Routledge Education
New Titles and Key Backlist
Educational Theory
2009
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www.routledge.com/education
Welcome to the Routledge
Educational Theory Catalogue New Titles & Key Backlist 2009
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CONTENTS Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Curriculum Theory . . . . . . . . . . . . . . . . . . . . .4 Encyclopedia . . . . . . . . . . . . . . . . . . . . . . . . . .7 Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Globalization . . . . . . . . . . . . . . . . . . . . . . . .10 Multicultural Education and Cultural Diversity 14 Pedagogy and Learning . . . . . . . . . . . . . . . .24 Philosophy of Education . . . . . . . . . . . . . . . .27 Sociology of Education . . . . . . . . . . . . . . . . .29 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Order Form . . . . . . . . . . . .Centre of Catalogue
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NEW TITLES FROM
ROUTLEDGE EDUCATION CRITICAL PERSPECTIVES ON EDUCATION SERIES Educational Theories, Cultures and Learning A Critical Perspective
NEW
Edited by Harry Daniels, Hugh Lauder and Jill Porter Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as: •What role does culture play in our understanding of pedagogy? •What role do global influences, especially economic, cultural and social, have in shaping our understanding of education? •What role does language play in influencing our thinking about education? •How can we best understand childhood? •What implications does our view of childhood have for education? •How do we know what learners know? •How do learners negotiate the transition between the different phases of education? •How best can children learn the knowledge we believe should be taught? •What is a teacher? •How do teachers learn? •How do we understand learners, their minds, identity and development? To help with reflection, many of the chapters also include questions for debate and a guide to further reading. Companion Volume to Knowledge, Values and Educational Policy January 2009 246 x 174mm 256pp Hb: 978-0-415-49118-1 £80.00
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NEW TITLES FROM
ROUTLEDGE EDUCATION CRITICAL PERSPECTIVES ON EDUCATION SERIES
Knowledge, Value and Educational Policy
NEW
A Critical Perspective Edited by Harry Daniels, Hugh Lauder and Jill Porter Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Finally policies and practices relating to schools are considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: • What are schools and what are they for? • What knowledge should schools teach? • How are learners different from each other and how are groups of learners different from one another, in terms of social class, gender, ethnicity, and disability? • What influence does educational policy have on improving schools? • What influence does research have on our understanding of education and schooling? To help with reflection, many of the chapters also include questions for debate and a guide to further reading.
Companion Volume to Educational Theories, Cultures and Learning March 2009 246 x 174mm 320pp Hb: 978-0-415-49119-8 £80.00
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ASSESSMENT Unequal By Design
Testing Times
High-Stakes Testing and the Standardization of Inequality
The Uses and Abuses of Assessment
Wayne Au, California State University, Fullerton, USA Series: Critical Social Thought Unequal By Design critically examines high-stakes standardised testing in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. This thoughtful analysis traces standardised testing’s origins in the Eugenics and Social Efficiency movements of the late 19th and early 20th century through its current use as the central tool for national educational reform via No Child Left Behind. By exploring historical, social, economic, and educational aspects of testing, author Wayne Au demonstrates that these tests are not only premised on the creation of inequality, but that their structures are inextricably intertwined with social inequalities that exist outside of schools. 2008: 229 x 152: 216pp Hb: 978-0-415-99070-7: £75.00 Pb: 978-0-415-99071-4: £19.99 eBook: 978-0-203-89204-6
Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear. Gordon Stobart critically examines five issues that currently have high-profile status: •intelligence testing •learning skills •accountability •the ‘diploma disease’ Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning.
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Interdisciplinary Education in the Age of Assessment Edited by David M. Moss, Terry A. Osborn and Douglas Kaufman, all at University of Connecticut, USA Interdisciplinary Education in the Age of Assessment addresses a prevalent need in educational scholarship today. This book gears itself toward developing assessment models specific to interdisciplinary education, positioning itself as a seminal volume in the field and a valuable resource to educators across the disciplines. Each chapter covers a major subject area (literacy, science, math, social studies, bilingual education, foreign language, educational policy) and discusses methods of assessing integrated/interdisciplinary curriculum and instruction. 2008: 229 x 152: 224pp Hb: 978-0-8058-5377-3: £80.00 Pb: 978-0-8058-5378-0: £23.99 eBook: 978-0-203-92944-5
Gordon Stobart, Institute of Education, University of London, UK
•formative assessment.
US $125.00
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This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field. 2008: 234 x 156: 224pp Hb: 978-0-415-40474-7: £80.00 Pb: 978-0-415-40475-4: £22.99 eBook: 978-0-203-93050-2
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4
CURRICULUM THEORY
NEW
NEW
4TH EDITION
Constructivist Instruction
Key Concepts for Understanding Curriculum
Success or Failure?
Colin J. Marsh, Curtin University of Technology, Australia Series: Teachers’ Library Now fully updated, this revised and enlarged fourth edition provides not only a solid grounding in the subject but also covers the latest trends and issues affecting the field. Written in Marsh’s clear and accessible style, the book details the strengths, weaknesses and controversies around major concepts in curriculum, including: curriculum planning and development; curriculum management; teaching perspectives; collaborative involvement in curriculum and curriculum ideology. Now updated with new chapters on curriculum models, school-based curriculum development, learning studies, ICT developments in assessment, the new edition includes extra detail on standards and essential learning factors that have recently been introduced in a number of countries, including the UK, USA and Australia. 2008: 234 x 156: 224pp Hb: 978-0-415-46577-9: £80.00 Pb: 978-0-415-46578-6: £25.99
Edited by Thomas M. Duffy, Indiana University and Sigmund Tobias, Fordham University, USA Constructivist Instruction brings together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction. Although constructivist theories and practice now dominate the fields of the learning sciences, instructional technology, curriculum and teaching, and educational psychology, they have also been the subject of sharp criticism regarding sparse research support and adverse research findings. This volume presents: •the evidence for and against constructivism •the challenges from information-processing theorists •commentaries from leading researchers, who discuss the constructivist framework from their perspectives. Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialogue built into it between the different positions. Each chapter concludes with discussions in which two authors with opposing views raise questions about the chapter, followed by the author(s)’ responses to those questions; for some chapters there are several cycles of questions and answers. These discussions, and concluding chapters by the editors, clarify, and occasionally narrow the differences between positions and identify needed research. April 2009: 229 x 152: 408pp Hb: 978-0-415-99423-1: £78.00 Pb: 978-0-415-99424-8: £27.99
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Curriculum and Imagination Process Theory, Pedagogy and Action Research
Curriculum and the Teacher
James McKernan, East Carolina University, USA
35 years of the Cambridge Journal of Education
Curriculum and Imagination describes an alternative ‘process’ model for designing, developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure. Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic ‘ends-means’ notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading. 2007: 234 x 156: 264pp Hb: 978-0-415-41337-4: £85.00 Pb: 978-0-415-41338-1: £24.99 eBook: 978-0-203-94693-0
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Edited by Nigel Norris, University of East Anglia, UK Series: Education Heritage Bringing together seminal papers from the Cambridge Journal of Education around the theme of curriculum and the teacher, this book explores the changing conceptions of curriculum and teaching and the changing role of the teacher in curriculum development and delivery. The papers are drawn from important and eventful periods of educational history spanning the curriculum reform movement of the 1960s and 1970s to the present age of surveillance, accountability and control. A specially written Introduction contextualises the papers. Part of the Routledge Education Heritage series, Curriculum and the Teacher presents landmark texts from the Cambridge Journal of Education, offering a wealth of material for students and researchers in education. 2008: 234 x 156: 372pp Hb: 978-0-415-45533-6: £90.00 eBook: 978-0-203-93085-4
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CURRICULUM THEORY
5
NEW
NEW
Curriculum Studies Handbook – The Next Moment
3RD EDITION
Exploring Post-Reconceptualization
Edited by David J. Flinders, Indiana University, USA and Stephen J. Thornton, University of South Florida, USA
The Curriculum Studies Reader
Edited by Erik Malewski, Purdue University, USA Series: Studies in Curriculum Theory Series In the mid-1970s a shift in the intellectual work of the field of curriculum studies gave birth to a movement now commonly referred to as reconceptualization. The intellectual efforts taken up under reconceptualization advanced the field from curriculum development (with a focus on objectives, scope, sequence, and evaluation) toward curriculum understanding (with a focus on the individual experience of the public as the primary focus of teaching and learning). This text addresses what comes after the reconceptualization of curriculum studies and considers the contribution of the next wave of curriculum scholars. It speaks to these questions through the work of 25 newer scholars who explore, each in their own their own unique ways, the present moment in curriculum studies. To contextualize the work of this up-and-coming generation, each chapter is paired with a shorter response authored by a well-known scholar in the field. January 2009: 229 x 152: 344pp Hb: 978-0-415-98948-0: £140.00 Pb: 978-0-415-98949-7: £56.00
In this much-anticipated third edition of the best-selling anthology, the editors once again bring together the best scholarship in curriculum studies. From John Dewey’s nineteenth-century creed to Nel Noddings’ twenty-first century aims, this thoughtful combination of new and timely essays provides a complete survey of the discipline coupled with concrete examples of innovative curriculum and an examination of contemporary topics. New to this edition are additional historical and contextual pieces from Maria Montessori and Jerome Bruner, and a thoroughly updated collection of contemporary selections, reflecting issues such as standardization, high-stakes testing, and globalization. Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.
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January 2009: 254 x 178: 464pp Hb: 978-0-415-96321-3: £75.00 Pb: 978-0-415-96322-0: £21.99
NEW
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Global Perspectives in the Geography Curriculum Reviewing the Moral Case for Geography Alex Standish, Western Connecticut State University, USA ‘For geographers across the globe this book provides the arguments for a return to the teaching of geography and why they should reject the politicisation of the subject by education policy makers and politicians. Standish’s careful critique shows the necessity of a depoliticised geography curriculum the irony of which would be that it would ensure that every child could point to Iraq, Iran and Afghanistan on a map.’ – Dennis Hayes, Oxford Brookes University, UK ’A prescient and critical analysis of the changing face of geography teaching. This book deserves to be widely read and debated. Alex Standish’s book puts current trends in geography teaching in historical and critical context. It comprises a forthright and timely defence of geographical education for its own sake.’ – Jim Butcher, Canterbury Christ Church University, UK Since the early 1990s, educational policy makers and some subject leaders have been seeking to fundamentally change the teaching of geography in UK and US schools, from a subject which encourages students to explore spatial concepts, ideas and skills, to a more ethics based subject concerned with the promotion of environmentalism, and social justice. In this book the new approach is critically examined, within a historical and ideological context. 2008: 234 x 156: 224pp Hb: 978-0-415-46895-4: £80.00 Pb: 978-0-415-47549-5: £22.99 eBook: 978-0-203-89083-7
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6
CURRICULUM THEORY
Bringing Knowledge Back In
Critical Essays on Major Curriculum Theorists
From Social Constructivism to Social Realism in the Sociology of Education
David Scott, Institute of Education, University of London, UK
Michael F.D. Young, Institute of Education, University of London, UK
’In addition to its relevance for faculty engaged in curricular rethinking, Scott’s work provides a valuable and critical historical review and updating of theoretical discussions of the last forty years for those who can read in depth on curriculum and teaching.’ – Robert W. Pazmino, Teaching Theology & Religion
’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.’ – From the Foreword by Hugh Lauder, University of Bath, UK 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. 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. 2007: 234 x 156: 272pp Hb: 978-0-415-32120-4: £80.00 Pb: 978-0-415-32121-1: £23.99 eBook: 978-0-203-07366-7
This book is a critical appreciation of the work of sixteen leading curriculum theorists, taking account of the writings of a balance of established thinkers and curriculum analysts from the fields of education, philosophy, sociology and psychology. Together these commentators offer a broad perspective with views from the UK, the US and Europe, and from a range of political stances ranging from radical conservatism through liberalism to socialism and libertarianism. Ideal for students on all teacher training courses looking for an introduction to some of the key educational thinkers of our time, this key text can also be used as a companion volume to the Routledge four-volume set on curriculum theory. 2007: 234 x 156: 176pp Hb: 978-0-415-33984-1: £80.00 Pb: 978-0-415-33983-4: £23.99 eBook: 978-0-203-46188-4
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The Death of Progressive Education How Teachers Lost Control of the Classroom
Knowledge Production
Roy Lowe, Institute of Education, University of London, UK
Research Work in Interesting Times Edited by Bridget Somekh, Manchester Metropolitan University, UK and Thomas A. Schwandt, University of Illinois at Urbana-Champaign, USA
The first authoritative survey of the changing politics of the classroom since the Second World War. It charts the process by which society moved away from being one in which teachers decided both the content of the school curriculum and how it would be taught towards the present situation.
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. 2007: 234 x 156: 224pp Hb: 978-0-415-44229-9: £85.00 Pb: 978-0-415-44228-2: £24.99
2007: 234 x 156 Hb: 978-0-415-35971-9: £80.00 Pb: 978-0-415-35972-6: £23.99 eBook: 978-0-203-94595-7
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US $160.00
US $45.95
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CURRICULUM THEORY
ENCYCLOPEDIA The Routledge International Encyclopedia of Education
Inquiry in Education, Volume I
Edited by Gary McCulloch and David Crook, both at Institute of Education, University of London, UK
The Conceptual Foundations for Research as a Curricular Imperative
‘The Routledge International Encyclopedia of Education is a major achievement. The breadth of its coverage is impressive and the writing is crisp and clear. This is a book that deserves a long life.’ – Michael W. Apple, University of Wisconsin, Madison, USA
Mark W. Aulls and Bruce M. Shore, both at McGill University, Canada Series: Educational Psychology Series This book pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education. 2007: 229 x 152: 336pp Hb: 978-0-8058-2741-5: £50.00 Pb: 978-0-8058-2742-2: £18.99 eBook: 978-1-4106-1594-7
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Inquiry in Education, Volume II Overcoming Barriers to Successful Implementation Edited by Bruce M. Shore and Mark W. Aulls, both at McGill University, Canada and Marcia A.B. Delcourt Series: Educational Psychology Series A companion to Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative. Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquiry-based approaches. 2007: 229 x 152: 368pp Hb: 978-0-8058-2743-9: £50.00 Pb: 978-0-8058-2744-6: £18.99 eBook: 978-1-4106-1596-1
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‘This wonderful book is a treasure trove of information for experts as well as novices. Its coverage is truly impressive. It’s not only a useful reference book, it’s fascinating to dip into at random. Like all good books, it stimulates you to find out more.’ – Sally Power, School of Social Sciences, Cardiff University, Wales, UK ’This volume’s broad content will render it useful to students of all social sciences.’ – CHOICE, August 2008, Vol. 45, No. 11 The Routledge International Encyclopedia of Education is a unique and major resource for the field of education. It is a comprehensive, single-volume work, arranged alphabetically and comprising around 600 entries. The entries range from definitions of key educational concepts and terms to biographies of key educators and specially written substantial essays on major educational topics. The volume includes authoritative and critical commentary on historical and contemporary themes; examinations of continuities, changes and emerging issues; and discussions of the educational traditions and features of major countries and continents. Offering insight into the world of education in an interesting, informed and sometimes provocative way, this book is an invaluable work of reference for educators, students, researchers and policy makers in education and related fields internationally. 2008: 246 x 174: 760pp Hb: 978-0-415-27747-1: £135.00
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8
GENDER
NEW
NEW
Educating the Gendered Citizen
Race, Gender and Educational Desire
Sociological Engagements with National and Global Agendas
Heidi Safia Mirza, Middlesex University, UK
Why Black Women Succeed and Fail ’This book is a great genealogy of black women’s unrecognised contributions within both education and the wide social context. I think it constitutes an important piece of work that is totally missing from the existing literature’ – Diane Reay, Cambridge University, UK
Madeleine Arnot, University of Cambridge, UK ’This book critically synthesises the best of the debates in feminist theory over several decades. Written with agility and depth, the sociological engagements with national and global political agendas provide a much needed gender perspective in reconnecting the role of education with citizenship. I do not know of any book that covers in such depth such a gamut of topics, both at the domestic and international level, establishing the importance of researching the gendered citizen. Madeleine Arnot has offered us a remarkable research agenda, and insightful research findings, that will guide the debate and thinking on the gendered citizen for years to come. This is the kind of book that is a real tour de force in educational theory.’– Professor Carlos Alberto Torres, University of California Los Angeles, USA Globalisation and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for national as well as global citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality.
Race, Gender and Educational Desire reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women teachers and students in schools and universities. It explores the intersectionality of race and gender in education, taking the topic in new, challenging directions. Race, Gender and Educational Desire makes a plea for hope and optimism, arguing that black women’s educational desire for themselves and their children embodies a feminised prospectus for a successful multicultural future. This book will be of particular interest to students, academics and researchers in the field of education, sociology of education, multicultural education and social policy. 2008: 234 x 156: 224pp Hb: 978-0-415-44875-8: £75.00 Pb: 978-0-415-44876-5: £22.99 eBook: 978-0-203-88865-0
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This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to national and global debates. It brings together for the first time a selection of influential new and previously published papers by Madeleine Arnot on the theme of gender, education and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of the ’good citizen’ and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education. It will be an invaluable text for all those interested in citizenship education, gender studies, sociology of education, educational policy studies, critical pedagogy and curriculum studies and international or comparative education. 2008: 234 x 156: 272pp Hb: 978-0-415-40805-9: £80.00 Pb: 978-0-415-40806-6: £22.99 eBook: 978-0-203-88992-3
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GENDER
9
2ND EDITION
NEW
Handbook for Achieving Gender Equity Through Education
Feminism and ’The Schooling Scandal’ Christine Skelton, University of Birmingham, UK and Becky Francis, Roehampton University, UK Feminism and ‘The Schooling Scandal’ brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education. The focus throughout is on the years of compulsory schooling, examining key concepts in gender and education identified and developed by international thinkers in educational feminism. Topics covered include: • social class, ethnicity and sexuality in relation to experiences in school •theories and methodologies for understanding gender
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. 2007: 279 x 216: 768pp Hb: 978-0-8058-5453-4: £195.00 Pb: 978-0-8058-5454-1: £70.00 eBook: 978-1-4106-1763-7
•pedagogy and practice in education •the direction of educational policy and the ‘problem of boys’.
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Providing a comprehensive overview of contemporary research and theory emerging from ‘second wave’ feminism and assessing their impact on pupils and teachers in today’s schools and classrooms, this book forms essential reading for anyone studying gender and education. 2008: 234 x 156: 192pp Hb: 978-0-415-45509-1: £75.00 Pb: 978-0-415-45510-7: £22.99 eBook: 978-0-203-88433-1
Edited by Susan S. Klein, Barbara Richardson, Dolores A. Grayson, Lynn H. Fox, Cheris Kramarae, Diane S. Pollard and Carol Anne Dwyer
Learning from the Margins Young Women, Social Exclusion and Education Edited by Julie McLeod, and Andrea C. Allard, Deakin University, Australia
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This collection of ground-breaking international essays address the educational, social, work and biographical experiences of young women who are routinely constructed as ‘at risk’ and on the margins. Drawing on research from an international range of scholars, this book brings together important new perspectives on the gendered dimensions of social exclusion and educational marginalisation. It offers practitioners as well as researchers insights into how to ‘research’ social marginalisation and reflections on projects and programmes that have attempted to do so. 2007: 234 x 156: 208pp Hb: 978-0-415-41133-2: £95.00
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10
GENDER
GLOBALIZATION
SES 1ST PRIZE WINNER
NEW
Gender, Schooling and Global Social Justice Elaine Unterhalter, University of London, UK Series: Foundations and Futures of Education Timely and original, this book examines gender equality in schooling as an aspiration of global social justice. With nearly one billion people having little or no schooling and women and girls comprising nearly two-thirds of this total, this book analyses the historical, sociological, political and philosophical issues involved as well as exploring actions taken by governments, Inter-Government Organisations, NGOs and women’s groups since 1990 to combat this injustice. Written by a recognised expert in this field, the book is organised clearly into three parts: • the first provides a background to the history of the provision of schooling for girls worldwide since 1945 and locates the challenges of gender inequality in education • the second examines different views as to why questions of gender and schooling should be addressed globally, contrasting arguments based on human capital theory, rights and capabilities • the third analyses how governments, Inter-Government Organisations and NGOs have put policy into practice.
Education and Neoliberal Globalization Carlos Alberto Torres, University of California, Los Angeles, USA Series: Routledge Research in Education This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world. The first section of the book offers analytical avenues to understand and criticize the practices and policies of neoliberal states, both domestically and internationally. More than a mere lament of the state of educational policy, however, Torres also documents the critiques and alternatives developed by social movements against neoliberal governments and policies. Ultimately, his work urges readers to engage in the struggle to resist the oppressive forces of neoliberal globalization, and proactively and deliberately act in informed ways to create a better world. 2008: 229 x 152: 150pp Hb: 978-0-415-99118-6: £65.00 eBook: 978-0-203-89073-8
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Addressing the urgent global challenges in gender and schooling, this book calls for a new connected approach in policy and practice. It is essential reading for all those interested in education, along with developmental studies, sociology, politics and women’s studies. 2006: 234 x 156: 224pp Hb: 978-0-415-35921-4: £85.00 Pb: 978-0-415-35922-1: £23.99 eBook: 978-0-203-96584-9
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Gender Education & Equality in a Global Context Conceptual Frameworks and Policy Perspectives Shailaja Fennell and Madeleine Arnot, both at University of Cambridge, UK An invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development. 2007: 234 x 156: 216pp Hb: 978-0-415-41944-4: £80.00 eBook: 978-0-203-93959-8
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GLOBALIZATION NEW
NEW
Citizenship, Education and Social Conflict
Globalization of Education
Edited by Hanan Alexander and Halleli Pinson, both at Haifa University, Israel and Yossi Yonah, Ben Gurion University, Israel
Joel Spring, Queens College/City University of New York, USA
An Introduction
Series: Routledge Research in Education This volume provides new perspectives into the challenges of citizenship education in the age of globalization and in the context of multicultural and conflict-ridden societies. The collection calls us to rethink the accepted liberal and national discourses that have long dominated the conceptualization and practice of citizenship and citizenship education in light of social conflict, globalization, terrorism, and the spread of an extreme form of capitalism. The contributors of the volume identify the main challenges to the role of citizenship education in the context of globalization, conflicts and the changes to the institution of citizenship they entail and critically examine the ways in which schools and education systems currently address and may be able to improve the role of citizenship education in conflict-ridden and multicultural contexts. May 2009: 229 x 152: 208pp Hb: 978-0-415-99190-2: £60.00
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US $95.00
NEW
Globalizing Educational Policy Bob Lingard, University of Queensland, Australia and Fazal Rizvi, University of Illinois, USA
Series: Sociocultural, Political, and Historical Studies in Education Series Continuing Joel Spring’s reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Spring introduces readers to the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts. Designed for courses on globalization and education, international and comparative education, educational foundations, multicultural education, and educational policy, the text is written in a clear narrative style to engage readers in thoughtful consideration of topics discussed. Each chapter includes ’Key Points’ that summarize the content and suggest issues and questions for critical analysis, discussion, and debate. 2008: 229 x 152: 264pp Hb: 978-0-415-98946-6: £70.00 Pb: 978-0-415-98947-3: £15.99 eBook: 978-0-203-88685-4
Leading authors in the field explore the key global drivers of policy change in education and argue that globalization has transformed the terrain within which educational policies are developed and, informed by a range of neo-liberal precepts, affect the ways we think about educational governance. The book provides an overview of critical issues in educational policy, to which this hegemonic view of globalization has grown, including: •devolution and decentralization •new forms of governance •balance between public and private funding of education •access, equity and the education of girls •curriculum, teaching English language and technology •pedagogies and global trade in education. September 2009: 234 x 156: 224pp Hb: 978-0-415-41625-2: £75.00 Pb: 978-0-415-41627-6: £22.99 US $150.00
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12
GLOBALIZATION
NEW
Globalizing Education, Educating the Local How Method Made us Mad Ian Stronach, Liverpool John Moores University, UK Education is in crisis. The last twenty years have seen the establishment of an orthodoxy based on the standardisation of all sorts of curricula based on national prescription. This orthodoxy is increasingly global. It has been accompanied, and indeed promoted, by the narrow measurement of educational performances of all sorts, their often invalid comparison, and the consequent establishment of a moral economy based on league table positions. International league tables are now the motor of national educational change, from the Pacific Rim to former communist territories, and across most western countries. This book confronts that controversy and aims to help bring about the ‘turnaround’ that it predicts - away from measurement mania and rampant instrumentality. This book provides a critical account of how contemporary educational knowledge is put together and presented in the global knowledge economy, redefining the actors in the education process, including principally the child, pupil, and learner, but also the teacher, parent, inspector and policy-maker. It will appeal to a wide range of readers who are committed to educational change, from system level to individual professional practice. March 2009: 234 x 156: 224pp Hb: 978-0-415-43111-8: £75.00
Civic Education for Diverse Citizens in Global Times Rethinking Theory and Practice Edited by Beth C. Rubin and James M. Giarelli, State University of New Jersey, USA Series: Rutgers Invitational Symposium on Education Series 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 an historical understanding of civic education.
2007: 229 x 152: 296pp Hb: 978-0-8058-5159-5: £55.00 eBook: 978-1-4106-1629-6
2ND EDITION
Knowledge and Power in the Global Economy The Effects of School Reform in a Neoliberal/Neoconservative Age
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Edited by David Gabbard, East Carolina University, USA Series: Sociocultural, Political, and Historical Studies in Education Series 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. 2007: 229 x 152: 608pp Hb: 978-0-8058-5938-6: £65.00 Pb: 978-0-8058-5939-3: £22.99 eBook: 978-1-4106-1822-1
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GLOBALIZATION
Globalisation & Pedagogy
Education, Globalisation and New Times
Space, Place and Identity
21 Years of the Journal of Education Policy
Richard Edwards, Institute of Education, University of Sterling, UK and Robin Usher, Royal Melbourne Institute of Technology University, Australia
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
2ND EDITION
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 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. 2007: 234 x 156: 200pp Hb: 978-0-415-42895-8: £85.00 Pb: 978-0-415-42896-5: £23.99 eBook: 978-0-203-94500-1
Series: Education Heritage 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. Compiled by the journal’s editors, the book illustrates the development of the field of education policy studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field. 2007: 234 x 156: 392pp Hb: 978-0-415-42598-8: £90.00 eBook: 978-0-203-96399-9
US $160.00
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Teaching the Global Dimension
A New Paradigm for Global School Systems
Key Principles and Effective Practice
Education for a Long and Happy Life
Edited by David Hicks, Bath Spa University, UK and Cathie Holden, University of Exeter, UK
Joel Spring, City University of New York/Queens College, USA
Teaching the Global Dimension specifically responds to concerns such as inequality, justice, environment and conflict in chapters written by leading educationalists in the field. It explores both the theory and practice of ’global education’ today.
Series: Sociocultural, Political, and Historical Studies in Education Series This volume offers a new paradigm for global school systems. 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; the current industrial-consumer paradigm is not supportive of either happiness or long life.
Inspiring, thought-provoking and highly practical, this book shows how teachers at any stage in their career can effectively and successfully bring a global dimension to the taught curriculum. 2007: 234 x 156: 232pp Hb: 978-0-415-40448-8: £85.00 Pb: 978-0-415-40449-5: £21.99 eBook: 978-0-203-96277-0
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2007: 229 x 152: 232pp Hb: 978-0-8058-6123-5: £80.00 Pb: 978-0-8058-6124-2: £19.99 eBook: 978-1-4106-1479-7
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14
MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY
NEW
NEW
Critical Perspectives on bell hooks
Education and Hope in Troubled Times
Edited by Maria del Guadalupe Davidson, Oklahoma University, USA and George Yancy, Duquesne University, USA
Visions of Change for Our Children’s Future
Series: Critical Social Thought
Series: Sociocultural, Political, and Historical Studies in Education Series
Although bell hooks has long challenged the dominant paradigms of race, class, and gender, there has never been a comprehensive book critically reflecting upon this seminal scholar’s body of work. Her written works aim to transgress and disrupt those codes that exclude others as intellectually mediocre, and Hooks’ challenge to various hegemonic practices has heavily influenced scholars in numerous areas of inquiry. This important resource thematically examines Hooks’ works across various disciplinary divides, including her critique on educational theory and practice, theorization of racial construction, dynamics of gender, and spirituality and love as correctives in postmodern life. Ultimately, this book offers a fresh perspective for scholars and students wanting to engage in the prominent work of bell hooks, and makes available to its readers the full significance of her work. Compelling and unprecedented, Critical Perspectives on bell hooks is a must-read for scholars, professors, and students interested in issues of race, class, and gender. February 2009: 229 x 152: 256pp Hb: 978-0-415-98980-0: £75.00 Pb: 978-0-415-98981-7: £20.99
US $140.00
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Edited by H. Svi Shapiro, University of North Carolina at Greensboro, USA
’Progressive educators have always been better at critique than at possibility. This book promises not to ignore critique, but to favor possibility. It is most rare and greatly welcomed.’ – Richard Quantz, Miami University, USA ’The editor argues that in a material world, depicted by consumerism, spiritual nihilism and conspicuous consumption, there is need to offer a new vision and direction in education that would promote a more harmonious, holistic values-oriented schooling that transforms persons into moral beings, who care for others . In terms of innovative ideas and approaches to pedagogy and theorizing about schooling, this volume is at the top of pedagogical discourses and thinking.’ – Joseph Zajda, Australian Catholic University, Melbourne, Australia Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction. At its core this volume questions what it will mean to be an educated human being in the 21st century compelled to confront and address so much that threatens the very basis of a decent and hopeful human existence. Carrying forward a project of redefining and reshaping public discourse on education in the U.S., it is a critical catalyst and focus for re-thinking public policy on education. February 2009: 229 x 152: 336pp Hb: 978-0-415-99425-5: £75.00 Pb: 978-0-415-99426-2: £31.95
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MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY
15
NEW
NEW
Handbook of Asian Education
The Routledge International Companion to Multicultural Education
Yong Zhao, Michigan State University, USA This comprehensive and authoritative Handbook describes educational practices in Asia and explains and interprets these practices from cultural, historical, and economic perspectives. It documents the accomplishments and achievements of Asian education and also discusses the challenges it faces. Using a clearly explained civilizationbased framework, the volume is structured in five sections, each devoted to educational practices in a particular Asian civilization (Sinic, Japanese, Hindu, Islamic, Buddhist). Topics addressed include both the formal schooling system and outof-school educational practices, education governance and management, curriculum and assessment, teachers and teaching; learners and learning; home and community. Each section offers one chapter on the challenges education faces and what efforts are underway or planned to meet them, and one chapter on how immigrants from each civilization have come to live in the West, how they are educated, and how they are adapting to their new homes. February 2009: 279 x 216: 912pp Hb: 978-0-8058-6445-8: £135.00 Pb: 978-0-8058-6444-1: £60.00 eBook: 978-1-4106-1874-0
Edited by James A. Banks, University of Washington, Seattle, USA This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics.
US $260.00
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NEW
Race, Whiteness, and Education Zeus Leonardo, University of California, Berkeley, USA Series: Critical Social Thought
With 40 newly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future. March 2009: 246x174mm: 544pp Hb: 978-0-415-96230-8: £105.00
In the colorblind era of Post-Civil Rights America, race is often wrongly thought to be irrelevant or, at best, a problem of racist individuals rather than a systemic condition to be confronted. This book interrupts this dangerous assumption by reaffirming a critical appreciation of the central role that race and racism still play in schools and society. Author Zeus Leonardo’s conceptual engagement of race and whiteness asks questions about its origins, its maintenance, and envisages its future. March 2009: 229 x 152: 256pp Hb: 978-0-415-99316-6: £70.00 Pb: 978-0-415-99317-3: £19.99
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16
MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY
NEW
NEW
Foundations of Critical Race Theory in Education
Affirming Students’ Right to Their Own Language
Edited by Edward Taylor, University of Washington, Seattle, USA, David Gillborn, Institute of Education, University of London, UK and Gloria Ladson-Billings, University of Wisconsin-Madison, USA
Bridging Language Policies and Pedagogical Practices
The emergence of Critical Race Theory (CRT) marked an important point in the history of racial politics in the legal academy and the broader conversation about race and racism in the United States. More recently, CRT has proven an important analytic tool in the field of education, offering critical perspectives on race, and the causes, consequences and manifestations of race, racism, inequity, and the dynamics of power and privilege in schooling.
This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students™ Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations.
This groundbreaking anthology is the first to pull together both the foundational writings in the field and more recent scholarship on the cultural and racial politics of schooling. A comprehensive introduction provides an overview of the history and tenets of CRT in education. Each section then seeks to explicate ideological contestation of race in education and to create new, alternative accounts. In so doing, this landmark publication not only documents the progress to date of the CRT movement, it acts to further spur developments in education. February 2009: 254 x 178: 352pp Hb: 978-0-415-96143-1: £75.00 Pb: 978-0-415-96144-8: £22.99
US $150.00
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Edited by Jerrie Cobb Scott, The University of Memphis, USA, Dolores Y. Straker and Laurie Katz, The Ohio State University, USA
Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students’ use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need. 2008: 229 x 152: 448pp Hb: 978-0-8058-6348-2: £81.00 Pb: 978-0-8058-6349-9: £24.99 eBook: 978-1-4106-1813-9
US $145.00
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Full Table of Contents For full table of contents on all titles featured in this catalogue, visit:
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MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY NEW
NEW
Traveller, Nomadic and Migrant Education
Black Literate Lives
Edited by Patrick Alan Danaher, University of Southern Queensland, Australia, Máirín Kenny, Research Consultant and Judith Remy Leder, Writing Consultant
Maisha T. Fisher, Emory University, USA
Historical and Contemporary Perspectives
Series: Routledge Research in Education Traveller, Nomadic and Migrant Education presents international accounts of approaches to educating mobile communities such as circus and fairground people, herders, hunters, Roma and Travellers. The chapters focus on three key dimensions of educational change: the client group moving from school to school; those schools having their demographics changed and seeking to change the mobile learners; and these learners contributing to fundamental change to the nature of schooling. The book brings together decades of research into the challenges and opportunities presented by mobile learners interacting with educational systems predicated on fixed residence. It identifies several obstacles to those learners receiving an equitable education, including negative stereotypes and centuries-old prejudice. Yet the book also explores a number of educational innovations that bring mobility and schooling together, ranging from specialised literacy programs and distance and online education to mobile schools and specially trained teachers. These innovations allow us to think differently about how education can and should be, for mobile and non-mobile learners alike. April 2009: 229 x 152: 264pp Hb: 978-0-415-96356-5: £60.00
Series: Critical Social Thought Black Literate Lives offers an innovative approach to understanding the complex and multi-dimensional perspectives of Black literate lives in the United States. Author Maisha Fisher reinterprets historiographies of Black self-determination and self-reliance to powerfully interrupt stereotypes of African American literacy practices. The book expands the standard definitions of literacy practices to demonstrate the ways in which ’minority’ groups keep their cultures and practices alive in the face of oppression, both inside and outside of schools. By centring the voices of students, activists, and community members whose creative labours past and present continue the long tradition of creating cultural forms that restore collective, Black Literate Lives ultimately uncovers memory while illuminating the literate and literary contributions of Black people in America. 2008: 229 x 152: 200pp Hb: 978-0-415-95864-6: £70.00 Pb: 978-0-415-95865-3: £19.99 eBook: 978-0-203-89045-5
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Indigenous Educational Models for Contemporary Practice In Our Mother’s Voice, Volume II Edited by Maenette Benham, Michigan State University, USA Series: Sociocultural, Political, and Historical Studies in Education Series The book challenges teachers, researchers, educational leaders, and community stakeholders to build dynamic learning environments through which indigenous learners can be ’Boldly Indigenous in a Global World!’ Three days of focused dialogue at the 2005 World Indigenous Peoples Conference on Education (WIPCE) led to the charge to create Volume II of Indigenous Educational Models for Contemporary Practice: In Our Mother’s Voice. 2008: 229 x 152: 304pp Hb: 978-0-8058-6402-1: £80.00 Pb: 978-0-8058-6403-8: £22.99 eBook: 978-1-4106-1855-9
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MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY
NEW
History of Multicultural Education
History of Multicultural Education 6 Volume Set
Conceptual Frameworks and Curricular Issues
Edited by Carl A. Grant, University of Wisconsin, Madison, USA and Thandeka K. Chapman, University of Wisconsin, Milwaukee, USA This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past thirty to forty years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society.
Hb: 978-0-8058-5439-8: £80.00
History of Multicultural Education Foundations and Stratifications Hb: 978-0-8058-5441-1: £80.00
History of Multicultural Education Instruction and Assessment Hb: 978-0-8058-5443-5: £80.00
These volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organised around a specific theme:
History of Multicultural Education
•Volume 1: Conceptual Frameworks and Curricular Content
History of Multicultural Education
•Volume 2: Foundations and Stratifications •Volume 3: Instruction and Assessment •Volume 4: Policy and Policy Initiatives •Volume 5: Students and Student Learning •Volume 6: Teachers and Teacher Education. The historical time-line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.
Policy and Policy Initiatives Hb: 978-0-8058-5445-9: £80.00
Students and Student Leaning Hb: 978-0-8058-5447-3: £80.00
History of Multicultural Education Teachers and Teacher Education Hb: 978-0-8058-5449-7: £80.00
Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education. 2008 Hb: 978-0-415-98889-6: £380.00
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MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY Cultures, Contexts, and World Englishes
Racism and Education
Yamuna Kachru, University of Illinois, UrbanaChampage, USA and Larry E. Smith, Christopher, Smith & Associates, LLC
David Gillborn, Institute of Education, University of London, UK
Coincidence or Conspiracy?
’...a wonderful, rich book with a bold, audacious premise, clear writing, and a reader-friendly structure and plot line.’ – Richard Delgado, University of Pittsburgh, USA
Series: ESL & Applied Linguistics Professional Series This volume aims to familiarize readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. It emphasizes that effective communication among users of different Englishes requires awareness of the varieties in use and their cultural, social, and ideational functions. Cultures, Contexts and World Englishes: •demonstrates the rich results of integrating theory, methodology and application
’This is a thorough and detailed analysis of the education system which does not just cite racism as the reason for educational inequalities but also explains in clear terms and with ample evidence exactly how white supremacy functions in the education system to maintain social disadvantage.’ – Deborah Gabriel, iamcolourful.com Education policy is not designed to eliminate race inequality but to sustain it at manageable levels. This is the inescapable conclusion of the first major study of the English education system using ‘critical race theory’.
•features critical and detailed discussion of the sociolinguistics of English in the globalized world •gives equal emphasis to grammar and pragmatics of variation and to uses of Englishes in spoken and written modes in major English-using regions of the world. 2008: 229 x 152: 256pp Hb: 978-0-8058-4732-1: £80.00 Pb: 978-0-8058-4733-8: £22.99 eBook: 978-0-203-89134-6
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David Gillborn has been described as Britain’s ‘most influential race theorist in education’. In this book he dissects the role of racism across the education system; from national policies to school-level decisions about discipline and academic selection.
US $135.00
Built on a foundation of compelling evidence, from national statistics to studies of classroom life, this book shows how race inequality is shaped and legitimised across the system.
US $39.95
Racism and Education takes critical antiracist analyses to a new level and represents a fundamental challenge to current assumptions in the field. With a preface by Richard Delgado, one of the founders of critical race theory.
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2008: 234 x 156: 272pp Hb: 978-0-415-41897-3: £80.00 Pb: 978-0-415-41898-0: £22.99 eBook: 978-0-203-92842-4
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20
MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY
2ND EDITION
Rightist Multiculturalism
Culture in School Learning
Core Lessons on Neoconservative School Reform
Revealing the Deep Meaning
Kristen L. Buras, Emory University, USA
Etta R. Hollins, University of Southern California, Los Angeles, USA
Series: Critical Social Thought
In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students’ cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflectiveinterpretive-inquiry (RIQ) approach to making linkages between students’ cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation. 2008: 229 x 152: 224pp Pb: 978-0-8058-4108-4: £18.99 eBook: 978-0-203-92943-8
US $32.95
’Buras’s careful analysis reveals the instigators, financiers, strategies, and campaigns to politicize school curriculum in order to develop a permanent conservative majority. The book is a must-read our past, present and future are at stake.’ – Patrick Shannon, Professor of Education, Pennsylvania State University, USA ’Buras captures convincingly the slow but strident development of the New Right. She does not only take the Core Knowledge Movement in education to task but equally takes it seriously. Buras’ stunning analysis forces critical educators to take notice of a new compromise in the cultural wars: the hegemonic rise of Rightist Multiculturalism. This book will teach and delight its readers.’ – Zeus Leonardo, Visiting Associate Professor, University of California, Berkeley, 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 this groundbreaking book, Kristen Buras provides the first detailed, critical examination of the Core Knowledge movement and explores the history and cultural politics underlying neoconservative initiatives in education. Ultimately, Rightist Multiculturalism 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 understanding that neoconservative school reform itself has become a multicultural affair is the first step toward fighting an alternative war of position – that is, reclaiming multiculturalism as a radically transformative project. 2008: 229 x 152: 240pp Hb: 978-0-415-96264-3: £75.00 Pb: 978-0-415-96265-0: £18.99 eBook: 978-0-203-93186-8
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MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY Minority Status, Oppositional Culture & Schooling
Cultural Education–Cultural Sustainability
Edited by John U. Ogbu, University of California, Berkeley, USA
Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies
Series: Sociocultural, Political, and Historical Studies in Education Series
Edited by Zvi Bekerman, Hebrew University of Jerusalem, Israel and Ezra Kopelowitz, Research Success Technologies, Israel
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. It is organised 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. Minority Status, Oppositional Culture, and Schooling examines content, methodological, and policy issues framing the debate on academic achievement, school engagement, and oppositional culture. It brings together in one volume, for the first time, some of the most critical works on these issues as well as examples of programs aimed at re-engagement. In addition to African Americans, it also looks at school engagement among Native American and Latino students. This book is essential reading for anyone interested in the study of the academic achievement gap. 2008: 229 x 152: 688pp Hb: 978-0-8058-5103-8: £90.00 Pb: 978-0-8058-5104-5: £28.99 eBook: 978-0-203-93196-7
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This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. Particular attention is given to groups that use educational elements other than second-language teaching alone in programs to sustain their particular cultural traditions. The focus of the book on cultural sustainability changes the nature of questions posed in multicultural education from those that address the opening of boundaries to issues of preserving boundaries in an open yet sustainable way. 2008: 229 x 152: 448pp Hb: 978-0-8058-5724-5: £80.00 Pb: 978-0-415-99590-0: £28.99 eBook: 978-0-203-93836-2
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US $150.00
US $49.95
Critical Literacy and Urban Youth Pedagogies of Access, Dissent, and Liberation Ernest Morrell, University of California at Los Angeles, USA Series: Language, Culture, and Teaching Series Critical Literacy and Urban Youth offers an interrogation of critical theory developed from the author’s work with young people in classrooms, neighborhoods, and institutions of power. Through cases, an articulated process, and a theory of literacy education and social change, Morrell extends the conversation among literacy educators about what constitutes critical literacy while also examining implications for practice in secondary and postsecondary American educational contexts. This book is distinguished by its weaving together of theory and practice. 2007: 229 x 152: 272pp Hb: 978-0-8058-5663-7: £75.00 Pb: 978-0-8058-5664-4: £23.99 eBook: 978-0-203-93791-4
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US $125.00
US $41.95
22
MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY
Next Wave Cultures
4TH EDITION
Feminism, Subcultures, Activism
The Intersection of Cultures
Edited by Anita Harris, University of Queensland, Australia
Multicultural Education in the United States and the Global Economy
This new collection provides an interdisciplinary examination of young women’s multilayered lives. Contributors from various fields wrestle with both subculture theory and feminism in an attempt to understand contemporary strategies for connection and social action. 2007: 229 x 152: 296pp Hb: 978-0-415-95709-0: £75.00 Pb: 978-0-415-95710-6: £20.99 eBook: 978-0-203-94001-3
Joel Spring, Queens College/City University of New York, USA Series: Sociocultural, Political, and Historical Studies in Education Series The Intersection of Cultures offers a unique, problem-solving approach to the complex issues involved in educating culturally and linguistically diverse students. A particular focus in this edition is the current global migration of peoples, and the tension between local and global cultures. Perfect for any course devoted wholly or in part to the study of multicultural education, all chapters include model multicultural lessons for elementary through
US $125.00
US $33.95
Cross-Cultural Studies in Curriculum Eastern Thought, Educational Insights Edited by Claudia Eppert, University of Alberta, Canada and Hongyu Wang, Oklahoma State University, USA Series: Studies in Curriculum Theory Series This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West. Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas. 2007: 229 x 152: 408pp Hb: 978-0-8058-5673-6: £65.00 Pb: 978-0-8058-5674-3: £21.99 eBook: 978-1-4106-1750-7
US $100.00
US $34.50
college classes. 2007: 229 x 152: 336pp Pb: 978-0-8058-6139-6: £22.99 eBook: 978-1-4106-1494-0
Race, Culture, and Schooling Identities of Achievement in Multicultural Urban Schools Peter C. Murrell, Jr., Northeastern University, USA Responding to a need for greater cultural competence in the preparation and development of teachers in diverse public school settings, this book investigates the critical developmental and social processes mediating students’ academic identities in those settings posing the greatest challenges to their school achievement and personal development, and it provides an accessible, practiceoriented culturally responsive framework for teachers in American schools. 2007: 229 x 152: 232pp Hb: 978-0-8058-5537-1: £80.00 Pb: 978-0-8058-5538-8: £22.99 eBook: 978-1-4106-1748-4
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MULTICULTURAL EDUCATION AND CULTURAL DIVERSITY
23
International Perspectives on Educational Diversity and Inclusion
Race, Culture, and Education
Studies from America, Europe and India
James A. Banks, University of Washington, Seattle, USA
The Selected Works of James A. Banks ’Banks is more than a founding father; he’s a rigorous, pioneering thinker and the preeminent black academic of my lifetime ... His definition of social science is the best and most compelling I have ever read.’ – Tim Brighouse
Edited by Gajendra K. Verma, University of Manchester, UK, Christopher Bagley, University of Southampton, UK and Madan Jha, University of Oxford, UK Unique in its breadth and scope, this insightful book compares approaches to the educational inclusion of diverse minorities in light of new theories of multiculturalism and globalization. 2007: 234 x 156: 232pp Hb: 978-0-415-42777-7: £95.00 Pb: 978-0-415-42778-4: £24.99 eBook: 978-0-203-96133-9
US $45.95
’This book does an exemplary job of capturing the breadth, depth, complexity, and analytic sophistication of Professor Bank’s work.’ – Teachers College Record
Doing Multicultural Education for Achievement and Equity Carl A. Grant, University of Wisconsin, Madison, USA and Christine Sleeter, California State University, Monterey Bay, USA This hands-on, reader-friendly multicultural education textbook aims to actively engage education students in critical reflection and self examination as they prepare to teach in increasingly diverse classrooms. As it promotes an understanding of the history of and need for multicultural education in schools, this book connects multicultural education to preservice teachers’ personal and professional spaces and more importantly to an understanding of equity in school and society. 2007: 254 x 178: 280pp Hb: 978-0-415-95183-8: £75.00 Pb: 978-0-415-95184-5: £23.99
’Banks recognises and welcomes complexity, complexity and depth characterise his writing. Straightforward, clear and often profound, it has influenced two generations of professionals working against racial injustice.’ – Race Equality Teaching, Vol 25, No 1
Considered the father of multicultural education in the US and known throughout the world as one of the field’s most important founder, theorist and researcher, James A. Banks has collected here twenty-one of his most important and best works from across the span of his career. Drawing out the major themes that have shaped the field of multicultural education as well as outlining the development of Banks’ own career, these articles, chapters and papers focus on eight key issues: • black studies and the teaching of history • research and research issues • teaching ethnic studies • teaching social studies for decision-making and citizen action • multiethnic education and school reform • multicultural education and knowledge construction • the global dimensions of multicultural education • democracy, diversity and citizenship education.
US $130.00
US $36.95
The last part of the book consists of a selected bibliography of all Banks’ publications over his forty-year career, as a source of further reading on each of these pivotal ideas. 2006: 234 x 156: 256pp Hb: 978-0-415-39819-0: £85.00 Pb: 978-0-415-39820-6: £24.99
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24
PEDAGOGY AND LEARNING
NEW
Essays on Pedagogy
Contemporary Theories of Learning
Robin Alexander Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription?
Learning Theorists in Their Own Words Edited by Knud Illeris, Danish University of Education, Denmark In this definitive collection of today’s most influential learning theorists, sixteen world-renowned experts present their understanding of what learning is and how human learning takes place. The editor has collected chapters that explain both the complex frameworks in which learning takes place and the specific facets of learning, such as the acquisition of learning content, personal development, and the cultural and social nature of learning processes. Each international expert provides either a seminal text or an entirely new précis of the conceptual framework they have developed over a lifetime of study. Elucidating the key concepts of learning, Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students. It will prove an authoritative guide for researchers and academics involved in the study of learning, and an invaluable resource for all those dealing with learning in daily life and work. It provides a detailed synthesis of current learning theories all in the words of the theorists themselves. 2008: 234 x 156: 256pp Hb: 978-0-415-47343-9: £75.00 Pb: 978-0-415-47344-6: £19.99
In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach. For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. Its strong and consistent international perspective will be of interest to educational comparativists, but is also an essential response to globalisation and the predicaments now facing humanity as a whole. 2008: 234 x 156: 224pp Hb: 978-0-415-45482-7: £80.00 Pb: 978-0-415-45483-4: £22.99
US $150.00
US $45.95
US $150.00
US $37.95
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PEDAGOGY AND LEARNING Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators
2ND EDITION
The Critical Pedagogy Reader Second Edition Edited by Antonia Darder, University of Illinois at Urbana-Champaign, USA, Marta P. Baltodano, Loyola Marymount University, USA and Rodolfo D. Torres, University of California, Irvine, USA Since its publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised second edition includes more fully developed section introductions, updated and expanded bibliographies, and up-todate classroom questions. The book is arranged topically around such issues as class, racism, gender/sexuality, language and literacy, and classroom issues for ease of usage and navigation. In addition, two entirely new sections focused on teacher education and critical issues beyond the classroom provide readers with the all-important tools needed to put critical pedagogical theory into practice in their own classrooms. Carefully attentive to both theory and practice, this new edition remains the definitive source for teaching and learning about critical pedagogy. 2008: 254 x 178: 616pp Hb: 978-0-415-96121-9: £90.00 Pb: 978-0-415-96120-2: £25.99
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Edited by The AACTE Committee on Innovation and Technology, USA This Handbook addresses the concept and implementation of technological pedagogical content knowledge – the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognising, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. This Handbook is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. 2008: 229 x 152: 336pp Hb: 978-0-8058-6355-0: £90.00 Pb: 978-0-8058-6356-7: £33.99 eBook: 978-1-4106-1818-4
US $150.00
US $59.95
How We Learn Learning and Non-Learning in School and Beyond
US $150.00
US $46.95
Knud Illeris, Danish University of Education, Denmark ’This is a book which I will return to and come to value for its ability to provoke reassessments of my understanding of learning.’ – Teaching and Learning Update How We Learn is quite excellent very well designed and very readable – ’British Journal of Educational Technology How We Learn deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning. 2007: 234 x 156: 304pp Hb: 978-0-415-43846-9: £80.00 Pb: 978-0-415-43847-6: £19.99 eBook: 978-0-203-93989-5
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26
PEDAGOGY AND LEARNING
Cosmopolitanism and the Age of School Reform
NEW
Science, Education, and Making Society by Making the Child
A Synthesis of Over 800 Meta-Analyses Relating to Achievement
Thomas S. Popkewitz, University of Wisconsin-Madison, USA In Cosmopolitanism and the Age of School Reform, noted educationalist Thomas Popkewitz explores turn-ofthe-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. 2007: 229 x 152: 224pp Hb: 978-0-415-95814-1: £75.00 Pb: 978-0-415-95815-8: £18.99 eBook: 978-0-203-93881-2
Visible Learning
Edited by John Hattie, University of Auckland, New Zealand This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand.
US $125.00
US $32.95
Human Learning An Holistic Approach Edited by Peter Jarvis, University of Surrey, UK and Stella Parker, University of Nottingham, UK ’Learning is a common yet complex activity. Peter Jarvis and Stella Parker provide a rich, accessible, diverse, and stimulating set of readings that underscore how learning is an essential part of being human.’ – Tom Nesbit, Canadian Association for the Study of Adult Education
Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. This is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools. 2008: 246 x 174: 382pp Hb: 978-0-415-47617-1: £80.00 Pb: 978-0-415-47618-8: £24.99 eBook: 978-0-203-88733-2
US $160.00
US $47.95
’This book necessitates being on the reading list of any introductory course on human learning.’ – Pedagogies: An International Journal Drawing on material from the worlds of science and social science, and with contributions from international authors, this book will be of interest to academics in a wide range of disciplines. 2007: 234 x 156: 240pp Pb: 978-0-415-43218-4: £24.99 eBook: 978-0-203-46332-1
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PHILOSOPHY OF EDUCATION The Dangerous Rise of Therapeutic Education
NEW
Philosophy of Education
Kathryn Ecclestone and Dennis Hayes, both at Oxford Brookes University, UK
The Essential Texts Edited by Steven M. Cahn, CUNY, Graduate Center, USA Philosophy of education is a study both of the aims of education and the most appropriate means of achieving those aims. Any student of philosophy of education soon becomes aware that a core group of historical texts are widely regarded as central to the inquiry and course of study. This anthology is organised around ten of the most widely taught and read classic philosophers of education. From Plato’s complete Meno to John Dewey’s Democracy and Education, these are the ’essential texts’ that lay the foundation for education students’ course of study. While other collections include fragments from some of these works, this new volume is the only text to contain extended selections from these major works. January 2009: 254 x 178: 528pp Hb: 978-0-415-99755-3: £85.00 Pb: 978-0-415-99440-8: £25.99
US $150.00
The silent ascendancy of a therapeutic ethos across the education system and into the workplace demands a book that serves as a wake up call to everyone. Kathryn Ecclestone and Dennis Hayes’ controversial and compelling book uses a wealth of examples across the education system, from primary schools to university, and the workplace to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world. The Dangerous Rise of Therapeutic Education is eye-opening reading for every teacher, student teacher and parent who retains any belief in the power of knowledge to transform people’s lives. Its insistent call for a serious public debate about the emotional state of education should also be at the forefront of the minds of every agent of change in society... from parent to policy maker.
US $46.95
2008: 234 x 156: 200pp Hb: 978-0-415-39700-1: £80.00 Pb: 978-0-415-39701-8: £18.99
NEW
Liberalism, Community, Education
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US $31.95
3RD EDITION
A Thin Communitarian Perspective
Wheels in the Head
Mark Olssen, University of Surrey, UK
Educational Philosophies of Authority, Freedom, and Culture from Confucianism to Human Rights
Series: Routledge Research in Education 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 ideals 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, freedom and the rule of law. June 2009: 229 x 152: 176pp Hb: 978-0-415-95704-5: £60.00
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Joel Spring, Queens College/City University of New York, USA Series: Sociocultural, Political, and Historical Studies in Education Series In this popular text, Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophers, from Plato to Paulo Freire, regarding the contribution of education to the creation of a democratic society. 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.
US $95.00
2007: 229 x 152: 272pp Hb: 978-0-8058-6132-7: £75.00 Pb: 978-0-8058-6133-4: £20.99
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28
PHILOSOPHY OF EDUCATION
Moral Responsibility, Authenticity, and Education
Handbook of Moral and Character Education
Ishtiyaque Haji, University of Calgary, Canada and Stefaan E. Cuypers, Katholieke Universiteit Leuven, Belgium
Edited by Larry P. Nucci, University of Illinois-Chicago, USA and Darcia Narvaez, Notre Dame University, Minnesota, USA
Series: Routledge International Studies in the Philosophy of Education
Series: Educational Psychology Handbook
The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. Both are elucidated by an appeal to common ground, an account of when our motivations and other springs of action are ’truly our own’ or ’authentic.’ The book progresses from analyses of the sort of agency that responsibility requires and the authenticity of our motivations, together with a discussion of the relevance of these analyses to manipulation and related problems in the philosophy of education, to a defence of the thesis that responsibility from love’s standpoint is of vital significance, and the implications of this thesis for what the authors deem to be legitimate goals of education and other issues in free will.
Currently 80% of states have mandates regarding character education. This apparent support for moral education, however, masks a high degree of controversy surrounding the meaning and the methods of moral and/or character education. The purpose of this Handbook is to replace the ideological rhetoric that infects this field with a comprehensive, research-oriented volume that includes the extensive changes that have occurred over the last fifteen years. Coverage includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings. 2008: 254 x 178: 656pp Hb: 978-0-8058-5960-7: £90.00 Pb: 978-0-8058-5961-4: £55.00 eBook: 978-0-203-93143-1
US $195.00
US $89.95
Philosophers and advanced students working in free will, moral psychology, and the philosophy of education will find this text to be extremely useful.
Levinas and Education
2008: 229 x 152: 258pp Hb: 978-0-415-96468-5: £60.00 eBook: 978-0-203-89514-6
Edited by Denise Egéa-Kuehne, Louisiana State University, USA
US $95.00
Citizenship and Moral Education Values in Action Mark Halstead and Mark Pike, University of Plymouth, UK 2006: 234 x 156: 208pp Hb: 978-0-415-23242-5: £95.00 Pb: 978-0-415-23243-2: £24.99 eBook: 978-0-203-08859-3
US $180.00
US $42.95
Intelligence, Destiny and Education The Ideological Roots of Intelligence Testing John White, Institute of Education, University of London, UK 2006: 234 x 156: 184pp Hb: 978-0-415-36892-6: £85.00 Pb: 978-0-415-39493-2: £23.99 eBook: 978-0-203-02919-0
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At the Intersection of Faith and Reason
Series: Routledge International Studies in the Philosophy of Education This book provides an introduction to some of Levinas’s major themes of ethics, justice, hope, hospitality, forgiveness and more. Levinas always insisted that his aim was not to provide ’a program,’ and accordingly, it is not the intent of the authors to look in Levinas’ texts for a set of guidelines, rules, or precepts to be applied to education. Rather, this study invites educators, and researchers in philosophy and philosophy of education, to a thoughtful and critical reading of Levinas, and to engage with his unique style of analysis and questioning as they uncover with these authors the necessity and the possibility of thinking education anew in terms of ethics, justice, responsibility, hope and faith.
US $42.95
2008: 229 x 152: 314pp Hb: 978-0-415-76385-1: £75.00 eBook: 978-0-203-89538-2
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US $120.00
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SOCIOLOGY OF EDUCATION NEW
NEW
Handbook of Research on the Sociocultural Foundations of Education
3RD EDITION
Edited by Steve Tozer and Annette Henry, both at University of Illinois, USA and Bernardo P. Gallegos
John L. Rury, University of Kansas, USA
Education and Social Change Contours in the History of American Schooling
This Handbook provides a comprehensive overview of what is possibly the broadest, most loosely-coupled and least understood field of education. As a field of study, the sociocultural foundations of education lies both inside and outside the study of teaching and school administration. Using analytical methods borrowed from the humanities and social sciences, it provides critical, interdisciplinary perspectives of teaching and school practices. The volume approaches the social foundations of education in two ways. First, it provides traditional and emerging theoretical perspectives (or lens) that can be used to view and analyze any educational phenomena. Section I covers traditional perspectives and Section II emerging perspectives. Second, it describes and analyzes specific cultural forces and changes (phenomena) using the theoretical perspectives provided in sections I and II. Section III examines the forces of globalization, institutions and power. Section IV looks at media, technology, and popular culture and Section V at schools, pedagogy and students. May 2009: 229 x 152 Hb: 978-0-8058-4211-1: £105.00 Pb: 978-0-8058-4212-8: £50.00
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In this brief, interpretive history of American schooling, John Rury focuses on the evolving relationship between education and social change. This revised edition considers the impact of social forces such as industrialization, urbanization, immigration and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education. 2008: 229 x 152: 288pp Hb: 978-0-415-99564-1: £75.00 Pb: 978-0-415-99544-3: £21.99 eBook: 978-0-203-88841-4
US $135.00
US $39.95
US $250.00
US $99.95
NEW
The Routledge International Handbook of Critical Education Edited by Michael W. Apple, University of Wisconsin, USA, Wayne Au, California State University, Fullerton, USA and Luis Armando Gandin, Federal University of Rio Grande do Sul, Porto Alegre, Brazil The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education’s relationship to economic, political, and cultural power. The various sections of this book integrate into their analyzes the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: • Social Movements and Pedagogic Work • Critical Research Methods for Critical Education • The Politics of Practice and the Recreation of Theory •The Freirian Legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with 35 newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future. January 2009: 254 x 178: 520pp Hb: 978-0-415-95861-5: £105.00
US $195.00
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SOCIOLOGY OF EDUCATION
Education and the Family
Activist Educators
Passing Success Across the Generations
Breaking Past Limits
Leon Feinstein, Kathryn Duckworth and Ricardo Sabates, all at Institute of Education, University of London, UK
Edited by Catherine Marshall and Amy L. Anderson, both at University of North Carolina, Chapel Hill, USA
Series: Foundations and Futures of Education The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy. 2008: 216 x 138: 240pp Hb: 978-0-415-39636-3: £80.00 Pb: 978-0-415-39637-0: £23.99 eBook: 978-0-203-89492-7
US $150.00
US $47.95
NEW
Handbook of Social Justice in Education
Taking an active stand in today’s conservative educational climate can be a risky business. Given both the expectations of the profession and the challenge of participation in social justice activism, how do educator activists manage the often competing demands of professional and activist commitments? Activist Educators offers a view into the big picture of assertive idealistic professionals’ lives by presenting rich qualitative data on the impetus behind educators’ activism and the strategies they used to push limits in fighting for a cause. Chapters follow the stories of educator activists as they take on problems in schools, including sexual harassment, sexism, racism, reproductive rights, and GLBT rights. The research in Activist Educators contributes to an understanding of professional and personal motivations for educators’ activism, ultimately offering a significant contribution to aspiring teachers who need to know that education careers and social justice activist causes need not be mutually exclusive pursuits. 2008: 229 x 152: 232pp Hb: 978-0-415-95666-6: £75.00 Pb: 978-0-415-95667-3: £20.99 eBook: 978-0-203-89258-9
US $125.00
US $36.95
Edited by William Ayers, Therese Quinn and David Stovall, all at University of Illinois at Chicago, USA This comprehensive, up-to-date review of the field – addresses, from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. Each of the nine sections explores a primary theme of social justice and education: • Historical and TheoreticalPerspectives • International Perspectives on Social Justice in Education • Race and Ethnicity, Language and Identity: Seeking Social Justice in Education • Gender, Sexuality and Social Justice in Education • Bodies, Disability and the Fight for Social Justice in Education • Youth and Social Justice in Education • Globalization: Local and World Issues in Education •The Politics of Social Justice Meets Practice: Teacher Education and School Change •Classrooms, Pedagogy, and Practicing Justice. Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educational foundations, multicultural/diversity education, educational policy, and curriculum and instruction. 2008: 254 x 178: 792pp Hb: 978-0-8058-5927-0: £170.00 Pb: 978-0-8058-5928-7: £50.00 eBook: 978-0-203-88774-5
US $225.00
US $89.95
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SOCIOLOGY OF EDUCATION Telling Stories to Change the World
Revolutionizing Education
Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims
Youth Participatory Action Research in Motion
Edited by Rickie Solinger, historian and curator, USA, Madeline Fox, The City University of New York, USA and Kayhan Irani, artist and activist, USA
Edited by Julio Cammarota and Michelle Fine, City University of New York, USA A definitive statement of YPAR as it relates to education with an informative combination of theory and practice, this edited collection addresses both the political challenges and inherent power imbalances of conducting research with young people.
’It is difficult to underscore the importance of books like Telling Stories to Change the World... Books like this one remind us that we are all related and that an arts-based dialogue that allows oppressed people to tell their stories can help with this awakening.’ – Four Arrows, aka Jacobs, D.T., Teachers College Record Telling Stories to Change the World is a powerful collection of essays about community-based and interest-based projects where storytelling is used as a strategy for speaking out for justice. Contributors from locations across the globe including Uganda, Darfur, China, Afghanistan, South Africa, New Orleans, and Chicago describe grassroots projects in which communities use narrative as a way of exploring what a more just society might look like and what civic engagement means. These compelling accounts of resistance, hope, and vision showcase the power of the storytelling form to generate critique and collective action. Together, these projects demonstrate the contemporary power of stories to stimulate engagement, active citizenship, the pride of identity, and the humility of human connectedness. 2008: 229 x 152: 280pp Hb: 978-0-415-96079-3: £75.00 Pb: 978-0-415-96080-9: £18.99 eBook: 978-0-203-92806-6
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2008: 229 x 152: 256pp Hb: 978-0-415-95615-4: £75.00 Pb: 978-0-415-95616-1: £19.99 eBook: 978-0-203-93210-0
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The Way Class Works Readings on School, Family, and the Economy Edited by Lois Weis, University at Buffalo, SUNY, USA This collection discusses conditions of social class and the ways in which class is produced in educational institutions and families, while simultaneously interrogating and challenging our understandings of social class as it is linked to race, gender, and nation.
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2007: 254 x 178: 408pp Hb: 978-0-415-95707-6: £75.00 Pb: 978-0-415-95708-3: £22.99 eBook: 978-0-203-93500-2
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Learning Privilege Lessons of Power and Identity in Affluent Schooling Adam Howard, Hanover College, Indiana, USA
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Spatial Theories of Education Policy and Geography Matters
Grounded in an extensive ethnographic account, Learning Privilege examines the concept of privilege itself and the cultural and social processes in schooling that reinforce and regenerate privilege. September 2007: 229 x 152: 296pp Hb: 978-0-415-96081-6: £75.00 Pb: 978-0-415-96082-3: £19.99 eBook: 978-0-203-93950-5 US $125.00
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Edited by Kalervo N. Gulson, Charles Sturt University, Australia and Colin Symes, Macquarie University, Australia Series: Routledge Research in Education This collection of original work, within the sociology of education, draws on the ‘spatial turn’ in comtemporary social theory. 2007: 234 x 156: 298pp Hb: 978-0-415-40395-5: £80.00 eBook: 978-0-203-94098-3
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SOCIOLOGY OF EDUCATION
Schooling and the Politics of Disaster
2ND EDITION
Edited by Kenneth J. Saltman, DePaul University, USA
Teaching for Diversity and Social Justice
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.
Edited by Maurianne Adams and Pat Griffin, both at University of Massachusetts, Amherst, USA and Lee Anne Bell, Barnard College, USA For nearly a decade, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations and curricular frameworks for social justice teaching practice.
Understanding Private Sector Participation in Public Sector Education
This thoroughly revised second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. Building on the interest in social justice education, the second edition offers coverage of current issues and controversies while preserving the hands-on format and inclusive content of the original. Teaching for Diversity and Social Justice presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society.
Stephen J. Ball, Institute of Education, University of London, UK
This book includes a CD-ROM with extensive appendices for participant handouts and facilitator preparation.
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Education plc
In Education plc, Stephen Ball provides a comprehensive, analytic and empirical account of the privatisation of education. He questions the kind of future we want for education and what role privatisation and the private sector may have in that future. Using policy sociology to describe and critically analyse changes in policy, policy technologies and policy regimes, he looks at the ethical and democratic impacts of these changes. . 2007: 234 x 156: 232pp Hb: 978-0-415-39940-1: £80.00 Pb: 978-0-415-39941-8: £23.99 eBook: 978-0-203-96420-0
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Sociology of Education A Critical Reader Edited by Alan R. Sadovnik, Rutgers University, USA This comprehensive reader examines the most pressing topics in sociology and education and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling and society.
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Education and Society 25 Years of the British Journal of Sociology of Education Edited by Len Barton Series: Education Heritage 2006: 234 x 156: 384pp Hb: 978-0-415-40975-9: £90.00 eBook: 978-0-203-96424-8
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INDEX A
33
Cuypers, Stefaan E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
AACTE Committee on Innovation and Technology, The . . . .25 Activist Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Adams, Maurianne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Affirming Students’ Right to Their Own Language . . . . . . . .16 Alexander, Hanan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Alexander, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Allard, Andrea C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Anderson, Amy L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Apple, Michael W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Arnot, Madeleine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8, 10 Au, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3, 29 Aulls, Mark W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Ayers, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
D Danaher, Patrick Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Dangerous Rise of Therapeutic Education, The . . . . . . . . . . .27 Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 2 Darder, Antonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Death of Progressive Education, The . . . . . . . . . . . . . . . . . . . .6 del Guadalupe Davidson, Maria . . . . . . . . . . . . . . . . . . . . . .14 Delcourt, Marcia A.B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Doing Multicultural Education for Achievement and Equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Duckworth, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Duffy, Thomas M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Dwyer, Carol Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
B Bagley, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13, 32 Baltodano, Marta P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Banks, James A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15, 23 Barton, Len . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Bekerman, Zvi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Bell, Lee Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Benham, Maenette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Black Literate Lives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Bringing Knowledge Back In . . . . . . . . . . . . . . . . . . . . . . . . . .6 Buras, Kristen L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
C Cahn, Steven M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Cammarota, Julio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Chapman, Thandeka K. . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Citizenship and Moral Education . . . . . . . . . . . . . . . . . . . . . .28 Citizenship, Education and Social Conflict . . . . . . . . . . . . . . .11 Civic Education for Diverse Citizens in Global Times . . . . . . .12 Cobb Scott, Jerrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Constructivist Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Contemporary Theories of Learning . . . . . . . . . . . . . . . . . . .24 Cosmopolitanism and the Age of School Reform . . . . . . . . .26 Critical Essays on Major Curriculum Theorists . . . . . . . . . . . . .6 Critical Literacy and Urban Youth . . . . . . . . . . . . . . . . . . . . .21 Critical Pedagogy Reader, The . . . . . . . . . . . . . . . . . . . . . . . .25 Critical Perspectives on bell hooks . . . . . . . . . . . . . . . . . . . . .14 Critical Social Thought Series . . . . . . . . . . . . .3, 14, 15, 17, 20 Crook, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Cross-Cultural Studies in Curriculum . . . . . . . . . . . . . . . . . . .22 Cultural Education–Cultural Sustainability . . . . . . . . . . . . . . .21 Culture in School Learning . . . . . . . . . . . . . . . . . . . . . . . . . .20 Cultures, Contexts, and World Englishes . . . . . . . . . . . . . . . .19 Curriculum and Imagination . . . . . . . . . . . . . . . . . . . . . . . . . .4 Curriculum and the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . .4 Curriculum Studies Handbook – The Next Moment . . . . . . . .5 Curriculum Studies Reader, The . . . . . . . . . . . . . . . . . . . . . . . .5
E Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Educating the Gendered Citizen . . . . . . . . . . . . . . . . . . . . . . .8 Education and Hope in Troubled Times . . . . . . . . . . . . . . . . .14 Education and Neoliberal Globalization . . . . . . . . . . . . . . . . .10 Education and Social Change . . . . . . . . . . . . . . . . . . . . . . . .29 Education and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Education and the Family . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Education Heritage Series . . . . . . . . . . . . . . . . . . . . . .4, 13, 32 Education plc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Education, Globalisation and New Times . . . . . . . . . . . . . . .13 Educational Psychology Handbook Series . . . . . . . . . . . . . . .28 Educational Psychology Series . . . . . . . . . . . . . . . . . . . . . . . . .7 Educational Theories, Cultures and Learning . . . . . . . . . . . . . .1 Edwards, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Egéa-Kuehne, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Eppert, Claudia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 ESL & Applied Linguistics Professional Series . . . . . . . . . . . . .19 Essays on Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
F Feinstein, Leon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Feminism and ’The Schooling Scandal’ . . . . . . . . . . . . . . . . . .9 Fennell, Shailaja . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Fine, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Fisher, Maisha T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Flinders, David J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Foundations and Futures of Education Series . . . . . . . . .10, 30 Foundations of Critical Race Theory in Education . . . . . . . . .16 Fox, Lynn H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Fox, Madeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Francis, Becky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
G Gabbard, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Gallegos, Bernardo P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Gandin, Luis Armando . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
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INDEX
Gender Education & Equality in a Global Context . . . . . . . . .10 Gender, Schooling and Global Social Justice . . . . . . . . . . . . .10 Giarelli, James M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Gillborn, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16, 19 Global Perspectives in the Geography Curriculum . . . . . . . . . .5 Globalisation & Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Globalization of Education . . . . . . . . . . . . . . . . . . . . . . . . . .11 Globalizing Education, Educating the Local . . . . . . . . . . . . .12 Globalizing Educational Policy . . . . . . . . . . . . . . . . . . . . . . . .11 Goodson, Ivor F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Grant, Carl A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18, 23 Grayson, Dolores A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Griffin, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Gulson, Kalervo N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
H Haji, Ishtiyaque . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Halstead, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Handbook for Achieving Gender Equity Through Education . .9 Handbook of Asian Education . . . . . . . . . . . . . . . . . . . . . . .15 Handbook of Moral and Character Education . . . . . . . . . . .28 Handbook of Research on the Sociocultural Foundations of Education . . . . . . . . . . . . . . . . . . . . . . . . .29 Handbook of Social Justice in Education . . . . . . . . . . . . . . . .30 Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators . . . . . . . . . . . . . . . . . . . .25 Harris, Anita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Henry, Annette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Hicks, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 History of Multicultural Education . . . . . . . . . . . . . . . . . . . . .18 Holden, Cathie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 How We Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Howard, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Human Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
I Illeris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24, 25 Indigenous Educational Models for Contemporary Practice .17 Inquiry in Education, Volume I &II . . . . . . . . . . . . . . . . . . . . . .7 Intelligence, Destiny and Education . . . . . . . . . . . . . . . . . . . .28 Interdisciplinary Education in the Age of Assessment . . . . . . .3 International Perspectives on Educational Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Intersection of Cultures, The . . . . . . . . . . . . . . . . . . . . . . . . .22 Irani, Kayhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
K Kachru, Yamuna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Katz, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Kaufman, Douglas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Kenny, MĂĄirĂn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Key Concepts for Understanding Curriculum . . . . . . . . . . . . .4 Klein, Susan S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Knowledge and Power in the Global Economy . . . . . . . . . . .12 Knowledge Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Knowledge, Value and Educational Policy . . . . . . . . . . . . . . . .2 Kopelowitz, Ezra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Kramarae, Cheris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
L Ladson-Billings, Gloria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Language, Culture, and Teaching Series . . . . . . . . . . . . . . . .21 Lauder, Hugh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 2 Learning from the Margins . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Learning Privilege . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Leonardo, Zeus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Levinas and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Liberalism, Community, Education . . . . . . . . . . . . . . . . . . . .27 Lingard, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Lowe, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
M Maguire, Meg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Malewski, Erik . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Marsh, Colin J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Marshall, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 McCulloch, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 McKernan, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 McLeod, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Minority Status, Oppositional Culture & Schooling . . . . . . . .21 Mirza, Heidi Safia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Moral Responsibility, Authenticity, and Education . . . . . . . . .28 Morrell, Ernest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Moss, David M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Murrell, Jr., Peter C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
N Narvaez, Darcia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 New Paradigm for Global School Systems, A . . . . . . . . . . . .13 Next Wave Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Norris, Nigel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Nucci, Larry P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
O J Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Jha, Madan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
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Ogbu, John U. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Olssen, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Osborn, Terry A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
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35
Parker, Stella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Philosophy of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Pike, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Pinson, Halleli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Pollard, Diane S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Popkewitz, Thomas S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Porter, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 2
Spring, Joel . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11, 13, 22, 27 Standish, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Stobart, Gordon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Stovall, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Straker, Dolores Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Studies in Curriculum Theory Series . . . . . . . . . . . . . . . . .5, 22 Symes, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Q
T
Quinn, Therese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
R Race, Culture, and Education . . . . . . . . . . . . . . . . . . . . . . . .23 Race, Culture, and Schooling . . . . . . . . . . . . . . . . . . . . . . . .22 Race, Gender and Educational Desire . . . . . . . . . . . . . . . . . . .8 Race, Whiteness, and Education . . . . . . . . . . . . . . . . . . . . . .15 Racism and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Remy Leder, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Revolutionizing Education . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Richardson, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Rightist Multiculturalism . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Routledge International Companion to Multicultural Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Routledge International Encyclopedia of Education, The . . . . .7 Routledge International Handbook of Critical Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Routledge International Studies in the Philosophy of Education Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Routledge Research in Education Series . . . .10, 11, 17, 27, 31 Rubin, Beth C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Rury, John L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Rutgers Invitational Symposium on Education Series . . . . . .12
S Sabates, Ricardo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Sadovnik, Alan R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Saltman, Kenneth J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Schooling and the Politics of Disaster . . . . . . . . . . . . . . . . . .32 Schwandt, Thomas A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Scott, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Shapiro, H. Svi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Shore, Bruce M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Skelton, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Sleeter, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Sociocultural, Political, and Historical Studies in Education Series . . . . . . . . .11, 12, 13, 14, 17, 21, 22, 27 Sociology of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Solinger, Rickie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Somekh, Bridget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Spatial Theories of Education . . . . . . . . . . . . . . . . . . . . . . . .31
Taylor, Edward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Teachers’ Library Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Teaching for Diversity and Social Justice . . . . . . . . . . . . . . . .32 Teaching the Global Dimension . . . . . . . . . . . . . . . . . . . . . . .13 Telling Stories to Change the World . . . . . . . . . . . . . . . . . . .31 Testing Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Thornton, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Tobias, Sigmund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Torres, Carlos Alberto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Torres, Rodolfo D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Tozer, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Traveller, Nomadic and Migrant Education . . . . . . . . . . . . . .17
U Unequal By Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Unterhalter, Elaine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Usher, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
V Verma, Gajendra K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Visible Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
W Wang, Hongyu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Way Class Works, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Weis, Lois . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Wheels in the Head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 White, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Y Yancy, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Yonah, Yossi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Young, Michael F.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Z Zhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
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