Education: Policy and Politics 2008 (UK)

Routledge Education

New Titles and Key Backlist

Education Policy and Politics

2008 including Lawrence Erlbaum Associates Books

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www.routledge.com/education Highlights in Education Policy and Politics

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Complete Catalogue This catalogue only contains a selection of our Education titles. Our online catalogue gives you the power to search for any title currently in print by title, author, ISBN or full text. All the entries have a description of the book’s contents and each month a number of titles are featured with further information. To access our full range of titles please visit www.routledge.com/education.

Table of Contents Social, Political, Cultural, and Language Issues . . . . . . . . . . . . . . . . . . . . . . . 1

Contacts in the US, Canada and Latin America:

Contacts in the UK and Rest of World:

Global Education Policy and Politics . . . . . . 12

For Editorial Inquiries: Catherine Bernard, Senior Editor catherine.bernard@taylorandfrancis.com

For Editorial Inquiries: Anna Clarkson, Senior Publisher anna.clarkson@tandf.co.uk

Educational Leadership and Administration . . . . . . . . . . . . . . . . . . . . . . . 19

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For Marketing Inquiries: James Palser, Marketing Executive james.palser@tandf.co.uk

Research on Policy . . . . . . . . . . . . . . . . . . . . 20

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Order Form . . . . . . . . . . . . . . . . . Centre Pages

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School-Based Issues. . . . . . . . . . . . . . . . . . . . 16

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

NEW

NEW

NEW

The Dangerous Rise of Therapeutic Education

Racism and Education

Education and the Family

Coincidence or Conspiracy?

Passing Success across the Generations

How Teaching is Becoming Therapy

David Gillborn, Institute of Education, University of London, UK Foreword by Richard Delgado

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

Built on a foundation of compelling evidence, from national statistics to studies of classroom life, this book shows how race inequality is not simply ignored by policymakers, it is actively sustained and extended by the very policies and practices that are preached in the name of higher standards for all. Despite occasional ‘good news’ stories about fluctuations in statistics, the reality is that race inequality is so deeply entrenched that it is effectively ‘locked in’ as a permanent feature of the system. This book challenges the dominant assumptions and attitudes that shape education and is one of the first major UK studies to adopt ‘Critical Race Theory’—a radical new perspective on the nature of racism and public policy.

Series: Foundations and Futures of Education

Edited by Shaila Ecclestone, Oxford Brooks University, UK and Dennis Hayes, Canterbury Christ Church 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. As the authors show it’s not teaching anymore: it’s therapy. From the nursery to the university, what’s on offer in the educational system is no longer knowledge but exercises in building up the self-esteem students. These developments gain further impetus and support from a number of political initiatives in areas such as emotional intelligence and personalized learning. Every teacher and student teacher who retains any belief in the power of knowledge to transform people’s lives must read this book.

July 2008: 240pp Hb: 978-0-415-39700-1: £75.00 Pb: 978-0-415-39701-8: £18.99

Racism and Education takes critical antiracist analyses to a new level and represents a fundamental challenge to current assumptions in the field.

May 2008: 224pp Hb: 978-0-415-41897-3: £75.00 Pb: 978-0-415-41898-0: £22.99

NEW

Gender, Education & Equality in a Global Context

Educating the Gendered Citizen 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. A gender analysis of a range of citizenship education debates are explored, including: • Whether current conceptualizations of democratic citizenship are appropriate and address the lives and concerns of women.

• The impact of globalization on women and gender relations, the link between individualization, gender and social change and how global citizenship education is being developed in relation to gender issues.

• What alternative gender sensitive models of citizenship and democracy have been and could be promoted through schooling.

June 2008: 224pp Hb: 978-0-415-40805-9: £75.00 Pb: 978-0-415-40806-6: £22.99

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.

Although each child should be supported to achieve their potential, differences in the willingness or ability of different families to take advantage of educational opportunities can exacerbate social class differences and derail equality of opportunity for many. The focus here is on the education of parents, but this requires consideration of many other aspects of the family environment. The family is contextualized within wider, external influences and in relation to other factors in a child’s education such as school policies. The book also considers the implications for education and social policy on a wider scale.

Conceptual Frameworks and Policy Perspectives

April 2008: 192pp Hb: 978-0-415-39636-3: £75.00 Pb: 978-0-415-39637-0: £22.99

Shailaja Fennell and Madeleine Arnot, both at the University of Cambridge, UK

NEW

Historically girls’ education has fallen behind that of boys’ education in most countries, despite education being recognized as a human right. This book focuses on gender equality by exploring the interrelations between gender, education and poverty. The individual chapters engage with recent themes on girls’ schooling by addressing the evolving range of conceptual approaches such as the capabilities approach, citizenship theory, feminist theory and theories of human and social capital. Issues explored include: • The role of the State across the public-private divide with regard to educational policies and outcomes.

• How citizenship education in the past and present has represented women and the dilemmas associated with gender equality as an ideal of citizenship education.

The educational achievement of parents is often reflected in that of their children. The reasons for this general correlation are varied. Some, such as genetics, are beyond immediate policy intervention. Others, such as income and parenting, are more appropriate as sites of government policy in action, but debate rages as to the extent to which policy has a causal role or even a place in such matters.

• The impact of economic and social changes on gender identities and associated livelihood opportunities.

• How the concerns of community survival and cultural traditions affect learning decisions by households and communities.

• The interrelations between sexuality, family reproduction strategies, and learning and livelihood.

This collection of new academic works on the theme of gender and education also demonstrates a range of methodological frameworks for analyzing gender and education with a development context. The book continues to explore these frameworks on an international level raising new issues and questioning current beliefs.

November 2007: 216pp Hb: 978-0-415-41944-4: £75.00

Cyber-Bullying Issues and Solutions for the School, the Classroom and the Home Shaheen Shariff, McGill University, Canada This book, the first of its kind, looks at the emerging issue of cyber-bullying. In this increasingly digital world cyber-bullying has emerged as an electronic form of bullying that is difficult to monitor or supervise because it occurs outside the physical school setting and outside school hours on home computers and personal phones.

These web-based and mobile technologies are providing young people with what has been described as “an arsenal of weapons for social cruelty”. These emerging issues have created an urgent need for a practical book grounded in comprehensive scholarship that addresses the policy-vacuum and provides practical educational responses to cyber-bullying. Written by one of the few experts on the topic Cyber-Bullying develops guidelines for teachers, head teachers and administrators regarding the extent of their obligations to prevent and reduce cyber-bullying. The book also highlights ways in which schools can network with parents, police, technology providers and community organizations to provide support systems for victims (and perpetrators) of cyber-bullying.

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March 2008: 224pp Hb: 978-0-415-42490-5: £75.00 Pb: 978-0-415-42491-2: £19.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

Sociocultural, Political, and Historical Studies in Education Edited by Joel Spring

NEW

2ND EDITION

3RD EDITION

Reclaiming Education for Democracy

Knowledge and Power in the Global Economy

Wheels in the Head

Thinking Beyond No Child Left Behind

The Effects of School Reform in a Neoliberal/Neoconservative Age

Elizabeth E. Heilman and Paul Shaker, both at Simon Fraser University, Canada Reclaiming Education for Democracy subjects the prophets and doctrines of educational neoliberalism to analytic and historical scrutiny on the way to providing a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in-depth analysis of the origins of such policy and its impact on professional educators. The public face of these policies is separated from motives rooted in politics, profit, and ideology. Topics treated in detail include high stakes testing, teacher testing, social studies curriculum, the teaching of reading, scientifically-based research in education, etc. The work of polemicists such as Diane Ravitch is placed in the context of the politics they serve.

This book also searches for new insights in understanding the neoliberal and managerialist assault on education by examining the psychology of advocates who demonstrate a special animus toward universal public education. The manipulation of public education by No Child Left Behind is a case study in the general approach to public institutions taken by the politicians and theorists in these camps. K-12 education has been subjected to deceptive descriptive analyses, marginalization of its professional leadership, manipulation of its goals, the imposition of illegitimate quality markers, a grab on its resources by corporate profiteers, and a demoralization of its rank and file. This book helps us think beyond this new commonsense of education.

Educational Philosophies of Authority, Freedom, and Culture from Confucianism to Human Rights Joel Spring, Queens College, CUNY, USA

Edited by David A. Gabbard, East Carolina University, USA The second edition of Knowledge and Power in the Global Economy examines how neoliberal and neoconservative policies are working in tandem to privatize and commercialize public schools. It looks at how these policies and the agendas behind them have impacted the internal dynamics of school management, teaching, and learning, as well as how they have transformed the external dynamics of education from a public good or service offered to serve public interests to a private enterprise primarily serving private interests. In addition to information, critique, and analysis, multiple perspectives are provided that readers can draw upon to formulate an alternative vision of education as a crucial element of social change along democratic and egalitarian lines. This volume will particularly interest scholars and professionals across the fields of educational foundations, curriculum theory, and educational policy, and is well suited as a text for courses in these areas.

October 2007: 608pp Hb: 978-0-8058-5938-6: £80.00 Pb: 978-0-8058-5939-3: £42.50

In this popular text, Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophers, from Confucianism to human rights, regarding the contribution of education to the creation of a democratic society.

The goal is to explore how governments use education to control and manage their populations, and to examine forms of education that claim to free people from authoritarian control. Wheels in the Head, a critically original work, is widely used as a text for courses across the fields of philosophical, social, political, and historical foundations of education, and critical issues in education. Reflecting its global relevance, a Chinese translation was published by the University of Peking Press in 2005.

New in the Third Edition: • Expanded analysis of the use of education by authoritarian states.

• Revisions to more clearly relate educational ideas to the theme of “wheels in the head”—a phrase coined by philosopher Max Stirner—to describe the use of schools by modern governments to control their citizens.

• New sections on liberation education and on human rights education.

August 2007: 208pp Hb: 978-0-8058-6132-7: £70.00 Pb: 978-0-8058-6133-4: £19.99

June 2008: 256pp Hb: 978-0-8058-5841-9: £75.00 Pb: 978-0-8058-5842-6: £22.99

NEW

4TH EDITION

Minority Status, Oppositional Culture and Schooling

The Intersection of Cultures

Edited by John U. Ogbu, University of California at Berkeley, USA

Joel Spring, Queens College, CUNY, USA

Multicultural Education in the United States and the Global Economy

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. The theory and empirical foundation of Ogbu’s scholarship, which some have mistakenly reduced to the “acting white hypothesis,” is fully presented and re-visited in this posthumous collection of his new writings plus the works of over 20 scholars. Ogbu’s own chapters present how his ideas about minority education and culture developed. Readers will find in these chapters the theoretical roots of his cultural ecological model. The book is organized as a dialogue between John Ogbu and the scholarly community, including his most ardent critics; Ogbu’s own work can be read at the same time as his critics have their say.

The fourth edition of The Intersection of Cultures offers a unique, problem-solving approach to the complex issues involved in educating culturally and linguistically diverse students. Perfect for any course devoted wholly or in part to the study of multicultural education, this text addresses a wealth of topics. A particular focus in this edition is the current global migration of peoples, and the tension between local and gobal cultures. All chapters include model multicultural lessons for elementary through college classes.

New in the Fourth Edition: • Cultural differences in ways of seeing, knowing, and interrelating with the world.

• Recent research findings from cross cultural psychology and the psychology of immigration.

• Methods for educating “multicultural minds”.

August 2007: 344pp Pb: 978-0-8058-6139-6: £25.99

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February 2008: 576pp Hb: 978-0-8058-5103-8: £75.00 Pb: 978-0-8058-5104-5: £22.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

NEW

Bringing Knowledge Back In From Social Constructivism to Social Realism in the Sociology of Education

A New Paradigm for Global School Systems

3RD EDITION

Invisible Children in the Society and Its Schools

Education for a Long and Happy Life Joel Spring, Queens College, CUNY, USA Education for global economic competition is the prevailing goal of most national school systems. Spring argues that recent international studies by economists, social psychologists, and others on the social factors that support subjective well-being and longevity should serve as a call to arms to change education policy, since the current industrial-consumer paradigm is not supportive of either happiness or long life. Building his argument through an original documentation, synthesis, and critique of prevailing global economic goals for schools and research on social conditions that support happiness and long life, Spring: • Develops guidelines for a global core curriculum, methods of instruction, and school organizations.

• Contrasts differing ways of seeing and knowing among indigenous, Western, and Confucian-based societies, concluding that global teaching and learning involve a particular form of holistic knowing and seeing.

February 2007: 232pp Hb: 978-0-8058-6123-5: £75.00 Pb: 978-0-8058-6124-2: £18.99

Michael Young, Institute of Education, London University, UK “This book tackles some of the most important educational questions of the day...It is rare to find a book on education which is theoretically sophisticated and practically relevant: this book is.”

Edited by Sue Books, College at New Paltz, SUNY, USA This book uses the metaphors of invisibility and visibility to explore the social and school lives of many children and young people in North America whose complexity, strengths, and vulnerabilities are largely unseen in the society and its schools. These “invisible children”— children who are subjected to derogatory stereotypes, who are educationally neglected in schools that respond inadequately, if at all, to their needs, and who receive relatively little attention from scholars in the field of education or writers in the popular press—are socially devalued in the sense that alleviating the difficult conditions of their lives is not a priority. By sharing the voices of the “invisible children”, providing basic information about them, and offering thoughtful analysis of their social situation, this volume combines education and advocacy in an accessible volume responsive to some of the most pressing issues of our time.

Of interest to a broader range of researchers, students, and practitioners across the field of education, this compelling book is accessible to all readers. It is particularly appropriate as a text for courses that address the social context of education, cultural and political change, and public policy, including social foundations of education, sociology of education, multicultural education, curriculum studies, and educational policy.

September 2006: 328pp Pb: 978-0-8058-5937-9: £21.99

Pedagogies of Globalization

—Hugh Lauder, From the Foreword

What is it in the twenty-first century that we want young people, and adults returning to study, to know? What is it about the kind of knowledge that people can acquire at school, college or university that distinguishes it from the knowledge that people acquire in their everyday lives, at work, and in their families?

Bringing Knowledge Back In draws on recent developments in the sociology of knowledge to propose answers to these key, but often overlooked, educational questions. Michael Young traces the changes in his own thinking about the question of knowledge in education since his earlier books Knowledge and Control and The Curriculum of the Future.

He argues for the continuing relevance of the writings of Durkheim and Vygotsky and the unique importance of Basil Bernstein’s often under-appreciated work. He illustrates the importance of questions about knowledge by investigating the dilemmas faced by researchers and policy makers in a range of fields. He also considers the broader issue of the role of sociologists in relation to educational policy in the context of increasingly interventionist governments. In doing so, the book: • Provides conceptual tools for people to think and debate about knowledge and education in new ways.

The Rise of the Educational Security State

• Provides clear expositions of difficult ideas at the interface of epistemology and the sociology of knowledge.

Joel Spring, Queens College, CUNY, USA In this ground-breaking book, Joel Spring examines globalization and its worldwide effects on education.

In the twenty-first centry, national school systems have similar grades and promotion plans, instructional methods, curriculum organization, and linkages between secondary and higher education. Although there are local variations, the most striking feature is the sameness of educational systems. How does this happen? How was education globalized? Spring explains and analyzes this phenomenon and its consequences for human life and future improvement of social and economic organizations.

• Makes explicit links between theoretical issues and practical and policy questions.

• Offers a clear focus for the future develepment of the sociology of education as a key field within educational studies.

This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education.

December 2007: 272pp Hb: 978-0-415-32120-4: £75.00 Pb: 978-0-415-32121-1: £22.99

Readership for this book includes scholars and students in comparative, international, and multicultural education; educational policy and politics; historical, social, and philosophical foundations of education; and curriculum studies. It is a particularly timely, informative, engaging text for courses in all of these areas.

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March 2006: 318pp Hb: 978-0-8058-5556-2: £75.00 Pb: 978-0-8058-5557-9: £22.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

Education plc

Positions: Education, Politics, and Culture Series

Understanding Private Sector Participation in Public Sector Education

Edited by Kenneth Saltman and Ron Scapp

Stephen J. Ball, Institute of Education, University of London, UK Is the privatization of state education defendable? Did the public sector ever provide a fair education for all learners? In Education plc, Stephen Ball provides a comprehensive, analytical and empirical account of the privatization of education. He questions the kind of future we want for education and what role privatization and the private sector may have in that future.

Using policy sociology to describe and critically analyze changes in policy, policy technologies and policy regimes, he looks at the ethical and democratic impacts of these changes and raises the following questions: • Is there a legitimacy for privatization based on the convergence of interests between business and the “third way” state?

• Is the extent and value of private participation in public education misunderstood?

• How is the selling of private company services linked to the remodelling of schools?

• Why have the technical and political issues of privatization been considered but ethical issues almost totally neglected?

• Is education policy being spoken by new voices?

Drawing upon extensive documentary research and interviews with senior executives from the leading “education services industry” companies, the book challenges preconceptions about privatization. It breaks new ground and builds on Stephen Ball’s previous work on education policy, and should appeal to those researching and studying in the fields of social policy, policy analysis, sociology of education, education research and social economics.

Selected Contents: 1. A “policy sociology” introduction to Privatisation(s): Tools, meanings and positions 2. Privatisation(s) in contexts 3. Scale and Scope: Education is big business 4. Economics and Actors: The social relations of the ESI 5. New Governance, New Communities, New Philanthropy 6. Selling Improvement/selling policy/selling localities: An economy of innovation 7. Policy Controversies: Failures, ethics and experiments 8. Not jumping to conclusions

NEW

Segregated Schools

Small Schools

Educational Apartheid in Post-Civil Rights America

Public School Reform Meets the Ownership Society

Paul Street, Northern Illinois University, USA

Michael Klonsky, Nova Southeastern University, USA and Susan Klonsky, Small Schools Workshop, USA When education activists in New York, Chicago, and other urban school districts in the 1980s began the small-schools movement, they envisioned a new kind of public school system that was fair and equitable and that encouraged new relationships between teachers and students. When that movement for school reform ran head-on into the neo-conservative takeover of the Department of Education and its No Child Left Behind strategy for school change, a new model of federal power bent on the erosion of public space and the privatization of public schooling emerged. Michael and Susan Klonsky, educators who were among the early leaders of the small-schools movement, tell the story of how a once-promising model of creating new small and charter schools has been used by the neocons to reproduce many of the old inequities. Small Schools is the engaging story of what happens when the small-schools movement meets the Ownership Society.

Selected Contents: Intro: Two Trains Running 1. The Small Schools Movement Meets the Ownership Society 2. The Ownership Society—Not Just A Bumper Sticker 3. Chartering Private Management 4. The Two Faces of Philanthropy: Small Schools Along the Fault Lines of Wealth and Class 5. Think Tanks: The Brains of the Ownership Society 6. Alternatives to Top-Down Reform

“Segregated Schools is one of the best accounts we have, not only of the shameless legacy and effects of racism in our nation’s schools, but also of the underlying structural and ideological conditions that make it possible. Every student, teacher, parent, citizen, and all those concerned about racial and class segregation, as well as the fate of democracy in the 21st century, should read this book.”

—Henry Giroux, McMaster University

“Street’s book is a sobering wake-up call.”

—Pedro Noguera, New York University

Fifty years after the U.S. Supreme Court ruled that “separate but equal” was “inherently unequal,” Paul Street argues that little progress has been made to meaningful reform America’s schools. In fact, Street considers the racial make-up of today’s schools as a state of de facto apartheid. With an eye to historical development of segregated education, Street examines the current state of school funding and investigates disparities in teacher quality, teacher stability, curriculum, classroom supplies, faculties, student-teacher ratios, teachers’ expectations for students and students’ expectations for themselves.

August 2005: 232pp Hb: 978-0-415-95115-9: £70.00 Pb: 978-0-415-95116-6: £14.99

February 2008: 160pp Hb: 978-0-415-96122-6: £60.00 Pb: 978-0-415-96123-3: £14.99

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April 2007: 232pp Hb: 978-0-415-39940-1: £75.00 Pb: 978-0-415-39941-8: £22.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

NEW

Disabled People and the Right to Life The Protection and Violation of Disabled People’s Most Basic Human Rights

School Commercialism

Affirmative Action

From Democratic Ideal to Market Commodity

Racial Preference in Black and White

Alex Molnar, Arizona State University, USA

Tim J. Wise, Antiracist Writer and Educator, USA

Kids today face a barrage of corporate messages in the classroom. In School Commercialism, education expert Alex Molnar traces marketing in American schools over the last twenty-five years, raising serious questions about the role of private corporations in public education. Since the 1990s, Molnar argues, commercial activities have shaped the structure of the school day, influenced the curriculum, and determined whether children have access to computers and other technolgoies. He argues convincingly against advertisers’ assertion that their contributions are a win-win proposition for cash-strapped schools and image-conscious companies. From the marketing of unhealthy foods to privatization reforms such as the Edison Schools and Knowledge Universe, this book tracks trends that are more pervasive than many parents realize and shows how we might recapture schools to better serve the public interest.

June 2005: 192pp Hb: 978-0-415-95131-9: £70.00 Pb: 978-0-415-95132-6: £14.99

Edited by Luke Clements, Cardiff University, UK and Janet Read, University of Warwick, UK

“In my judgment Tim Wise is the very best of the white anti-racism writers and commentators working in the U.S. media today... He writes in such an interesting and readable way, and yet backs up what he says with data and evidence. This is what is so impressive about his work.”

—Joe R. Feagin, Texas A&M University

“Tim Wise is one of the most brilliant, articulate, and courageous critics of white privilege in the nation. His considerable rhetorical skills, his fluid literary gifts and his relentless search for the truth make him a critical ally in the fight against racism and a true soldier in the war for social justice.”

—Michael Eric Dyson, University of Pennsylvania

Affirmative Action examines the larger structure of institutional white privilege in education, and compares the magnitude of white racial preference with the policies typically envisioned when the term “racial preference” is used. In doing so, the book demonstrates that the American system of education is both a reflection of and a contributor to a structure of institutionalized racism and racial preference for the dominant majority.

The most basic of human rights, the right to life, is the focus of this book. ‘Human rights’ has increasingly come to be seen as a significant framework, both to aid understanding of the experiences of those who face oppression, and to underpin social, legal and political measures to counter it. Disabled People and the Right to Life uses this framework to explore how disabled people’s right to life is understood in different national contexts and the ways in which they are—or are not—afforded protection under the law, emphasizing the social, cultural and historical forces and circumstances which have promoted disabled people’s right to life or legitimated its violation. Written by an international panel of contributors including individuals holding public office, academics from the fields of law, social policy, disability studies and bioethics as well as practitioners and activists attempting to further disabled people’s human rights, this truly interdisciplinary book will be of interest to students and researchers of disability, law, social policy and human rights.

January 2008: 264pp Hb: 978-0-415-40713-7: £75.00 Pb: 978-0-415-40714-4: £21.99

February 2005: 200pp Hb: 978-0-415-95048-0: £70.00 Pb: 978-0-415-95049-7: £14.99

The Edison Schools Corporate Schooling and the Assault on Public Education Kenneth J. Saltman, DePaul University, USA “Informative, engaging and elegantly written” —Joel Bakan, author of The Corporation

“Should be read by every parent, student, and citizen concerned about the fate of public education.”

—Henry A. Giroux, McMaster University

“Saltman’s engaging and limpid writing style makes this book accessible to all audiences, and will be equally useful to researchers, educators, and communities struggling to decide about privatization in their own school district.”

—Education Review: A Journal of Book Reviews

The story of the Edison Schools is a gripping tale of money, kids, and greed. What began in the 1980s as an enterprise to transform public schools quickly became a troubled business battling falling test scores and dismal stock prices. How did the most ambitious for-profit education company in U.S. history lose respect, money, and credibility in such a short time? Revealing how American McEducation went from glory to crisis, The Edison Schools tracks entrepreneur Christopher Whittle’s plan to introduce a standardized nationwide curriculum and cut administrative waste. Education specialist Kenneth J. Saltman finds that the critics’ predictions came true in Edison schools across the country: Experienced teachers left in droves, students were virtually given answers to standardized tests to drive up scores, and difficult students were “counselored” out.

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February 2005: 248pp Hb: 978-0-415-94841-8: £75.00 Pb: 978-0-415-95046-6: £14.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

NEW

Critical Social Thought Series

Revolutionizing Education Youth Participatory Action Research in Motion

Edited by Michael W. Apple

Edited by Julio Cammarota, University of Arizona, USA and Michelle Fine, City University of New York, USA

NEW

Market Movements

Rightist Multiculturalism

African American Involvement in School Voucher Reform

Series: Critical Youth Studies Revolutionalizing Education makes extraordinarily unique contributions to the literature on young people by offering a broad framework for understanding a groundbreaking critical research methodology known as Youth-led Participatory Action Research. YPAR is a way to involve young people in defining the research questions and problems most relevant in their lives—and more importantly in acting upon them. Many scholars have turned to YPAR as a way to address both the political challenges and inherent power imbalances of conducting research with young people, while remaining sensitive to the methodological challenges of qualitative inquiry in recent years. This collection offers the first, definitive statement of YPAR as it relates to sites of education in particular, drawing on a unique combination of theory and practice, and bringing together student writings alongside those of major scholars in the field.

February 2008: 224pp Hb: 978-0-415-95615-4: £70.00 Pb: 978-0-415-95616-1: £17.99

Beyond Resistance! Youth Activism and Community Change New Democratic Possibilities for Practice and Policy for America’s Youth Edited by Shawn Ginwright, San Francisco State University, USA, Julio Cammarota, University of Arizona, USA and Pedro Noguera, New York University, USA

Core Lessons on Neoconservative School Reform Kristen L. Buras, Emory University, USA For nearly two decades, E.D. Hirsch’s book Cultural Literacy has provoked debate over whose knowledge should be taught in schools, embodying the culture wars in education. Initially developed to mediate against the multicultural “threat”, his educational vision inspired the Core Knowledge curriculum, which has garnered wide support from an array of communities, including traditionally marginalized groups. In Rightist Multiculturalism, a 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.

Ultimately, this book does more than assess the limitations and possibilities of Core Knowledge. It illuminates why troubling educational reforms initiated by neoconservatives have acquired grassroots allegiance despite criticism that their vision is culturally elitist. More importantly, Buras argues that understanding the fact that neoconservative school reform itself has become a multicultural affair is the first step toward an alternative war of position—that is, reclaiming multiculturalism as a radically transformative project.

February 2008: 240pp Hb: 978-0-415-96264-3: £70.00 Pb: 978-0-415-96265-0: £17.99

Thomas Pedroni, Oakland University, USA “This book is essential for all who seek to reform public education.”

—Emilie Vanessa Siddle Walker, Emory University

“This is an accessible and readable work, in which Black working class voices are clearly heard.”

—Geoff Whitty, Institute of Education, University of London

Through careful ethnographic research, Market Movements represents community leaders, school officials, and most importantly, African American working class families who have used vouchers as a means of removing their children from public schools they deemed unacceptable. The book works to discern the overlaps and tensions between the educational visions of African American voucher families and those of powerful conservative educational forces in U.S. society which claim to be allied with them. To the extent that there are points of divergence with the educational right, and points of convergence with educational progressives, this book provides a hopeful message and a practical vision. It seeks to accomplish some of the critical empirical and conceptual groundwork that is necessary in order to renew the increasingly fractious relations between those social actors—teachers, communities of color, critical researchers, and labor unions—most likely to defend and expand previous social democratic victories.

May 2007: 192pp Hb: 978-0-415-95608-6: £70.00 Pb: 978-0-415-95609-3: £20.99

Series: Critical Youth Studies The failure of current policy to address important quality of life issues for urban youth remains a substantial barrier to civic participation, educational equity and healthy adulthood among urban youth. This volume brings together the work of leading urban youth scholars, highlighting the detrimental impact of zero tolerance policies on young people’s educational experience and well-being.

Building on empirical research, the authors outline both theoretical approaches and concrete strategies for educators, youth development practitioners and policy makers. Undergirded by the conviction that urban youth have the right to a more equitable education, social resources and political representation, Beyond Resistance! offers new insights into how to increase the effectiveness of both youth development programs and education and how to create more humane and responsive youth policies at the local, state and federal level.

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March 2006: 400pp Hb: 978-0-415-95250-7: £75.00 Pb: 978-0-415-95251-4: £19.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

Education for Inclusive Citizenship Dina Jane Kiwan, University of London, UK With a foreward by Sir Bernard Crick, University of Edinburgh, UK

Reading and Writing the World with Mathematics

Radical Possibilities

Toward a Pedagogy for Social Justice

Public Policy, Urban Education, and A New Social Movement

Eric Gutstein, University of Illinois at Chicago, USA

Jean Anyon, City University of New York, USA

Mathematics education in the United States can reproduce social inequalities whether schools use “basic-skills” curricula to prepare mainly low-income students of color for low-skilled service jobs or “standards-based” curricula to ready students for knowledgeintensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. This book argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.

December 2005: 272pp Hb: 978-0-415-95083-1: £75.00 Pb: 978-0-415-95084-8: £16.99

Could It Be Otherwise?

Parents and the Inequalities of Public School Choice Lois André-Bechely, California State University, USA Parents who wish to choose schools for their children must have more than a desire for different or better—they need detailed knowledge of the process and practices that will give them access to schools of choice. This book vividly contrasts the experiences of a diverse group of urban parents choosing their children’s schools with school choice policies from voluntary integration mandates to the No Child Left Behind Act. Could It Be Otherwise? carefully uncovers the race- and class-based inequities these policies sustain, documenting the way parents themselves become complicit in the historical inequalities of schooling. This book exposes how educational institutions are making this so and provokes new thinking about how public school choice could be implemented in more equitable and democratic ways.

“Radical Possibilities is a powerful and important book. Jean Anyon argues forcefully and persuasively for a new and comprehen-sive vision to understand and confront the problems of urban education.”

—William Julius Wilson, Harvard University

Jean Anyon’s groundbreaking book reveals the influence of federal and metropolitan policies and practices on the poverty that plaques schools and communities in American cities and segregated, low-income suburbs.

Public policies, such as those regulating the minimum wage, job availability, tax rates, federal transit, and affordable housing, all create conditions in urban areas that no education policy as currently conceived can transcend. In this first book since her best-selling Ghetto Schooling, Jean Anyon argues that we must replace these federal and metro-area policies with more equitable ones so that urban school reform can have positive life consequences for students.

Radical Possibilities provides a much-needed new paradigm for understanding and combating educational injustice. It reminds us that historically, equitable public policies have been typically created as a result of the political pressure brought to bear by social movements.

Basing her analysis on research in civil rights history and social movement theory, Anyon skillfully explains how the current moment offers serious possibilities for the creation of such a force. The book powerfully describes five social movements already under way in U.S. cities, and offers readers interested in building this new social movement a set of practical and theoretical insights into securing economic and educational justice for the many millions of America’s poor families and students.

April 2005: 256pp Hb: 978-0-415-95098-5: £75.00 Pb: 978-0-415-95099-2: £18.99

This book contributes to theoretical thinking on inclusive citizenship education through a detailed and lively account of the different contepts of citizenship held by some of the key players involved, and the extent to which these concepts accommodate ethnic and religious diversity. Education for Inclusive Citizenship focuses on the policy and curriculum development process of citizenship education in the English secondary school contemporary context, and is based on original first-hand accounts from interviews with the key players involved, including David Blunkett, Sir Bernard Crick, and other high-profile policymakers and those working in the field of citizenship and diversity. Four main models of citizenship underpinned by political philosophy are proposed, and the theoretical and practical implications for diversity of these four models are explicated.

This book provides readers with a conceptual understanding of citizenship in a broader policy, societal and global context. It informatively and provocatively illustrates how policymakers, teachers and other practitioners can use and modify the four models of citizenship to realistically promote an inclusive citizenship in practice.

November 2007: 168pp Hb: 978-0-415-42367-0: £85.00 Pb: 978-0-415-42368-7: £24.99

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June 2005: 256pp Hb: 978-0-415-94520-2: £75.00 Pb: 978-0-415-94521-9: £18.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

Language and Minority Rights Ethnicity, Nationalism and the Politics of Language Stephen May, University of Waikato, New Zealand “This is a masterful book— perhaps the most comprehensive, nuanced, and detailed treatment of minority language rights on an international scale in recent years. Clear, balanced, cogently argued, and remarkable in its depth and scope, Stephen May’s Language and Minority Rights represents a major contribution to both scholarship and practice in the field.”

—Teresa McCarty, Arizona state University

“This interdisciplinary volume presents a provocative, comprehensive analysis of issues related to linguistic pluralism...Accessibly written and extensively referenced, [this book] is an excellent resource for students, teachers and researchers in the fields of anthropology, sociology, sociolinguistics, political science and education.”

—Anthropology & Education Quarterly

In this provocative and ground-breaking book, Stephen May argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights, particularly for minority groups, are defensible and important, both academically and politically. May argues that the causes of many of the language-based conflicts in the world today lie with the nation-state and its preoccupation with establishing a ‘common’ language and culture via mass education. The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, at the same time, essentializing the language-identity link.

Language and Minority Rights—a benchmark volume in the field of language rights and language policy—is an outstanding interdisciplinary analysis which draws together debates on language from widely different academic fields, including the sociology of language, ethnicity and nationalism, sociolinguistics, social and political theory, education, history and law, illustrating these debates via a wealth of different national contexts and examples. It is essential reading for students, teachers and researchers in the sociology of language, sociolinguistics, applied linguistics, language policy and planning, sociology, politics, and education.

October 2007: 398pp Pb: 978-0-415-96489-0: £29.99

Cosmopolitanism and the Age of School Reform

Inclusive Pedagogy for English Language Learners

Science, Education, and Making Society by Making the Child

A Handbook of Research-Informed Practices

Thomas S. Popkewitz, University of WisconsinMadison, USA In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-of-the-century and contemporary pedagogical reforms while illuminating their complex relation to cosmopolitanism. Popkewitz highlights how policies that include “all children” and leave “no child behind” are rooted in a philosophy of cosmopolitanism— not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and child left behind as “Other.”

This groundbreaking text explores the dramatic history and politics of schooling in pedagogy, teacher education, and research. Divided into two parts, Cosmopolitanism and the Age of School Reform begins by examining the Progressive Education reforms of Dewey, Thorndike, and the early educational sociologists. It then shifts to explore the changing principles of cosmopolitanism in today’s curriculum, teacher education standards and research. Drawing on a range of scholarship and empirical and historical sources, this thorough study offers a valuable perspective on agency, resistance, change and the effects of schooling.

October 2007: 224pp Hb: 978-0-415-95814-1: £70.00 Pb: 978-0-415-95815-8: £17.99

The Death of Progressive Education How Teachers Lost Control of the Classroom Roy Lowe, Institute of Education, University of London, UK This book examines the rise of child-centered approaches to teaching in the period following the Second World War and then traces the process by which the role of the classroom teacher has been almost completely transformed since major debates on what should be taught and how it should be taught during the 1960s. Just some of the questions raised— and answered—by this original and freshly researched examination of what has gone on in our classrooms include:

Edited by Lorrie Stoops Verplaetse and Naomi Migliacci, both at Southern Connecticut State University, USA In this handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system.

Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations.

A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics.

Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: • • • •

In the Elementary Classroom In the Middle and Secondary Classroom School and Community Collaboration School and District Reform

Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.

September 2007: 472pp Hb: 978-0-8058-5719-1: £75.00 Pb: 978-0-8058-5720-7: £27.99

• How widespread was the teaching revolution that many claimed was taking place during the 1950s and 1960s?

• What exactly were the changes in classroom practice at that time?

This study of recent educational practice and policy should be essential reading for anyone concerned with what our schools should look like into the 21st century.

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September 2007: 192pp Hb: 978-0-415-35971-9: £75.00 Pb: 978-0-415-35972-6: £22.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

No Child Left Behind and the Reduction of the Achievement Gap

What Is Authentic Educational Reform?

Sociological Perspectives on Federal Educational Policy

Pushing Against the Compassionate Conservative Agenda

Edited by Alan R. Sadovnik, Rutgers University, USA, Jennifer A. O’Day and George W. Bohrnstedt, both at the American Institutes for Research, USA and Kathryn M. Borman, University of South Florida, USA

Edited by Helen L. Johnson and Arthur Salz, both at Queens College, CUNY, USA

This collection presents the first-ever sociological analysis of the No Child Left Behind Act. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014.

Based on theoretical and empirical research, the articles examine the history of federal educational policy and place NCLB in a larger sociological and historical context, and take up a number of policy areas affected by the law, including accountability and assessment, curriculum and instruction, teacher quality, parental involvement, school choice and urban education. The book concludes with a discussion of the important contributions of sociological research and sociological analysis to understanding the limits and possibilities of the law to reduce the achievement gap.

Achieving the Radical Reform of Special Education Essays in Honor of James M. Kauffman Edited by Jean B. Crockett, Virginia Polytechnic Institute, USA, Mike Gerber, University of California at Santa Barbara, USA and Timothy J. Landrum, University of Virginia, USA As a tribute to scholar and mentor James M. Kauffman and his prodigious influence on the education of children and youth with disabilities, Achieving the Radical Reform of Special Education highlights and examines issues central to the continued growth and maturation of the field of special education. This impressive collection features the issues Kauffman has raised pointedly and repeatedly in his writing over the past three decades.

With contributions by prominent scholars, essays throughout the book provide a valuable synopsis of the status of special education and its progress toward the achievement of radical reform at the outset of the 21st century. This book is intended for scholars, policy makers, and graduate students in special education and associated disciplines who seek to improve schools and to improve the education of students whose behavior and exceptional learning needs prevent their academic and social development.

June 2007: 296pp Hb: 978-0-8058-5859-4: £70.00

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Challenging the compassionate conservative agenda for educational reform—an agenda which seeks to improve American education through a business model focused on scripted lessons, lock-step approaches to teaching, high stakes-testing, and rigid accountability measures—this book critiques the assumptions of this agenda, examines the problems that have riddled its implementation in schools, and suggests constructive alternatives. Educational theorists and researchers including Joel Spring, Sonia Nieto, Bill Ayers, and Susan Ohanian, classroom teachers, and parents, offer a mix of perspectives on: • The social and political contexts of current educational reform initiatives.

• The impact of the compassionate conservative agenda on educational policies and practices.

• The ways in which children and teachers are affected by this agenda and its policies.

• Approaches that hold out hope for implementing authentic education reform.

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Handbook for Achieving Gender Equity Through Education

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Intended for education professionals, students, and scholars, What Is Authentic Educational Reform? poses more questions than it answers, but taken together, these questions constitute a foundation for a more informed and thoughtful public conversation about how to refocus reform efforts in a direction that will truly strengthen American public education for all children and their families.

July 2007: 216pp Hb: 978-0-8058-6049-8: £35.00

Edited by Susan Klein, Feminist Majority Foundation, USA, Barbara Richardson, Eastern Michigan University, USA, Dolores A. Grayson, GrayMill Consulting, USA, Lynn H. Fox, American University, USA, Cheris Kramarae, University of Illinois at Urbana-Champaign, USA, Diane S. Pollard, Emerita, University of Wisconsin-Milwaukee, USA and Carol Anne Dwyer, Educational Testing Service, USA First published in 1985, the Handbook for Achieving Gender Equity Through Education quickly established itself as the essential reference work concerning gender equity in education. This new, expanded edition provides a 20-year retrospective of the field, one that has the great advantage of documenting U.S. national data on the gains and losses in the efforts to advance gender equality through policies such as Title IX, the landmark federal law prohibiting sex discrimination in education, equity programs and research.

Key features include: • Expertise—Like its predecessor, over 200 expert authors and reviewers provide accurate, consensus, research-based information on the nature of gender equity challenges and what is needed to meet them at all levels of education.

• Action Oriented—All chapters contain practical recommendations for making education activities and outcomes more gender equitable.

• New Material—Expanded from 25 to 31 chapters, this new edition includes: more emphasis on male gender equity and on sexuality issues; special within population gender equity challenges; coeducation and single sex education; increased use of rigorous research strategies such as meta-analysis showing more sex similarities and fewer sex differences and of evaluations of implementation programs; technology and gender equity is now treated in three chapters; women’s and gender studies; communication skills relating to English, bilingual, and foreign language learning; and history and implementation of Title IX and other federal and state policies.

This Handbook will be essential for anyone who wants accurate, research-based information on controversial gender equity issues—journalists, policy makers, teachers, equity trainers, women’s and gender study faculty, students, and parents.

May 2007: 754pp Hb: 978-0-8058-5453-4: £180.00 Pb: 978-0-8058-5454-1: £60.00

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August 2007: 424pp Hb: 978-0-415-95530-0: £70.00 Pb: 978-0-415-95531-7: £18.99

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

Schooling and the Politics of Disaster

Childcare, Choice and Class Practices

Right to Be Hostile

Edited by Kenneth J. Saltman, DePaul University, USA

Middle Class Parents and their Children

Schools, Prisons, and the Making of Public Enemies

Schooling and the Politics of Disaster is the first volume to address how disaster is being used for a radical social and economic reengineering of education. From the natural disasters of the Asian tsunami and the hurricanes in the Gulf Coast, to the human-made disasters in Iraq, Afghanistan, Haiti, Sudan, Indonesia, the United States and around the globe, disaster is increasingly shaping policy and politics. This groundbreaking collection explores how education policy is being reshaped by disaster politics. Noted scholars in education and sociology tackle issues as far-ranging as No Child Left Behind, the War on Terror, Hurricane Katrina, the making of educational funding crises in the U.S., and the Iraq War to bring to light a disturbing new phenomenon in educational policy.

Carol Vincent and Stephen J. Ball, both at the Institute of Education, University of London, UK

Erica R. Meiners, Northeastern Illinois University, USA

May 2007: 272pp Hb: 978-0-415-95659-8: £70.00 Pb: 978-0-415-95660-4: £19.99

Childcare is a topic that is frequently in the media spotlight and continues to spark heated debate in the UK and around the world. This book presents an in-depth study of childcare policy and practice, examining middle class parents’ choice of childcare within the wider contexts of social class and class fractions, social reproduction, gendered responsibilities and conceptions of “good” parenting. Drawing on the results of a qualitative empirical study of two groups of middle class parents living in two London localities, this book: • Takes into account key theoretical frameworks in childcare policy, setting them in broader social, political and economic contexts.

• Considers the development of the UK government’s childcare strategy from its birth in 1998 to the present day.

• Highlights the critical debates surrounding middle class families and their choice of childcare.

• Explores parents’ experiences of childcare and their relationships with carers.

Education and the Labour Government An Evaluation of Two Terms Edited by Geoffrey Walford, University of Oxford, UK This book presents a valuable and authoritative evaluation of the real impact the UK Labor Party’s two terms have had on the British education system. On May 1st, 1997 the British electorate witnessed a watershed moment.

After an eighteen year Conservative rule, a New Labor government took office. When asked what his top three priorities were for the first term, Tony Blair stated that they would be “education, education, education.” This book questions the extent to which the policy has met the rhetoric; examining the Labor Party’s education policy, practice and achievements during Blair’s two terms in office. This selection of writings by highly respected academics in this field charts and evaluates the effects of policy changes on the various sectors of the educational system and on the major indicators of inequality.

July 2006: 200pp Hb: 978-0-415-36870-4: £60.00

This important study comes to a number of thought-provoking conclusions and offers valuable insights into a complex subject. It is essential reading for all those working in or studying early years provision and policy as well as students of sociology, class, gender and work.

April 2006: 200pp Hb: 978-0-415-36216-0: £75.00 Pb: 978-0-415-36217-7: £26.99

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To What Ends and By What Means?

The Social Justice Implications of Contemporary School Finance Theory and Policy Edited by Gloria M. Rodriguez, University of California at Davis, USA and Anthony Rolle, Texas A&M University, USA This unique collection examines the social justice implications of contemporary economic, finance, and budgeting policies affecting the K-12 education system in the United States. The authors included in this volume provide critiques and explorations of several established theories and policy approaches that undergird contemporary thinking in the field of school finance. These explorations offer themselves as foundations for building new frameworks to understand how school finance policies might better support broader changes needed to improve the educational conditions faced by those individuals and groups traditionally underrepresented in economic, political, and social policy arenas.

March 2007: 224pp Hb: 978-0-415-95482-2: £75.00 Pb: 978-0-415-95483-9: £19.99

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In Right to be Hostile, scholar and activist Erica Meiners offers concrete examples and new insights into the “school to prison” pipeline phenomenon, showing how disciplinary regulations, pedagogy, pop culture and more not only implicitly advance, but actually normalize an expectation of incarceration for urban youth.

Analyzed through a framework of an expanding incarceration nation, Meiners demonstrates how educational practices that disproportionately target youth of color become linked directly to practices of racial profiling that are endemic in state structures. As early as preschool, such educational policies and practices disqualify increasing numbers of students of color as they are funneled through schools as under-educated, unemployable, ‘dangerous,’ and in need of surveillance and containment. By linking schools to prisons, Meiners asks researchers, activists, and educators to consider not just how our schools’ physical structures resemble prisons— metal detectors or school uniforms—but the tentacles in policies, practices and informal knowledge that support, naturalize, and extend, relationships between incarceration and schools. Understanding how and why prison expansion is possible necessitates connecting schools to prisons and the criminal justice system, and redefining “what counts” as educational policy.

March 2007: 224pp Hb: 978-0-415-95711-3: £70.00 Pb: 978-0-415-95712-0: £20.99

Language Policy, Culture, and Identity in Asian Contexts Edited by Amy B.M. Tsui, University of Hong Kong, China and James W. Tollefson, International Christian University, Japan “It is clear that this is a critical book in language policy and identity...a trailblazer in the field...This book should inspire Western people to reflect on their own language policy.”

—PsycCRITIQUES

Bringing together scholarship on issues relating to language, culture, and identity, with a special focus on Asian countries, this volume makes an important contribution in terms of analyzing and demonstrating how language is closely linked with crucial social, political, and economic forces, particularly the tensions between the demands of globalization and local identity. Unique in its attention to how the domination of English is being addressed in relation to cultural values and identity by non-English speaking countries in a range of sociopolitical contexts, this volume will help readers to understand the impact of globalization of non-English speaking countries, particularly developing countries, which differ significantly from contexts in the West in their cultural orientations and the way identities are being constructed. This book will interest scholars and research students in the areas of language policy, education, sociolinguistics, applied linguistics, and critical linguistics. It can be adopted in graduate and advanced undergraduate courses on language policy, language in society, and language education.

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SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

Mathematics Education at Highly Effective Schools That Serve the Poor

2ND EDITION

2ND EDITION

Education, Equality and Human Rights

Educating the “Right” Way

Strategies for Change

Issues of Gender, ‘Race’, Sexuality, Disability and Social Class

Michael W. Apple, University of WisconsinMadison, USA

Richard S. Kitchen, Julie DePree, Sylvia Celed¢n-Pattichis and Jonathan Brinkerhoff, all at the University of New Mexico, USA “The findings in this book are important, and not only for schools that serve the poor...To the degree that this book provides motivation and a vision, it does a real service.”

—Teachers College Record

This book presents research findings about school-level and district-level practices and successful strategies employed in mathematics education by highly effective schools that serve high-poverty communities. It includes both the theory and practice of creating highly effective schools in these communitites. The schools described have much to teach about creating powerful learning environments that empower all students to learn challenging mathematics. Given the pressure of the accountability measures of the No Child Left Behind legislation, this book is extremely timely for those seeking school models that serve high-poverty communities and have demonstrated high performance on high-stakes examinations and other assessment.

This book is particularly relevant for teacher educators, researchers, teachers, and graduate students in the fields of mathematics education and school policy and reform, and for school administrators and district coordinators of mathematics education.

August 2006: 248pp Hb: 978-0-8058-5688-0: £50.00 Pb: 978-0-8058-5689-7: £17.99

Markets, Standards, God, and Inequality

Education, Equality and Human Rights addresses human rights and their relationship to education in the twenty-first century. Each of the five equality issues of gender, race, sexuality, disability and social class are covered in their own right as well as in relation to education. Written by experts in each field, the chapters trace the history of the various issues up to the present and enable readers to assess their continuing relevance into the future.

With a new foreword by leading North American educationist Peter McLaren, the substantially updated second edition of this comprehensive book provides an important educational perspective on world-wide equality issues for student teachers and teachers at all stages. It is an accessible and thought-provoking text for all those studying or interested in education, equality and human rights issues.

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For Goodness Sake Critical Race Theory in Education

Religious Schools and Education for Democratic Citizenry

All God’s Children Got a Song Edited by Adrienne D. Dixson, Ohio State University, USA and Celia K. Rousseau, University of Memphis, USA Although Critical Race Theory (CRT) has been used to analyze difficult issues of race and racism in education for over ten years, the function of CRT in educational research is still not entirely clear. By bringing together the voices of various CRT scholars and education experts, this volume presents a comprehensive chorus of answers to the question of how and why CRT should be applied to educational scholarship. The collected chapters address CRT’s foundations in legal theory, current applications of CRT, and possible new directions for CRT in education. Appropriate for both students curious about CRT and established CRT scholars, Critical Race Theory in Education is a valuable guide to how CRT can help us better understand and seek solutions to educational inequity.

Walter Feinberg, University of Illinois at Urbana-Champaign, USA While the fierce debate over religion in public schools receives ample media attention, we rarely consider the implications of religious schools on moral education and liberal democracy. In this groundbreaking work, Walter Feinberg opens up a critical new dialogue to offer a complete discussion of the important role religious schools play in the formation of a democratic citizenry.

Feinberg, a leading philosopher of education, approaches the subject of religious education with rare even-handedness, drawing on examples from Christian, Jewish, and Muslim schools and exploring topics as disparate as sex education and creationism.

For Goodness Sake provides a much-needed take on a controversial topic, demonstrating that the relationship between religion and schooling is not simply the exclusive concern of members of a given religious community, but a relevant and vital issue for everyone who cares about education.

March 2006: 272pp Hb: 978-0-415-95378-8: £75.00 Pb: 978-0-415-95379-5: £18.99

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—Carlos Alberto Torres, author of Democracy, Education, and Multiculturalism

“No student of education can afford not to hear the story that Apple so ably tells.”

—Jeannie Oakes, co-author of Because of the Kids

This book provides a detailed and systemic critical analysis of the growing power of conservative movements in educational policy and practice. Since its publication, the worrisome trends it analyzes have worsened and have come into the very center of education in countries throughout the world. In this revised edition, noted scholar Michael Apple reflects on how many of the new wave of conservative policies and reforms have come to the forefront of education debates since the book was first published. This throughly revised edition will bring us up to date on what are now clearly lasting transformations in the movements, ideologies, assumptions, structures, and practices of education. The education envisioned by these emphases moves us in directions that are deeply worrisome for anyone committed to an education that is worthy of its name. By providing a detailed and even higher critical examination of what is currently happening and by pointing to ways in which it might be interrupted, this edition can assist us in challenging what is increasingly becoming a dangerous commonsense in education.

January 2006: 376pp Hb: 978-0-415-95271-2: £70.00 Pb: 978-0-415-95272-9: £16.99

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U$S130.

U$S3915.

The Subaltern Speak Curriculum, Power, and Educational Struggles Edited by Michael W. Apple, University of Wisconsin-Madison, USA and Kristen L. Buras, Emory University, USA The question of whose perspective, experience and history is privileged in educational instructions has shaped curriculum debates for decades. In this insightful collection, Michael Apple and Kristen Buras interrogate the notion that some knowledge is worth more than others. The Subaltern Speak combines an analysis of the ways in which various forms of power now operate, with a specific focus on spaces in which subaltern groups act to reassert their own perceived identities, cultures and histories.

December 2005: 302pp Hb: 978-0-415-95081-7: £75.00 Pb: 978-0-415-95082-4: £18.99

July 2006: 224pp Hb: 978-0-415-95291-0: £75.00 Pb: 978-0-415-95292-7: £19.99

“If there is a book that marks the beginning of a new century, with its agonies of defeat and its utopian promises, this is the book.”

Edited by Mike Cole, University of Brighton, UK Foreword by Peter McLaren, University of California at Los Angeles, USA

May 2006: 256pp Hb: 978-0-415-35659-6: £80.00 Pb: 978-0-415-35660-2: £22.99

11

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12

SOCIAL, POLITICAL, CULTURAL, AND LANGUAGE ISSUES

GLOBAL EDUCATION POLICY AND POLITICS

America’s “Failing” Schools

NEW

World Yearbook of Education 2007

How Parents and Teachers Can Cope with No Child Left Behind

World Yearbook of Education 2008

Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers

W. James Popham, University of California at Los Angeles, USA “Popham’s is as evenhanded a presentation as I’ve seen of the most important parts of NCLB...Perhaps you don’t find the prospect of professional reading an appealing one for whiling away those vacation hours at the seashore or in the mountains? Fair enough. Then get a copy of America’s “Failing” Schools right now, and read it before you leave town. You won’t regret it.”

—Phi Delta Kappan

In this book, W. James Popham provides parents and teachers with explanations of No Child Left Behind as a whole, walking them through the implications for standardized testing in particular, in a language that is uncomplicated and straightforward. Popham offers definitions of the law and its key terms, explanations of what it really means when a school is labeled as “failing”, and concrete suggestions for what can be done in response. Because parents with children in failing schools will have the rare option of transferring their children to other, non-failing schools, they will need to understand why a “failing” school may actually still be a good school. Similarly, the teachers and administrators at both failing and passive schools need to know whether their school’s label was truly deserved, and how to bring about the changes required by the new legislation.

Whether parent, teacher, administrator, or involved citizen, anyone concerned with the state of education in the U.S. will want to read America’s “Failing” Schools.

April 2005: 176pp Pb: 978-0-415-95128-9: £12.99

U$S2915.

2ND EDITION

Border Crossings Cultural Workers and the Politics of Education Henry A. Giroux, McMaster University, Canada Since 1992, Border Crossings has showcased Henry Giroux’s extraordinary range as a thinker by bringing together a series of essays that refigure the relationship between post-modernism, feminism, cultural studies and critical pedagogy. With discussions of topics including the struggle over academic canon, the role of popular culture in the curriculum and the cultural war the New Right has waged on schools, Giroux identified the most pressing issues facing critical educators at the turn of the century.

In this revised edition, Giroux reflects on the limits and possibilities of border crossings in the 21st century.

“Borders” in our post 9/11 world have not been collapsing, he argues, but vigorously rebuilt. In order to have a truly critically engaged citizenry the challenges of these new “boarders”—such as the increased militarization of public spaces, the rise of neo-liberalism, and the war on Iraq—must play a vital role in any debate on school and pedagogy.

May 2005: 280pp Hb: 978-0-415-95148-7: £75.00 Pb: 978-0-415-95149-4: £20.99

Geographies of Knowledge, Geometries of Power: Framing the Future of Higher Education Edited by Debbie Epstein, Cardiff University, UK, Rebecca Boden, University of Wales, UK, Rosemary Deem, Bristol University, UK, Fazal Rizvi, University of Illinois, USA and Susan Wright, Denmark University, Denmark Series: World Yearbook of Education This volume examines higher education in globalized conditions through a focus on the spatial, historic and economic relations of power in which it is embedded. Distinct geometries of power are emerging as the knowledge production capability of universities is increasingly globalized. Changes in the organization and practices of higher education tend to travel from the “West to the rest”. Thus distinctive geographies of knowledge are being produced, intersected by geometries of power and raising questions about the recognition, production, control and usage of universityproduced knowledge in different regions of the world.

This new volume is interdisciplinary in its approach, drawing on scholarship from accounting, finance and human geography as well as from the field of education.

Transnational influences examined include UNESCO and OECD, GATS and the effects of digital technologies.

Contrasting contexts include Central and Eastern Europe, Finland, China, India and England. With its emphasis on the interrelationship of knowledge and power, and its attention to emergent spatial inequalities, this book provides a rich and compelling resource for understanding emergent practices and relations of knowledge production and exchange in global higher education.

December 2007: 352pp Hb: 978-0-415-96378-7: £80.00

Edited by Lesley Farrell, Monash University, Australia and Tara Fenwick, University of Alberta, Canada Series: World Yearbook of Education The 2007 edition of this respected international volume considers the challenges facing work related education arising from the rapid expansion of the global economy and the impact of this on labor markets and individual workers. Including perspectives from the US, UK, Canada, Australia, Africa, Eastern Europe, Central Asia, South America, India and South Africa, the 2007 volume is split into four clear sections covering key topics, such as: • The current global context when all work, even local, is influenced by global economic activity.

• The expectations for workers to engage in lifelong learning but also be mobile and deal with rapidly changing working knowledge.

• The idea that work related education must prepare workers for the global economy and specific contexts, where governments attract global companies by promoting education and literate workforces.

• How the responsibility for providing work-education is distributed between schools, vocational education, HE, professional bodies, local and global companies, governments, the private sector and individuals.

• The pressures on formal education and training institutions to produce graduates with certain kinds of knowledge, skills and personal attributes.

January 2007: 336pp Hb: 978-0-415-41603-0: £80.00

E-schooling Global Messages from a Small Island Roger Austin, University of Ulster, UK and John Anderson, Education Consultant, UK

U$S1405.

E-schooling looks at how an entire school system is starting to transform learning through ICT. Based on evaluation of ICT work in a wide range of schools in Northern Ireland, this book asks what it takes to change learning through technology in what we call ‘e-schooling’. The book sets out to analyze and suggest answers to two key questions: • Can the intervention of government and the forging of strategic alliances with providers of education and of technology bring about systemic change?

• Without radical reform of curriculum, assessment and learning are computers any more than a frill?

The authors, an education technology strategist and inspector, and a teacher education specialist, map out the complexities for those involved in teaching, training and evaluating in what is probably one of the most far reaching changes to education ever seen. This book puts the spotlight on the costs and benefits of e-schooling and asks some hard-hitting questions of those involved in educating young people in schools at the start of the twenty first century.

U$S130.

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October 2007: 208pp Pb: 978-1-84312-380-4: £18.99

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GLOBAL EDUCATION POLICY AND POLITICS

2ND EDITION

Globalisation and Pedagogy

Social Capital, Lifelong Learning and the Management of Place

International Perspectives on Diversity and Inclusive Education

Space, Place and Identity

An International Perspective

Studies from America, Europe and India

Richard Edwards, University of Stirling, UK and Robin Usher, RMIT University, Australia

Edited by Michael Osborne and Kate Sankey, both at the University of Stirling, UK and Bruce Wilson, RMIT University, Australia

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

With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book. The authors examine a number of questions posed by the rapid march of globalization, incuding: • What is the role of the teacher, and how do we teach in the context of globalization?

• What curriculum is appropriate when people and ideas become more mobile?

• How do the technologies of the internet and mobile phone impact upon what is learned and by whom?

The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.

October 2007: 200pp Hb: 978-0-415-42895-8: £80.00 Pb: 978-0-415-42896-5: £22.99

With contributions from around the world, this book brings together inter-related research from three fields: social capital, place management and lifelong learning regions. Providing valuable insight into the management of place and the development of learning at a regional level, the book presents international research that underpins the development and implementation of policies and practices that improve the quality of living and working circumstances at both local and regional levels.

International in scope and at the cutting edge of research into this growing field that links lifelong learning to place, the book will appeal both to academics undertaking research in this burgeoning field and to those involved in lifelong learning at local, national and international level.

August 2007: 264pp Hb: 978-0-415-42795-1: £80.00 Pb: 978-0-415-42796-8: £22.99

U$S1405.

Learning Cities, Learning Regions, Learning Communities Lifelong Learning and Local Government

Local Diversity

Norman Longworth, University of Stirling, UK

Edited by David A. Gruenewald, Washington State University, USA and Gregory A. Smith, Lewis and Clark College, USA

This book explores the mental and social landscape of the city of today and tomorrow—the way in which people think, interact, work together, learn and live with and among each other. Written to address the urgent need for a guide to the principles and practices of lifelong learning, the topics covered include:

“Polished, clear, insightful, and meaningful.... This volume amounts to nothing less than a complete rethinking of what progressive education can be at its best and how education can be reconceptualized as one of the central practices of a genuinely democratic and sustainable society....

It is the kind of book that has the potential to be transformative.”

—Stephen Preskill, University of New Mexico

This volume—a landmark contribution to the burgeoning theory and practice of place-based education—enriches the field in three ways: First, it frames place-based pedagogy as part of a broader social movement known as the “new localism”, which aims towards reclaiming the significance of the local in the global age. Second, it links the development of ecological awareness and stewardship to concerns about equity and cultural diversity. Third, it presents examples of place-based education in action. The relationship between the new localism and place-based education is clarified and the process of making connections between learners and their wider communities is demonstrated.

• Policies and strategies for the learning city, including examples from around the world.

• How to activate learning, involve stakeholders and encourage citizen participation in a learning city or region.

Written by one of the world’s foremost thinkers in the field, this book is highly readable and easily accessible to anyone interested in the issues addressed. Workers in local, regional and national government, academics and students of lifelong learning, in addition to anyone with an interest in the future of cities and communities will find this a truly invaluable resource and guide to a way of thinking that many see as the way to a better tomorrow.

U$S1405.

U$S100.

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• Research on social class divisions, neighborhood poverty and school exclusions in Britain.

• Educational developments for inclusion of minorities in Europe, Greece and Eastern Europe.

• India’s educational policies surrounding its struggle to achieve ‘education for all’ in a nation at the threshold of economic prosperity.

This book is unique in its breadth, and scope of its integration of educational policy data generated by different countries, with contrasted minority populations, all at different stages of development.

June 2007: 232pp Hb: 978-0-415-42777-7: £90.00 Pb: 978-0-415-42778-4: £23.99

Global Migration and Education Schools, Children, and Families Edited by Leah D. Adams, Eastern Michigan University, USA and Anna Kirova, University of Alberta, Canada This book makes a notable contribution to understanding the issues faced by immigrant children, their parents, and educators as they interact in school settings, and to identifying the common challenges to, and successes in, educational institutions worldwide as they cope with these issues. It will help educators and others involved in these complex processes to see beyond the notion of problems created and experienced by recently arrived children. This volume provides many concrete suggestions deriving from the success stories and voices of teachers, parents, and students. It also offers evidence that diversity can be a condition for learning that, when understood, embraced, and supported, leads to rich learning opportunities for all involved that would not exist without diversity. All of the authors offer recommendations about educational policy and practices to address and ultimately improve the education of all children, including immigrant children.

November 2006: 368pp Hb: 978-0-8058-5837-2: £80.00 Pb: 978-0-8058-5838-9: £25.99

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U$S1405.

U$S4915.

Intended for researchers, students, school professionals, and educational policymakers and analysts around the world in the field of multicultural education, child psychology, comparative and international education, educational foundations, educational policy, and cross-cultural studies, this book is highly relevant as a text for courses in these areas.

August 2007: 400pp Hb: 978-0-8058-5863-1: £75.00 Pb: 978-0-8058-5864-8: £22.99

• An introduction to the idea of learning cities.

March 2006: 248pp Hb: 978-0-415-37174-2: £80.00 Pb: 978-0-415-37175-9: £24.99

• Accounts from cross-cultural cognitive psychology on the special interests and educational needs of certain ethnic groups.

U$S4915.

U$S1405.

U$S4915.

Place-Based Education in the Global Age

In light of new theories of multiculturalism and globalization, this insightful book compares approaches to the educational inclusion of diverse minorities. Drawing on their extensive experience, the contributors examine:

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GLOBAL EDUCATION POLICY AND POLITICS

Immigrant Youth in Cultural Transition

Globalization, Technological Change, and Public Education

Acculturation, Identity, and Adaptation Across National Contexts

Torin Monahan, Arizona State University, USA

Edited by J.W. Berry, Queen’s University, Canada, Jean S. Phinney, California State University, USA, David L. Sam, University of Bergen, Norway and Paul Vedder, Leiden University, the Netherlands

This book documents the dramatic changes taking place in public education through the incorporation of new information technolgies. These additions to the public school environment have generally been seen as enabling tools to help students and nations compete in the global marketplace. Yet a closer look at the interplay of technological change and organizational restructuring suggests the emergence of new, less promising power relations. Through detailed ethnographic research and interviews in the Los Angeles public school system, Torin Monahan reveals how, with few exceptions, these changes to the educational process are forcing both students and workers to adapt to systems that are ever more rigid and controlling.

Series: Social Theory, Education, and Cultural Change

In this book, an international team of psychologists with interests in acculturation, identity, and development describe the experience and adaptation of immigrant youth, using data from over 7,000 immigrant youth from diverse cultural backgrounds living in 13 countries of settlement. Immigrant Youth in Cultural Transition explores the way in which immigrant adolescents carry out their lives at the intersection of two cultures (those of their heritage group and the national society), and how well these youth are adapting to their intercultural experience. The study shows the variation in both the psychological adaptation and the sociocultural adaptation among youth, with most adapting well. This book is useful for professionals, researchers, graduate students, and public policy makers who have an interest in psychology, anthropology, sociology, demography, education, and psychiatry. It is also a valuable resource for public, governmental, and university libraries.

March 2006: 344pp Hb: 978-0-8058-5156-4: £37.50

U$S10.

State Assessment Policy and Practice for English Language Learners A National Perspective Edited by Charlene Rivera and Eric Collum, both at George Washington University, USA With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states’ policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of states’ assessment policies and practices regarding English language learners. It presents three significant studies, each examining a different aspect of states’ strategies for including English language learners in state assessments.

This book is of interest to researchers and professionals involved with the assessment of English language learners, state- and district-level policy makers, and academics, teacher educators, and graduate students in a number of fields, including educational and psychological assessment, testing and measurement, bilingual education, English as a second language, and second language acquisition.

March 2006: 504pp Hb: 978-0-8058-5568-5: £95.00 Pb: 978-0-8058-5569-2: £32.50

05.

August 2005: 232pp Hb: 978-0-415-95102-9: £75.00 Pb: 978-0-415-95103-6: £21.99

U$S130.

☎

Edited by Dave Hill, University College Northampton, UK Series: Routledge Studies in Education and Neoliberalism In this major critique of neoliberalism in schooling and education, the contributors to this volume identify the types, levers, extents and impacts of neoliberal policies globally on education workers’ rights, conditions and lives; social class, race and gender and other forms of equity; and democracy and democratic control in education. This truly groundbreaking book exposes the machinations, agenda and impacts of the merchandization of education by the World Bank, the General Agreement on Trade in Services, conservative think-tanks, global and national corporations and capital, and neoliberal governments.

U$S905.

NEW

The Rich World and the Impoverishment of Education

NEW

Diminishing Democracy, Equity and Workers’ Rights

Public Resistance and Collective Advance

Edited by Dave Hill, University College Northampton, UK

Edited by Dave Hill, University College Northampton, UK

Series: Routledge Studies in Education and Neoliberalism

Series: Routledge Studies in Education and Neoliberalism

This book critically identifies and evaluates neoliberal policy and its impacts on schooling and education in the rich world. Chapters ask “What neoliberal changes have taken place?” and identify neoliberal “drivers” or “levers” including national and transnational corporations, think tanks, pressure groups, state power, ideologies and discourses. The contributors examine the impacts on equality, equal opportunities and access, democracy and critical thinking, and the conditions of education workers in England and Wales, USA, Australia, Canada, Finland, Portugal, Greece, Singapore and Japan.

This in-depth volume focuses on resistance to neoliberal education policies. Contributors examine the impact of neoliberal education policies on education and analyze and evaluate resistance from NGOs such as the Public Services International, activist organizations such as the Socialist Teachers Alliance in Britain and the Rouge Forum in the USA, teacher trade unions in Latin America, and the radical democratic Porto Alegre experiences in Brazil.

July 2008: 176pp Hb: 978-0-415-95775-5: £50.00

June 2008: 192pp Hb: 978-0-415-95777-9: £50.00

U$S905.

Higher Education in Southeast Asia

NEW

Blurring Borders, Changing Balance

The Developing World and State Education

Anthony Welch, University of Sydney, Australia

Neoliberal Depredation and Egalitarian Alternatives Edited by Dave Hill, University College Northampton, UK Series: Routledge Studies in Education and Neoliberalism This book critically examines neoliberal policy impacts on schooling and education in the Developing World. The contributors—academics and organization/social movement activists—analyze the latest developments in Latin America, Mexico, Argentina, Venezuela, Pakistan, India, Burkina Fasso, South Africa, Mozambique, and China.

Up to 29/02/08: +44 (0)1264 343071 From 01/03/08: +44 (0)1235 400400

Contesting Neoliberal Education

NEW

U$S905.

Series: Routledge Research On Public and Social Policy in Asia This is the first book to systematically chart and comparatively assess the trend towards private higher education in Southeast Asia. It includes a substantial analysis of key policy issues, as well as detailed case studies of Indonesia, Malaysia, Thailand, the Philippines, and Vietnam. The phenomenon is set against the background of the regional financial crisis of the late 1990s, which only aggravated existing difficulties in managing the tensions between limited state capacity, and the rising demand for higher education, a theme of much wider relevance than just Southeast Asia.

May 2008: 240pp Hb: 978-0-415-43501-7: £75.00

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Global Neoliberalism and Education and its Consequences

June 2008: 176pp Hb: 978-0-415-95774-8: £50.00

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July 2008: 176pp Hb: 978-0-415-95776-2: £50.00

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14

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GLOBAL EDUCATION POLICY AND POLITICS

The Politics of Knowledge in Central Asia

NEW

Primary School in Japan

NEW

Peace Education and Religious Plurality

Science between Marx and the Market

Self, Individuality and Learning in Elementary Education

Sarah Amsler, Kingston University, UK

International Perspectives

Peter Cave, University of Manchester, UK

Series: Central Asia Research Forum

Series: Japan Anthropology Workshop

Through careful historical and ethnographic research and extensive use of local scholarly works, this book provides a persuasive and careful analysis of the production of knowledge in Central Asia. The author demonstrates that classical theories of science and society are inadequate for understanding the science project in Central Asia. Instead, a critical understanding of local science is more appropriate. In the region, the professional and political ethos of Marxism-Leninism was incorporated into the logic of science on the periphery of the Soviet empire. This book reveals that science, organized and constructed by Soviet rule, was also defined by individual efforts of local scientists. Their work to establish themselves “between Marx and the market” is therefore creating new political economies of knowledge at the edge of the scientific world system.

The balance between individual independence and social interdependence is a perennial debate in Japan. A series of educational reforms since 1990, including the implementation of a new curriculum in 2002, has been a source of fierce controversy. This book, based on an extended, detailed study of two primary schools in the Kinki district of Japan, discusses these debates, shows how reforms have been implemented at the school level, and explores how the balance between individuality and social interdependence is managed in practice. It discusses these complex issues in relation to personal identity within the class and within the school, in relation to gender issues, and in relation to the teaching of specific subjects, including language, literature and mathematics. The book concludes that, although recent reforms have tended to stress individuality and independence, teachers in primary schools continue to balance the encouragement of individuality and self-direction with the development of interdependence and empathy.

December 2007: 256pp Hb: 978-0-415-44679-2: £75.00

June 2007: 208pp Hb: 978-0-415-41334-3: £75.00

Sustainability and Security within Liberal Societies

Ka-ho Mok, University of Bristol, UK

Learning to Live with the Future

Series: Routledge Advances in Asia-Pacific Studies

The Changing Role of Schools in Asian Societies

This book assesses the impact of globalization on the education systems of key East Asian countries, including China, Hong Kong, Japan, and the “tiger economies” of South Korea, Taiwan and Singapore, and examines how the increasingly interdependent economic system has driven policy change and education reform. It discusses how policy makers have responded to changes required in educational outcomes in order to equip their societies for new global conditions and explores the impact of new approaches and ideologies related to globalization, making comparisons across the region.

Based upon in-depth research, fieldwork, literature analysis, policy document analysis and personal reflections of academics serving in the education sector, this volume recounts heated debates about the pros and cons of education restructuring in East Asia. The discussions on national responses and coping strategies in this volume offer highly relevant insights on how globalization has resulted in restructuring and draws lessons from comparative public policy analysis and comparative education studies.

The Changing Role of Schools in Asian Societies is concerned with the debate about the nature of modern schooling in Asia. Traditionally schools are historical constructions reflecting the social, economic and political needs of the societies that invest in them. As Asia faces the challenges posed by the “knowledge economy”, its schools have taken on a new and quite different importance. This informative book outlines the broad policy contexts in which these transformations are taking place and the practical strategies that are needed to meet this objective.The authors argue that the future of Asian societies depends on a transformation that requires a fundamental restructuring of schools as we know them while maintaining their long-held cultural values. This book should be of interest to all those working in education policy and comparative education.

December 2007: 240pp Hb: 978-0-415-41200-1: £75.00

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Series: Routledge Studies in Social and Political Thought Much of the world will be living in broadly ‘liberal’ societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns.

This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert Nozick, Frederick Hayek, Ronald Dworkin, Michael Oakeshott, Amartya Sen and Jürgen Habermas.

October 2007: 160pp Hb: 978-0-415-95582-9: £60.00

Civic Education for Diverse Citizens in Global Times Rethinking Theory and Practice Edited by Beth C. Rubin and James M. Giarelli, both at Rutgers University, USA Series: Rutgers Invitational Symposium on Education This book explores four interrelated themes: rethinking civic education in light of the diversity of U.S. society, re-examining these notions in an increasingly interconnected global context, re-considering the ways that civic education is researched and practiced, and taking stock of where we are currently through use of a historical understanding of civic education.

There is a gap between theory and practice in social studies education: while social studies researchers call for teachers to nurture skills of analysis, decision-making, and participatory citizenship, students in social studies classrooms are often found participating in passive tasks— quiz and test-taking, worksheet completion, and listening to lectures—rather than engaging critically with the curriculum. Civic Education for Diverse Citizens in Global Times, directed at students, researchers and practitioners of social studies education, seeks to engage this divide by offering a collection of work that puts practice at the center of research and theory.

October 2007: 296pp Hb: 978-0-8058-5159-5: £50.00

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Stephen Gough, Vassar College, USA and Andrew Stables, University of Bath, UK

March 2006: 272pp Hb: 978-0-415-36814-8: £85.00

U$S90.

E-mail: education@routledge.com for more information

Walk into a classroom in Tokyo, New York, London or Rotterdam, and the similarities in structure, activity, purpose and style will outweigh differences in language, dress and ethnic characteristics. Learning is regulated and rationed, teaching is a process or one-way transmission of knowledge, students need to be docile and conformist, assessment needs to sift and sort the bright from the not-so-bright, and rewards will be given to those who successfully negotiate this regime. But are these the kinds of places that can meet the needs of the “net generation”?

U$S120.

Education Reform and Education Policy in Easy Asia

NEW

Kerry J. Kennedy, The Hong Kong Institute of Education, China and John Chi-Kin Lee, The Chinese University of Hong Kong, China

Does religion bring peace or war? In order to duscuss this fundamental question, it is essential to reflect upon religious education that shapes the views of religion among young generations. This book has developed from the special panel on “Religious Education and Peace” for the 19th World Congress of the International Association for the History of Religions, the largest international organization in religious studies. Its international contributors discuss the kinds of religious education used for peace education that is attempted or needed, in their respective societies faced with tensions and conflicts, not only between different religions but also between religion and secularism. It is an innovative attempt to build a bridge between the study of religion, religious education and peace education.

December 2007: 160pp Hb: 978-0-415-44249-7: £65.00

U$S1305.

U$S160.

Schools for the Knowledge Society

Edited by Robert Jackson, University of Warwick, UK and Satoko Fujiwara, Taisho University, Japan

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16

GLOBAL EDUCATION POLICY AND POLITICS

SCHOOL-BASED ISSUES

Education, Globalisation and New Times

Tracing Education Policy

NEW

Selections from the Oxford Review of Education

Education in Popular Culture

21 Years of the Journal of Education Policy

Edited by David Phillips and Geoffrey Walford, both at the University of Oxford, UK

Telling Tales on Teachers and Learners

Series: Education Heritage

Roy Fisher, Ann Harris and Christine Jarvis, all at the University of Huddersfield, UK

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

“This book represents a trip down memory lane of recent educational history.”

Series: Education Heritage

—Times Educational Supplement

Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy.

Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes: education, globalization and new times, policy theory and method, and policy and equity.

Compiled by the journal’s editors, the book illustrates the development of the field of education policy studies, and the specially written Introduction contextualizes the selection, while introducing students to the main issues and current thinking in the field.

May 2007: 392pp Hb: 978-0-415-42598-8: £85.00

Changing Educational Contexts, Issues and Identities

July 2006: 352pp Hb: 978-0-415-39861-9: £85.00

40 Years of Comparative Education Edited by Michael Crossley and Patricia Broadfoot, both at the University of Bristol, UK and Michele Schweisfurth, University of Birmingham, UK Series: Education Heritage Documenting major intellectual and paradigmatic changes in the field of comparative education in the light of the history and development of the journal Comparative Education, this book compiles a selection of articles from forty years of the journal’s distinguished history. It illustrates how changing times have been reflected in the nature and quality of published comparative research. Contributors explore the impact of key issues such as marketization, accountability and globalization upon policy and practice world-wide. They explore how new challenges faced by the social sciences have seen shifts in the contexts, issues and priorities attended to by comparatives and how different approaches to comparative education have influenced the intellectual and professional identities and positioning of those involved. Bridging theoretically oriented scholarship with empirically grounded research relating to issues of policy and practice and with chapters addressing questions of relevance throughout the world, this book is an invaluable resource of ideas and stimuli for further thinking and research.

January 2007: 432pp Hb: 978-0-415-41341-1: £85.00

This book brings together key articles that trace the development of British education policy since 1975 and provides a valuable route map to developments within education policy during this period. It includes twenty-six seminal articles from the Oxford Review of Education written by many of the leading authors in the field and covering issues and topics with a wide significance beyond Britain. In one, easy-to-access place, this authoritative reference book provides a collection of articles that have made an important impact on policy studies and cover a broad range of significant policy issues, including: equality in education, school effectiveness, special educational needs, school choice, and the structure of the educational system. The book has been compiled by the current editors of the journal to show the development of the field, and their specially written introduction contextualizes the selection and introduces students to the main issues and current thinking in the field.

U$S150.

This book provides an overview of education as it is represented in popular culture, together with a framework through which educators can interpret these representations in relation to their own professional values and development. This framework also links the portrayal of teachers with ongoing educational and political discourses. Demonstrating how popular culture both reflects and constructs social and professional ideas about the teacher, the book looks at a number of themes central to current debates about education: • Sexuality of teachers and of pupils • Bullying • Pupil rebellion and underachievement • School as a community • Lifelong learning.

May 2008: 224pp Hb: 978-0-415-33241-5: £75.00 Pb: 978-0-415-33242-2: £22.99

U$S1305.

2ND EDITION

World Bank Financing of Education Lending, Learning and Development Phillip W. Jones, University of Sydney, Australia Based on detailed analysis of thousands of confidential World Bank documents, this book demonstrates that the World Bank lies at the center of the major changes in global education of our time. It outlines the evolution of World Bank lending policies in education, and assesses the policy impact of the Bank’s educational projects, looking at how it has:

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• Been an influential proponent of the rapid expansion of formal education systems around the world, financing much of that expansion.

• Been instrumental in forging those policies that see education as a precursor to modernization.

• Served as a major purveyor of Western ideas about how education and the economy are, or should be, related.

Following on from the success of the first edition, this revised edition covers topical issues of globalization and looks into the political debate concerning aid to developing countries. It will be of enormous value to those studying, or working in, educational policy in developing countries, international organizations and financial institutions, and aid agencies.

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April 2007: 320pp Hb: 978-0-415-40476-1: £80.00

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SCHOOL-BASED ISSUES

NEW

NEW

Handbook of Education Politics and Policy

School Effectiveness

Improving Schools and Educational Systems

Research Policy and Practice over Three Decades

International Perspectives

Bruce Cooper, Fordham University, USA, Lance Fusarelli, North Carolina State University, USA and James Cibulka, University of Kentucky, USA

David Reynolds, Education Consultant, UK

Written by a mix of established and rising stars in school politics, policy, law, finance, and reform this comprehensive handbook provides a three-part framework intended to help organize this relatively new and loosely organized field of study.

• Part One examines the structural and institutional (macro-level) backdrop to our educational system, including democracy, federalism, political parties, elections, and more.

• Part Two examines micro-level political behavior and cultural influences operating within schools and among interest groups.

June 2008: 512pp Hb: 978-0-8058-6111-2: £105.00 Pb: 978-0-8058-6112-9: £50.00

Edited by Janet Hageman Chrispeels, University of California at Santa Barbara, USA and Alma Harris, University of Warwick, UK

Series: Contexts of Learning This collection of David Reynolds’ writing brings together for the first time many of his most influential and thought-provoking pieces. Drawing on the author’s work from over three decades the individual article, paper and book extracts combine to give a valuable overview of how school effectiveness is both perceived and changing. The individual papers have been updated to reflect recent changes, while fresh material firmly sets the collection within a modern context. Grouped into four coherent sections, the book covers all aspects of school effectiveness, looking at: • Laying the foundations of the effective school • Pushing the boundaries

• Part Three looks at the major ideological and philosophical positions that frame discussions of educational issues and policies.

• Trying to influence policy and practice • Contemporary cutting-edge solutions March 2008: 384pp Hb: 978-0-415-36783-7: £65.00

U$S1905.

U$S1305.

Series: Contexts of Learning “This book takes the reader on a journey of school improvement by way of different practices and with a good sense of progression and direction.”

—Learning and Teaching Update

School improvement has become a dominant feature of educational reform in many countries. The pressure upon schools to improve performance has resulted in a wide-range of improvement programs and initiatives which can provide both inspiration and advice to everyone involved in school improvement. This book draws together the most effective school improvement projects from around the world in one comprehensive text, including detailed comparative analysis of a wide variety of initiatives. Drawing on examples from the UK, the US, Canada, South Africa and Australia this book gives both an international snapshot and a coherent synthesis of initiatives that have given achievable results.

U$S895.

Edited by Bob Lingard and Jenny Ozga, both at the University of Edinburgh, UK Series: RoutledgeFalmer Readers in Education This Reader brings together selected papers from leading scholars to address the most significant recent development in educational policy and politics: the impact of globalization. The papers discuss, document and analyze evidence of globalization’s effects on the new direction of education policies and practices, and in the production of globalized agendas for the redesign of state provision and the governance of education. This important collection underlines the need to approach globalization, education policy and politics from numerous perspectives, and offers analytical, empirical and theoretical resources for the reframing of contemporary education politics.

Students of educational policy and politics will find this Reader an invaluable resource for understanding, theorizing and researching in these academic fields.

December 2006: 288pp Hb: 978-0-415-34573-6: £80.00 Pb: 978-0-415-34574-3: £22.99

June 2006: 336pp Hb: 978-0-415-36222-1: £80.00

The Dynamics of Educational Effectiveness

The RoutledgeFalmer Reader in Education Policy and Politics

U$S150.

A Contribution to Policy, Practice and Theory in Contemporary Schools

Extended Schools and Children’s Centres

Bert P.M. Creemers, University of Groningen, the Netherlands and Leonidas Kyriakides, University of Cyprus, Cyprus

A Practical Guide

Series: Contexts of Learning This book brings together the current thinking and research of two major investigators in the field of educational effectiveness. After defining educational effectiveness, the authors analyze the various theories and strands of research within educational effectiveness, especially with respect to the comprehensive model developed by Creemers.

Written by some of the world’s leading experts in the field, this book will both elucidate our current understanding of educational effectiveness and carry the discipline forward by proposing profound changes to accepted views.

November 2007: 320pp Hb: 978-0-415-38951-8: £80.00 Pb: 978-0-415-39953-1: £22.99

Rita Cheminais, Tameside Services for Children and Young People, UK Featuring helpful checklists, models of good practice, templates and photocopiable resources that can be used in development work, this highly practical book will be an invaluable resource for anyone involved with implementing Every Child Matters in extended schools and children’s centers.

As well as setting out roles and expectations, this unique book clearly and thoroughly explains how to: • Implement and meet the five ECM outcomes for well-being.

• Provide extended services and wraparound care.

• Work in partnership with agencies and private, voluntary and community sector providers.

• Quality-assure and evaluate the impact of provision and care.

U$S160.

• Self-review, monitor and evaluate the ECM outcomes in line with national standards and OFSTED.

U$S1305.

From leaders and managers, to front-line staff and volunteers, everyone will find this step-by-step handbook packed with useful advice and suggestions for further reading, websites and resources.

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September 2007: 176pp Pb: 978-1-84312-475-7: £18.99

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SCHOOL-BASED ISSUES

Every Child Matters

Making Minds

A Little Learning

A Practical Guide for Teachers

What’s wrong with education—and what should we do about it?

Broodings from the Back of the Class

Rita Cheminais, Tameside Services for Children and Young People, UK

Paul Kelley, Monseaton Community High School, UK “The author is a school leader ‘at the forefront of scientific and technological advancement in schools’ who, as an American, ‘felt comfortable taking on the British establishment.’”

In this groundbreaking and forward-looking resource, Rita Cheminais clearly explains the impact of the Every Child Matters agenda for teachers working in a range of educational settings. Based on the latest national legislation and developments in education, the book provides an up-to-the-minute guide on how to respond to the exciting challenges and opportunities that lie ahead for teachers as extended schools develop. Coverage includes: • An overview of the Every Child Matters Change for Children Program and its impact on schools and teachers in learning communities.

• How to access personalized learning opportunities for a diversity of learners.

• New roles and responsibilities for teachers working with other paraprofessionals from within schools and from external services.

• School self-evaluation, quality assurance and monitoring the five Every Child Matters outcomes aligned with the OFSTED inspection framework.

This accessible and user-friendly book provides a wealth of practical resources, including photocopiable sheets and positive solution-focused advice, to support busy teachers trying to keep pace with the amount of new legislation regarding the Change for Children Program.

It is also ideal for all those involved in supporting teachers in schools in responding to new ways of working—senior managers, advisers, inspectors, educational psychologists, ITE lecturers and health and social services professionals.

1. Education in a Changing World 2. Education as Segregation 3. Education as Prejudice 4. Education as Politics 5. Escaping from Unintelligent Education Systems 6. A Learning World 7. Learning to Improve 8. Intelligent Learning Systems September 2007: 200pp Hb: 978-0-415-41410-4: £80.00 Pb: 978-0-415-41411-1: £18.99

Process Tools and Techniques to Assure Quality Cheryl L. Wild, Wild and Associates Inc., USA and Rohit Ramaswamy, Service Design Solutions Inc., USA The primary purpose of this book is to demonstrate how proven quality assurance tools and methods that have been applied successfully in the manufacturing and service industries for the past 20 years can be applied in the testing industry. It defines what is meant by the term “quality” in testing and reviews how three business process concepts—standards, process planning and design, and continuous improvement—can be used to improve the way in which tests are designed, administered, scored and reported so that errors can be eliminated.

U$S100.

May 2007: 256pp Hb: 978-0-415-41708-2: £75.00 Pb: 978-0-415-41709-9: £13.99

U$S1205.

Researching the Art of Innovation Bridget Somekh, Manchester Metropolitan University, UK This book explores the possibilities for change in education systems arising from young people’s enthusiasm for ICT and their ability to rapidly acquire skills in its use through exploratory play. Its focus is not on technology but on ways of transforming the routine practices of schools to make learning more exciting and engaging. The ‘art’ of innovation involves teachers and teacher educators in the creative, collaborative process of imagining, experimenting with, and evaluating new pedagogies.

Technology and the Politics of Instruction Jan Nespor, Virginia Polytechnic Institute, USA In this study of computer-mediated instruction (CMI) in a U.S. research university that is the site of nationally known innovations in this area, Jan Nespor traces the varying material and organizational entanglements of a constantly reconfiguring network of people, things, categories, and ideas that are sometimes loosely, sometimes tightly entangled in forms of CMI. He unfolds how the different forms and meanings of CMI policy and practice were constructed over time, across departments, and in relation to students’ academic trajectories. Tying together a range of issues usually separated in discussions of instructional technology and examining often slighted topics, such as the articulations of local and national practices, this book questions the common vocabulary for making sense of CMI and contributes to educational change theory by showing how CMI has evolved both from the top-down and the bottom-up. This book is distinctive in its multi-level approach and in the breadth of its conceptual frame. It is intended primarily for scholars and students in the fields of educational and more broadly organizational change, the politics and sociology of education, curriculum theory, higher education, and educational administration, and will also interest instructional technologists and technology developers.

August 2006: 208pp Hb: 978-0-8058-5817-4: £42.50 Pb: 978-0-8058-5818-1: £14.99

U$S595.

Pedagogy and Learning with ICT provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It is an invaluable overview of the field for all researchers, graduate students, teacher educators, teacher researchers and trainee teachers interested in the possibility that ICT may enable radical changes to the process of learning and the relationships between young people and teachers.

☎

U$S1305.

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Pedagogy and Learning with ICT

August 2007: 224pp Hb: 978-0-415-40983-4: £75.00 Pb: 978-0-415-40982-7: £22.99

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This lively selection brings together journalist and broadcaster Libby Purves’ experiences as journalist, parent, governor and former pupil of half a dozen assorted schools from Bangkok to Tunbridge Wells, displaying her eclectic and provocative opinions and ideas on teaching and learning. This collection of the best of her writing in the Times Educational Supplement covers—sometimes thoughtfully, sometimes mockingly—everything from national policy to the eccentricities of headteachers and the limitations of IT. Education professionals over the years have received her outsider view with enthusiasm, laughter, inspiration and occasional fury. From ministerial madness to the pitfalls of uniform and the vagaries of teenagers, this book is dedicated to the amusement of a cadre of professionals Libby once planned to join, until she lost her nerve. It is dedicated, with thanks and admiration, to all teachers.

Selected Contents:

U$S2985.

Improving Testing

September 2007: 400pp Hb: 978-0-8058-5896-9: £70.00 Pb: 978-0-8058-6469-4: £27.99

Making Minds is a groundbreaking work that offers parents, educationalists and policy makers an insight into the scientific research that reveals how we can make minds. It examines the underlying limitations that have been accepted in education over the past two thousand years.

In this timely critique, the author challenges common assumptions about education through evidence-based, political, ethical, and emotional arguments, as well as examining case studies such as university admissions and the autism “epidemic”. Making Minds describes a more productive scientific approach to learning, drawing on recent research findings, particularly in the US and UK. It also illustrates how new research methods, new technologies, and very recent discoveries in neuroscience will, in the end, allow us to make minds.

➞

July 2006: 128pp Pb: 978-1-84312-463-4: £15.99

—The Times Educational Supplement

Libby Purves, Broadcaster and Journalist, UK Illustrated by Bill Stott

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SCHOOL-BASED ISSUES

EDUCATIONAL LEADERSHIP AND ADMINISTRATION

School Violence

NEW

Fears Versus Facts

The Future of Educational Change

Ethical Educational Leadership in Turbulent Times

International Perspectives

(Re) Solving Moral Dilemmas

Dewey G. Cornell, University of Virginia, USA Illustrated with numerous case studies, this book identifies nineteen myths and misconceptions about youth violence, from ordinary bullying to rampage shootings. It covers controversial topics such as gun control and the effects of entertainment violence on children. The book demonstrates how fear of school violence has resulted in misguided, counterproductive educational policies and practices ranging from book camps to zero tolerance. It reviews evidence from hundreds of controlled studies showing that shool-based school violence prevention programs and mental health services, which are largely effective, are often overlooked in favor of politically popular yet ineffective programs such as school uniforms, Drug Abuse Resistance Education, and Scared Straight.

This book is appropriate for courses or seminars dealing wholly or partly with school violence and school safety.

It is also an indispensable volume for school administrators and safety officers, local, state and national policymakers, involved parents, and academic libraries serving these groups.

May 2006: 264pp Hb: 978-0-8058-5423-7: £42.95 Pb: 978-0-8058-5424-4: £18.50

U$S695.

Edited by Ciaran Sugrue, University of Cambridge, UK This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field.

Divided into four sections, this book addresses the following key themes: • What has been the impact of educational change?

• How has the impact differed in different circumstances?

• What are the new directions for research on policy and practice?

• How can we link research, policy and practice?

By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international “social movements” and the “refracted” nature of policy agenda at national and local levels. This book will appeal to academics and researchers in the field, as well as provide an introduction to key issues and themes in Educational Change for graduates and practitioners.

February 2008: 224pp Hb: 978-0-415-43107-1: £75.00 Pb: 978-0-415-43108-8: £22.99

Selling Us the Fortress

This text is designed to assist educational leaders in the ethical decision-making process.

Theoretically, it is based on Gross’s Turbulence Theory and Shapiro and Stefkovich’s Multiple Ethical Paradigms of justice, critique, care, and the profession.

The authors clearly explain these concepts and demonstrate how they can work together to assist leaders in dealing with challenging situations. Authentic ethical dilemmas are provided to be analyzed using Turbulence Theory and the Multiple Ethical Paradigms and to engage readers in applying these concepts to practice.

The text is intended for use in a range of educational leadership, educational administration, and teacher education programs that prepare both educational leaders (administrators) and lead teachers.

October 2007: 264pp Pb: 978-0-8058-5600-2: £21.99

U$S40.

U$S1305.

Education Policy

The Promotion of Techno-Security Equipment for Schools

Process, Themes and Impact Les Bell and Howard Stevenson, both at the University of Leicester, UK

Ronnie Casella, Central Connecticut University, USA In the wake of school shootings of the 1990s and more recent threats of terrorism, schools, like other public places and institutions, have begun installing techno-security equipment ranging from surveillance cameras to microchip tracking systems. Selling Us the Fortress explores not just the results and implications of these devices, but also how we have gotten to this juncture in history. Using a political economy perspective, the book explains how technologies once reserved primarily for war have become a common fixture of schools. The book takes readers back to the founding of national research laboratories in the United States and the development of spy technologies for national security purposes during the Cold War. It examines federal support for technology development, gives information about businesses that deal security equipment, analyzes the ways security equipment is sold, and how policies and laws have supported the public use of techno-security.

January 2006: 256pp Hb: 978-0-415-95289-7: £75.00 Pb: 978-0-415-95290-3: £16.99

Edited by Joan Poliner Shapiro and Steven Jay Gross, both at Temple University, USA

Series: Leadership for Learning As global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links them to the wider challenges of educational leadership in a modern context.

The book provides a valuable resource for students, practitioners, middle managers and educational leaders in all sectors, both in the UK and internationally, who are engaged in masters and doctoral degrees, or undertaking leadership training and preparation programs.

U$S1205.

May 2006: 208pp Hb: 978-0-415-37771-3: £80.00 Pb: 978-0-415-37772-0: £22.99

U$S1305.

To Order

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EDUCATIONAL LEADERSHIP AND ADMINISTRATION

RESEARCH ON POLICY

New Foundations for Knowledge in Educational Administration, Policy, and Politics

Best Interests of the Student

NEW

Applying Ethical Constructs to Legal Cases in Education

Knowledge Production

Science and Sensationalism

Jacqueline A. Stefkovich, Pennsylvania State University, USA

This book probes the intellectual foundations of scholarly inquiry into educational administration, policy, and politics. The question of whether, and if so how, social science theories and methods contribute to an understanding of these issues is hotly debated today. The contributors tackle the question of epistemology directly, addressing anew what rules of scholarly conduct should guide research and practice in the field, and how those rules of inquiry should guide the training of scholars and education professionals.

This book is directed to research scholars, faculty, graduate students, and policy agency staffers in the fields of educational policy, politics, and administration, educational evaluation and educational foundations. It is well suited as a text for graduate courses in these areas.

June 2006: 280pp Hb: 978-0-8058-5432-9: £65.00 Pb: 978-0-8058-5433-6: £22.99

U$S95.

In the past decade there has been recognition of the need, as well as increased demand for, training courses in ethics for school professionals. The Interstate School Leaders Licensure Consortium standards for the licensing of school administrators require school leaders to possess knowledge of various ethical frameworks and perspectives, to be committed to bringing ethical principles to the decision-making process, and to be committed to developing a caring school community.

These standards are reflected in licensing examinations for school administrators and in school leadership training program requirements as set forth by agencies such as the National Council for the Accreditation of Teacher Education. This text is designed to prepare school leaders to meet these licensure requirements. It is specifically intended for upper-undergraduate and master’s level courses in educational administration, school leadership, and supervision programs, as well as courses in educational foundations and educational policy.

May 2006: 200pp Pb: 978-0-8058-5183-0: £17.99

U$S3540.

U$S2570.

Thinking About Schools

2ND EDITION

New Theories and Innovative Practice

Excellence in Education

Aimee Howley and Craig Howley, both at Ohio University, USA As its title implies, this book has a deceptively simple mission: to prepare would-be school leaders to draw upon a variety of theoretical perspectives when thinking about schools and schooling. It shows how theories can function as cognitive tools to be mastered, carefully stored in one’s intellectual toolbox and used to interpret and resolve real world problems. Beneath this goal lies the belief that the most effective leaders are those who are able to construct their own well-grounded interpretations of events and their own responses to those events.

This book is appropriate for graduate-level courses with titles such as Organizational Theory, Theory of School Leadership, or Introduction to Educational Administration. It might also be used as one of several texts in advanced courses on leadereship theory.

Cyril Taylor, Specialist Schools Trust, UK and Conor Ryan, Education Advisor, UK A thorough examination of the characteristics belonging to a high-performing school, this book is written by the Chairman of the Specialist Schools Trust and the education advisor to the former Prime Minister, Tony Blair. It draws on numerous case studies of successful schools, as well as shows how previously failing schools have been turned around. Looking at such areas as leadership, staffing, target-setting, discipline and order, curriculum innovation, and individual learning, the book offers a blueprint to headteachers and others trying to develop excellent schools.

March 2006: 320pp Pb: 978-1-84312-402-3: £16.99

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Educational Research and Policy-Making Exploring the Border Country Between Research and Policy Edited by Lesley Saunders, University of London, UK This book provides a fascinating insight into the sometimes troubled relationship between research and policy-making in education. It shows how each of these areas of social and intellectual endeavor is in a state of dynamic change and how, as a result, they are becoming more mutually inter-permeable and posing increasingly challenging problems for each other.

It suggests a number of scenarios for the future development of the relationship and throws down some challenges for both communities. Drawing together contributions from the premier league of UK educationalists the book is both thought-provoking and anxiously awaited by other academics wanting to learn from the experience of senior researchers.

October 2007: 208pp Hb: 978-0-415-41174-5: £80.00 Pb: 978-0-415-41175-2: £22.99

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U$S160.

U$S4925.

The Making of Great Schools

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This collection from a highly impressive international group of educational researchers explores epistemological, methodological, and ethical-political issues in the production of knowledge about educational phenomena in contemporary society. The book is organized in two sections. The first focuses on how the enterprise of knowledge production is being influenced by global discourses of educational accountability, evidence-based practice and policy, and quality assessment. The second section features material that focuses more specifically on reconceiving both methodological matters and the kinds of knowledge that demand attention in this climate. The book is unique in bringing together chapters by scholars well-known internationally for their original contributions to educational theory and research practice. Many books in this area are no more than guides on how to do research or text books reiterating rather narrow frameworks of research paradigms, this book both breaks new ground and sets the tone for discussions about the future path of educational research in the coming years.

November 2007: 224pp Hb: 978-0-415-44229-9: £80.00 Pb: 978-0-415-44228-2: £23.99

June 2006: 416pp Pb: 978-0-8058-5194-6: £29.99

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Edited by Bridget Somekh, Manchester Metropolitan University, UK and Thomas A. Schwandt, University of Illinois at Urbana-Champaign, USA

Edited by Douglas E. Mitchell, University of California at Riverside, USA

Research Work in Interesting Times

U$S160.

www.routledge.com/education

RESEARCH ON POLICY

NEW

NEW

3RD EDITION

The Human and Intellectual Cost of High Performance Schooling

Handbook of Research on Teacher Education

On the Necessity of Person-Centred Education

Enduring Questions in Changing Contexts

Michael Fielding, University of Sussex, UK

Edited by Marilyn Cochran-Smith, Boston College, USA, Sharon Feiman-Nemser, Brandeis University, USA, John McIntyre, Southern Illinois University at Carbondale, USA and Kelly Demers, Associate Editor

Series: Routledge Research in Education

Co-published by Routledge, Taylor & Francis Group and the Association of Teacher Educators “This volume provides a balance and perspective that enhances inquiry into teacher education. What the editors and authors have accomplished is to put research in context, apply research findings to relevant current issues, and draw on influential documents and current scholarships.”

—W. Robert Houston, University of Houston

The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. Wile the preparation of educators was then—and continues to be—the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. The Second Edition (1996) built on the first to extend this comprehensive knowledge base. Reflecting the needs of educators today, this Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition aims to: • Stimulate a broad conversation about foundational issues.

• Bring multiple perspectives to bear, including historical perspectives.

• Provide new specificity to topics that have been undifferentiated in the past.

• Include diverse voices in the conversation.

February 2008: 1200pp Hb: 978-0-8058-4776-5: £125.00 Pb: 978-0-8058-4777-2: £50.00

U$S205.

U$S895.

NEW

Liberalism, Community, Education

U$S905.

NEW

The Politics of Structural Education Reform Keith Nitta, University of Arkansas, USA

Elizabeth J. Allan, University of Maine, USA Despite over thirty years of activism and legislation to eliminate discrimination, parity has yet to be achieved for women in academe. Enrollment growth, changes in undergraduate and graduate majors and baccalaureate degree attainment indicate improvement in women’s status since the early 1970s. However, persistent salary differentials between male and female tenured faculty members, underrepresentation of women in leadership roles, senior faculty, chilly classroom and campus climates are some indicators of the persisting inequities for women in postsecondary education. This book describes policy discourse analysis as a framework for considering how those involved in policy-making efforts may make use of discourses that inadvertently undermine the intended effect of the policies they set forth. Allan highlights the important work of university women’s commissions while uncovering policy silences and making visible the powerful discourses framing gender equity policy initiatives in higher education. Her findings reveal how dominant discourses of femininity, access, professionalism, race, and sexuality contribute to constructing women’s status in complex and at times, contradictory ways. This important volume will interest researchers across a number of disciplines including policy studies, educational leadership, higher education and cultural studies of education.

September 2007: 256pp Hb: 978-0-415-38168-0: £65.00

Education policymaking is traditionally seen as a domestic political process. The job of deciding where students will be educated, what they will be taught, who will teach them, and how it will be paid for clearly rests with some mix of district, state, and national policymakers. This book seeks to show how global trends have produced similar changes to very different educational systems in the United States and Japan. Despite different historical development, social norms, and institutional structures, the U.S. and Japanese education systems have been restructured over the past dozen years, not just incrementally but in ways that have transformed traditional power arrangements. Based on 124 interviews, this book examines two restructuring episodes in U.S. education and two restructuring episodes in Japanese education. The four episodes reveal a similar politics of structural education reform that is driven by symbolic action and bureaucratic turf wars, which has ultimately hindered educational improvement in both countries.

NEW

Entrepreneurial Learning Conceptual Frameworks and Applications Edited by Richard T. Harrison and Claire M. Leitch, both at Queen’s University, UK Series: Routledge Studies in Entrepreneurship This book addresses the burgeoning interest in organizational learning and entrepreneurship, bringing together for the first time a collection of new papers dealing explicitly with entrepreneurial learning. Where past books have examined learning in a corporate context, Harrison and Leitch focus instead on the learning process within entrepreneurship and the small business. Areas covered include: • A review of the concept of entrepreneurial learning and the relationship between entrepreneurial learning and the wider literatures on management and organizational learning.

• A review and development of a number of conceptual models of the process of learning in entrepreneurial contexts.

Mark Olssen, University of Surrey, UK Series: Routledge Research in Education

• An illustration of the applications of concept of entrepreneurial learning in a range of contexts.

This volume discusses democracy and education within the context of a critique of liberalism and the justification of a new global conception of social justice. Olssen fundamentally picks arguments with standard liberal accounts and critically examines liberal concepts and ideas.

He demonstrates how liberal ideas need revision in a global age and that liberalism’s fundamental conceptions relating to the individual, social justice, morality or ethics are not up to the task demanded of them. However, the book goes beyond the many critiques of liberalism, arguing for a new way forward in a global age, which preserves the centrally important values of liberal philosophy through freedom and the rule of law.

• An international perspective on entrepreneurial learning.

January 2008: 336pp Hb: 978-0-415-39416-1: £75.00

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September 2008: 176pp Hb: 978-0-415-95704-5: £60.00

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U$S120.

Series: Routledge Research in Education

December 2007: 208pp Hb: 978-0-415-96250-6: £60.00

A Thin Communitarian Perspective

Constructing Women’s Status Series: Routledge Research in Education

In this book, Michael Fielding develops a searching critique of key elements of education policy and practice, including personalization, target-setting, impact, competition, empowerment, inspection and accountability, and leadership and management. He goes beyond critique to offer positive alternatives, not only to these topics, but also others, such as the challenges and prospects of collaborative work between teachers and other professionals and stakeholders in a range of fields, the nature of community, person-centered education, and the place and possibility of radical approaches to education and schooling within the state sector. This book goes to the heart of dilemmas that have not only faced western democratic societies in one form or another for well over the past 100 years, but that are likely to continue to test our resolve and our imaginative resources for an equivalent amount of time in the future.

June 2008: 224pp Hb: 978-0-415-96248-3: £60.00

Policy Discourses, Gender, and Education

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RESEARCH ON POLICY

NEW

The Literacy Game

Charter School Outcomes

The Entrepreneurial University

The Story of The National Literacy Strategy

Claire M. Leitch and Richard T. Harrison, both at Queen’s University, UK and Geoff Gregson, University of Edinburgh, UK

John Stannard, National Literacy Project, UK and Laura Huxford, University of Oxford, UK

Edited by Mark Berends and Matthew G. Springer, both at Vanderbilt University, USA and Herbert J. Walberg, Stanford University, USA

Series: Routledge Advances in Management and Business Studies Critically examining the concept of the entrepreneurial university, this book provides readers with a comprehensive and systematic review of its key features, the existing debates surrounding it and the results of detailed new research on the idea. The book: • Reviews the emergence and development of the concept of the entrepreneurial university in an historical context.

• Explores the impact of this concept on the development of a new focus and range of activities undertaken by universities.

A seminal reference work in the field, it is an indispensable tool for students and researchers in the areas of industrial economics, entrepreneurship and education management as well as a range of readers in the public policy arena.

July 2008: 304pp Hb: 978-0-415-41115-8: £65.00

Containing invaluable insights from the original director of the National Literacy Strategy (NLS) and its director of training, this book provides the only systematic exploration of the reform program. A vital introduction and critical appraisal for practitioners and students, The Literacy Game examines the origins, evolution and impact of the NLS, and provides a fully comprehensive contribution to the teaching of literacy and the management of educational change. This illuminating text: • Sets out the political background and context to literacy education in England over a decade from 1996 to 2006.

• Explains and appraises the rationale and design underpinning the NLS, thereby rebutting some of the folk-lore that has built up around it.

• Provides an example of the principles and practices of large-scale system change.

U$S120.

• Links the NLS to wider global research on system change and educational reform.

Merit Aid and the Politics of Education

• Evaluates the contribution of the NLS in advancing knowledge of the literacy curriculum in English and the development of pedagogy as a whole.

Erik C. Ness, University of Pittsburgh, USA Series: Studies in Higher Education While a substantial number of studies have evaluated the effects of merit aid programs, there is a surprising lack of any systematic consideration of how states determine eligibility criteria for these scholarships. The selectivity of merit aid eligibility criteria can be as important as whether or not such programs are adopted. If, for example, merit aid programs have broad, easily-attained initial eligibility criteria, then a large proportion of high school graduates, including low-income and under-represented students, will gain eligibility. On the other hand, if the criteria are more rigorous, then a smaller proportion of students, likely those already planning to attend and with the means to afford college, will be eligible. Thus, this innovative book—the first to deepen the descriptive and conceptual understanding of the process by which states determine merit aid scholarship criteria—is crucial to understanding merit aid’s success and failures at fulfilling the promise of education.

• Considers the impact and consequences of the NLS on standards of literacy.

The Literacy Game is an enlightening book which will appeal to all policy makers and academics who are keen to know what did and did not work in the NLS and why.

August 2007: 224pp Hb: 978-0-415-41700-6: £80.00 Pb: 978-0-415-41701-3: £18.99

U$S1305.

Sponsored by the National Center on School Choice, a research consortium headed by Vanderbilt University, this volume examines the growth and outcomes of the charter school movement. Starting in 1992-93 when the nation’s first charter school was opened in Minneapolis, the movement has now spread to 40 states and the District of Columbia and by 2005-06 enrolled 1,040,536 students in 3,613 charter schools. The purpose of this volume is to help monitor this fast-growing movement by compiling, organizing and making available some of the most rigorous and policy-relevant research on K-12 charter schools. Key features of this important new book include: • Expertise—The National Center on School Choice includes internationally known scholars from the following institutions: Harvard University, Brown University, Stanford University, Brookings Institution, National Bureau of Economic Research and the Northwest Evaluation Association.

• Cross-Discipline—The volume brings together material from related disciplines and methodologies that are associated with the individual and systemic effects of charter schools.

• Coherent Structure—Each section begins with a lengthy introduction that summarizes the themes and major findings of that section. A summarizing chapter

by Mark Schneider, the Commissioner of the National Center on Educational Statistics, concludes the book.

This volume is appropriate for researchers, instructors and graduate students in education policy programs and in political science and economics, as well as in-service administrators, policy makers, and providers.

August 2007: 320pp Hb: 978-0-8058-6221-8: £70.00 Pb: 978-0-8058-6222-5: £21.99

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U$S795.

Spiritual Education in a Divided World Social, Environmental and Pedagogical Perspectives on the Spirituality of Children and Young People

September 2007: 238pp Hb: 978-0-415-96100-4: £60.00

Edited by Cathy Ota, University of Brighton, UK and Mark Chater, Qualifications and Curriculum Authority, UK Series: Spirituality in Education In the era of globalization, debate has turned to the vital need for a thorough understanding of its impact on the spirituality and health of the youth of today. Spiritual Education in a Divided World recognizes the urgent need for effective research in this area. This exceptional volume takes an interdisciplinary approach to tackle the key questions. Bringing together leading international experts, including Zygmunt and Mary Grey, it combines research and training issues with practical professional experiences. Readers in professions across teaching, youth work, social work, chaplaincy, nursing, mental health, as well as those concerned with community economics and environmental issues, will find in this volume an exciting, diverse and coherent collection of essays which offer wider perspectives on their work.

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May 2007: 216pp Hb: 978-0-415-39191-7: £65.00

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RESEARCH ON POLICY

The State of Education Policy Research

Reform as Learning

Edited by Susan H. Fuhrman, Columbia University, USA, David K. Cohen, University of Michigan, USA and Fritz Mosher, Consortium for Policy Research in Education, USA The State of Education Policy Research is a comprehensive, insightful evaluation of the strengths and weaknesses of education policy research in the U.S. today. The book examine key issues facing policymakers and researchers including race, education equity, teacher quality, early education, privatization, and the politics of education policy. Collectively, the chapters present a complex mosaic of education policy research that integrates the views of policy experts from education, economics, and related disciplines. Important topics discussed in this influential new text include: • Research on key political groups including teachers’ unions, business roundtables, parent and religious advocates, as well as state and federal lawmakers.

• Race as an issue as well as a non-issue, including a discussion of the testing gap.

School Reform, Organizational Culture, and Community Politics in San Diego Lea Ann Hubbard, University of San Diego, USA, Mary Kay Stein, University of Pittsburgh, USA and Hugh Mehan, University of California at San Diego, USA “This book is a critical read for any of us who engage in or observe attempts to make change in urban school districts.”

—TC Record: The Voice of Scholarship in Education

Looking closely at the recent reform efforts in San Diego, this book explores the full range of critical issues pertaining to urban school reform. Drawing on the systemic school reform initiative that was launched in San Diego in the 1990s, this book explores all layers of the school reform process—from leadership in the central office, to work with principals and teachers, to the impact on how teachers worked with students in the classroom.

The authors draw on careful ethnographic research collected over the entire four years of the San Diego reforms, in order to identify, not only how teachers, principals and other district educators were shaped by the large-scale reforms, but also the ways in which the reform unfolded. In doing so, the book shows more broadly how actors throughout a school system can change the views of leaders and impact the larger reform process.

April 2006: 320pp Hb: 978-0-415-95376-4: £75.00 Pb: 978-0-415-95377-1: £19.99

• An overview of state policies directed at improving teacher quality and a discussion of the reality of a teacher shortage.

U$S1205.

• Current trends toward centralization and standardization and the growing influence of federal and state mandates.

This book is appropriate for advanced courses in education administration, politics, and policy. It will also appeal to policy researchers in education, economics, and political science, to policy makers at the federal, state, and local levels and to the academic libraries serving them.

April 2007: 432pp Hb: 978-0-8058-5833-4: £90.00 Pb: 978-0-8058-5834-1: £45.00

U$S1405.

U$S795.

Faith and Secularisation in Religious Colleges and Universities

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James Arthur, Canterbury Christ Church University, UK This book is a detailed study of higher education institutions affiliated to particular religions. It considers the debates surrounding academic freedom, institutional governance, educational policy, mission and identity together with institutions’ relations with the state and their wider communities. A wide range of institutions are examined, including: Christian, Islamic and Jewish universities in the U.S., Europe and the Middle East.

Essentially, this volume questions whether such institutions can be both religious and a “university” and also considers the appropriate role of religious faith within colleges and universities.

August 2006: 192pp Hb: 978-0-415-35940-5: £80.00

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INDEX

Title/Series Index Achieving the Radical Reform of Special Education .9 Affirmative Action . . . . . . . . . . . . . . . . . . . . . . . . . .5 America’s “Failing” Schools . . . . . . . . . . . . . . . . . .12 Best Interests of the Student . . . . . . . . . . . . . . . . .20 Beyond Resistance! Youth Activism and Community Change . . . . . . . . . . . . . . . . . . . . . . .6 Border Crossings . . . . . . . . . . . . . . . . . . . . . . . . . .12 Bringing Knowledge Back In . . . . . . . . . . . . . . . . . .3 Central Asia Research Forum (series) . . . . . . . . . . .15 Changing Educational Contexts, Issues and Identities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Changing Role of Schools in Asian Societies, The .15 Charter School Outcomes . . . . . . . . . . . . . . . . . . .22 Childcare, Choice and Class Practices . . . . . . . . . .10 Civic Education for Diverse Citizens in Global Times . .16 Contesting Neoliberal Education . . . . . . . . . . . . . .14 Contexts of Learning (series) . . . . . . . . . . . . . . . . .17 Cosmopolitanism and the Age of School Reform . .8 Could It Be Otherwise? . . . . . . . . . . . . . . . . . . . . . .7 Critical Race Theory in Education . . . . . . . . . . . . . .11 Critical Social Thought (series) . . . . . . . . . . . . . . .6, 7 Critical Youth Studies (series) . . . . . . . . . . . . . . . . . .6 Cyber-Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Dangerous Rise of Therapeutic Education, The . . . .1 Death of Progressive Education, The . . . . . . . . . . . .8 Developing World and State Education, The . . . . .14 Disabled People and the Right to Life . . . . . . . . . . .5 Dynamics of Educational Effectiveness, The . . . . . .17 Edison Schools, The . . . . . . . . . . . . . . . . . . . . . . . . .5 Educating the “Right” Way . . . . . . . . . . . . . . . . . .11 Educating the Gendered Citizen . . . . . . . . . . . . . . .1 Education and the Family . . . . . . . . . . . . . . . . . . . .1 Education and the Labour Government . . . . . . . . .10 Education for Inclusive Citizenship . . . . . . . . . . . . . .7 Education Heritage (series) . . . . . . . . . . . . . . . . . .16 Education in Popular Culture . . . . . . . . . . . . . . . . .16 Education plc . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . .19 Education Reform and Education Policy in East Asia . .15 Education, Equality and Human Rights . . . . . . . . .11 Education, Globalisation and New Times . . . . . . . .16

Educational Research and Policy-Making . . . . . . . .20 Entrepreneurial Learning . . . . . . . . . . . . . . . . . . . .21 Entrepreneurial University, The . . . . . . . . . . . . . . .22 E-schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Ethical Educational Leadership in Turbulent Times .19 Every Child Matters . . . . . . . . . . . . . . . . . . . . . . . .18 Excellence in Education . . . . . . . . . . . . . . . . . . . . .20 Extended Schools and Children’s Centres . . . . . . .17 Faith and Secularisation in Religious Colleges and Universities . . . . . . . . . . . . . . . . . . . . . . . . .23 For Goodness Sake . . . . . . . . . . . . . . . . . . . . . . . .11 Foundations and Futures of Education (series) . . . . .1 Future of Educational Change, The . . . . . . . . . . . .19 Gender, Education & Equality in a Global Context . .1 Global Migration and Education . . . . . . . . . . . . . .13 Global Neoliberalism and Education and its Consequences . . . . . . . . . . . . . . . . . . . . . . . . . .14 Globalisation and Pedagogy . . . . . . . . . . . . . . . . .13 Globalization, Technological Change, and Public Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Handbook for Achieving Gender Equity Through Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Handbook of Education Politics and Policy . . . . . .17 Handbook of Research on Teacher Education . . . .21 Higher Education in Southeast Asia . . . . . . . . . . . .14 Human and Intellectual Cost of High Performance Schooling, The . . . . . . . . . . . . . . . .21 Immigrant Youth in Cultural Transition . . . . . . . . .14 Improving Schools and Educational Systems . . . . .17 Improving Testing . . . . . . . . . . . . . . . . . . . . . . . . .18 Inclusive Pedagogy for English Language Learners . .8 International Perspectives on Diversity and Inclusive Education . . . . . . . . . . . . . . . . . . . . . . .13 Intersection of Cultures, The . . . . . . . . . . . . . . . . . .2 Invisible Children in the Society and Its Schools . . . .3 Japan Anthropology Workshop (series) . . . . . . . . .15 Knowledge and Power in the Global Economy . . . .2 Knowledge Production . . . . . . . . . . . . . . . . . . . . .20 Language and Minority Rights . . . . . . . . . . . . . . . . .8 Language Policy, Culture, and Identity in Asian Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Leadership for Learning (series) . . . . . . . . . . . . . . .19

Learning Cities, Learning Regions, Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Liberalism, Community, Education . . . . . . . . . . . . .21 Literacy Game, The . . . . . . . . . . . . . . . . . . . . . . . .22 Little Learning, A . . . . . . . . . . . . . . . . . . . . . . . . . .18 Making Minds . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Market Movements . . . . . . . . . . . . . . . . . . . . . . . . .6 Mathematics Education at Highly Effective Schools That Serve the Poor . . . . . . . . . . . . . . . . . . . . . .11 Merit Aid and the Politics of Education . . . . . . . . .22 Minority Status, Oppositional Culture and Schooling . .2 New Foundations for Knowledge in Educational Administration, Policy, and Politics . . . . . . . . . . .20 New Paradigm for Global School Systems, A . . . . . .3 No Child Left Behind and the Reduction of the Achievement Gap . . . . . . . . . . . . . . . . . . . . . . . . .9 Peace Education and Religious Plurality . . . . . . . . .15 Pedagogies of Globalization . . . . . . . . . . . . . . . . . .3 Pedagogy and Learning with ICT . . . . . . . . . . . . . .18 Place-Based Education in the Global Age . . . . . . .13 Policy Discourses, Gender, and Education . . . . . . .21 Politics of Knowledge in Central Asia, The . . . . . . .15 Politics of Structural Education Reform, The . . . . .21 Positions: Education, Politics, and Culture (series) . .4, 5 Primary School in Japan . . . . . . . . . . . . . . . . . . . .15 Racism and Education . . . . . . . . . . . . . . . . . . . . . . .1 Radical Possibilities . . . . . . . . . . . . . . . . . . . . . . . . .7 Reading and Writing the World with Mathematics . .7 Reclaiming Education for Democracy . . . . . . . . . . . .2 Reform as Learning . . . . . . . . . . . . . . . . . . . . . . . .23 Revolutionizing Education . . . . . . . . . . . . . . . . . . . .6 Rich World and the Impoverishment of Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Right to Be Hostile . . . . . . . . . . . . . . . . . . . . . . . .10 Rightist Multiculturalism . . . . . . . . . . . . . . . . . . . . .6 Routledge Advances in Asia-Pacific Studies (series) . .15 Routledge Advances in Management and Business Studies (series) . . . . . . . . . . . . . . . . . . .22 Routledge Research in Education (series) . . . . . . . .21 Routledge Research On Public and Social Policy in Asia (series) . . . . . . . . . . . . . . . . . . . . . . . . . .14

Routledge Studies in Education and Neoliberalism (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Routledge Studies in Entrepreneurship (series) . . . .21 Routledge Studies in Social and Political Thought (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 RoutledgeFalmer Reader in Education Policy and Politics, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 RoutledgeFalmer Readers in Education (series) . . .17 Rutgers Invitational Symposium on Education (series) . .16 School Commercialism . . . . . . . . . . . . . . . . . . . . . .5 School Effectiveness . . . . . . . . . . . . . . . . . . . . . . .17 School Violence . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Schooling and the Politics of Disaster . . . . . . . . . .10 Segregated Schools . . . . . . . . . . . . . . . . . . . . . . . . .4 Selling Us the Fortress . . . . . . . . . . . . . . . . . . . . . .19 Small Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Social Capital, Lifelong Learning and the Management of Place . . . . . . . . . . . . . . . . . . . .13 Social Theory, Education, and Cultural Change (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Sociocultural, Political, and Historical Studies in Education (series) . . . . . . . . . . . . . . . . . . . . . . .2, 3 Spiritual Education in a Divided World . . . . . . . . . .22 Spirituality in Education (series) . . . . . . . . . . . . . . .22 State Assessment Policy and Practice for English Language Learners . . . . . . . . . . . . . . . . . . . . . . .14 State of Education Policy Research, The . . . . . . . . .23 Studies in Higher Education (series) . . . . . . . . . . . .22 Subaltern Speak, The . . . . . . . . . . . . . . . . . . . . . .11 Sustainability and Security within Liberal Societies . .15 Technology and the Politics of Instruction . . . . . . .19 Thinking About Schools . . . . . . . . . . . . . . . . . . . .20 To What Ends and By What Means . . . . . . . . . . . .10 Tracing Education Policy . . . . . . . . . . . . . . . . . . . .16 What Is Authentic Educational Reform? . . . . . . . . .9 Wheels in the Head . . . . . . . . . . . . . . . . . . . . . . . . .2 World Bank Financing of Education . . . . . . . . . . . .16 World Yearbook of Education (series) . . . . . . . . . .12 World Yearbook of Education 2007 . . . . . . . . . . .12 World Yearbook of Education 2008 . . . . . . . . . . .12

Author Index

See Order Form in centre of catalogue

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Harris, Alma . . . . . . . . . . . . . . . . . . . .17 Harris, Ann . . . . . . . . . . . . . . . . . . . . .16 Harrison, Richard T. . . . . . . . . . . . .21, 22 Hayes, Dennis . . . . . . . . . . . . . . . . . . . .1 Heilman, Elizabeth E. . . . . . . . . . . . . . . .2 Hill, Dave . . . . . . . . . . . . . . . . . . . . . .14 Howley, Aimee . . . . . . . . . . . . . . . . . .20 Howley, Craig . . . . . . . . . . . . . . . . . . .20 Hubbard, Lea Ann . . . . . . . . . . . . . . . .23 Huxford, Laura . . . . . . . . . . . . . . . . . .22 Jackson, Robert . . . . . . . . . . . . . . . . . .15 Jarvis, Christine . . . . . . . . . . . . . . . . . .16 Jha, Madan . . . . . . . . . . . . . . . . . . . . .13 Johnson, Helen L. . . . . . . . . . . . . . . . . .9 Jones, Phillip W. . . . . . . . . . . . . . . . . .16 Kelley, Paul . . . . . . . . . . . . . . . . . . . . .18 Kennedy, Kerry J. . . . . . . . . . . . . . . . .15 Kirova, Anna . . . . . . . . . . . . . . . . . . . .13 Kitchen, Richard S. . . . . . . . . . . . . . . .11 Kiwan, Dina Jane . . . . . . . . . . . . . . . . .7 Klein, Susan . . . . . . . . . . . . . . . . . . . . .9 Klonsky, Michael . . . . . . . . . . . . . . . . . .4 Klonsky, Susan . . . . . . . . . . . . . . . . . . .4 Kramarae, Cheris . . . . . . . . . . . . . . . . .9 Kyriakides, Leonidas . . . . . . . . . . . . . .17 Landrum, Timothy J. . . . . . . . . . . . . . . .9 Lee, John Chi-Kin . . . . . . . . . . . . . . . .15 Leitch, Claire M. . . . . . . . . . . . . . .21, 22 Lingard, Bob . . . . . . . . . . . . . . . . . . . .17 Longworth, Norman . . . . . . . . . . . . . .13 Lowe, Roy . . . . . . . . . . . . . . . . . . . . . . .8 Maguire, Meg . . . . . . . . . . . . . . . . . . .16 May, Stephen . . . . . . . . . . . . . . . . . . . .8 McIntyre, John . . . . . . . . . . . . . . . . . .21 McLaren, Peter . . . . . . . . . . . . . . . . . .11 Mehan, Hugh . . . . . . . . . . . . . . . . . . .23 Meiners, Erica R. . . . . . . . . . . . . . . . . .10 Migliacci, Naomi . . . . . . . . . . . . . . . . . .8

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TRADE CUSTOMERS’ REPRESENTATIVES, AGENTS AND DISTRIBUTION UK SALES OFFICE Taylor & Francis Group (Books Ltd) 2 Park Square Milton Park Abingdon, Oxon OX14 4RN Group Sales Director Christoph Chesher Tel: +44 (0) 20 7017 6194 Fax: +44 (0) 20 7017 6748 E-mail: christoph.chesher@tandf.co.uk International Sales Director Graham Crossley Tel: +44 (0) 20 7017 6048 Fax: +44 (0) 20 7017 6748 E-mail: graham.crossley@tandf.co.uk Head of UK Sales Nick Perry Tel: +44 (0) 20 7017 6132 Fax: +44 (0) 20 7017 6732 E-mail: nick.perry@tandf.co.uk Corporate and Institutional Sales Alfred Lea Tel: +44 (0) 20 7017 6273 Fax: +44 (0) 20 7017 6732 E-mail: cis@tandf.co.uk

CARIBBEAN and THE WEST INDIES Jasmina Basic Area Sales Manager Milton Park Sales Office Tel: +44 (0) 20 7017 6187 Fax: +44 (0) 20 7017 6748 E-mail: jasmina.basic@tandf.co.uk

EUROPE Peter Havinga, European Sales Manager Tel: +31 (0) 23 750 5730 Fax: +31 (0) 23 750 5701 Mobile: +31 (0) 6 515 69560 E-mail: peter.havinga@tandf.co.uk BELGIUM, THE NETHERLANDS, FRANCE and LUXEMBOURG Liza Walraven, Sales Representative Tel: +31 (0) 23 750 5731 Fax: +31 (0) 23 750 5701 Mobile: +31 (0) 6 238 49668 E-mail: liza.walraven@informa.com

UK Sales Administrator Clare Denton Tel: +44 (0) 20 7017 6191 Fax: +44 (0) 20 7017 6732 Email: clare.denton@tandf.co.uk

GREECE Ryan Cooper Area Sales Manager Milton Park Sales Office Tel: +44 (0) 20 7017 6113 Fax: +44 (0) 20 7017 6748 E-mail: ryan.cooper@tandf.co.uk

Academic Representatives (UK) Simon Lind (Science, Technical and Medical) Mobile: 07917 648039 E-mail: simon.lind@tandf.co.uk Tim Page (Humanities and Social Sciences) Tel: +44 (0) 020 7017 6191 E-mail: tim.page@tandf.co.uk

NORWAY, FINLAND, SWEDEN, DENMARK, and ICELAND Jelena Doublinskaia, Area Sales Manager Tel: +47 23 10 34 65 Fax: + 47 23 10 34 61 Mobile: +47 480 03031 E-mail: jelena.doublinskaia@tandf.no

AFRICA Jasmina Basic Area Sales Manager Middle East and Africa Milton Park Sales Office Tel: +44 (0) 20 7017 6187 Fax: +44 (0) 20 7017 6748 E-mail: jasmina.basic@tandf.co.uk NIGERIA Chinke Ojiji Publishers Support Services Ltd Tel: +234 1 7741073 Fax: +234 1 493 0419 E-mail: chinkeojiji@yahoo.co.uk BOTSWANA Carlson Moilwa Sales Manager Book Promotions/Horizon Books Botswana Tel: +267 392 4901 Fax: +267 392 4908 E-mail: crm@vbn.co.bw SOUTH AFRICA, NAMIBIA, LESOTHO AND SWAZILAND Rose Meny-Gibert Book Promotions (Pty) Ltd Tel: +27 21 707 5795 Fax: +27 21 707 5794 E-mail: rose@bookpro.co.za

INTERNATIONAL ENQUIRIES Kate Pearce International Sales Support Manager (Books) Tel: +44 (0) 20 7017 6053 Fax: +44 (0) 20 7017 6748 E-mail: kate.pearce@tandf.co.uk SOUTH ASIAN, MIDDLE EASTERN AND AFRICAN ENQUIRIES Jennifer Walker International Sales Support Coordinator Tel: +44 (0) 20 7017 6114 Fax: +44 (0) 20 7017 6748 jennifer.walker@tandf.co.uk

Sara Pellijeff Academic Sales Representative Taylor & Francis Group Tel: +46 (0)8 440 80 58 Fax: +46 (0)8 587 662 40 Mobile: +46 (0) 709 965 860 E-mail: sara.pellijeff@informa.com GERMANY, AUSTRIA and SWITZERLAND Gabriela Mauch, Area Sales Manager Tel: +49 (0) 711 7207231 Fax: +49 (0) 711 7220668 Mobile: +49 (0) 173905 9469 E-mail: gabriela.mauch@tandf.co.uk SPAIN, PORTUGAL and ITALY Philip Veysey Area Sales Manager Tel: +34 91 700 0688 Fax: +34 91 141 2304 Mobile: +34 68 777 3678 Email: philip.veysey@informa.com EASTERN EUROPE Marek Lewinson Tel/Fax: + 48 (0) 22 6714819 Mobile: +48 (0) 602 707 037 Email: mlewinso@it.com.pl EUROPEAN ENQUIRIES Helena Markou International Sales Support Coordinator Tel: +44 (0) 20 7017 6149 Fax: +44 (0) 20 7017 6748 Email: helena.markou@tandf.co.uk

FOREIGN RIGHTS and book club sales Adele Parker E-mail: adele.parker@tandf.co.uk CHINA LIAISON OFFICE Yan Pei, Manager, Taylor & Francis Tel/Fax: +86 (10) 58876523 E-mail: yanpei@tandf.com.sg International Customer Services, Orders and Distribution Up to 01/03/08 Cengage Learning Services/TPS Tel: +44 (0)1264 342926 Fax: +44 (0)1264 343005 E-mail: clsuk.tandinternational@cengage.com As from 01/03/08 Bookpoint Tel: +44 (0) 1235 400 400 Fax: +44 (0) 1235 400 401 www.hodderheadline.co.uk/Bookpoint

SOUTH ASIA

AUSTRALASIA

Ryan Cooper Area Sales Manager Milton Park Sales Office Tel: +44 (0) 20 7017 6113 Fax: +44 (0) 20 7017 6748 E-mail: ryan.cooper@tandf.co.uk

Kate Pearce Milton Park Sales Office E-mail: kate.pearce@tandf.co.uk AUSTRALIA Palgrave Macmillan Tel: +61 (0) 39825 1111 Fax: +61 (0) 39825 1010 E-mail: palgrave@macmillan.com.au NEW ZEALAND Macmillan Publishers NZ Ltd Victoria Johnson Tel: +64 9414 0350 Fax: +64 9414 0357 E-mail: vicki@macmillan.co.nz AUSTRALIA AND NEW ZEALAND CRC Press and Marcel Dekker only Libraries may wish to order from their local bookseller, Palgrave Macmillan or DA Information Services Pty Ltd Tel: +61 3 9210 7804 Fax: +61 3 9210 7788 www.dadirect.com.au AUSTRALIA Europa Publications (non-exclusive) James Bennett Tel: +02 9986 7064 Fax: +02 9986 7030 www.bennett.com.au

INDIA Taylor & Francis Books India Pvt Ltd Tel: +91 (0) 11 23712131 / 23351453 Fax: +91 (0) 11 23712132 E-mail: tandfindia@airtelbroadband.in PAKISTAN M. Anwer Iqbal Tel: +92 42 636 7275 Fax: +92 42 636 1370 E-mail: bookbird@brain.net.pk SRI LANKA Nirosha Saravanapavan E-mail: niroshas@sltnet.lk Mobile: 0094 714 750911

J A PA N United Publishers Services Limited Tel: +81 (0)3 5479 7251 Fax: +81 (0)3 5479 7307 E-mail: info@ups.co.jp (All Science,Technical and Medical including CRC and Marcel Dekker) Mr Harutoshi Shiohara c/o SciResourcesLab Inc. Tel: +81 (0)3 3725 8799 E-mail: h_shiohara@sci-resources.co.jp Editorial Office: Takahiko Kaneko Tel: +81 (0)3 5296 9186 Fax: +81 (0)3 3252 1822 E-mail: edsynapse@nifty.ne.jp

EAST and SOUTHEAST ASIA For all Taylor & Francis Group imprints please order from Taylor & Francis Asia Pacific, Singapore Sales Office SINGAPORE SALES OFFICE Taylor & Francis Asia Pacific 240 Macpherson Road #08-01 Pines Industrial Building Singapore 348574 Tel: +65 6741 5166 Fax: +65 6742 9356 E-mail: sales@tandf.com.sg HONG KONG, THAILAND and VIETNAM Jeffrey Lim, Books Sales Director Singapore Sales Office E-mail: jeffrey.lim@tandf.com.sg SINGAPORE, PHILIPPINES AND INDONESIA Francis Chua, Sales Manager Singapore Sales Office E-mail: francis.chua@tandf.com.sg MALAYSIA and BRUNEI David Yeong, General Manager Taylor & Francis Publishing Services Taylor & Francis Asia Pacific Tel: +60 (3) 5630 1361 Fax: +60 (3) 5630 1732 Mobile: +60 (0)16 331 9923 E-mail: david.yeong@tandf.com.sg TAIWAN Taylor & Francis Asia Pacific Tel: +886 (2) 2578 6106 ext.125 Fax: +886 (2) 2578 6507 Mobile: +886 (9) 7216 9672 Jeffrey Lim, Books Sales Director Email: jeffrey.lim@tandf.com.sgRaymond Hsu, Sales Executive Email: raymond.hsu@tandf.com.sg CHINA Taylor & Francis Tel/Fax: +86 (10) 58876523 Jeffrey Lim, Book Sales Director E-mail: jeffrey.lim@tandf.com.sg Cynthia Ji, Sales and Marketing Executive E-mail: cynthia.ji@tandf.com.sg

KOREA Se-Yung Jun Information & Culture Korea 473-19 Seokyo-Dong, Mapo-Ku, Seoul 121-210 Tel: +82 2 3141 4791 Fax: +82 2 3141 7733 E-mail: cs.ick@ick.co.kr

MIDDLE EAST and N O RT H A F R I C A Jasmina Basic Area Sales Manager – Middle East and Africa Milton Park Sales Office Tel: +44 (0) 20 7017 6187 Fax: +44 (0) 20 7017 6748 E-mail: jasmina.basic@tandf.co.uk Zoe Kaviani IPS (Middle East) Ltd Tel: +971-4-282 8801 Fax: +971-4-282 8804 E-mail: itpme@emirates.net.ae Website: http://www.ipsme.com

ISRAEL and the PA L E S T I N I A N T E R R I T O R I E S Ryan Cooper, Area Sales Manager Milton Park Sales Office Tel: +44 (0) 20 7017 6113 Fax: +44 (0) 20 7017 6748 E-mail: ryan.cooper@tandf.co.uk and Rodney Franklin, Franklin’s International PO BOX 3772 7 Tel Aviv 61376, Israel Tel: +972 3 5600724 Fax: +972 3 5600479 E-mail: rodneyf@netvision.net.il

N O RT H A M E R I C A Sales Office Dennis Weiss, Vice President Sales Taylor and Francis Within the Continental USA: Tel: 800-272-7737 Fax: 800-374-3401 E-mail: orders@taylorandfrancis.com Outside USA: Tel: +1 561-994-0555 Fax: +1 461-361-6018 E-mail: International.orders@taylorandfrancis.com

CENTRAL and SOUTH AMERICA and MEXICO Michael Dulisse Sales Office, Boca Raton, FL Taylor & Francis Tel: +1 561 998 2582 Fax: +1 561 361 6049 E-mail: Michael.Dulisse@taylorandfrancis.com Ethan E. Atkin Cranbury International LLC Tel: +1 802 223 6565 Fax: +1 802 223 6824 E-mail: eatkin@cranburyinternational.com