Educational Models of Contemporary Practice
Racism and Education
In Our Mother’s Voice
David Gillborn, Institute of Education, University of London, UK
Edited by Maenette Kape’ahiokalani Padeken Ah Nee-Benham, Michigan State University, USA
Coincidence or Conspiracy?
Series: Sociocultural, Political, and Historical Studies in Education
The book challenges teachers, researchers, educational leaders, and community stakeholders to build dynamic learning environments through which indigenous learners can be ’Boldly Indigenous in a Global World!’ It honours the wisdom of ancestors, highlights the diversity of indigenous stories, and illuminates the passion of forward-looking scholars.
Rightist Multiculturalism
For more information, visit: www.routledge.com/9780805864038
Core Lessons on Neoconservative School Reform
Minority Status, Oppositional Culture, & Schooling
Kristen L. Buras, Emory University, USA Series: Critical Social Thought
Edited by John U. Ogbu, University of California, USA Series: Sociocultural, Political, and Historical Studies in Education
2008: 234 x 156: 272pp Hb: 978-0-415-41897-3: £83.00 Pb: 978-0-415-41898-0: £23.99 eBook: 978-0-203-92842-4 For more information, visit: www.routledge.com/9780415418980
2008: 229 x 152: 304pp Hb: 978-0-8058-6402-1: £95.00 Pb: 978-0-8058-6403-8: £27.99 eBook: 978-1-4106-1855-9
This book challenges the dominant assumptions and attitudes that shape education and is the first major study in the UK to adopt ’Critical Race Theory’ – a radical new perspective on the nature of racism and public policy.
This book is the definitive and final presentation of John Ogbu’s cultural ecological model and the many debates that his work has sparked during the past decade. Organised as a dialogue between John Ogbu and the scholarly community, Minority Status, Oppositional Culture, and Schooling is essential reading for anyone interested in the study of the academic achievement gap.
In this groundbreaking book, Kristen Buras provides the first detailed, critical examination of the Core Knowledge movement and explores the history and cultural politics underlying neoconservative initiatives in education.
PHILOSOPHY OF EDUCATION NEW
Education, Autonomy and Critical Thinking Christopher Winch, King’s College London, UK The concepts of autonomy and of critical thinking are of key importance in many contemporary accounts of the aims of education. Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy. Assessing the significance of the concern with critical rationality as a key intellectual component for a worthwhile life involving autonomy, this book also examines important views about what critical thinking is and how it can be cultivated. Drawing from discussions on epistemology and the philosophy of language which concern the nature of rationality, Christopher Winch produces a powerful critique of concepts central to contemporary philosophy of education – autonomy and critical thinking. January 2010: 234 x 156: 208pp Hb: 978-0-415-32287-9: £85.00 $150.00 Pb: 978-0-415-54392-7: £20.00 $34.00 eBook: 978-0-203-96386-9 For more information, visit: www.routledge.com/9780415543927
NEW
Education, Professionalism and the Quest for Accountability Hitting the Target but Missing the Point Jane Green, Independent Scholar, UK
2008: 229 x 152: 240pp Hb: 978-0-415-96264-3: £95.00 Pb: 978-0-415-96265-0: £22.99 eBook: 978-0-203-93186-8 For more information, visit: www.routledge.com/9780415962650
2008: 229 x 152: 688pp Hb: 978-0-8058-5103-8: £105.00 Pb: 978-0-8058-5104-5: £34.99 eBook: 978-0-203-93196-7 For more information, visit: www.routledge.com/9780805851045
Series: Routledge International Studies in the Philosophy of Education Today, workers based in institutions designed to serve the public – teachers, nurses, social workers, community officers, librarians, civil servants, etc. – are expected to reorganize their thoughts and practice in accordance with a ’performance’ management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures into inflexible and obligatory compliance. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable and, in the case of education, less educative. August 2010: 229 x 152: 256pp Hb: 978-0-415-87925-5: £70.00
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PHI LOS OPHY OF E DUCAT I O N
NEW
NEW
NEW
Beauty and Education
Habermas, Critical Theory and Education
Learning to Fail
Edited by Mark Murphy, University of Chester, UK and Ted Fleming, National University of Ireland, Ireland
Fran Abrams, Freelance Journalist, UK
Joe Winston, University of Warwick, UK Series: Routledge International Studies in the Philosophy of Education This book seeks to re-awaken educators to the power of beauty as an educational concept, to its relevance for schools and the current needs of students and teachers. Drawing upon a range of practical examples, it considers the nature and meaning of the experience of beauty, analysing its cognitive, affective and moral energies in order to demonstrate how beauty can provide young minds with some of their most powerful educational experiences. Incorporating examples across the curriculum at all levels of schooling, it argues that a due consideration of beauty in education can address some of the more fundamental problems that continue to bedevil policy and practice. With its clarity of style and wealth of practical examples, it will be of great interest to academics, teachers and education students at the graduate and postgraduate levels. December 2009: 229 x 152: 200pp Hb: 978-0-415-99490-3: £70.00 For more information, visit: www.routledge.com/9780415994903
Series: Routledge International Studies in the Philosophy of Education The sociologist and philosopher Jürgen Habermas has had a wide-ranging and significant impact on understandings of social change and social conflict. However, there has been no concerted and focused attempt to introduce his ideas to the field of education broadly. This book rectifies this omission and delivers a definitive contribution to the understanding of Habermas’s oeuvre as it applies to the field. The authors examine the contribution Habermas’s theory has and can make to: pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability. October 2009: 229 x 152: 224pp Hb: 978-0-415-80617-6: £70.00 eBook: 978-0-203-86489-0 For more information, visit: www.routledge.com/9780415806176
Education, Science and Truth Rasoul Nejadmehr
NEW
Series: Routledge International Studies in the Philosophy of Education
Hope Deferred
What is the main problem of contemporary education? Rasoul Nejadmehr argues that the cardinal problem with education is that it does not have an adequate notion of truth underpinning it. Thinkers mainly tend to veer towards two poles – absolutism and relativism. While a one-sided tendency toward absolutism leads to reified categories of thought and alienation, a tendency toward relativism leads to lack of universality and nihilism. Education, Science and Truth suggests a way out by bridging not only divides between and within analytical and continental philosophy but also those of modernism and postmodernism. By using a range of issues, disciplines and literature, Nejadmehr formulates a new version of the concept of objectivity based on the inclusion of multiple perspectives, including ones from art, philosophy and marginalized groups. 2009: 229 x 152: 222pp Hb: 978-0-415-99767-6: £70.00 eBook: 978-0-203-88003-6
Girls’ Education in English History Josephine Kamm Series: Routledge Revivals Hope Deferred, initially published in 1965, traces the history of girls’ education from Anglo-Saxon England to modern times, telling the story largely through the leading personalities whose opinions and prejudices shaped this history. It outlines the progress of popular education and the work of the pioneers who fought to bring girls’ education at every level into line with boys’; and it carries the story into the second half of the twentieth-century to discuss the problem of whether girls are really receiving the right kind of education. December 2009: 216 x 138: 336pp Hb: 978-0-415-57135-7: £75.00 eBook: 978-0-203-85724-3 For more information, visit: www.routledge.com/9780415572972
For more information, visit: www.routledge.com/9780415997676
How Society Lets Young People Down
By holding a light to the lives and attitudes of eight young people, their families, their teachers and their potential employers, this book will challenge much of what has been said about educational success and failure in the past twenty years. For two decades, policymakers largely assumed schools were the key to ensuring young people got the best possible start in life. Yet for many children the path to failure began well before their first day at school. Through the stories of these young people, this book reveals how marginalised young people are let down on every step of their journey. Growing up in areas where aspiration has died or barely ever existed, with parents who struggle to guide them on life in the twenty-first century, they are let down by schools where teachers underestimate them, by colleges and careers advisers who mislead them and by an employment market which has forgotten how to care or to nurture. Learning to Fail goes behind the headlines about anti-social behaviour, drugs and teenage pregnancy to paint a picture of real lives and how they are affected by outside forces. It gives a voice to ordinary parents and youngsters so they can speak for themselves about what Britain needs to do to turn its teenage failures into a success story. September 2009: 234 x 156: 184pp Hb: 978-0-415-48395-7: £80.00 Pb: 978-0-415-48396-4: £18.99 eBook: 978-0-203-86482-1 For more information, visit: www.routledge.com/9780415483964
Liberalism, Neoliberalism, Social Democracy Thin Communitarian Perspectives on Political Philosophy and Education Mark Olssen, University of Surrey, UK Series: Routledge Studies in Social and Political Thought In moving beyond the theses of liberalism and neoliberalism that have provided philosophical support to free-market economics from the 1970s until the present, this book seeks to re-theorize social democracy by reconsidering issues such as totalitarianism, freedom, the role of the state, and the political arrangements needed for the future. 2009: 229 x 152: 294pp Hb: 978-0-415-95704-5: £65.00 eBook: 978-0-203-87332-8 For more information, visit: www.routledge.com/9780415957045
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
17
P HILO SO PHY OF EDUCATION
18
NEW
Philosophy of Education
The New Significance of Learning
The Essential Texts
Imagination’s Heartwork Pádraig Hogan, University of Ireland, Ireland Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society’s powers-that-be? Does education have a responsibility in cultivating humanity’s maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age? The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the ‘natural order’ of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples. Among the merits highlighted by this approach are: • a recognition that education is first and foremost an invitation to join a renewed experience of quest and disclosure • a realisation that taking up and pursuing such an invitation is a basic right, as distinct from a privilege to be bestowed or withheld • an awareness of the decisive importance of specific kinds of relationships in practices of teaching • an emphasis on the human qualities as well as the intellectual achievements nourished by dedicated communities of learning • the emergence of a distinctive ethical orientation for education as a practice in its own right. November 2009: 234 x 156: 208pp Hb: 978-0-415-54967-7: £75.00 eBook: 978-0-203-86448-7 For more information, visit: www.routledge.com/9780415549677
Transforming Thinking Philosophical Inquiry in the Primary and Secondary Classroom Catherine C. McCall, University of Strathclyde, UK
Essential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in the wider world.
Readers are guided through the creation of a Community of Philosophical Inquiry (CoPI) in the kindergarten, the classrooms of primary and secondary schools, the community centre and beyond, with practical ideas to make CoPI work. 2009: 234 x 156: 240pp Pb: 978-0-415-47668-3: £18.99 For more information, visit: www.routledge.com/9780415476683
Edited by Steven M. Cahn, The City University of New York, USA
Philosophy of Education is a study both of the aims of education and the most appropriate means of achieving those aims. This volume contains substantial selections from those works widely regarded as central to the development of the field. These are the ’essential texts’ that lay the foundation for further study. The text is historically organized, moving from classical thought, through the medieval period, to modern perspectives, and twentieth-century thinkers. Each selection is followed by an extended interpretative essay in which a noted authority of our time highlights essential points from the readings and places them in a wider context. Exhibiting both breadth and depth, this text is ideal as a reader for courses in philosophy of education, foundations of education, and the history of ideas.
International Library of the Philosophy of Education Series International Library of the Philosophy of Education reprints twenty-four distinguished texts published in this field over the last half-century and includes works by authors such as Reginald D. Archambault, Charles Bailey, Robin Barrow, Norman J. Bull, D.E. Cooper, R.F. Dearden, Kieran Egan, D.W. Hamlyn, Paul H. Hirst, Glenn Langford, D.J. O’Connor, T.W. Moore, D.A. Nyberg, R.W.K. Paterson, R.S. Peters, Kenneth A Strike, I.A. Snook, John and Patricia White, and John Wilson. Themes discussed include: Liberal education, moral education, the aims of education, the education of teachers, adult and continuing education and the philosophical analysis of education.
NEW 24 Volume Set
For more information, visit: www.routledge.com/9780415994408
International Library of the Philosophy of Education (24 Volume Set)
NEW
December 2009: 216 x 138: 5960pp Hb: 978-0-415-55946-1: £1250.00 eBook: 978-0-2038-6097-7
2009: 254 x 178: 512pp Hb: 978-0-415-99755-3: £100.00 Pb: 978-0-415-99440-8: £30.99
Philosophy of Education in the Era of Globalization
For more information, visit: www.routledge.com/9780415559461
Edited by Yvonne Raley, Felician College, USA and Gerhard Preyer, Frankfurt University, Germany
Philosophical Analysis and Education (Vol 1)
Series: Routledge International Studies in the Philosophy of Education How do we prepare future citizens for the world they will live in? How do we teach future generations to embrace the paradox of accepting the value of multiculturalism despite the conflicts it has produced? How do we instill religious tolerance in a time when fundamentalism has become inextricably tied with terrorism? How do we promote economic growth in the face of overpopulation and its depletion of resources? The authors of this collection of essays explore these and related challenges, and they suggest some novel ways of dealing with them. September 2009: 229 x 152: 246pp Hb: 978-0-415-99606-8: £65.00 eBook: 978-0-203-87111-9 For more information, visit: www.routledge.com/9780415996068
Edited by Reginald Archambault December 2009: 216 x 138: 232pp Hb: 978-0-415-56269-0: £70.00 eBook: 978-0-203-86153-0
Beyond the Present and the Particular (Vol 2) A Theory of Liberal Education Charles H. Bailey December 2009: 216 x 138: 272pp Hb: 978-0-415-56381-9: £70.00 eBook: 978-0-203-86122-6
Plato, Utilitarianism and Education (Vol 3) Robin Barrow December 2009: 216 x 138: 216pp Hb: 978-0-415-56250-8: £70.00 eBook: 978-0-203-86121-9
Moral Education (Vol 4) Norman J. Bull December 2009: 216 x 138: 200pp Hb: 978-0-415-56272-0: £60.00 eBook: 978-0-203-86120-2
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
PHI LOS OPHY OF E DUCAT I O N
Moral Judgement from Childhood to Adolescence (Vol 5)
Knowledge and the Curriculum (Vol 12)
John Dewey reconsidered (Vol 19)
Norman J. Bull
A Collection of Philosophical Papers
Edited by R.S. Peters
Paul H. Hirst
December 2009: 216 x 138: 320pp Hb: 978-0-415-56274-4: £80.00 eBook: 978-0-203-86119-6
December 2009: 216 x 138: 216pp Hb: 978-0-415-56284-3: £70.00 eBook: 978-0-203-86112-7
Education, Values and Mind (Vol 6)
December 2009: 216 x 138: 144pp Hb: 978-0-415-56252-2: £60.00 eBook: 978-0-203-86104-2
Concepts of Indoctrination (Vol 20)
Essays for R. S. Peters
New Essays in the Philosophy of Education (Vol 13)
David Cooper
Edited by Glenn Langford and D.J. O’Connor
Edited by Ivan A. Snook
December 2009: 216 x 138: 232pp Hb: 978-0-415-56213-3: £70.00 eBook: 978-0-203-86118-9
December 2009: 216 x 138: 280pp Hb: 978-0-415-56451-9: £70.00 eBook: 978-0-203-86111-0
December 2009: 216 x 138: 232pp Hb: 978-0-415-56352-9: £70.00 eBook: 978-0-203-86103-5
Illusions of Equality (Vol 7)
Philosophy of Education (Vol 14)
Ethics and Educational Policy (Vol 21)
An Introduction
Edited by Kenneth A. Strike and Kieran Egan
David Cooper December 2009: 216 x 138: 192pp Hb: 978-0-415-56171-6: £60.00 eBook: 978-0-203-86117-2
Terence W. Moore
Education and the Development of Reason (Vol 8) Edited by R.F. Dearden, Paul H. Hirst and R.S. Peters
Educational Judgments (Vol 9) Papers in the Philosophy of Education Edited by F. Doyle James December 2009: 216 x 138: 280pp Hb: 978-0-415-56572-1: £70.00 eBook: 978-0-203-86115-8
Philosophers as Educational Reformers (Vol 10) The Influence of Idealism on British Educational Thought Peter Gordon and John White December 2009: 216 x 138: 344pp Hb: 978-0-415-56474-8: £80.00 eBook: 978-0-203-86114-1
Experience and the Growth of Understanding (Vol 11) December 2009: 216 x 138: 174pp Hb: 978-0-415-56490-8: £60.00 eBook: 978-0-203-86113-4
The Philosophy of Open Education (Vol 15) Edited by David A. Nyberg
December 2009: 216 x 138: 552pp Hb: 978-0-415-56351-2: £95.00 eBook: 978-0-203-86116-5
D.W. Hamlyn
December 2009: 216 x 138: 160pp Hb: 978-0-415-56454-0: £60.00 eBook: 978-0-203-86110-3
December 2009: 216 x 138: 230pp Hb: 978-0-415-56358-1: £70.00 eBook: 978-0-203-86109-7
Values, Education and the Adult (Vol 16)
Philosophical Essays
December 2009: 216 x 138: 240pp Hb: 978-0-415-56415-1: £70.00 eBook: 978-0-203-86102-8
The Aims of Education Restated (Vol 22) John White December 2009: 216 x 138: 192pp Hb: 978-0-415-56255-3: £60.00 eBook: 978-0-203-86101-1
Beyond Domination (Vol 23) An Essay in the Political Philosophy of Education
R.W.K. Paterson
Patricia White
December 2009: 216 x 138: 320pp Hb: 978-0-415-56359-8: £80.00 eBook: 978-0-203-86108-0
December 2009: 216 x 138: 200pp Hb: 978-0-415-56271-3: £60.00 eBook: 978-0-203-86100-4
The Concept of Education (Vol 17)
Preface to the Philosophy of Education (Vol 24)
Edited by R.S. Peters
John Wilson
December 2009: 216 x 138: 240pp Hb: 978-0-415-56253-9: £70.00 eBook: 978-0-203-86107-3
December 2009: 216 x 138: 264pp Hb: 978-0-415-56489-2: £70.00 eBook: 978-0-203-86099-1
Education and the Education of Teachers (Vol 18) R.S. Peters December 2009: 234 x 156: 216pp Hb: 978-0-415-56251-5: £70.00 eBook: 978-0-203-86106-6
For more information on this series, visit: www.routledge.com/978041559461
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
19
P HILO SO PHY OF EDUCATION
20
Edited by Denise Egéa-Kuehne, Louisiana State University, USA
PEDAGOGY AND LEARNING
Series: Routledge International Studies in the Philosophy of Education
NEW
This first book-length collection on Levinas and education gathers new texts written especially for this volume, providing an introduction to some of Levinas’s major themes of ethics, justice, hope, hospitality, forgiveness, and more.
Ecopedagogy
2008: 229 x 152: 314pp Hb: 978-0-415-76385-1: £85.00 eBook: 978-0-203-89538-2
Series: Positions: Education, Politics, and Culture
NEW
Levinas and Education
Educational Theory and Its Foundation Disciplines
At the Intersection of Faith and Reason
Edited by Paul H. Hirst June 2010: 216 x 138: 154pp Hb: 978-0-415-56354-3: £60.00 For more information, visit: www.routledge.com/9780415563543
The Dangerous Rise of Therapeutic Education Kathryn Ecclestone, University of Birmingham, UK and Dennis Hayes, Oxford Brookes University, UK
This controversial and compelling book uses a wealth of examples from all sectors of education to show how the contemporary education system is turning young people and adults into anxious, cautious and passive individuals rather than aspiring, optimistic and resilient learners.
2008: 234 x 156: 200pp Hb: 978-0-415-39700-1: £85.00 Pb: 978-0-415-39701-8: £19.99 eBook: 978-0-203-87056-3 For more information, visit: www.routledge.com/9780415397018
Handbook of Moral and Character Education Edited by Larry P. Nucci, Stanford University, USA and Darcia Narvaez, Notre Dame University, USA Series: Educational Psychology Handbook
There is widespread agreement that schools should contribute to students’ moral development and character formation. Currently 80% of states have mandates regarding character education. This apparent support for moral education, however, masks a high degree of controversy surrounding the meaning and the methods of moral and/or character education. The purpose of this Handbook is to replace the ideological rhetoric that infects this field with a comprehensive, research-oriented volume that includes the extensive changes that have occurred over the last fifteen years. Coverage includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings. 2008: 254 x 178: 656pp Hb: 978-0-8058-5960-7: £140.00 Pb: 978-0-8058-5961-4: £65.00 eBook: 978-0-203-93143-1 For more information, visit: www.routledge.com/9780805859614
For more information, visit: www.routledge.com/9780415763851
Moral Responsibility, Authenticity, and Education Ishtiyaque Haji, University of Calgary, Canada and Stefaan E. Cuypers, Katholieke Universiteit Leuven, Belgium Series: Routledge International Studies in the Philosophy of Education Drawing important, hitherto unnoticed connections between issues central in the philosophy of education and those pivotal in the free will debate, this book argues that these two sets of problems cannot be pursued in isolation from one another. 2008: 229 x 152: 258pp Hb: 978-0-415-96468-5: £70.00 eBook: 978-0-203-89514-6 For more information, visit: www.routledge.com/9780415964685
2nd Edition
Philosophy of Education: The Key Concepts John Gingell, University of Northampton, UK and Christopher Winch, Kings College, University of London, UK Series: Routledge Key Guides
Philosophy of Education: The Key Concepts is an easy to use A-Z guide summarizing all the key terms, ideas and issues central to the study of educational theory today. Fully updated, the book is cross-referenced throughout and contains pointers to further reading, as well as a large number of new entries.
2008: 216 x 138: 272pp Hb: 978-0-415-42892-7: £60.00 Pb: 978-0-415-42893-4: £14.99 eBook: 978-0-203-92758-8 For more information, visit: www.routledge.com/9780415428934
Educating for Sustainability in Schools and Society Richard Kahn, University of North Dakota, USA This accessibly written introduction, ideal for courses in both education and environmental studies, establishes the idea and history of ecopedagogy as a social and educational movement for sustainability. Author Richard Kahn then turns his attention to critically examine both the pros and cons of the current sustainability developments in several major contemporary educational sectors. Ultimately he provides a powerful illustration for how the notion of ecopedagogy as a form of ongoing education can offer emancipatory critiques of schools, educational policy, and institutional and organizational culture. October 2010: 229 x 152: 150pp Hb: 978-0-415-80377-9: £70.00 Pb: 978-0-415-80378-6: £14.99 For more information, visit: www.routledge.com/9780415803786
NEW
The Pedagogy of Creativity Anna Herbert, Lund University, Sweden
The Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories. Taking a classroom-based example of poststructuralist methodology as its starting point, Anna Herbert’s investigation explores the relationship between creativity seen in psychological activity, such as dreams, and creativity seen in the classroom, asking the following questions: • What might a methodology which taps into different forms of creativity look like? • Could such a methodology support current neuropsychological theories of memory and learning? • What are the consequences of imaginary and symbolic orders of knowledge for the understanding of both conscious and unconscious creativity in the classroom? Exploring the ideas of a number of psychological analysts including Jacques Lacan’s four discourses, concepts of ‘the other’ and the theories of Postructuralist thinkers including Levinas, Buber, Stein and Kristeva, Herbert explains how different theories can be used to develop creativity in the classroom and surmount obstacles preventing creative environments. February 2010: 234 x 156: 160pp Hb: 978-0-415-54886-1: £75.00 Pb: 978-0-415-54887-8: £22.99 eBook: 978-0-203-85546-1 For more information, visit: www.routledge.com/9780415548878
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
PE DAG OG Y AN D L E AR NI N G
NEW
NEW
Re-Designing Learning Contexts
The Routledge International Handbook of Creative Learning
Technology-Rich, Learner-Centred Ecologies Edited by Rosemary Luckin, The London Knowledge Lab, University of London, UK Series: Foundations and Futures of Education This book seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world. Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores: • the meaning of the concept of context and it’s relationship to learning • the ways in which different types of technology can scaffold learning in context • the importance of matching available resources to each learner’s particular needs
Edited by Julian Sefton-Green, Independent Education Consultant, UK, Pat Thomson, University of Nottingham, UK, Liora Bresler, University of Illnois at Urbana-Champaign, USA and Ken Jones, University of Keele, UK The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom or whole school level, always with the aim of fully realising young people’s potential. Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research. Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists. September 2010: 246 x 174: 512pp Hb: 978-0-415-54889-2: £125.00 For more information, visit: www.routledge.com/9780415548892
Contemporary Perspectives on Reading and Spelling Edited by Clare Wood, University of Coventry, UK and Vincent Connelly, Oxford Brookes University, UK
• the potential impact of recent technological developments within computer science and artificial intelligence. This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. April 2010: 234 x 156: 224pp Hb: 978-0-415-55441-1: £75.00 Pb: 978-0-415-55442-8: £23.99 eBook: 978-0-203-85475-4 For more information, visit: www.routledge.com/9780415554428
NEW
With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: • overarching debates in reading and spelling • reading and spelling across languages • written language difficulties and approaches to teaching.
Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. 2009: 234 x 156: 304pp Hb: 978-0-415-49716-9: £80.00 Pb: 978-0-415-49717-6: £24.99 eBook: 978-0-203-87783-8 For more information, visit: www.routledge.com/9780415497176
Teaching for Student Learning
Controversy in the Classroom
Becoming an Accomplished Teacher
Diana E. Hess, University of Wisconsin-Madison, USA
Richard I. Arends is Emeritus Professor and Dean, School of Education, Central Connecticut State University, USA and Ann Kilcher is President of Paideia Consulting Group, Hailfax, Nova Scotia
Series: Critical Social Thought
Teaching for Student Learning: Becoming an Accomplished Teacher shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching. It emphasizes how accomplished teachers gradually acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning. February 2010: 246 x 174: 432pp Hb: 978-0-415-99888-8: £100.00 Pb: 978-0-415-96530-9: £42.99 eBook: 978-0-203-86677-1 For more information, visit: www.routledge.com/9780415965309
The Democratic Power of Discussion
In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for ’safe’ knowledge and ’safe’ teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time.
2009: 229 x 152: 216pp Hb: 978-0-415-96228-5: £85.00 Pb: 978-0-415-96229-2: £24.99 eBook: 978-0-203-87888-0 For more information, visit: www.routledge.com/9780415962292
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
21
P EDAGO GY AN D LEARN IN G
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Educational Theories, Cultures and Learning
Knowledge, Values and Educational Policy
A Critical Perspective
A Critical Perspective
Edited by Harry Daniels, Hugh Lauder and Jill Porter, all at University of Bath, UK Series: Critical Perspectives on Education
Edited by Harry Daniels, University of Bath, UK, Hugh Lauder, University of Bath, UK and Jill Porter, University of Bath, UK
Series: Critical Perspectives on Education
Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education – learners and teachers.
Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:
Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Finally policies and practices relating to schools are considered.
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Handbook of Public Pedagogy Education and Learning Beyond Schooling Edited by Jennifer A. Sandlin, Arizona State University, USA, Brian D. Schultz, Northeastern Illinois University, USA and Jake Burdick, Arizona State University, USA Series: Studies in Curriculum Theory Series
Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as:
Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy. • What is ’public pedagogy’?
• What role does culture play in our understanding of pedagogy?
• What are schools and what are they for?
• What theories, research, aims, and values inform it?
• What knowledge should schools teach?
• What does it look like in practice?
• What role do global influences, especially economic, cultural and social, have in shaping our understanding of education?
• How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability?
Offering a wide range of differing, even diverging, perspectives on how the ’public’ might operate as a pedagogical agent, this handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.
• What role does language play in influencing our thinking about education? • What implications does our view of childhood have for education? • How do we know what learners know? • How do learners negotiate the transition between the different phases of education? • What is a teacher? • How do teachers learn? • How do we understand learners, their minds, identity and development?
• What influence does research have on our understanding of education and schooling? Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to reflect on some of the key issues facing education and educationists today. 2009: 246 x 174: 320pp Hb: 978-0-415-49119-8: £83.00 For more information, visit: www.routledge.com/9780415491198
Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to reflect on some of the key issues facing education and educationists today. 2009: 246 x 174: 256pp Hb: 978-0-415-49118-1: £80.00 For more information, visit: www.routledge.com/9780415491181
December 2009: 254 x 178: 712pp Hb: 978-0-415-80126-3: £165.00 Pb: 978-0-415-80127-0: £65.00 eBook: 978-0-203-86368-8 For more information, visit: www.routledge.com/9780415801270
Rethinking Contexts for Learning and Teaching Communities, Activities and Networks Edited by Richard Edwards, University of Stirling, UK, Gert Biesta, University of Stirling, UK and Mary Thorpe, The Open University, UK
Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.
2009: 234 x 156: 192pp Hb: 978-0-415-46775-9: £75.00 Pb: 978-0-415-46776-6: £23.99 eBook: 978-0-203-88175-0 For more information, visit: www.routledge.com/9780415467766
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
PE DAG OG Y AN D L E AR NI N G
Science, Society and Sustainability Education and Empowerment for an Uncertain World Edited by Donald Gray, Laura Colucci-Gray, both at University of Aberdeen, UK and Elena Camino, Accademia Albertina, Italy Series: Routledge Research in Education Drawing on experiences of interdisciplinary dialogue and practice in a higher education context, this book illustrates how reformulating the agenda in science and technology can have a revolutionary impact on learning and teaching in the classroom at all levels. This exceptional study will interest scholars in Education, Science, Technology, and Society, and those looking to further deliberative democracy and civic participation in their students. 2009: 229 x 152: 246pp Hb: 978-0-415-99595-5: £65.00 eBook: 978-0-203-87512-4 For more information, visit: www.routledge.com/9780415995955
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Teaching Critical Thinking Practical Wisdom bell hooks, Berea College, USA
In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today.
In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous bestselling volumes in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today. September 2009: 229 x 152: 208pp Hb: 978-0-415-96819-5: £85.00 Pb: 978-0-415-96820-1: £15.99 eBook: 978-0-203-86919-2 For more information, visit: www.routledge.com/9780415968201
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Children, their World, their Education
The Cambridge Primary Review Research Surveys
Final Report and Recommendations of the Cambridge Primary Review
Edited by Robin Alexander, University of Cambridge, UK
Edited by Robin Alexander, University of Cambridge, UK
• How do children live, think and learn during their early and primary years? • How well are our primary schools doing? • What has been the impact of government efforts to raise standards? • By what values should schools be guided and what curriculum and learning environments should they provide? • How can primary education best meet the needs of today’s children and tomorrow’s world? These were among the many questions that the Cambridge Primary Review set out to answer when it was launched in 2006. Politically independent and grounded in an exhaustive array of national and international evidence, it was the most comprehensive enquiry into English primary education for forty years. Its thirty-one interim reports provoked lively headlines and debate. In this book, the Review presents its findings and recommendations. Compellingly and accessibly written, the book is divided into five parts: • Part one sets the scene and tracks primary education policy since the 1960s • Part two examines children’s development and learning; their upbringing and lives in an increasingly diverse society; their needs and aspirations • Part three explores what goes on in schools, from the vital early years to aims, curriculum, pedagogy, assessment, standards and school organisation • Part four deals with the system: ages and stages; teachers, training, leadership and workforce reform; funding, governance and policy • Part five pulls everything together with seventy-eight formal conclusions and seventy-five recommendations for policy and practice. Children, their World, their Education is more than a ground-breaking report. It is an unrivalled educational compendium. It assesses two decades of governmentled reform. It offers a vision for the future. It goes to the heart of what education in a democracy is about. It deserves to be read by all who care about children, their primary education and the world that they will inherit. The Cambridge Primary Review is supported by Esmée Fairbairn Foundation. Children, their World, their Education has a companion volume: The Cambridge Primary Review Research Surveys, edited by Robin Alexander with Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner. October 2009: 246 x 174: 608pp Hb: 978-0-415-54870-0: £95.00 Pb: 978-0-415-54871-7: £35.00 For more information, visit: www.routledge.com/9780415548717
The Cambridge Primary Review Research Surveys is the companion volume to Children, their World, their Education: final report and recommendations of the Cambridge Primary Review. Both are the outcome of England’s biggest enquiry into primary education for over forty years.
Fully independent of government, the Cambridge Primary Review was launched in 2006 to investigate the condition and future of primary education at a time of change and uncertainty and after two decades of almost uninterrupted reform. Ranging over ten broad themes and drawing on a vast array of evidence, the Review published thirty-one interim reports, including twenty-eight surveys of published research, provoking media headlines and public debate, before presenting its final report and recommendations. This book brings together the twenty-eight research surveys, specially commissioned from sixty-five leading academics in the areas under scrutiny and now revised and updated, to create what is probably the most comprehensive overview and evaluation of research in primary education yet published. A particular feature is the prominence given to international and comparative perspectives. The Cambridge Primary Review Research Surveys is an essential reference tool for professionals, researchers, students and policy makers working in the fields of early years, primary and secondary education. October 2009: 246 x 174: 880pp Hb: 978-0-415-54869-4: £250.00 For more information, visit: www.routledge.com/9780415548694
Creative Learning in the Primary School Bob Jeffrey and Peter Woods, both at The Open University, UK Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses – creativity and performativity – and how they are resolved in creative teacher practice. The blend of analysis, case-study material and implications for practice will make this book attractive to primary teachers, school managers, policy-makers, teacher educators and researchers.
2008: 234 x 156: 192pp Hb: 978-0-415-46471-0: £75.00 Pb: 978-0-415-46472-7: £22.99 eBook: 978-0-203-88473-7 For more information, visit: www.routledge.com/9780415464727
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
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Transformation of Knowledge Through Classroom Interaction
Contemporary Theories of Learning
Edited by Baruch Schwarz, The Hebrew University, Jerusalem, Israel, Tommy Dreyfus, Tel Aviv University, Israel and Rina Hershkowitz, Weizmann Institute of Science, Israel
Learning Theorists in their Own Words
Transformation of Knowledge Through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms, using mathematics and science as a model to examine how different types of interactions contribute to students’ participation in classroom activity, and their understanding of concepts and their practical applications. The contributions in this book offer rich descriptions and ways of understanding how learning occurs in both traditional and non-traditional settings. Bringing together a broad range of contributions from leading international researchers, this book makes an important contribution to the field of classroom learning, and will appeal to all those engaged in academic research in education. 2009: 234 x 156: 336pp Hb: 978-0-415-49224-9: £85.00 Pb: 978-0-415-49225-6: £25.99 eBook: 978-0-203-87927-6
Edited by Knud Illeris, Danish University of Education
Essays on Pedagogy Robin Alexander, Faculty of Education, University of Cambridge, UK
The theories of Knud Illeris, Peter Jarvis, Robert Kegan, Yrjö Engeström, Bente Elkjaer, Jack Mezirow, Howard Gardner, Peter Alheit, John Heron, Mark Tennant, Jerome Bruner, Robin Usher, Thomas Ziehe, Jean Lave, Etienne Wenger, Danny Wildemeersch and Veerle Stroobants in their own words.
In Essays on Pedagogy, Robin Alexander brings together some of his most powerful writing, drawing on his research in Britain and other countries over the past two decades.
2008: 234 x 156: 224pp Hb: 978-0-415-45482-7: £83.00 Pb: 978-0-415-45483-4: £23.99 2008: 234 x 156: 256pp Hb: 978-0-415-47343-9: £80.00 Pb: 978-0-415-47344-6: £20.99 eBook: 978-0-203-87042-6 For more information, visit: www.routledge.com/9780415473446
Contexts of Learning Mathematics and Science
For more information, visit: www.routledge.com/9780415454834
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators
Lessons Learned from TIMSS
Edited by The AACTE Committee on Innovation and Technology, USA
For more information, visit: www.routledge.com/9780415492256
Edited by Sarah J. Howie, University of Pretoria, South Africa and Tjeerd Plomp, University of Twente, the Netherlands
2nd Edition
A presentation of research results from an international study into the wide variety of factors which may influence achievement in mathematics or science.
Back to the Basics of Teaching and Learning ’Thinking the World Together’ David W. Jardine, University of Calgary, Canada Patricia Clifford and Sharon Friesen, both at Galileo Educational Network Association, Canada
This book is about an ecological-interpretive image of ’the basics.’ Essays detailing everyday, lived events in classroom life are presented to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain. Readers are invited to imagine what would happen to our understanding of teaching and learning if we stepped away from the image of basics-as-breakdown under which education labors today.
This Handbook addresses the concept and implementation of technological pedagogical content knowledge – the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas.
2008: 234 x 156: 440pp Pb: 978-0-415-47432-0: £23.99 For more information, visit: www.routledge.com/9780415474320
2nd Edition
The Critical Pedagogy Reader
Co‑published by Routledge for the American Association of Colleges for Teacher Education.
2008: 229 x 152: 336pp Pb: 978-0-8058-6356-7: £41.99 eBook: 978-1-4106-1818-4
Second Edition
For more information, visit: www.routledge.com/9780805863567
Edited by Antonia Darder, University of Illinois at Urbana-Champaign, USA, Marta P. Baltodano, Loyola Marymount University, USA and Rodolfo D. Torres, University of California, Irvine, USA
The Means to Grow Up
Since its first publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy.
2008: 229 x 152: 288pp Pb: 978-0-8058-6320-8: £28.99 eBook: 978-1-4106-1774-3 For more information, visit: www.routledge.com/9780805863208 2008: 254 x 178: 616pp Hb: 978-0-415-96121-9: £105.00 Pb: 978-0-415-96120-2: £30.99 For more information, visit: www.routledge.com/9780415961202
Reinventing Apprenticeship as a Developmental Support in Adolescence Robert Halpern, Erikson Institute, Chicago, USA
The Means to Grow Up describes the pedagogical importance of ’apprenticeship’ and illustrates how students learning alongside experienced adults can be a challenging and complex endeavor for adolescents. This book offers readers an exciting vision of what education can and should be about.
2008: 229 x 152: 248pp Hb: 978-0-415-96032-8: £90.00 Pb: 978-0-415-96033-5: £26.99 eBook: 978-0-203-88597-0 For more information, visit: www.routledge.com/9780415960335
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
PSYC HOLOG Y OF E DUCAT I O N
Visible Learning A Synthesis of Over 800 Meta-Analyses Relating to Achievement John Hattie, University of Auckland, New Zealand
’Visible Learning is the definitive book on sorting out the effectiveness of teaching strategies – a must read for those who want to improve teaching and learning.’ – Michael Fullan
This unique and groundbreaking work is the result of fifteen years’ research and synthesises over 800 meta-analyses relating to the influences on achievement in school-aged students. It builds a story about the power of teachers and of feedback, and constructs a model of learning and understanding. A major contribution to the field, it is a fascinating benchmark for comparing many innovations in teaching and schools. 2008: 246 x 174: 392pp Hb: 978-0-415-47617-1: £85.00 Pb: 978-0-415-47618-8: £25.99 eBook: 978-0-203-88733-2 For more information, visit: www.routledge.com/9780415476188
Education for All The Future of Education and Training for 14-19 Year-Olds
PSYCHOLOGY OF EDUCATION NEW
Attachment Theory and the Teacher-Student Relationship Philip Riley, Monash University, Australia How teachers form and maintain classroom and staffroom relationships is crucial to the success of their work. A teacher who is able to accurately interpret the underlyin relationship processes can learn to proactively, rather than reactively, influence the dynamics of any class. These are skills that can be taught. This invaluable text explains how adult attachment theory offers new ways to examine professional teaching relationships, classroom management and collegial harmony. Attachment Theory and the Teacher-Student Relationship addresses three significant gaps in the current literature on classroom management: • the effects of teachers’ attachment style on the formation and maintenance of classroom and staffroom relationships • the importance of attachment processes in scaffolding teachers’ and students emotional responses to daily educational tasks • the degree of influence these factors have on teachers’ classroom behaviour, particularly management of student behaviour.
Richard Pring, University of Oxford, UK, Geoffrey Hayward, University of Oxford, UK, Ann Hodgson, University of London, UK, Jill Johnson, Head of Outreach at UCAS, UK, Ewart Keep, Alis Oancea, University of Oxford, UK, Gareth Rees, University of Cardiff, UK, Ken Spours, University of London, UK and Stephanie Wilde, University of Oxford, UK
August 2010: 234 x 156: 240pp Hb: 978-0-415-56261-4: £75.00 Pb: 978-0-415-56262-1: £24.99
• What counts as an educated nineteen year old today?
6th Edition
• Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?
Developmental Science
Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of 14-19 Education and Training: the most rigorous investigation of every aspect of this key educational phase for decades. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond. 2009: 234 x 156: 252pp Hb: 978-0-415-54721-5: £75.00 $125.00 Pb: 978-0-415-54722-2: £19.99 $37.95 eBook: 978-0-203-87359-5 For more information, visit: www.routledge.com/9780415547222
For more information, visit: www.routledge.com/9780415562621
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An Advanced Textbook Edited by Marc H. Bornstein and Michael E. Lamb, Cambridge University, UK Noted as one of the most comprehensive textbooks in the field, Developmental Science introduces readers to lifespan perspectives on all of areas in developmental psychology – neuroscience, genetics, perception, cognition, language, emotion, and social interaction. Each of the world renowned contributors masterfully introduces the history and systems, methodologies, and measurement and analytic techniques used to understand the topic under review. The relevance of the field is illustrated through engaging applications in each chapter. As a whole, this highly respected text illuminates substantive phenomena in developmental psychology, its applications across the life span, and its relevance to everyday life. Each chapter in the new sixth edition was substantially revised to reflect the current state of the field. Two new chapters, one on cognitive development and the other on applied developmental psychology, highlight the many new developments on those topics. Each chapter features an introduction, summary and conclusion, and numerous references. October 2010: 254 x 178: 672pp Hb: 978-1-84872-871-4: £49.95 For more information, visit: www.routledge.com/9781848728714
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
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Education and Psychoanalysis Metaphors from the Classroom Tamara Bibby, Institute of Education, University of London, UK Series: Foundations and Futures of Education This book will provide a way of using psychoanalytic psychologies to think about some of the processes and experiences of learning and teaching. It will provide a basic introduction to a range of psychoanalytic theorists focussing on the ways in which their work might be useful within education. Building on the traditions of critical psychologies, it will both provide a critique of the traditional, cognitive psychologies drawn on in educational texts and policy, and provide an introduction to a variety of psychoanalytic theories that might enable educators to consider some of the less rational and conscious processes that pervade learning and teaching contexts. While it will be set in schools it is intended that the discussion will also be useful for those working in other educational settings. Overall, this book aims to provide a grounded and contextualised introduction to psychoanalytic theories. All discussion of theory will take place in the context of real situations that arise in classrooms exemplified by data from research. August 2010: 234 x 156: 224pp Hb: 978-0-415-55265-3: £75.00 Pb: 978-0-415-55266-0: £24.99 For more information, visit: www.routledge.com/9780415552660
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Handbook of Research on Schools, Schooling and Human Development Edited by Judith L. Meece, University of North Carolina at Chapel Hill, USA and Jacquelynne S. Eccles, University of Michigan, USA Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighborhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: • Comprehensive Coverage – This is the first book to provide a comprehensive review of what is known about schools as a context for human development. • Cross-Disciplinary –This volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines • Methodologies – Chapters included in the text feature various methodologies. June 2010: 279 x 216: 560pp Hb: 978-0-8058-5948-5: £160.00 Pb: 978-0-8058-5949-2: £75.00 eBook: 978-0-203-87484-4 For more information, visit: www.routledge.com/9780805859492
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P SY CHO LO GY OF E DUCATION
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How We Think
Interdisciplinary Perspectives on Learning to Read
Psychology in the Classroom
A Theory of Goal-Oriented Behavior Alan H. Schoenfeld, University of California at Berkeley, USA Series: Studies in Mathematical Thinking and Learning In How We Think, esteemed scholar and mathematician Alan Schoenfeld proposes a groundbreaking theory and model about how we think and act in the classroom and beyond. Based on thirty years of research on problem solving and teaching, Schoenfeld provides evidence for a concrete approach that describes how teachers and individuals navigate their way through in-the-moment decision-making in well-practiced domains. Building his case with in-depth scenes and analysis of teachers at work, but also from domains outside education, Schoenfeld shows readers that people’s decisions are often consistent with the calculations made according to an ’internal calculus,’ and can therefore be modeled by it. Understanding and recognizing the goal-oriented patterns of our day to day decisions can help identify what makes for productive or unproductive behavior in the classroom and beyond. August 2010: 229 x 152: 256pp Hb: 978-0-415-87864-7: £95.00 Pb: 978-0-415-87865-4: £26.99 For more information, visit: www.routledge.com/9780415878654
NEW 3rd Edition
Motivating Students to Learn Jere E. Brophy, Michigan State University, USA
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing ’repair work’ with students who have become discouraged or disaffected learners. February 2010: 254 x 178: 352pp Hb: 978-0-415-80069-3: £100.00 Pb: 978-0-415-80070-9: £42.99 eBook: 978-0-203-85831-8 For more information, visit: www.routledge.com/9780415800709
Behaviourism
Culture, Cognition and Pedagogy
John Woollard, University of Southampton, UK
Edited by Kathy Hall, University College Cork, Ireland, Usha Goswami, University of Cambridge, UK, Colin Harrison, University of Nottingham, UK, Sue Ellis, University of Strathclyde, UK and Janet Soler, The Open University, UK
Psychology for the Classroom provides a broad, unbiased and accessible introduction to behaviourist theory as applied to learning and education in a practical context. Focusing on contemporary issues and strategies, including the use of elearning, the book provides a background to research in behaviourist theory and explains its implications for current teaching and learning, providing practical guidance to show teachers and students how they can use these ideas to improve classroom learning.
Series: Routledge Psychology in Education Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policymakers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience. This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions. March 2010: 234 x 156: 264pp Hb: 978-0-415-56123-5: £80.00 Pb: 978-0-415-56124-2: £24.99 eBook: 978-0-203-85652-9 For more information, visit: www.routledge.com/9780415561242
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Psychology for the Classroom Constructivism and Social Learning Alan Pritchard, University of Warwick, UK and John Woollard, University of Southampton, UK Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching. The authors provide a background to research in constructivist and social learning theory, offering a broad and practical analysis which focuses on contemporary issues and strategies, including the use of e-learning and multimedia. Throughout the book theory is linked with its practical implications for everyday teaching and learning. Case studies and vignettes demonstrating best practice are used throughout the text, illustrating how monitored collaboration between learners can result in an effective learning environment where targets are met. Essential reading for practising teachers and students, this book is a valuable guide for those looking for provide effective teaching and learning within a constructivist framework.
Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, showing how a carefully planned curriculum and reinforced behaviours lead to effective learning. March 2010: 234 x 156: 120pp Hb: 978-0-415-49398-7: £70.00 Pb: 978-0-415-49399-4: £17.99 eBook: 978-0-203-85142-5 For more information, visit: www.routledge.com/9780415493994
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Psychosocial Perspectives on Learning, Teaching and Emotion Helen Lucey, The Open University, UK Series: Routledge Psychology in Education Psychosocial Perspectives on Learning, Teaching and Emotion is an innovative advanced text book that aims to go beyond current understandings of the relationship between teaching and learning, foregrounding unconscious and emotional dimensions of schooling. The author traces the roots of key ideas in educational psychology and critically looks at the ways in which they have shaped how we have come to think about ‘learners’ and what happens in classrooms. Putting forward a psychosocial perspective to challenge the notion of the rational, aware, independent learner, using real-life case studies from educational institutions, the home and the street, this book highlights the ways in which unconscious emotions, in constant interplay with social, structural and institutional forces, have the power to enhance, enable, block, distort and interfere with learning and teaching. Through this psychosocial framework the book will cast valuable light on some of the most pressing issues that all those involved in education persistently face, in particular resistance to learning and failure to learn. June 2010: 234 x 156: 192pp Hb: 978-0-415-55176-2: £80.00 Pb: 978-0-415-55177-9: £22.99 For more information, visit: www.routledge.com/9780415551779
April 2010: 234 x 156: 112pp Hb: 978-0-415-49479-3: £70.00 Pb: 978-0-415-49480-9: £17.99 eBook: 978-0-203-85517-1 For more information, visit: www.routledge.com/9780415494809
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
PSYC HOLOG Y OF E DUCAT I O N
NEW
Understanding Psychological Theories of Motivation An Introductory Guide Richard Remedios, Durham University, UK We all think we know what motivation is. At an experiential level, we observe motivated behaviour all the time; we talk confidently about the causes of motivation both for ourselves and others. But the problem is that it is this very familiarity with motivation that leads students to have folk understandings of motivation; some of these understandings may align themselves with theory but many do not. For example, you may have heard of goal theory but do you know about the four types of goals that students are supposed to operate with? You may have heard about intrinsic motivation but do you know about the associated theory, namely, self-determination theory? Do you know what self-handicapping is? What about self-worth theory? And if you have heard of them, could you write knowledgeably about them in an assignment that you would be graded on? This book will take you through the major theories in motivation, explain them to you, point you to the evidence that supports the various theories and tell you about the major debates within each theory. In short, if you have an interest in motivation but have never studied at an academic level, then there should be something for you in this book. July 2010: 246 x 189: 240pp Hb: 978-0-415-56143-3: £75.00 Pb: 978-0-415-56144-0: £23.99 For more information, visit: www.routledge.com/9780415561440
NEW
Use of External Representations in Reasoning and Problem Solving Analysis and Improvement Edited by Lieven Verschaffel, Erik de Corte, both at Katholieke Universiteit Leuven, Belgium, Ton de Jong, University of Twente, the Netherlands and Jan Elen, Katholieke Universiteit Leuven, Belgium This book brings together contributions from leading international researchers in from educational psychology, cognitive science and related fields, to document the role which external representations play in our understanding, learning and communication. Traditional research has focused on the distinction between verbal and non-verbal representations, and the way they are processed, encoded and stored by different cognitive systems. The contributions here challenge these research findings and address the ambiguity about how these two cognitive systems interact, arguing that the classical distinction between textual and pictorial representations has become less prominent. Using empirical research findings to take a fresh look at the processes which take place when learning via external representations.
Behavior Analysis for Effective Teaching Julie S. Vargas, B.F. Skinner Foundation, USA
Modern teachers increasingly encounter students who enter their classroom with low motivation, learning problems, or disruptive behavior. The mission of this book is to provide teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices. At the same time, the book explains the behavioral science on which behavioral practices are based. Outstanding features include: • Classroom Focus – The book seamlessly integrates behaviour management with effective instruction within a classroom context. • Presentation – The author is an exceptionally clear writer who uses a wealth of real classroom examples. • Pedagogy – The pedagogy follows behavior-analytic principles including clear behavioral objectives and coordinated end-of-chapter exercises.
2nd Edition
Developments in Educational Psychology Edited by Kevin Wheldall, Macquarie University, Australia
What is the relevance of educational psychology in the twenty-first century?
In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics. Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed.
• Website – additional web-based quizzes, illustrative video clips, and guidelines for research projects.
Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.
2009: 254 x 178: 392pp Hb: 978-0-415-99007-3: £130.00 Pb: 978-0-415-99008-0: £52.50 eBook: 978-0-203-87980-1
2009: 234 x 156: 240pp Hb: 978-0-415-46998-2: £80.00 Pb: 978-0-415-46993-7: £24.99 eBook: 978-0-203-87467-7
For more information, visit: www.routledge.com/9780415990080
For more information, visit: www.routledge.com/9780415469937
NEW
Beyond the Information Given Jerome S. Bruner Series: Routledge Revivals
In this book are gathered together Jerome Bruner’s major papers on the ’psychology of knowing’. Spanning virtually the entire range of knowledge acquired from infancy onwards, they present the complete spectrum of his research, theories, and ideas concerning perception, thought, skills (of the eye, hand, ear, tongue and mind) developed in childhood, mental representation and cognition, the process of discovery and the nature and techniques of education. This will be invaluable not only for students of psychology, but also for a wider readership including teachers, doctors, biologists, sociologists and all who are interested in child development. December 2009: 216 x 138: 530pp Hb: 978-0-415-57395-5: £95.00 Pb: 978-0-415-57624-6: £25.00 For more information, visit: www.routledge.com/9780415576246
June 2010: 234 x 156: 224pp Hb: 978-0-415-55673-6: £80.00 Pb: 978-0-415-55674-3: £24.99 For more information, visit: www.routledge.com/9780415556743
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
Full Table of Contents For full table of contents on all titles featured in this catalogue, visit: www.routledge.com/education
27
P SY CHO LO GY OF E DUCATION
28
Educational Dialogues
Handbook of Motivation at School
Understanding and Promoting Productive Interaction
Edited by Kathryn Wentzel and Allan Wigfield, both at University of Maryland – College Park, USA
Edited by Karen Littleton, The Open University, UK and Christine Howe, University of Cambridge, UK
NEW
Educational Dialogues provides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterise the nature of productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted.
Drawing upon a broad range of theoretical perspectives, this collection examines: • theoretical frameworks for understanding teaching and learning dialogues • teacher-student and student-student interaction in the curricular contexts of mathematics, literacy, science, ICT and philosophy • the social contexts supporting productive dialogues • Implications for pedagogic design and classroom practice. Bringing together contributions from a wide range of internationally renowned researchers, this book will form essential reading for all those concerned with the use of dialogue in educational contexts. January 2010: 234 x 156: 368pp Hb: 978-0-415-46215-0: £80.00 Pb: 978-0-415-46216-7: £24.99 eBook: 978-0-203-86351-0 For more information, visit: www.routledge.com/9780415462167
Handbook of Metacognition in Education Edited by Douglas J. Hacker, University of Utah, USA, John Dunlosky, Kent State University, USA and Arthur C. Graesser, University of Memphis, USA
Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: • represents an intersection of education, cognitive science, and technology • serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included
• sets the standard for scholarship for theoretical research and practical applications in this field.
The Handbook on Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Section I surveys the major theoretical perspectives addressing children’s motivation at school, its antecedents, and its development. Key Features: • Comprehensive – no other book provides such a comprehensive overview of theory and research on children’s motivation at school. • Theoretical and Applied – the book provides a review of current motivation theories, as well as attention to the application of motivation theory and research in classrooms and schools. • Chapter Structure – chapters within each section follow a similar structure so that there is uniformity across chapters. • Commentaries – each section ends with a commentary that provides clear directions for future research. 2009: 246 x 174: 704pp Hb: 978-0-8058-6284-3: £168.00 Pb: 978-0-8058-6290-4: £85.00 eBook: 978-0-203-87949-8 For more information, visit: www.routledge.com/9780805862904
NEW
Introducing Neuroeducational Research Neuroscience, Education and the Brain from Contexts to Practice Paul Howard Jones, Bristol University, UK
Amongst educators, scientists and policy-makers there is a growing belief that the field of education can benefit from an understanding of the brain. However, attempts to bring neuroscience and education together have often been hampered by crucial differences in concepts, language and philosophy. In this book, Paul Howard-Jones explores these differences, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research. Introducing Neuroeducational Research provides a meaningful bridge between two diverse perspectives on learning. This challenge gives rise to unique conceptual, methodological and ethical issues that will inevitably characterise this new field, and these are examined and illustrated here through empirical research. Presenting a blueprint for including our knowledge of the brain in education, this book is essential reading for all those concerned with human learning in authentic contexts: educators, scientists and policy-makers alike. October 2009: 234 x 156: 256pp Hb: 978-0-415-47200-5: £85.00 Pb: 978-0-415-47201-2: £24.99 eBook: 978-0-203-86730-3 For more information, visit: www.routledge.com/9780415472012
Metacognition in Young Children Shirley Larkin, University of Exeter, UK
Metacognition is known to be an important factor in academic achievement; however it is also important in a wider life context. This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last eight years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment. Drawing on evidence from psychology and education, Metacognition in Young Children brings together international research from different curriculum areas. As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music. The book argues for a development of metacognition theory, which takes account of wider contextual and political factors.
Essential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children’s development into wise and thoughtful adults. 2009: 234 x 156: 208pp Hb: 978-0-415-46357-7: £75.00 Pb: 978-0-415-46358-4: £24.99 eBook: 978-0-203-87337-3 For more information, visit: www.routledge.com/9780415463584
2009: 254 x 178: 464pp Hb: 978-0-8058-6353-6: £170.00 Pb: 978-0-8058-6354-3: £65.00 eBook: 978-0-203-87642-8 For more information, visit: www.routledge.com/9780805863543
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
C URR I C ULUM THEO RY
The Social Psychology of the Classroom
Learners, Learning and Educational Activity
Elisha Babad, Hebrew University of Jerusalem, Israel
Judith Ireson, Institute of Education, University of London, UK
Series: Routledge Research in Education Teachers often find that their training has not provided them with sufficient knowledge and understanding about underlying social forces and processes in their classrooms. This new book addresses this gap by focusing on the social psychology of the classroom, providing the relevant social psychological knowledge and facilitating the application of that knowledge in the practice of the teacher in the classroom. Elisha Babad discusses ’the state of the art’ of classroom management theory, research and practice and explores a full range of teacher and classroom experiences (such as teachers’ differential behavior in the classroom and its psychological price, students’ roles and relationships, and distinguishing between ’educating’ students and ’changing’ students). This exceptional book will be of interest to students and scholars of educational studies and educational psychology as well as for teachers-intraining, experienced teachers, and ’educators-at-large.’ 2009: 229 x 152: 280pp Hb: 978-0-415-99929-8: £65.00 eBook: 978-0-203-87247-5 For more information, visit: www.routledge.com/9780415999298
Series: Foundations and Futures of Education
Offers a new and creative approach to the psychology of learning. The central idea in the book is that learning in schools and other educational settings is best understood by paying attention to both individual learners and the educational contexts in which learning takes place.
2008: 234 x 156: 176pp Hb: 978-0-415-41407-4: £83.00 Pb: 978-0-415-41406-7: £23.99 eBook: 978-0-203-92909-4 For more information, visit: www.routledge.com/9780415414067
Vygotsky and Research Harry Daniels
Introducing Vygotsky A Guide for Practitioners and Students in Early Years Education Sandra Smidt, Freelance Educational Consultant, UK
Sandra Smidt takes the reader on a journey through Vygotsky’s key concepts in relation to early learning and teaching, making explicit the links between these concepts and discussing each one in an easily accessible style.
2008: 234 x 156: 192pp Hb: 978-0-415-48055-0: £75.00 Pb: 978-0-415-48057-4: £17.99 For more information, visit: www.routledge.com/9780415480574
Looking at L.S. Vygotsky’s original thesis, this book provides readers with an overview of the implications for research of the theoretical work and discusses Vygotsky’s own approach to research methods. Followed by an exploration of the research practices which have arisen in fields which have developed on the basis of the original thesis, chapters provide accounts of specific studies which illustrate the underlying methodological principles and the specific methods which are being deployed. The book closes with some proposals for future developments at both methodological and conceptual levels. 2008: 234 x 156: 224pp Hb: 978-0-415-39592-2: £83.00 Pb: 978-0-415-39593-9: £24.99 eBook: 978-0-203-89179-7 For more information, visit: www.routledge.com/9780415395939
CURRICULUM THEORY NEW
Critical Issues in Peace and Education Edited by Peter Trifonas and Bryan Wright, both at University of Toronto, Canada Series: Routledge Research in Education This collection asks theorists and educational practitioners from around the world influenced by the schools of feminist pedagogy, critical pedagogy, anti-racist or postcolonial pedagogy, and gay and lesbian pedagogy to reflect upon the possibilities of articulating a ’curriculum of difference’ that critically examines the cross-cultural issues of peace and education that are at the forefront of global education issues today. Contributors examine the conceptualizations of peace and education within, between, and across cultures through the conceptualization of pedagogical possibilities that create an openness toward the horizons of the other within communal formations of difference permeating the public sphere. January 2010: 229 x 152: 192pp Hb: 978-0-415-87368-0: £70.00 For more information, visit: www.routledge.com/9780415873680
NEW
Curriculum, Syllabus Design and Equity A Primer and Model Edited by Allan Luke, Annette Woods and Katie Weir, all at Queensland University of Technology, Austraia Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions of the ’technical form’ of the syllabus, this volume advances a unified, principled approach to the design of syllabus documents that aims for high quality/ high equity educational outcomes. It introduces and unpacks definitions of curriculum, syllabus, the school subject, and ’informed professionalism’; presents principles of design that are key to equitable teaching and learning; discusses a range of approaches; and offers clear and practical guidelines for writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Examples from the US, Canada, Europe and Asia are included. The editors and contributors, all leading international scholars, stress throughout the need for syllabus design that enhances local curriculum development capacity and teachers’ professional responses to specific community and student contexts. December 2010: 229 x 152: 232pp Hb: 978-0-415-80319-9: £90.00 Pb: 978-0-415-80320-5: £29.99 For more information, visit: www.routledge.com/9780415803205
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
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CU RRICU LU M THE ORY
30
NEW
Curriculum Studies Handbook
Teaching By Numbers
Knowledge That Counts in a Global Community
The Next Moment Edited by Erik Malewski, Purdue University, USA
Deconstructing the Discourse of Standards and Accountability in Education
Series: Studies in Curriculum Theory
Peter M. Taubman, Brooklyn College, USA
Exploring the Contribution of Integrated Curriculum Leonie J. Rennie, Curtin University, Australia, Grady Venville, University of Western Australia and John Wallace, University of Toronto, Canada This book explores the potential contribution of curriculum integration in a context where school curricula segregated by discipline remain the norm, despite the fact that most, if not all, of the world’s problems are interdisciplinary. If school education is to develop citizens who can at least understand the issues which presently challenge our political leaders, it can only be done by integrating at least some parts of current school curricula. Informed citizens, who can think broadly across disciplines, will be those who can contribute to sensible action for local problems with a global flow-on. In response to these issues, the authors explore the nature of curriculum integration, the nature of knowledge, and the nature of learning, reflecting on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships between, curriculum integration, knowledge and learning and what are desirable outcomes of schooling in this century. October 2010: 234 x 156: 224pp Hb: 978-0-415-57337-5: £75.00 Pb: 978-0-415-57338-2: £23.99 For more information, visit: www.routledge.com/9780415573382
Constructivist Instruction Success or Failure? Edited by Sigmund Tobias, Columbia University, USA and Thomas M. Duffy, Indiana University, USA
Constructivist Instruction brings together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction. Although constructivist theories and practice now dominate the fields of the learning sciences, instructional technology, curriculum and teaching, and educational psychology, they have also been the subject of sharp criticism regarding sparse research support and adverse research findings. Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialogue built into it between the different positions. Each chapter concludes with discussions in which two authors with opposing views raise questions about the chapter. 2009: 229 x 152: 392pp Hb: 978-0-415-99423-1: £100.00 Pb: 978-0-415-99424-8: £34.99 eBook: 978-0-203-87884-2 For more information, visit: www.routledge.com/9780415994248
What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies. To contextualize the work of this up-and-coming generation, each chapter is paired with a shorter response by a well-known scholar in the field, provoking an intra-/inter-generational exchange that illuminates both historical trajectories and upcoming moments. From theorizing at the crossroads of feminist thought and post-colonialism to new perspectives that include critical race, currere, queer southern studies, Black feminist cultural analysis, post-structural policy studies, spiritual ecology, and East-West international philosophies, present and future directions in the US American field are revealed. 2009: 254 x 178: 584pp Hb: 978-0-415-98948-0: £170.00 Pb: 978-0-415-98949-7: £65.00 eBook: 978-0-203-87779-1 For more information, visit: www.routledge.com/9780415989497
Series: Studies in Curriculum Theory
Teaching By Numbers, offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education. 2009: 229 x 152: 256pp Hb: 978-0-415-96273-5: £90.00 Pb: 978-0-415-96274-2: £26.99 eBook: 978-0-203-87951-1 For more information, visit: www.routledge.com/9780415962742
The Worldliness of a Cosmopolitan Education Passionate Lives in Public Service
3rd Edition
The Curriculum Studies Reader Third Edition Edited by David J. Flinders, Indiana University, USA and Stephen J. Thornton, University of South Florida, USA
In this much-anticipated third edition of the best-selling anthology, David J. Flinders and Stephen J. Thornton once again bring together the best scholarship in curriculum studies. From John Dewey’s nineteenth-century creed to Nel Noddings’ twenty-first century aims, this thoughtful combination of new and timely essays provides a complete survey of the discipline coupled with concrete examples of innovative curriculum and an examination of contemporary topics. New to this edition are additional historical and contextual pieces from Maria Montessori and Jerome Bruner, and a thoroughly updated collection of contemporary selections, reflecting issues such as standardization, high-stakes testing, and globalisation. 2009: 254 x 178: 464pp Hb: 978-0-415-96321-3: £95.00 Pb: 978-0-415-96322-0: £27.99
William F. Pinar, University of British Columbia, Canada Series: Studies in Curriculum Theory
Pinar positions himself against three pressing problems of the profession: • the crime of collectivism that identity politics commits • the devaluation of academic knowledge by the programmatic preoccupations of teacher education • the effacement of educational experience by standardized testing.
In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world. 2009: 229 x 152: 240pp Hb: 978-0-415-99550-4: £90.00 Pb: 978-0-415-99551-1: £28.99 eBook: 978-0-203-87869-9 For more information, visit: www.routledge.com/9780415995511
For more information, visit: www.routledge.com/9780415963220
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AS S E S S M E N T
Curriculum and the Teacher 35 Years of the Cambridge Journal of Education Edited by Nigel Norris, University of East Anglia, UK Series: Education Heritage Bringing together seminal papers from the Cambridge Journal of Education around the theme of curriculum and the teacher, this book explores the changing conceptions of curriculum and teaching and the changing role of the teacher in curriculum development. 2008: 234 x 156: 372pp Hb: 978-0-415-45533-6: £94.00 eBook: 978-0-203-93085-4 For more information, visit: www.routledge.com/9780415455336
4th Edition
Key Concepts for Understanding Curriculum Colin J. Marsh, Curtin University of Technology, Australia Series: Teachers’ Library
Now fully updated, this revised and enlarged fourth edition provides not only a solid grounding in curriculum matters but also covers the latest trends and issues affecting the field.
ASSESSMENT
Interdisciplinary Education in the Age of Assessment
NEW
Edited by David M. Moss, Terry A. Osborn and Douglas Kaufman, all at University of Connecticut, USA
Cultural Validity in Assessment A Guide for Educators Edited by Maria del Rosario Basterra, Mid-Atlantic Equity Consortium, Inc, USA, Elise Trumbull, Education Consultant, USA and Guillermo Solano-Flores, University of Colorado, Boulder, USA Series: Language, Culture, and Teaching Series This guide for practicing and prospective teachers looks at the major issues in educational assessment and provides knowledge, techniques, and strategies to design and implement valid assessments for use in classrooms. The construct of ’cultural validity’ is introduced as an organizing principle for addressing the issues involved in ensuring fair and valid assessment of students from ethnolinguistic minority-group backgrounds. Examples and field-based work illustrate constructive practices and policies that hold promise to yield more authentic accountability than present practices can do. End-ofchapter activities help readers apply the content in their specific settings. December 2010: 229 x 152: 280pp Hb: 978-0-415-99979-3: £85.00 Pb: 978-0-415-99980-9: £29.99 For more information, visit: www.routledge.com/9780415999809
2008: 234 x 156: 224pp Hb: 978-0-415-46577-9: £85.00 Pb: 978-0-415-46578-6: £26.99 eBook: 978-0-203-87045-7 For more information, visit: www.routledge.com/9780415465786
SES PRIZE WINNER
Bringing Knowledge Back In From Social Constructivism to Social Realism in the Sociology of Education Michael F.D. Young, Institute of Education, UK
The Future of Test-Based Educational Accountability Edited by Katherine E. Ryan, University of Illinois, USA and Lorrie A. Shepard, University of Colorado, USA
In recent decades testing has become a much more visible and high-stakes accountability mechanism that is now seen as a powerful tool that can be used to drive school improvement. The purpose of this book is to identify and analyze the key issues associated with test-based educational accountability and to chart the future of educational accountability research. Chapter contributions are intended to be forward looking rather than a compendium of what has happened in the past. The book provides an accessible discussion of issues such as validity, test equating, growth modeling, fairness for special populations, causal inferences, and misuses of accountability data. 2008: 229 x 152: 332pp Hb: 978-0-8058-6470-0: £65.00 For more information, visit: www.routledge.com/9780415873215
2007: 234 x 156: 272pp Hb: 978-0-415-32120-4: £83.00 Pb: 978-0-415-32121-1: £24.99 eBook: 978-0-203-07366-7 For more information, visit: www.routledge.com/9780415321211
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
Interdisciplinary Education in the Age of Assessment addresses a prevalent need in educational scholarship today. Many current standardsenforced curricula follow strict subject-specific guidelines. By contrast, this book examines assessment models specific to interdisciplinary education, positioning itself as a seminal volume in the field and a valuable resource to educators across the disciplines looking to broaden their curriculum. 2008: 229 x 152: 224pp Pb: 978-0-8058-5378-0: £28.99 eBook: 978-0-203-92944-5 For more information, visit: www.routledge.com/9780805853780
Measurement and Statistics for Teachers Malcolm Van Blerkom, University of Pittsburgh, USA
Written in a student-friendly style, this modestly priced text shows teachers how to use measurement and statistics wisely in their classes. Although there is some discussion of theory, emphasis is given to the practical, everyday uses of measurement and statistics such as how to develop and use effective classroom tests, how to carry out informal assessments, performance assessments, portfolio assessments, and how to use and interpret standardized tests. 2008: 254 x 178: 312pp Hb: 978-0-415-99565-8: £100.00 Pb: 978-0-8058-6457-1: £52.50 eBook: 978-0-203-88786-8 For more information, visit: www.routledge.com/9780805864571
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A SSESSM ENT
32
Testing Times The Uses and Abuses of Assessment Gordon Stobart, Institute of Education, University of London, UK
This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
2008: 234 x 156: 224pp Hb: 978-0-415-40474-7: £83.00 Pb: 978-0-415-40475-4: £23.99 eBook: 978-0-203-93050-2 For more information, visit: www.routledge.com/9780415404754
Unequal By Design High-Stakes Testing and the Standardization of Inequality Wayne Au, California State University, USA Series: Critical Social Thought
By putting historical, social, and educational elements together, Unequal By Design shows high-stakes, standardized tests are not only premised on the creation of inequality, but that their structures are inextricably intertwined with social inequalities that exist outside of schools.
HISTORY of education
The Struggle for the History of Education Gary McCulloch, Institute of Education, University of London, UK
NEW
Hermeneutics, History and Memory Philip Gardner, University of Cambridge, UK
NEW
History is the true record of an absent past. The trust between historians and their readers has always been founded upon this traditional claim. In a postmodern world, that claim and that trust have both been challenged as never before, drawing either angry or apologetic responses from historians.
Hermeneutics, History and Memory answers differently. It sees the sceptical challenge as an opportunity for reflection on history’s key processes and practices, and draws upon methodological resources that are truly history’s own, but from which it has become estranged. In seeking to restore these resources, to return history to its roots, this book presents a novel contribution to topical academic debate, focusing principally upon: • the challenges and detours of historical methodology • hermeneutic interpretation in history • the work of Paul Ricoeur • the relation between history and memory. Hermeneutics, History and Memory will appeal to experienced historical researchers who seek to explore the theoretical and methodological foundations of their empirical investigations. It will also be highly beneficial to research students in history and the social sciences concerned with understanding the principles and practices through which documentary analysis and in-depth interview can be both validated and conducted.
2008: 229 x 152: 216pp Hb: 978-0-415-99070-7: £95.00 Pb: 978-0-415-99071-4: £22.99 eBook: 978-0-203-89204-6
January 2010: 234 x 156: 208pp Hb: 978-0-415-35337-3: £80.00 Pb: 978-0-415-35338-0: £23.99 eBook: 978-0-203-86012-0
For more information, visit: www.routledge.com/9780415990714
For more information, visit: www.routledge.com/9780415353380
Series: Foundations and Futures of Education In The Struggle for History Education, Gary McCulloch sets out a vision for a future of study in the history of education which contributes to education, history and social sciences alike. In this book McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including: • finding find a set of common causes for the field as a whole • engaging more effectively with social sciences and humanities while maintaining historical integrity • forming a rationale of missions and goals for the field • defining the overall content of the subject, its priorities and agendas • and reassessing the relevance of educational history to current educational and social issues. Throughout this book the origins of unresolved debates and tensions about the nature of the field of history education are discussed and key examples are analysed to present a new view of future development. Drawing on thirty years of experience as a researcher and teacher in the history of education, Gary McCulloch presents a groundbreaking critique of the history of education in the modern world, which will appeal to both researchers and students in the field of education. November 2010: 234 x 156: 224pp Hb: 978-0-415-56534-9: £80.00 Pb: 978-0-415-56535-6: £24.99 For more information, visit: www.routledge.com/9780415565356
Fictions of Female Education in the Nineteenth Century Jaime Osterman Alves, Bard College, USA Series: Studies in American Popular History and Culture By tracing the figure of the schoolgirl at crossroads between educational and other institutions – in texts written by and about girls from a variety of racial, ethnic, and class backgrounds – this book transcends the limitations of ’separate spheres’ inquiry and enriches our understanding of how girls negotiated complex gender roles in the nineteenth century. 2009: 229 x 152: 204pp Hb: 978-0-415-99676-1: £65.00 eBook: 978-0-203-87841-5 For more information, visit: www.routledge.com/9780415996761
TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/education
E C ON OMI C S OF E DUCAT I O N
Women, Education, and Agency, 1600 – 2000 Edited by Jean Spence, Durham University, UK, Sarah Aiston, Durham University, UK and Maureen M. Meikle, University of Sunderland, UK Series: Routledge Research in Gender and History This collection of essays brings together an international roster of contributors to provide historical insight into women’s agency and activism in education throughout from the seventeenth to the twentieth century. Topics discussed range from the strategies adopted by individual women to achieve a personal education and the influence of educated women upon their social environment, to the organized efforts of groups of women to pursue broader feminist goals in an educational context. 2009: 229 x 152: 296pp Hb: 978-0-415-99005-9: £65.00 eBook: 978-0-203-88261-0 For more information, visit: www.routledge.com/9780415990059
ECONOMICS OF EDUCATION NEW
Caste, Gender and Education in India The Experience of Dalit Women Shailaja Paik Series: Routledge Research on Gender in Asia In post-independence India, a stated governmental ideal of ‘Education For All’ has been promoted. The book examines the extent to which this has been realised. September 2010: 234 x 156: 240pp Hb: 978-0-415-49300-0: £75.00 For more information, visit: www.routledge.com/9780415493000
3rd Edition
NEW
Education and Social Change
Education and Inequality in India
Contours in the History of American Schooling
Manabi Majumdar, Centre for Studies in Social Sciences, Calcutta, India and Jos Mooij, Institute of Social Studies, the Netherlands
John L. Rury, University of Kansas, USA
In this brief, interpretive history of American schooling, John Rury focuses on the evolving relationship between education and social change. This revised edition considers the impact of social forces such as industrialization, urbanization, immigration and cultural conflict on the development of schools and other educational institutions.
2008: 229 x 152: 288pp Hb: 978-0-415-99564-1: £90.00 Pb: 978-0-415-99544-3: £26.99 eBook: 978-0-203-88841-4 For more information, visit: www.routledge.com/9780415995443
Series: Routledge Contemporary South Asia This book focuses on primary education in India and interrogates what schooling means and does to children from weaker sections of Indian society and which values underpin the school system. March 2010: 234 x 156: 240pp Hb: 978-0-415-49534-9: £80.00
NEW
International Perspectives on the Goals of Universal Basic and Secondary Education Edited by Joel E. Cohen, Rockefeller University, USA and Martin B. Malin, Harvard University, USA Series: Routledge Research in Education Universal schooling has been adopted as a goal by international organizations, bilateral aid agencies, national governments, and non-profit organizations. Yet little sustained international attention has been devoted to the purposes or goals of universal education. What is universal primary and secondary education intended to accomplish? This is the first book in which renowned authors from around the world have confronted one another in proposing goals of basic and secondary education, and in considering and responding to the differing views of others on one of the most pressing issues facing education today. November 2009: 229 x 152: 322pp Hb: 978-0-415-99766-9: £65.00 eBook: 978-0-203-88214-6 For more information, visit: www.routledge.com/9780415997669
The Developing World and State Education Neoliberal Depredation and Egalitarian Alternatives Edited by Dave Hill, University of Northampton, UK and Ellen Rosskam, Woodrow Wilson International Center for Scholars, USA Series: Routledge Studies in Education and Neoliberalism
NEW
This book critically examines neoliberal policy impacts on schooling/ education in the Developing World, analysing the latest developments in Latin America, Mexico, Argentina, Venezuela, Pakistan, India, Burkina Fasso, South Africa, Mozambique, and China.
Education and Poverty in Affluent Countries
2008: 229 x 152: 260pp Hb: 978-0-415-95776-2: £70.00 eBook: 978-0-203-88925-1
For more information, visit: www.routledge.com/9780415495349
Edited by Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka, all at University of Manchester, UK
For more information, visit: www.routledge.com/9780415957762
Series: Routledge Research in Education For the first time, researchers, policymakers and practitioners across the world will have access to a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries. This unique book brings scholarship and analysis from some of the most influential researchers and writers on education and poverty within one text. The authors provide a synthesising framework that will help researchers and policy makers to examine future educational policy in a holistic and comprehensive fashion. November 2009: 229 x 152: 270pp Hb: 978-0-415-99880-2: £70.00 eBook: 978-0-203-86033-5 For more information, visit: www.routledge.com/9780415998802
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
Can’t find what you’re looking for? Visit our website for a complete listing of all our titles. www.routledge.com/education
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COMPARATIVE AND INTERNATIONAL EDUCATION NEW
Changing Schools in an Era of Globalization John Chi-Kin Lee, The Chinese University of Hong Kong and Brian Caldwell, University of Melbourne, Australia Much has been written about globalisation and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalisation has and will continue to shape education in the East. This volume discusses education within the context of globalisation and examines what is occurring in schools and systems of education in the People’s Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. July 2010: 229 x 152: 224pp Hb: 978-0-415-99330-2: £65.00 For more information, visit: www.routledge.com/9780415993302
NEW
Collaboration in Education Edited by Judith J. Slater, Florida International University, USA and Ruth Ravid, National-Louis University, USA Series: Routledge Research in Education This volume establishes a needed framework for school/ university collaborations that will be critical for others wishing to reproduce and participate in these partnerships. The contributors explore the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. This volume also includes extensive analyses of ongoing school/university projects in the United States, Asia and Europe. March 2010: 229 x 152: 230pp Hb: 978-0-415-80621-3: £70.00 eBook: 978-0-203-85470-9 For more information, visit: www.routledge.com/9780415806213
NEW
NEW
Education Reform and Social Class in Japan
Globalization, the Nation-State and the Citizen
Takehiko Kariya, University of Tokyo, Japan
Dilemmas and Directions for Civics and Citizenship Education
Series: Routledge/University of Tokyo Series Japanese education until the early 1990s was usually commended for achieving outstanding results in global comparison. Nonetheless, this success has always been looked upon with suspicion, and educational reforms aimed at fostering ’creativity’ and ’individuality’ came to be called for.
Edited by Alan Reid, University of South Australia, Judith Gill, University of South Australia, Australia and Alan Sears, University of New Brunswick, Canada
This book demonstrates from a sociological point of view and by way of empirical analysis, that these educational reforms constituted one of the main factors causing profound changes in the society of post-war Japan.
This book provides an overview of the development of civics and citizenship education policy across a range of nation states. The contributors, all widely respected scholars in the field of civics and citizenship education, provide a thorough understanding of the different ways in which citizenship has been taken up by educators, governments and the wider public.
June 2010: 234 x 156: 256pp Hb: 978-0-415-55687-3: £75.00 For more information, visit: www.routledge.com/9780415556873
NEW
Emerging Teachers and Globalization Gerry Czerniawski, University of East London, UK Series: Routledge Research in Education While globalisation has had tremendous influence on the world of teaching, national cultural traditions continue to influence systems of schooling, national curricula, and teachers’ values and classroom practices. This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Utilizing interview data from teachers within the social democratic traditions of Norway, the ‘corporatist welfare’ regime seen in Germany and the more individualised, market-led approach to education adopted in England, Gerry Czerniawski highlights the extent to which teacher identity formation is impacted by national pedagogic traditions, national policy contexts and institutional settings. September 2010: 229 x 152: 192pp Hb: 978-0-415-87342-0: £70.00 For more information, visit: www.routledge.com/9780415873420
NEW
Fabricating Quality in Education Data and Governance in Europe Jenny Ozga, Peter Dahler-Larsen, Hannu Simola and Christina Segerholm This book argues that data and their use constitute a form of governance of education. It highlights the ways in which education is steered and managed so that a European education policy space is ‘fabricated’ through data which travel across national systems, and which enter and restructure provision to make it measurable, comparable and governable. August 2010: 234 x 156: 224pp Hb: 978-0-415-58342-8: £75.00 For more information, visit: www.routledge.com/9780415583428
Series: Routledge Research in Education
March 2010: 229 x 152: 271pp Hb: 978-0-415-87223-2: £70.00 eBook: 978-0-203-85511-9 For more information, visit: www.routledge.com/9780415872232
NEW
History and Citizenship Education in Post-Mao China Politics, Policy, Praxis Alisa Jones, Stanford University, USA Series: Routledge Studies in Education and Society in Asia This book examines the development of education in China over the past three decades, exploring the ways in which the manifold ’contradictions’ both within and between policy prescriptions, pedagogical theory and classroom implementation have been handled where issues of political socialisation, national identification and public morality are at stake. June 2010: 234 x 156: 240pp Hb: 978-0-415-57536-2: £75.00 For more information, visit: www.routledge.com/9780415575362
NEW
Inclusive Education in the Middle East Eman Gaad, The British University in Dubai, United Arab Emirates Series: Routledge Research in Education Eman Gaad examines the current status of inclusive education in Arabia and the Middle East through an assessment of the latest international, regional, and local research into inclusive education. With a focus on the more complex areas of related cultural practice and attitudes towards inclusive education in this dynamic and fast-changing part of the world, Gaad offers a research-based analysis of the current educational status of the Arabian Gulf and some Middle Eastern countries that adopted inclusive practice in education, and others that are yet to follow. May 2010: 229 x 152: 172pp Hb: 978-0-415-99881-9: £70.00 For more information, visit: www.routledge.com/9780415998819
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C OMPAR ATI V E AN D I N TE R N ATI ON AL E DUCAT I O N
NEW
NEW
4 Volume Set
Cross-Cultural Perspectives on Policy and Practice
Islam and Education Edited by Tahir Abbas, University of Birmingham, UK August 2010: 234 x 156: 1600pp Hb: 978-0-415-47845-8: £650.00 For more information, visit: www.routledge.com/9780415478458
NEW
Minorities and Multiculturalism in Japanese Education Edited by Ryoko Tsuneyoshi, University of Tokyo, Japan, Kaori H. Okano, La Trobe University, Australia and Sarane Boocock, Rutgers University, USA Series: Asia’s Transformations This books examines the interplay between multicultural groups, including the majority Japanese, in the Japanese school system and will help us to understand changes occurring in contemporary Japanese society as a whole. June 2010: 234 x 156: 256pp Hb: 978-0-415-55938-6: £75.00 For more information, visit: www.routledge.com/9780415559386
NEW
The Schooling of Tibetans in China Making Tibetan Chinese Gerald Postiglione Series: Routledge Studies in Asia’s Transformations This book is based on years of field research in rural, nomadic, and urban parts of the Tibetan Autonomous Region of China. December 2010: 234 x 156: 256pp Hb: 978-0-415-55239-4: £75.00 For more information, visit: www.routledge.com/9780415552394
Decolonizing Community Contexts Edited by Jennifer Lavia and Michele Moore, both at University of Sheffield, UK Series: Routledge Research in Education This book provides a space in which struggles for indigenous knowledge within communities are articulated, valued, heard, and responded to. The volume takes change as its focus, yet acknowledges that the origins and significance of change are frequently found to be unsettling. Contributors explore different understandings of change that forge sustainable, inclusive and just communities and examine issues related to citizenship, resistance, peacemaking, critical literacies, and second chance opportunities. September 2009: 229 x 152: 242pp Hb: 978-0-415-99769-0: £70.00 eBook: 978-0-203-87100-3 For more information, visit: www.routledge.com/9780415997690
The Journey for Inclusive Education in the Indian SubContinent Mithu Alur, National Resource Centre for Inclusion, India and Michael Bach, University of Manitoba, Canada Series: Routledge Research in Education This book describes a three decade-long change initiative in India to enable children with disabilities to move from segregation and exclusion to inclusive education, and draws lessons for confronting global exclusion. 2009: 229 x 152: 338pp Hb: 978-0-415-98876-6: £65.00 eBook: 978-0-203-88186-6 For more information, visit: www.routledge.com/9780415988766
NEW
Postwar History Education in Japan and the Germanys Guilty lessons
International Perspectives on Contexts, Communities and Evaluated Innovative Practices Family-School-Community Partnerships Edited by Rollande Deslandes, Université du Québec à Trois-Rivières, Canada Series: Contexts of Learning The book brings together contributions from culturally and linguistically diverse countries facing these common situations and challenges. It details practices that have proved effective alongside relevant case examples, and covers a wide variety of topics. 2009: 234 x 156: 256pp Hb: 978-0-415-47949-3: £80.00 eBook: 978-0-203-87566-7 For more information, visit: www.routledge.com/9780415479493
International Perspectives on Student Outcomes and Homework Family-School-Community Partnerships Rollande Deslandes, Université du Québec à Trois-Rivières, Canada Focusing on issues including parental engagement and the uses and abuses of homework, this vital international snapshot of current research provides a research synthesis on the impact of family-schoolcommunity partnerships on student outcomes. 2009: 234 x 156: 192pp Hb: 978-0-415-47950-9: £75.00 For more information, visit: www.routledge.com/9780415479509
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
Julian Dierkes, University of British Columbia, Canada Series: Routledge Contemporary Japan This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes. February 2010: 234 x 156: 224pp Hb: 978-0-415-55345-2: £75.00 eBook: 978-0-203-86458-6 For more information, visit: www.routledge.com/9780415553452
Trajectories of Education in the Arab World Legacies and Challenges Edited by Osama Abi-Mershed, Georgetown University, USA Series: Routledge Advances in Middle East and Islamic Studies Trajectories of Education in the Arab World gives a broad yet detailed historical and geographical overview of education in Arab countries. 2009: 234 x 156: 304pp Hb: 978-0-415-48512-8: £75.00 eBook: 978-0-203-87375-5 For more information, visit: www.routledge.com/9780415485128
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The Routledge International Encyclopedia of Education
Contesting Neoliberal Education
Edited by Gary McCulloch, Institute of Education, University of London, UK and David Crook, Institute of Education, University of London, UK
Public Resistance and Collective Advance
The Routledge International Encyclopedia of Education is a unique and major resource for the field of education. It is a comprehensive, single-volume work, arranged alphabetically and comprising around 600 entries. 2008: 246 x 174: 760pp Hb: 978-0-415-27747-1: £140.00 For more information, visit: www.routledge.com/9780415277471
NEW
World Yearbook of Education 2010 Education and the Arab ’World’: Political Projects, Struggles, and Geometries of Power Edited by André E. Mazawi, University of British Columbia, Canada and Ronald G. Sultana Series: World Yearbook of Education The World Yearbook of Education 2010: Education and the Arab ’World’: Political Projects, Struggles, and Geometries of Power, strives to do justice to the complex processes and dynamics behind the world of Arab education. Western interest in all things ‘Arab’ has greatly increased over the course of the decade, but this interest runs the risk of forgetting that the Arab world is positioned within wider contexts of regional, geopolitical, and global processes.
This volume examines Arab education in a range of contexts – regional, diasporic, and trans-national – to better understand how the field of Arab education is formed through local, regional, geopolitical and global engagements and resonances. In doing so, contributors from a range of disciplines open critical conversations about the intersections of history, culture, geopolitics, policy, and education. The World Yearbook of Education 2010 offers new conceptual and empirical approaches that deal with some of the often-neglected aspects of the study of Arab education. December 2009: 235 x 156: 424pp Hb: 978-0-415-80034-1: £85.00 eBook: 978-0-203-86359-6 For more information, visit: www.routledge.com/9780415800341
Education as a Political Tool in Asia Edited by Marie Lall and Edward Vickers, both at Institute of Education, University of London, UK Series: Routledge Contemporary Asia 2008: 234 x 156: 272pp Hb: 978-0-415-45259-5: £80.00 eBook: 978-0-203-88466-9
Edited by Dave Hill, University of Northampton, UK Series: Routledge Studies in Education and Neoliberalism This book, written by an impressive international array of scholars and activists, explores the mechanisms and ideologies behind neoliberal education, while evaluating and promoting resistance on a local, national and global level. 2008: 229 x 152: 294pp Hb: 978-0-415-95777-9: £70.00 eBook: 978-0-203-89306-7 For more information, visit: www.routledge.com/9780415957779
Global Neoliberalism and Education and its Consequences Edited by Dave Hill, University of Northampton, UK and Ravi Kumar, Jamia Millia Islamia University, India Series: Routledge Studies in Education and Neoliberalism Written by an impressive international array of education policy analysts, educational activists and scholars, Global Neoliberalism and Education and its Consequences lays bare the motivations, organizations, institutions and ideologies underlying the global, national and local neoliberalisation of schooling and education. 2008: 229 x 152: 282pp Hb: 978-0-415-95774-8: £70.00 eBook: 978-0-203-89185-8 For more information, visit: www.routledge.com/9780415957748
SPECIAL issues of books Routledge publishes special issues of key journals as collections in our Special Issues of Books programme. This is an initiative that incorporates journals from multiple disciplines across the humanities and social sciences. For further information on any of the below titles, please visit: www.routledge.com.
NEW
Approaches to Substance Abuse and Addiction in Education Communities A Guide to Practices that Support Recovery in Adolescents and Young Adults Edited by Jeffrey Roth and Andrew J. Finch, Vanderbilt University, USA December 2009: 246 x 174: 306pp Hb: 978-0-7890-3696-4: £75.00 Pb: 978-0-7890-3697-1: £30.99 For more information, visit: www.routledge.com/9780789036971
NEW
Asian Perspectives on Teacher Education Edited by Shin’ichi Suzuki, Professor Emeritus, Waseda University, Japan and Edward R. Howe, Utsunomiya University, Japan October 2009: 246 x 174: 192pp Hb: 978-0-415-56037-5: £75.00
The Rich World and the Impoverishment of Education
For more information, visit: www.routledge.com/9780415560375
Diminishing Democracy, Equity and Workers’ Rights
NEW
Edited by Dave Hill, University of Northampton, UK Series: Routledge Studies in Education and Neoliberalism This book advances a powerful critique of neoliberalised education - privatization, marketisation, new public managerialism, increasing control and surveillance of schools and colleges - in eight of the rich countries of the world: USA, Canada, England and Wales, Finland, Greece, Taiwan, Israel, and Japan. 2008: 229 x 152: 290pp Hb: 978-0-415-95775-5: £70.00 eBook: 978-0-203-89466-8 For more information, visit: www.routledge.com/9780415957755
Education and Neuroscience Evidence, Theory and Practical Application Edited by Paul Howard-Jones, Bristol University, UK October 2009: 246 x 174: 94pp Hb: 978-0-415-56496-0: £75.00 For more information, visit: www.routledge.com/9780415564960
NEW
Education in Small States Global Imperatives, Regional Initiatives and Local Dilemmas Edited by Peter Mayo, University of Malta, Malta December 2009: 246 x 174: 168pp Hb: 978-0-415-56039-9: £75.00 For more information, visit: www.routledge.com/9780415560399
For more information, visit: www.routledge.com/9780415452595
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S PE C I AL issues of book s
NEW
NEW
NEW
Family Factors And The Educational Success Of Children
Schools and the Urban Renaissance
Women, War, Violence and Learning
Edited by Ruth Lupton and Janet Smith
Edited by Shahrzad Mojab
August 2010: 246 x 174: 144pp Hb: 978-0-415-55993-5: £75.00
Peter Jarvis, University of Surrey, UK and John Holford, University of Nottingham, UK
Edited by William Jeynes, California State University – Long Beach, USA University of Chicago, USA September 2009: 234 x 156: 420pp Hb: 978-0-7890-3761-9: £75.00 Pb: 978-0-7890-3762-6: £22.99
For more information, visit: www.routledge.com/9780415559935
For more information, visit: www.routledge.com/9780789037626
Service-Learning and Social Justice Education
NEW
Strengthening Justice-Oriented Community Based Models of Teaching and Learning
Gender Balance and Gender Bias in Education
Edited by Dan Butin, Cambridge College, USA
International Perspectives
2008: 279 x 211: 96pp Hb: 978-0-415-45862-7: £70.00
Edited by Deirdre Raftery, University College Dublin, Ireland and Maryann Valiulis
For more information, visit: www.routledge.com/9780415458627
August 2010: 246 x 174: 144pp Hb: 978-0-415-55990-4: £75.00 For more information, visit: www.routledge.com/9780415559904
Metacognitive Approaches to Developing Oracy Developing Speaking and Listening with Young Children
Social Change in the History of British Education Edited by Joyce Goodman, University of Winchester, UK, Gary McCulloch, Institute of Education, University of London, UK and William Richardson, University of Exeter, UK 2008: 246 x 174: 240pp Hb: 978-0-415-45339-4: £70.00 Pb: 978-0-415-49556-1: £20.00
Edited by Roy Evans and Deborah Jones, both at Brunel University, UK
For more information, visit: www.routledge.com/9780415495561
2008: 246 x 174: 272pp Hb: 978-0-415-44766-9: £75.00 Pb: 978-0-415-49555-4: £20.00
NEW
For more information, visit: www.routledge.com/9780415495554
Promoting Innovation, Productivity and Industrial Growth and Reducing Poverty Edited by Maureen Mackintosh, The Open University, UK, Joanna Chataway, The Open University, UK and Marc Wuyts, Institute of Social Studies, the Netherlands 2008: 234 x 156: 208pp Hb: 978-0-415-46528-1: £80.00 Pb: 978-0-415-49559-2: £20.00 For more information, visit: www.routledge.com/9780415495592
NEW
Spirituality, Rights and Democracy Edited by Clive Erricker and Cathy Ota August 2010: 246 x 174: 128pp Hb: 978-0-415-55981-2: £75.00 For more information, visit: www.routledge.com/9780415559812
Troubling Gender in Education Edited by Jo-Anne Dillabough, University of Cambridge, UK, Julie McLeod, University of Melbourne, Australia and Martin Mills, University of Queensland, Australia 2009: 246 x 174: 138pp Hb: 978-0-415-46261-7: £70.00 For more information, visit: www.routledge.com/9780415462617
Researching Primary Education Methods and Issues Edited by Rosemary Webb June 2010: 246 x 174: 224pp Hb: 978-0-415-56752-7: £75.00 For more information, visit: www.routledge.com/9780415567527
CONTACT US – for further information, email: education@routledge.com. eBooks: www.ebookstore.tandf.co.uk eUpdates: www.tandf.co.uk/eupdates
January 2010: 246 x 174: 160pp Hb: 978-0-415-55986-7: £75.00 For more information, visit: www.routledge.com/9780415559867
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Title
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ISBN
Price
Applied Studies Towards a Sociology of Language
Basil Bernstein
978-0-415-48858-7
£24.50
Edited by W.S.F Pickering
978-0-415-56907-1
£24.50
Christopher Winch
978-0-415-54392-7
£20.00
Edited by Emily Hannum and Albert Park
978-0-415-54705-5
£23.50
Shailaja Fennell and Madeleine Arnot
978-0-415-55205-9
£22.50
Josephine Kamm
978-0-415-57297-2
£22.50
Katherine E. Ryan and Lorrie A. Shepard
978-0-415-87321-5
£35.95
Emile Durkheim
978-0-415-56906-4
£24.50
History of Education Society
978-0-415-48960-7
£24.50
History of Education Society
978-0-415-48961-4
£24.50
Edited by Rob Moore, Madeleine Arnot, John Beck and Harry Daniels
978-0-415-55972-0
£23.50
Peter Cave
978-0-415-54536-5
£23.50
Basil Bernstein
978-0-415-48860-0
£24.50
Basil Bernstein
978-0-415-48856-3
£24.50
Durkheim
Education, Autonomy and Critical Thinking Education and Reform in China
Gender Education & Equality in a Global Context Hope Deferred
The Future of Test-Based Educational Accountability The Evolution of Educational Thought The History of Education in Europe History, Sociology and Education
Knowledge, Power and Educational Reform Primary School in Japan
The Structuring of Pedagogic Discourse
Theoretical Studies Towards a Sociology of Language
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I nde x
A Abbas, Tahir............................................................................35
Bringing Knowledge Back In...................................................31 Brophy, Jere E.........................................................................26
D
Bruner, Jerome S.....................................................................27
Dahler-Larsen, Peter................................................................34
Abi-Mershed, Osama..............................................................35
Bull, Norman J..................................................................18, 19
Danaher, Patrick Alan..............................................................14
Abrams, Fran..........................................................................17
Buras, Kristen L.......................................................................16
Dangerous Rise of Therapeutic Education, The........................20
Activist Educators......................................................................6
Burdick, Jake...........................................................................22
Daniels, Harry.........................................................3, 22, 29, 38
Activity Theory in Practice......................................................... 3 Actor-Network Theory in Education..........................................1
Bushnell Greiner, Mary..............................................................2
Dantas, Maria Luiza................................................................13
Butin, Dan..............................................................................37
Darder, Antonia......................................................................24
Adams, Maurianne...................................................................3 Affirming Students’ Right to Their Own Language..................14 Against Common Sense..........................................................11
C
Davidson, Maria del Guadalupe..............................................12 Davies, Brian.............................................................................1
Cahn, Steven M......................................................................18
Davies, S.M.B..........................................................................13
Caldwell, Brian........................................................................34
de Corte, Erik..........................................................................27
Cambridge Primary Review Research Surveys, The...................23
de Jong, Ton...........................................................................27
Camino, Elena........................................................................23
Dearden, R. F..........................................................................19
Cammarota, Julio......................................................................7
Deslandes, Rollande................................................................35
Castaneda, Carmelita................................................................3
Developing World and State Education, The............................33
Caste, Gender and Education in India......................................33
Developmental Science...........................................................25
Cave, Peter.............................................................................38
Developments in Educational Psychology................................27
Changing Schools in an Era of Globalization...........................34
Dierkes, Julian.........................................................................35
Chapman, Thandeka K...........................................................15
Dillabough, Jo-Anne...........................................................2, 37
Charles H. Bailey.....................................................................18
Disciplines of Education............................................................1
Chataway, Joanna...................................................................37
Dismantling Contemporary Deficit Thinking............................10
Child and Education: Mini-set D Today & Tomorrow 2 vols........6
Doddington, Christine.............................................................23
Children, their World, their Education.....................................23
Dreyfus, Tommy......................................................................24
Archambault, Reginald............................................................18
Citizenship, Education and Social Conflict...............................10
Duckworth, Kathryn..................................................................6
Arends, Richard I.....................................................................21
Class in Education.....................................................................3
Duffy, Thomas M....................................................................30
Armstrong, Michael................................................................23
Clifford, Patricia......................................................................24
Dunlosky, John........................................................................28
Arnot, Madeleine......................................................3, 7, 10, 38
Cohen, Joel E..........................................................................33
Durkheim................................................................................38
Asian Perspectives on Teacher Education.................................36
Collaboration in Education......................................................34
Durkheim, Emile.....................................................................38
Asia’s Transformations (series).................................................35
Colucci-Gray, Laura.................................................................23
Dyson, Alan............................................................................33
Attachment Theory and the Teacher-Student Relationship.......25
Concept of Education (International Library of the Philosophy of Education Volume 17), The................................19
Aims of Education Restated (International Library of the Philosophy of Education Volume 22), The................................19 Aiston, Sarah..........................................................................33 Alexander, Hanan...................................................................10 Alexander, Robin...............................................................23, 24 Alur, Mithu.............................................................................35 Alves, Jaime Osterman............................................................32 An Introduction to Critical Race Theory in Education...............11 Anderson, Amy L......................................................................6 Andrzejewski, Julie....................................................................6 Apple, Michael W.............................................................4, 5, 6 Applied Studies Towards a Sociology of Language..................38 Approaches to Substance Abuse and Addiction in Education Communities..........................................................................36
Au, Wayne..........................................................................5, 32 Ayers, William...........................................................................7 Ayre, Mary................................................................................8
B Babad, Elisha..........................................................................29 Bach, Michael.........................................................................35 Back to the Basics of Teaching and Learning...........................24 Ball, Stephen J..........................................................................6 Baltodano, Marta................................................................6, 24 Banks, James A.......................................................................14 Barrow, Robin.........................................................................18 Basterra, Maria del Rosario......................................................31 Beauty and Education.............................................................17 Beck, John..............................................................................38 Behavior Analysis for Effective Teaching..................................27 Bekerman, Zvi.........................................................................15 Bell, Lee Anne...........................................................................3 Benham, Maenette Kape’ahiokalani Padeken Ah Nee-............16 Bernstein, Basil.......................................................................38 Beyond Domination (International Library of the Philosophy of Education Volume 23)........................................................19 Beyond the Information Given (Routledge Revivals).................27 Beyond the Present and the Particular (International Library of the Philosophy of Education Volume 2)...............................18
Concepts of Indoctrination (International Library of the Philosophy of Education Volume 20).......................................19 Connelly, Vincent....................................................................21 Constructivist Instruction.........................................................30 Contemporary Perspectives on Reading and Spelling...............21 Contemporary Theories of Learning........................................24 Contesting Neoliberal Education.............................................36 Contexts of Learning (series)...................................................35 Contexts of Learning Mathematics and Science.......................24 Controversy in the Classroom..................................................21 Cooper, David.........................................................................19 Creative Learning in the Primary School..................................23 Critical Educator (series)..............................................10, 11, 13 Critical Issues in Peace and Education......................................29 Critical Multicultural Analysis of Children’s Literature...............12 Critical Multiculturalism...........................................................10 Critical Pedagogies of Consumption..........................................4 Critical Pedagogy and Cultural Studies in Urban Education......10
E Eccles, Jacquelynne S..............................................................25 Ecclestone, Kathryn.................................................................20 Ecopedagogy..........................................................................20 Educated Woman, The..............................................................9 Educating the Gendered Citizen..............................................10 Education and Climate Change.................................................4 Education and Culture..............................................................1 Education and Hope in Troubled Times...................................12 Education and Inequality in India.............................................33 Education and Neoliberal Globalization.....................................6 Education and Neuroscience...................................................36 Education and Poverty in Affluent Countries...........................33 Education and Psychoanalysis..................................................25 Education and Reform in China...............................................38 Education and Social Change..................................................33 Education and the Development of Reason (International Library of the Philosophy of Education Volume 8)....................19
Critical Pedagogy Reader, The.................................................24
Education and the Education of Teachers (International Library of the Philosophy of Education volume 18)..................19
Critical Perspectives on bell hooks...........................................12
Education and the Family..........................................................6
Critical Perspectives on Education (series)................................22
Education as a Political Tool in Asia.........................................36
Critical Realist Perspective of Education, A.................................8
Education as Enforcement.........................................................1
Critical Social Thought (series).........................12, 14, 16, 21, 32
Education for All.....................................................................25
Critical Youth Studies (series).....................................2, 7, 12, 24
Education Heritage (series)......................................................31
Bhaskar, Roy.............................................................................8
Crook, David...........................................................................36
Education in Popular Culture.....................................................7
Bibby, Tamara.........................................................................25
Cross-Cultural Perspectives on Policy and Practice....................35
Education in Small States........................................................36
Biesta, Gert.............................................................................22
Cultural Education - Cultural Sustainability..............................15
Education Reform and Social Class in Japan............................34
Black Literate Lives..................................................................14
Cultural Validity in Assessment................................................31
Education, Autonomy and Critical Thinking.............................38
Black Youth Matters................................................................12
Culture in School Learning......................................................15
Education, Epistemology and Critical Realism............................8
Blumenfeld, Warren..................................................................3
Cultures, Contexts, and World Englishes.................................15
Education, Professionalism and the Quest for Accountability...16
Boocock, Sarane.....................................................................35
Curriculum and the Teacher....................................................31
Education, Science and Truth..................................................17
Bornstein, Marc H...................................................................25
Curriculum Studies Handbook – The Next Moment.................30
Botelho, Maria José.................................................................12
Curriculum Studies Reader, The...............................................30
Education, Values and Mind (International Library of the Philosophy of Education Volume 6).........................................19
Bresler, Liora...........................................................................21
Curriculum, Syllabus Design and Equity...................................29
Bridgeman, Jacquelyn L...........................................................11
Cuypers, Stefaan E..................................................................20
Educational Judgments (International Library of the Philosophy of Education Volume 9).........................................19
Czerniawski, Gerry..................................................................34
Educational Psychology Handbook (series)...............................20
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Educational Dialogues.............................................................28
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Educational Theories, Cultures and Learning...........................22
Global Neoliberalism and Education and its Consequences......36
Hollins, Etta R.........................................................................15
Educational Theory and Its Foundation Disciplines...................20
Globalization of Education........................................................7
Home-School Connections in a Multicultural Society...............13
Educational Transitions..............................................................4
Globalization, the Nation-State and the Citizen.......................34
hooks, bell..............................................................................23
Edwards, Anne.........................................................................3
Globalizing Education Policy......................................................4
Hope Deferred (Routledge Revivals).........................................17
Edwards, Richard................................................................1, 22
Globalizing Education, Educating the Local...............................5
How We Think........................................................................26
Egan, Kieran...........................................................................19
Goodman, Joyce.................................................................9, 37
Howard, Adam.........................................................................7
Egéa-Kuehne, Denise..............................................................20
Gordon, Peter.........................................................................19
Howard-Jones, Paul..........................................................28, 36
Elen, Jan.................................................................................27
Goswami, Usha.......................................................................26
Howe, Christine......................................................................28
Ellis, Sue.................................................................................26
Graesser, Arthur C..................................................................28
Howe, Edward R.....................................................................36
Emerging Teachers and Globalization......................................34
Grant, Carl A....................................................................11, 15
Howes, Andy..........................................................................13
Engeström, Yrjo........................................................................3
Gray, Donald...........................................................................23
Howie, Sarah J........................................................................24
Erricker, Clive..........................................................................37
Gray, John..............................................................................23
ESL & Applied Linguistics Professional Series (series)................15
Green, Jane............................................................................16
Essays on Pedagogy................................................................24
Grigorenko, Elena L................................................................13
Illeris, Knud.............................................................................24
Ethics and Educational Policy (International Library of the Philosophy of Education Volume 21).......................................19
Groves-Price, Paula...................................................................2 Guldberg, Helene......................................................................5
Illusions of Equality (International Library of the Philosophy of Education Volume 7).........................................19
Evans, Roy..............................................................................37
Gunter, Helen.........................................................................33
Immigration, Diversity, and Education.....................................13
Evolution of Educational Thought, The....................................38 Experience and the Growth of Understanding (International Library of the Philosophy of Education Volume 11)..................19
F Fabricating Quality in Education..............................................34 Family Factors And The Educational Success Of Children.........37 Feinstein, Leon..........................................................................6 Feminism and ‘The Schooling Scandal’....................................10 Fennell, Shailaja........................................................................7 Fenwick, Tara............................................................................1 Fictions of Female Education in the Nineteenth Century..........32 Fielding, Michael.......................................................................2 Finch, Andrew J......................................................................36 Fine, Michelle............................................................................7 Fisher, Maisha T.......................................................................14 Fisher, Roy................................................................................7 Fitz, John..................................................................................1 Fleer, Marilyn............................................................................7
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Improving Learning (series)......................................................13 Improving the Context for Inclusion........................................13
Habermas, Critical Theory and Education................................17
Inclusive Education in the Middle East.....................................34
Hacker, Douglas J....................................................................28
Indigenous Educational Models for Contemporary Practice.....16
Hackman, Heather W................................................................3
Intercultural and Multicultural Education.................................11
Haji, Ishtiyaque.......................................................................20
Interdisciplinary Education in the Age of Assessment..............31
Hall, Dave...............................................................................33
Interdisciplinary Perspectives on Learning to Read...................26
Hall, Kathy..............................................................................26
International Library of the Philosophy of Education (24 volume set).......................................................................18
Hall, Kerry...............................................................................36 Halpern, Robert......................................................................24 Hamlyn, D. W.........................................................................19 Handbook of Asian Education.................................................11 Handbook of Metacognition in Education...............................28 Handbook of Moral and Character Education..........................20 Handbook of Motivation at School..........................................28 Handbook of Public Pedagogy................................................22 Handbook of Research in the Social Foundations of Education.................................................................................2
International Perspectives on Contexts, Communities and Evaluated Innovative Practices..........................................35 International Perspectives on Student Outcomes and Homework.......................................................................35 International Perspectives on the Goals of Universal Basic and Secondary Education...............................................33 Introducing Neuroeducational Research..................................28 Introducing Vygotsky..............................................................29 Irani, Kayhan.............................................................................7 Ireson, Judith..........................................................................29 Islam and Education................................................................35
Fleming, Ted...........................................................................17
Handbook of Research on Schools, Schooling and Human Development..........................................................................25
Flinders, David J......................................................................30
Handbook of Social Justice in Education....................................7
Flutter, Julia............................................................................23 Foundations and Futures of Education (series).......................6, 8
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators...............................................................24
Foundations and Futures of Education (series).......21, 25, 29, 32
Hannum, Emily.......................................................................38
Foundations of Critical Race Theory in Education....................13
Hargreaves, Linda...................................................................23
Foundations of Education.......................................................11
Harlen, Wynne........................................................................23
Fox, Madeline...........................................................................7
Harris, Ann...............................................................................7
Fox, Sam.................................................................................13
Harrison, Colin........................................................................26
Francis, Becky.........................................................................10
Harrison, David.......................................................................23
Frandji, Daniel...........................................................................2
Hartley-Brewer, Elizabeth........................................................23
Friesen, Sharon.......................................................................24
Hattie, John............................................................................25
John Dewey Reconsidered (International Library of the Philosophy of Education Volume 19).............................19
Frost, Joe L................................................................................5
Hayes, Dennis.........................................................................20
Johnson, Jill............................................................................25
Fruja, Ramona.........................................................................14
Hayward, Geoffrey..................................................................25
Jones, Alisa.............................................................................34
Furlong, John............................................................................1
Hedegaard, Mariane.................................................................7
Jones, Deborah.......................................................................37
Future of Test-Based Educational Accountability, The...............31
Heilman, Elizabeth E...............................................................14
Jones, Ken..........................................................................2, 21
Henry, Annette.........................................................................2
Jones, Lisa...............................................................................33
Herbert, Anna.........................................................................20
Journey for Inclusive Education in the Indian Sub-Continent, The.................................................................35
G
Ivinson, Gabrielle......................................................................1
J James, F. Doyle........................................................................19 Janks, Hilary..............................................................................5 Jardine, David W.....................................................................24 Jarvis, Christine.........................................................................7 Jeffrey, Bob.............................................................................23 Jeynes, William.......................................................................37 Jindal-Snape, Divya...................................................................4
Gaad, Eman............................................................................34
Hermeneutics, History and Memory........................................32
Gabbard, David A.....................................................................1
Hershkowitz, Rina...................................................................24
Gallagher, Tony.........................................................................3
Hess, Diana E..........................................................................21
Gallegos, Bernardo P.................................................................2
Hill, Dave......................................................................3, 33, 36
Kachru, Yamuna.....................................................................15
Gandin, Luis Armando..........................................................5, 6
Hirst, Paul H......................................................................19, 20
Kahn, Richard.........................................................................20
Gardner, Philip........................................................................32
History and Citizenship Education in Post-Mao China..............34
Kagawa, Fumiyo.......................................................................4
Gary McCulloch......................................................................37
History of Children’s Play and Play Environments, A...................5
Kalambouka, Afroditi..............................................................33
Gender Education & Equality in a Global Context......................7
History of Education in Europe, The........................................38
Kamm, Josephine....................................................................17
Gender Inclusive Engineering Education....................................8
History of Education Society....................................................38
Kane, Jean................................................................................9
Gill, Judith..........................................................................8, 34
History of Multicultural Education, 6 - Volume Set..................15
Kariya, Takehiko......................................................................34
Gillborn, David..................................................................13, 16
History, Sociology and Education.............................................38
Katie Weir...............................................................................29
Gingell, John...........................................................................20
Hodgson, Ann........................................................................25
Katz, Laurie.............................................................................14
Global Crises, Social Justice, and Education...............................4
Hogan, Pádraig.......................................................................18
Kaufman, Douglas..................................................................31
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Philosophers as Educational Reformers (International Library of the Philosophy of Education Volume 10)..................19
Keep, Ewart............................................................................25
Mayo, Peter............................................................................36
Kehler, Michael D......................................................................9
Mazawi, André E....................................................................36
Kelsh, Deborah.........................................................................3
McCall, Catherine C................................................................18
Kennelly, Jacqueline..................................................................2
McCulloch, Gary...............................................................32, 36
Kenny, Máirín.........................................................................14
McLaren, Peter..........................................................................4
Kershner, Ruth........................................................................23
McLeod, Julie..........................................................................37
Philosophy of Education (International Library of the Philosophy of Education Volume 14).................................19
Key Concepts for Understanding Curriculum...........................31
Means to Grow Up, The..........................................................24
Philosophy of Education in the Era of Globalization.................18
Kilcher, Ann............................................................................21
Measurement and Statistics for Teachers.................................31
Philosophy of Education: The Key Concepts............................20
Knowledge & Knowers.............................................................8
Meece, Judith L.......................................................................25
Knowledge and Identity............................................................1
Meikle, Maureen M................................................................33
Philosophy of Open Education (International Library of the Philosophy of Education Volume 15), The................................19
Knowledge and the Curriculum (International Library of the Philosophy of Education Volume 12).......................................19
Metacognition in Young Children............................................28
Pickering, W.S.F......................................................................38
Metacognitive Approaches to Developing Oracy.....................37
Pinar, William F..................................................................11, 30
Knowledge That Counts in a Global Community.....................30
Mills, Julie.................................................................................8
Pinson, Halleli.........................................................................10
Knowledge, Pedagogy and Society............................................2
Mills, Martin...........................................................................37
Knowledge, Power and Educational Reform............................38
Minorities and Multiculturalism in Japanese Education............35
Plato, Utilitarianism and Education (International Library of the Philosophy of Education Volume 3)....................18
Knowledge, Values and Educational Policy..............................22
Minority Status, Oppositional Culture, & Schooling.................16
Kopelowitz, Ezra.....................................................................15
Mirza, Heidi Safia....................................................................10
Kumar, Ravi............................................................................36
Missias, Matthew....................................................................14
Kumashiro, Kevin....................................................................11
Mojab, Shahrzad.....................................................................37
L
Mooij, Jos...............................................................................33 Moore, Michele......................................................................35
Philosophical Analysis and Education (International Library of the Philosophy of Education Volume 1)....................18 Philosophy of Education..........................................................18
Plomp, Tjeerd..........................................................................24 Porter, Jill................................................................................22 Portera, Agostino....................................................................11 Positions: Education, Politics, and Culture (series)....................20 Postfeminist Education?............................................................8 Postiglione, Gerald..................................................................35 Postwar History Education in Japan and the Germanys............35
Ladson-Billings, Gloria.......................................................11, 13
Moore, Rob............................................................................38
Lall, Marie...............................................................................36
Moore, Terence W...................................................................19
Lamb, Michael E.....................................................................25
Preface to the philosophy of education (International Library of the Philosophy of Education Volume 24)..................19
Moral Education (International Library of the Philosophy of Education Volume 4)...............................................................18
Preyer, Gerhard.......................................................................18
Language, Culture, and Teaching Series series).....................................................................5, 12, 13, 31
Moral Judgement from Childhood to Adolescence (International Library of the Philosophy of Education Volume 5)...............................................................19
Pring, Richard.........................................................................25
Larkin, Shirley.........................................................................28
Moral Responsibility, Authenticity, and Education....................20
Problem with Boys’ Education, The...........................................9
Lauder, Hugh..........................................................................22
Morrell, Ernest........................................................................10
Lavia, Jennifer.........................................................................35
Moss, David M........................................................................31
Promoting Innovation, Productivity and Industrial Growth and Reducing Poverty.............................................................37
Lawn, Martin............................................................................1
Moss, Peter...............................................................................2
Psychology for the Classroom (series)......................................26
Laybourn, Keith......................................................................16
Motivating Students to Learn..................................................26
Psychology for the Classroom: Behaviourism...........................26
Learners, Learning and Educational Activity.............................29
Murphy, Mark.........................................................................17
Psychology for the Classroom: Constructivism and Social Learning.................................................................................26
Langford, Glenn......................................................................19 Language, Culture, and Teaching............................................13
Learning Privilege......................................................................7 Learning to Fail.......................................................................17
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Lee, John Chi-Kin....................................................................34
Narvaez, Darcia.......................................................................20
Leonardo, Zeus.......................................................................14
Nejadmehr, Rasoul..................................................................17
Levinas and Education.............................................................20
New Essays in the Philosophy of Education (International Library of the Philosophy of Education Volume 13)..................19
Liberalism, Neoliberalism, Social Democracy............................17 Lingard, Bob.............................................................................4
New Perspectives on Learning and Instruction (series)........................................................................21, 24, 27
Literacy and Power....................................................................5
New Significance of Learning, The..........................................18
Littleton, Karen.......................................................................28
New Studies in Critical Realism and Education (series)...............8
Lost Youth in the Global City.....................................................2
Nieto, Sonia............................................................................13
Lucey, Helen...........................................................................26
Norris, Nigel............................................................................31
Luckin, Rosemary....................................................................21
Northen, Stephanie.................................................................23
Ludvigsen, Sten R......................................................................3
Nucci, Larry P..........................................................................20
Luke, Allan..............................................................................29
Nyberg, David A......................................................................19
Lupton, Ruth...........................................................................37
M
O Oancea, Alis............................................................................25
Macbeath, John......................................................................23
O’Connor, D J.........................................................................19
Mackintosh, Maureen.............................................................37
Ogbu, John U.........................................................................16
Macrine, Sheila.........................................................................3
Okano, Kaori H.......................................................................35
Major Themes in Education (series).....................................9, 35
Olssen, Mark...........................................................................17
Majumdar, Manabi.................................................................33
Osborn, Terry A.......................................................................31
Malewski, Erik.........................................................................30
Ota, Cathy..............................................................................37
Malin, Martin B.......................................................................33
Ozga, Jenny............................................................................34
Manyak, Patrick C...................................................................13 Marsh, Colin J.........................................................................31
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Marshall, Catherine...................................................................6
Paik, Shailaja...........................................................................33
Martin, Jane..............................................................................9
Park, Albert.............................................................................38
Martino, Wayne........................................................................9
Patel, Tina...............................................................................12
Marxism in Britain...................................................................16
Paterson, R.W.K......................................................................19
Maton, Karl..............................................................................8
Pedagogy of Creativity, The.....................................................20
May, Stephen..........................................................................10
Peters, Madeline L.....................................................................3
Mayall, Berry...........................................................................23
Peters, R.S...............................................................................19
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Primary School in Japan..........................................................38 Pritchard, Alan........................................................................26
Psychosocial Perspectives on Learning, Teaching and Emotion..................................................................................26 Published by The AACTE Committee on Innovation and Technology.............................................................................24 Pugh, Gillian...........................................................................23
Q Quinn, Jocey.............................................................................1 Quinn, Therese.........................................................................7
R Race, Gender and Educational Desire......................................10 Race, Whiteness, and Education..............................................14 Racism and Education.............................................................16 Radical Education and The Common School..............................2 Radical Traditions in Education in the 21st Century....................2 Raffo, Carlo............................................................................33 Raley, Yvonne.........................................................................18 Ravid, Ruth.............................................................................34 Readings for Diversity and Social Justice....................................3 Reay, Diane...............................................................................3 Reclaiming Childhood...............................................................5 Re-Designing Learning Contexts..............................................21 Rees, Gareth...........................................................................25 Reid, Alan...............................................................................34 Remedios, Richard..................................................................27 Remy Leder, Judith..................................................................14 Rennie, Leonie J......................................................................30 Researching Primary Education: Methods and Issues...............37 Rethinking Contexts for Learning and Teaching.......................22 Revolutionizing Education.........................................................7 Rich World and the Impoverishment of Education, The...........36 Richards, Colin........................................................................23
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Richardson, William................................................................37
Skelton, Christine....................................................................10
Trumbull, Elise.........................................................................31
Rightist Multiculturalism..........................................................16
Slater, Judith J.........................................................................34
Tsuneyoshi, Ryoko...................................................................35
Riley, Philip..............................................................................25
Sleeter, Christine E..................................................................10
Tudge, Jonathan.......................................................................7
Ringrose, Jessica.......................................................................8
Smidt, Sandra.........................................................................29
Rios, Francisco........................................................................11
Smith, Janet............................................................................37
Rizvi, Fazal................................................................................4
Smith, Larry E..........................................................................15
Understanding Psychological Theories of Motivation...............27
Rosskam, Ellen........................................................................33
Snook, Ivan A.........................................................................19
Unequal By Design..................................................................32
Roth, Jeffrey...........................................................................36
Social Change in the History of British Education.....................37
Routledge Advances in Middle East and Islamic Studies (series)....................................................................................35
Social Class, Gender and Exclusion from School........................9
Use of External Representations in Reasoning and Problem Solving......................................................................27
Social Inequalities (Re)formed....................................................3
Utting, David..........................................................................23
Routledge Contemporary Asia Series (series)...........................36
Social Justice, Peace, and Environmental Education...................6
Routledge Contemporary Japan Series (series).........................35
Social Psychology of the Classroom, The.................................29
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Routledge Contemporary South Asia Series (series).................33
Social Studies and Diversity Education.....................................14
Valencia, Richard R..................................................................10
Routledge International Companion to Multicultural Education, The........................................................................14
Social Theory, Education, and Cultural Change (series)............10
Values, Education and the Adult (International Library of the Philosophy of Education Volume 16).............................19
Routledge International Encyclopedia of Education, The..........36
Sociocultural, Political, and Historical Studies in Education (series)......................................................4, 7, 12, 16
Routledge International Handbook of Creative Learning, The.........................................................................................21
Sociology of Education..............................................................3
Vargas, Julie S.........................................................................27
Solano-Flores, Guillermo.........................................................31
Venville, Grady........................................................................30
Soler, Janet.............................................................................26
Verschaffel, Lieven..................................................................27
Solinger, Rickie..........................................................................7
Vickers, Edward......................................................................36
Routledge International Handbooks of Education (series)......................................................................5, 6, 14, 21
Spence, Jean...........................................................................33
Visible Learning.......................................................................25
Spirituality, Rights and Democracy...........................................37
Vitale, Philippe..........................................................................2
Routledge International Studies in the Philosophy of Education (series)............................16, 17, 18, 20
Spours, Ken............................................................................25
Vygotsky and Research...........................................................29
Routledge International Handbook of Critical Education, The....5 Routledge International Handbook of the Sociology of Education, The..........................................................................6
Routledge Key Guides (series).................................................20 Routledge Psychology in Education (series)..............................26 Routledge Research in Education (series)..........................1, 4, 6, 8, 10, 11, 14, 23, 29, 33, 34, 35 Routledge Research in Gender and History (series)..............9, 33 Routledge Research on Gender in Asia Series (series)...............33 Routledge Revivals (series).................................................17, 27 Routledge Studies in Asia’s Transformations (series).................35 Routledge Studies in Education and Neoliberalism (series).........................................................33, 36
Spring, Joel...............................................................................7 Standen, P. J...........................................................................12
Van Blerkom, Malcolm............................................................31
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Stobart, Gordon......................................................................32
Wallace, John.........................................................................30
Storytelling for Social Justice.....................................................3
Way Class Works, The...............................................................7
Stovall, David............................................................................7
Weaver-Hightower, Marcus B....................................................9
Straker, Dolores Y....................................................................14
Webb, Rosemary.....................................................................37
Strike, Kenneth A....................................................................19
Weis, Lois.................................................................................7
Stronach, Ian............................................................................5
Wentzel, Kathryn....................................................................28
Structuring of Pedagogic Discourse, The.................................38
Wheelahan, Leesa.....................................................................8
Struggle for the History of Education, The...............................32
Wheldall, Kevin.......................................................................27
Routledge Studies in Education and Society in Asia (series)......34
Studies in American Popular History and Culture (series).........32
White, John............................................................................19
Routledge Studies in Modern British History (series)................16
Studies in Curriculum Theory Series (series).......................22, 30
White, Patricia........................................................................19
Routledge Studies in Social and Political Thought (series).........17
Studies in Mathematical Thinking and Learning Series (series)....................................................................................26
Why Knowledge Matters in Curriculum.....................................8
Sultana, Ronald G...................................................................36
Wilde, Stephanie....................................................................25
Suzuki, Shin’ichi......................................................................36
Wilson, John...........................................................................19
Symcox, Linda...........................................................................6
Winch, Christopher...........................................................20, 38
Routledge/University of Tokyo Series (series)............................34 Rowold, Katharina....................................................................9 Rudman, Masha Kabakow......................................................12 Rury, John L............................................................................33 Russell, Christopher................................................................11 Ryan, Katherine E...................................................................31
S Sabates, Ricardo.......................................................................6 Sadovnik, Alan R.......................................................................3 Saltman, Kenneth J...................................................................1 Sandlin, Jennifer A..............................................................4, 22 Schoenfeld, Alan H.................................................................26 Schooling of Tibetans in China, The........................................35 Schools and the Urban Renaissance........................................37 Schultz, Brian D......................................................................22 Schwarz, Baruch.....................................................................24 Science, Society and Sustainability...........................................23 Scott, David..............................................................................8 Scott, Jerrie Cobb...................................................................14 Sears, Alan..............................................................................34 Sefton-Green, Julian...............................................................21 Segerholm, Christina...............................................................34 Selby, David..............................................................................4 Semel, Susan F........................................................................11 Service-Learning and Social Justice Education..........................37 Shapiro, H. Svi........................................................................12 Shepard, Lorrie A....................................................................31 Shipway, Brad...........................................................................8 Simola, Hannu........................................................................34
T
Wigfield, Allan........................................................................28
Winston, Joe...........................................................................17 Women and Education.............................................................9
Takanishi, Ruby.......................................................................13
Women, Education, and Agency, 1600–2000..........................33
Taubman, Peter M...................................................................30
Women, War, Violence and Learning.......................................37
Taylor, Edward.........................................................................13
Wood, Clare...........................................................................21
Teachers’ Library (series)..........................................................31
Woods Annette......................................................................29
Teaching By Numbers..............................................................30
Woods, Peter..........................................................................23
Teaching Critical Thinking.......................................................23
Woollard, John.......................................................................26
Teaching for Student Learning................................................21
World Yearbook of Education (series)..................................7, 36
Teaching/Learning Social Justice (series).............................3, 6, 7
World Yearbook of Education 1965-2009.................................7
Telling Stories to Change the World..........................................7
World Yearbook of Education 2009..........................................7
Testing Times..........................................................................32
World Yearbook of Education 2010........................................36
Theoretical Studies Towards a Sociology of Language.............38
Worldliness of a Cosmopolitan Education, The........................30
Thomson, Pat..........................................................................21
Wright, Bryan.........................................................................29
Thornton, Stephen J...............................................................30
Wright, Cecile.........................................................................12
Thorpe, Mary..........................................................................22
Wuyts, Marc...........................................................................37
Tobias, Sigmund......................................................................30 Torres, Carlos Alberto................................................................6
Y
Torres, Rodolfo D....................................................................24
Yancy, George.........................................................................12
Tozer, Steven.............................................................................2
Yonah, Yossi...........................................................................10
Trajectories of Education in the Arab World.............................35
Young, Michael F.D.................................................................31
Transformation of Knowledge Through Classroom Interaction.............................................................24
Z
Transforming Thinking............................................................18
Zamudio, Margaret.................................................................11
Traveller, Nomadic and Migrant Education...............................14
Zhao, Yong.............................................................................11
Trifonas, Peter Pericles.............................................................29 Troubling Gender in Education................................................37
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