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educational Studies


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Exploring EducationAn Introduction to the Foundations of EducationEdited by alan R. Sadovnik, Rutgers University, USA, Peter w. Cookson, Ideas without Borders, USA and Susan F. Semel, The City College of New York and The Graduate Center of City University of New York, USA

4th Edition

This text offers an alternative to traditional

foundations texts by combining a point-of-view

analysis with primary source readings. Pre- and in-

service teachers will find a solid introduction to the

foundations disciplines – history, philosophy, politics,

and sociology of education – and their application

to educational issues including school organization

and teaching, curriculum and pedagogic practices,

education and inequality, and school reform

and improvement. At a time when foundations

of education are marginalized in many teacher

education programs and teacher education reform

pushes scripted approaches to curriculum and

instruction, Exploring Education helps teachers to

think critically about the “what” and “why” behind

the most pressing issues in contemporary education.

November 2012: 6 x 9Hb: 978-0-415-80862-0: $165.00Pb: 978-0-415-80861-3: $84.95

For more information, visit: www.routledge.com/9780415808613

new in 2012


Welcome to Routledge

Educational StudiesNew Titles and Key Backlist 2012

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contEntSMulticultural Education, Diversity, and Social Justice Education . . . . . . . . . . . . . . . . . . . 2

Sociology of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Global and Comparative Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Educational Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Curriculum Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Qualitative Research Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Routledge Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Major Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

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multicultural Education, divErSity, and Social juSticE Education

NEW

Learning to Teach in Urban SchoolsThe Transition from Preparation to Practice

Etta R. Hollins, University of Missouri, Kansas City, USA

This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of

the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.

October 2011: 6 x 9: 128ppHb: 978-0-415-89385-5: $135.00Pb: 978-0-415-89386-2: $38.95eBook: 978-0-203-81550-2


NEW

Diversity in American Higher EducationToward a More Comprehensive Approach

Edited by Lisa M. Stulberg and Sharon Lawner Weinberg, both at New York University, USA

Diversity has been a focus of higher education policy, law, and scholarship for decades, continually expanding to include not only race, ethnicity and gender, but also socioeconomic status, sexual and political orientation, and more. However, existing collections still tend to focus on a narrow definition of diversity in education, or in relation to singular topics like access to

higher education, financial aid, and affirmative action. By contrast, Diversity in American Higher Education captures in one volume the wide range of critical issues that comprise the current discourse on diversity on the college campus in its broadest sense.

This edited collection explores:

•legalperspectivesondiversityandaffirmativeaction

•highereducation’srelationshiptothedeeperrootsofK-12 equity and access

•policy,politics,andpractice’seffectsonstudents,faculty, and staff.

Bringing together the leading experts on diversity in higher education scholarship, Diversity in American Higher Education redefines the agenda for diversity as we know it today.

June 2011: 6 x 9: 312ppHb: 978-0-415-87451-9: $155.00Pb: 978-0-415-87452-6: $47.95eBook: 978-0-203-83674-3


NEW IN 2011

Art and Social Justice EducationCulture as Commons

Edited by Therese M. Quinn and John Ploof, both at The School of the Art Institute of Chicago, USA and Lisa J. Hochtritt, Rocky Mountain College, USA

”This book will be enthusiastically embraced by all who understand that art education can be a powerful way to create citizens who are engaged participants in society. It moves us far beyond art education as holiday decorations for the classroom and explores the power of the arts to raise critical issues of social

justice.” – Mara Sapon-Shevin, Syracuse University, USA

”This anthology evokes ingenious images of teaching and learning. It presents in a compelling and well-argued fashion the undeniable affinity between educators striving to achieve a more equitable society and artists seeking to better inhabit the world. A must-read for all those engaged in the evolving work for change.” – Flávia Bastos, School of Art, University of Cincinnati, USA

Art and Social Justice Education offers inspiration and tools for educators to craft critical, meaningful, and transformative arts education curriculum and arts integration projects. The images, descriptive texts, essays, and resources are grounded within a clear social justice framework and linked to ideas about culture as commons. Essays and a section written by and for teachers who have already incorporated contemporary artists and ideas into their curriculums help readers to imagine ways to use the content in their own settings. This book is enhanced by a Companion Website featuring artists and artworks, project examples, and dialogue threads for educators.

Proposing that art can contribute in a wide range of ways to the work of envisioning and making a more just world, this imaginative, practical, and engaging sourcebook of contemporary artists’ works and education resources advances the field of arts education, locally, nationally, and internationally, by moving beyond models of discipline-based or expressive art education. It will be welcomed by all educators seeking to include the arts and social justice in their curricula.

December 2011: 6 x 9: 224ppHb: 978-0-415-87906-4: $140.00Pb: 978-0-415-87907-1: $49.95eBook: 978-0-203-85247-7



The Irregular SchoolExclusion, Schooling and Inclusive Education

Roger Slee, Institute of Education, University of London, UK

Series: Foundations and Futures of Education

Inclusive education has been incorporated in government education policy around the world. Key international organisations such as UNESCO and OECD declare their commitment to Education for All and the principles and practice of inclusive education. There is no doubt that despite this respectability inclusive education is hotly contested and generates intense debate amongst teachers, parents, researchers and policy-makers. People continue to argue over the nature and extent of inclusion.

The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools. It will be of interest to all those working and researching in the field of inclusive education.

2010: 6-1/4 x 9-1/4: 232ppHb: 978-0-415-47989-9: $120.00Pb: 978-0-415-47990-5: $39.95eBook: 978-0-203-83156-4


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Browse and order online: www.routledge.com/education


Teaching/Learning Social Justice Series

Senior Editor: Lee Anne Bell, Barnard College, USA

NEW IN 20122nd Edition

Understanding White PrivilegeCreating Pathways to Authentic Relationships Across Race

Frances E. Kendall

Knowingly and unknowingly we all grapple with race every day. Understanding White Privilege delves into the complex interplay between race, power, and privilege in both organizations and private life. It offers an unflinching look at how ignorance can perpetuate privilege, and offers practical and thoughtful insights into how people of all races can work to break this cycle. Based on thirty years of work in diversity and colleges, universities, and corporations, Frances Kendall candidly invites readers to think personally about how race – theirs and others’ – frames experiences and relationships, focusing squarely on white privilege and its implications for building authentic relationships across race.

This revised edition includes an extensive CD-Rom of ”Tools for Understanding White Privilege,” a guide for students, teachers, and facilitators on how to use the book more effectively in opening dialogues about white privilege. This rich resource includes suggestions for how to introduce key concepts, questions for deeper exploration (for class discussion and/or writing assignments), in-class exercises as well as out-of-class ”experiments,” and a list of other resources.

June 2012: 6 x 9: 200ppHb: 978-0-415-87426-7: $130.00Pb: 978-0-415-87427-4: $27.95


Storytelling for Social JusticeConnecting Narrative and the Arts in Antiracist Teaching

Lee Anne Bell, Barnard College, USA

Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism.

2010: 6 x 9: 144ppHb: 978-0-415-80327-4: $140.00Pb: 978-0-415-80328-1: $29.95eBook: 978-0-203-85223-1


NEW

Actions Speak Louder than WordsCommunity Activism as Curriculum

Celia Oyler, Teachers College, Columbia University, USA

How do educators engage students in community action projects without telling them what to think, how to think, or what to do? Is it possible to integrate social justice organizing into the curriculum without imposing one’s political views on students? In Actions Speak Louder than Words, longtime activist and teacher educator Celia Oyler delves into such questions through firsthand

accounts of social action projects. By moving beyond charity work or volunteerism, she shows how community activism projects offer fertile ground for practicing democratic engagement as part of classroom work.

Actions Speak Louder than Words is a systematic, qualitative study offering in-depth and detailed portraits of teachers who design social action projects as part of the regular classroom curriculum. Each case forms a chapter organized as a narrative that includes excerpts from classroom dialogues, and interviews with students, teachers, and parents describing their social action projects with sufficient detail to give educators guidance for designing such projects for their own classrooms. The final chapter examines power, pedagogy, and learning outcomes across the cases, providing specific guidance to educators wishing to take up such projects and offering instructional and procedural advice as well as cautions. A fresh new example of taking up the challenge to teach toward equity and social justice, Actions Speak Louder than Words is an invaluable resource for educators who are passionate about the possibility of integrating activism and advocacy into curriculum as a means to engage in strong democracy.

August 2011: 6 x 9: 208ppHb: 978-0-415-88161-6: $140.00Pb: 978-0-415-88162-3: $36.95eBook: 978-0-203-80508-4


2nd Edition

Promoting Diversity and Social JusticeEducating People from Privileged Groups

Diane J. Goodman

Promoting Diversity and Social Justice provides theories, perspectives, and strategies that are useful for working with adults from privileged groups – those who are in a more powerful position in any given type of oppression. The thoroughly revised edition of this accessible and practical guide offers tools that allow educators to be more reflective and intentional in their work –

helping them to consider who they’re working with, what they’re doing, why they’re doing it and how to educate more effectively.

New features include:

•anewchapter,”TheJoyofUnlearningPrivilege/Oppression,” highlights specific ways people from privileged groups benefit from unlearning privilege/oppression and from creating greater equity

•anewchapter,”AlliesandAction,”givesfocusandguidance on how people from privileged groups can constructively and appropriately be involved in social change efforts

•updatedAppendixofadditionalresources.

The theories and approaches discussed can be applied to a range of situations and audiences. This book is an excellent resource for professors, teachers in classrooms and workshops, counselors, organizers, student affairs personnel, community educators, advocates, group facilitators and any other diversity trainers involved with educating others about diversity and equity.

March 2011: 6 x 9: 232ppHb: 978-0-415-87287-4: $140.00Pb: 978-0-415-87288-1: $36.95eBook: 978-0-203-82973-8


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2nd Edition

Rethinking Contemporary Art and Multicultural EducationNew Museum

For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking

Contemporary Art and Multicultural Education continues to provide an accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history. Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of the original to present new possibilities and modes of understanding art, culture, and their relationships to students and ourselves.

The fully revised second edition provides new theoretical and practical resources for educators and students everywhere, including:

•educators’perspectivesoncontemporaryart,multicultural education, and teaching in today’s classroom

•full-colorreproductionsandwritingsonover50contemporary artists and their works, plus an additional 150 black-and-white images throughout

•lessonplansforusingarttoexploretopicalissuessuchas activism and democracy, conflict: local and global, and history and historicism

•acompanionwebsiteofferingover250colorreproductions of artwork from the book, a glossary of terms, and links to the New Museum and G: Class websites – www.routledge.com/textbooks/9780415960854.

2010: 7-7/8 x 9-7/16: 448ppHb: 978-0-415-88346-7: $150.00Pb: 978-0-415-96085-4: $54.95eBook: 978-0-203-84025-2


2nd Edition

Doing Multicultural Education for Achievement and EquityCarl A. Grant, University of Wisconsin-Madison, USA and Christine E. Sleeter, California State University, Montery Bay, USA

Doing Multicultural Education for Achievement and Equity, a hands-on, multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl A. Grant and Christine E. Sleeter, two of the most eminent scholars of multicultural teacher education,

help pre-service teachers develop the tools they will need to learn about their students and their students’ communities and contexts, about themselves, and about the social relations in which schools are embedded. Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers.

Features and updates to this much-anticipated second edition include:

•reflectionboxesthatencouragestudentstoactivelyengage with the text and concepts, along with downloadable templates available on Routledge.com

•”PuttingItintoPractice”activitiesthatofferconcretesuggestions for really ”doing” multicultural work in the classroom

•fictionalvignettesthatillustratetherealissuesteachereducation students face and the ways their own cultural attitudes can impact their response

•newcoverageofissuespertainingtostudentachievement, federal and state policy, and socioeconomic connections between the current economy and educational funding

•amorecomprehensivediscussionaboutthedifferentsocial movements that have affected education in the past and present.

February 2011: 7 x 10: 288ppHb: 978-0-415-88056-5: $135.00Pb: 978-0-415-88057-2: $44.95eBook: 978-0-203-83139-7


Critical Race Theory MattersEducation and Ideology

Margaret Zamudio, Christopher Russell, Francisco Rios and Jacquelyn L. Bridgeman, all at University of Wyoming, USA

Critical Race Theory Matters provides a comprehensive and accessible overview of this influential movement, shining its keen light on specific issues within education.

2010: 6 x 9: 192ppHb: 978-0-415-99673-0: $125.00Pb: 978-0-415-99674-7: $31.95eBook: 978-0-203-84271-3


AERA OUTsTANDINg BOOk AWARD

Dismantling Contemporary Deficit ThinkingEducational Thought and Practice

Richard R. Valencia, The University of Texas, Austin, USA

Series: The Critical Educator

Deficit thinking is a pseudoscience founded on racial and class bias. It ”blames the victim” for school failure instead of examining how schools are structured to prevent poor students and students of color from learning. Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by

framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking.

Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model, the culture of poverty model, and the ”at-risk” model in which poor students, students of color, and their families are pathologized and marginalized. Richard R. Valencia challenges these three contemporary components of the deficit thinking theory by providing incisive critiques and discussing competing explanations for the pervasive school failure of many students in the nation’s public schools. Valencia also discusses a number of proactive, anti-deficit thinking suggestions from the fields of teacher education, educational leadership, and educational ethnography that are intended to provide a more equitable and democratic schooling for all students.

2010: 6 x 9: 248ppHb: 978-0-415-87709-1: $145.00Pb: 978-0-415-87710-7: $36.95eBook: 978-0-203-85321-4


Critical MulticulturalismTheory and Praxis

Edited by Stephen May, University of Waikato, New Zealand and Christine E. Sleeter, California State University, Monterey Bay, USA

”This masterful treatment of transformative critical multiculturalism within unconventional disciplines, in one collection and across many nations, positions this book as an important contribution to the field and marks a turning point in critical multiculturalism.” – Language Arts

This book brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice.

2010: 6 x 9: 232ppHb: 978-0-415-80284-0: $135.00Pb: 978-0-415-80285-7: $45.95eBook: 978-0-203-85805-9


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3rd Edition

Chicano School Failure and SuccessPast, Present, and Future

Edited by Richard R. Valencia, The University of Texas, Austin, USA

Richly informative and accessibly written, Chicano School Failure and Success, Third Edition includes completely revised and updated chapters that incorporate recent scholarship and research on the current realities of the Chicano school experience.

2010: 7 x 10: 328ppHb: 978-0-415-88060-2: $140.00Pb: 978-0-415-88061-9: $47.95eBook: 978-0-203-83598-2


NEW

Invisible No MoreUnderstanding the Disenfranchisement of Latino Men and Boys

Edited by Pedro Noguera, New York University, USA, Aîda Hurtado, University of California, Santa Barbara, USA and Edward Fergus, New York University, USA

Latino men and boys in the United States are confronted with a wide variety of hardships that are not easily explained or understood. They are populating prisons, dropping out of high school, and overrepresented in the service industry at alarming degrees. Young Latino men, especially, have among the lowest wages earned in the country, a rapidly growing rate of HIV/AIDS, and one of the

highest mortality rates due to homicide. Although there has been growing interest in the status of men in American society, there is a glaring lack of research and scholarly work available on Latino men and boys.

This groundbreaking interdisciplinary volume, edited by renowned scholars Pedro Noguera, Aîda Hurtado and Edward Fergus addresses the dearth of scholarship and information about Latino men and boys to further our understanding of the unique challenges and obstacles that they confront during this historical moment. The contributors represent a cross section of disciplines from health, criminal justice, education, literature, psychology, economics, labor, sociology and more. By drawing attention to the sweeping issues facing this segment of the population, this volume interjects into research and policy a set of principles and overarching guidelines for decreasing the invisibility and thus the disenfranchisement of Latino men and boys.



2nd Edition

Classroom Communication and DiversityEnhancing Instructional Practice

Robert G. Powell and Dana Powell, both at California State University, Fresno, USA

Series: Routledge Communication Series

This volume addresses ways in which culture influences communication in the classroom and provides teachers with information they need to meet the needs of students in multicultural classrooms. For students and scholars in instructional communication.

2010: 6 x 9: 296ppHb: 978-0-415-87718-3: $125.00Pb: 978-0-415-87719-0: $47.95eBook: 978-0-203-85606-2


Social Justice Pedagogy Across the CurriculumThe Practice of Freedom

Edited by Thandeka K. Chapman, University of Wisconsin, Milwaukee, USA and Nikola Hobbel, Humboldt State University, USA

Series: Language, Culture, and Teaching Series

This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms, providing the knowledge and tools educators need to teach for and about social justice across the curriculum in K-12 classrooms.

2010: 6 x 9: 344ppHb: 978-0-415-80600-8: $140.00Pb: 978-0-415-80604-6: $48.95eBook: 978-0-203-85448-8


2nd Edition

Readings for Diversity and Social JusticeEdited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren J. Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming in Laramie, USA, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA

Offering over 130 selections from some of the foremost scholars in from a wide range of fields, Readings for Diversity and Social Justice is the indispensible volume for every student, teacher, and social justice advocate.

2010: 7 x 10: 688ppHb: 978-0-415-99139-1: $145.00Pb: 978-0-415-99140-7: $49.95


2nd Edition

Teaching for Diversity and Social JusticeEdited by Maurianne Adams, Lee Anne Bell and Pat Griffin

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. This thoroughly revised second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of

oppression in classrooms. This book presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society, and includes a CD-ROM with extensive appendices for participant handouts and facilitator preparation.

2007: 7 x 10: 496ppHb: 978-0-415-95199-9: $150.00Pb: 978-0-415-95200-2: $47.95


Bestsellers

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Sociology of Education


NEW IN 2012

Social Class and EducationGlobal Perspectives

Edited by Lois Weis, University at Buffalo, SUNY, USA and Nadine Dolby, Purdue University, USA

Social Class and Education: Global Perspectives is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale. Fifteen essays from contributors representing the US, Europe, China, Latin America and other regions offer an unparalleled examination of how social class differences are made and experienced through schooling. By underscoring the consequences of our new global reality, this volume takes seriously the transnational migration of commerce, capital and peoples and the ramifications of such for education and social structure. Moving beyond national confines, internationally recognized scholars, Lois Weis and Nadine Dolby, offer a set of emblematic essays that break new theoretical and empirical ground on the ways class is produced and maintained through education around the world.

April 2012: 6 x 9: 240ppHb: 978-0-415-88695-6: $135.00Pb: 978-0-415-88696-3: $46.95eBook: 978-0-203-82920-2


NEW

Keywords in Youth StudiesTracing Affects, Movements, Knowledges

Edited by Nancy Lesko, Teachers College, Columbia University, USA and Susan Talburt, Georgia State University, USA

As a unique blend of reference guide, conceptual dictionary, and critical assessment, Keywords in Youth Studies presents and historicizes the ”state of the field.” It offers theoretically-informed analysis of key concepts, and points to possibilities for youth studies’ reconstruction. Contributors include internationally-renowned field experts who trace the origins,

movements, and uses and meanings of ”keywords” such as resistance, youth violence, surveillance, and more. The blending of section essays with focused keywords offers beginning and advanced readers multiple points of entry into the text and connections across concepts. A must-read for graduate students, faculty, and researchers across a range of disciplines, this extraordinary new book promotes new interdisciplinary approaches to youth research and advocacy.



NEW IN 20122nd Edition

Act Your Age!A Cultural Construction of Adolescence

Nancy Lesko, Teachers College, Columbia University, USA

Series: Critical Social Thought

Are our current ways of talking about ”the problem of adolescence” really that different than those of past generations? For the past decade, Act Your Age has provided a provocative and now classic analysis of the accepted ways of viewing teens. By employing a groundbreaking ”history of the present” methodology that resists traditional chronology, author Nancy Lesko analyzes both historical and present social and political factors that produce the presumed “natural adolescent.” This resulting seminal work in the field of youth study forces readers to rethink the dominant interpretations on the social construction of adolescence from the nineteenth century through the present day.

This new edition is updated throughout and includes a full new chapter on 1950s-era assumptions about teenage youth and the corresponding connections to teens today. As in all chapters, Lesko provides careful examination of the concerns of nationalism, sexuality, and social order in terms of how they are projected onto the definitions of adolescents in the media, in schools, and in the home.

April 2012: 6 x 9: 292ppHb: 978-0-415-88761-8: $130.00Pb: 978-0-415-88762-5: $44.95


NEW

Educational Experiences of Hidden Homeless TeenagersLiving Doubled-Up

Ronald E. Hallett, University of the Pacific, USA

Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. More than half of the 1.5 million homeless youth in America are in fact living ”doubled-up,” staying with family or friends because of economic hardship and often on the brink of full-on homelessness.

This book investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, and document analysis shed light on the experience of four doubled-up adolescents and their families. This powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.



NEW IN 2012

Disability Studies and the Inclusive ClassroomCritical Practices for Creating Least Restrictive Attitudes

Arthur Shapiro, Kean University, USA and Susan Baglieri, Long Island University, USA

This book’s mission is to integrate the fields of disability studies and inclusive education. Parts I and II focus on the broad, foundational topics that comprise disability studies (culture, language, history, etc.) and Part III moves into the more practical topics (curriculum, co-teaching, collaboration, classroom organization, disability-specific teaching strategies, etc.) normally associated with inclusive education. This organization conforms to the belief that least restrictive environments (the goal of inclusive education) necessarily emerges from least restrictive attitudes (the goal of disability studies). However, it is important to note that discussions throughout the book attempt to illustrate the intersection of theory and practice.



NEW IN 2012

Vygotsky and SociologyEdited by Harry Daniels, University of Bath, UK

Building on earlier publications by Harry Daniels, this book provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky and Basil Bernstein. It provides a variety of views on the ways in which these two, conceptually linked, bodies of work can be brought together in theoretical frameworks which new

possibilities for empirical work. The need for a creative fusion of the Vygotskian and sociological traditions has been traced through the publication of Vygotsky and Pedagogy and Vygotsky and Research. Such a fusion brings benefits for social science and its application in education and in settings in which human relations may be analyzed as forms of pedagogic relation such as management, human computer interaction, etc.

The book includes contributions from long-established writers in both fields as well as relatively recent contributors to the theoretical debates and the body of research to which it has given rise. It is an important contribution to the development of cross-disciplinary thinking in sociology and psychology.

May 2012: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-67821-6: $128.00Pb: 978-0-415-67822-3: $39.95


7



NEW IN 2011

Educating for the Knowledge Economy?Critical Perspectives

Edited by Hugh Lauder, Michael Young, Harry Daniels, Maria Balarin and John Lowe, all at University of Bath, UK

The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy makers and educationists across the world see education as central to economic competitiveness. However, this book asks fundamental questions about the relationship between the economy and education since, in contrast to policy makers’ rhetoric, the relationship between the two sectors is not

straightforward. An unorthodox account of the knowledge economy and economic globalization suggests that autonomy in the workplace and permission to think will be only given to the elite. In this view many aspirant well-educated middle-class young workers are doomed to disappointment.

In this book, leading scholars from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. Even if we assume that the official view of the knowledge economy is correct are we educating young people to be autonomous, creative thinkers? Are current policies relating to knowledge, learning and assessment consistent with the kinds of workers and skills required for the knowledge economy?

Educating for the Knowledge Economy? will appeal to academics, policy makers, teachers and students interested in the central role of education in the knowledge economy.

December 2011: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-61506-8: $170.00Pb: 978-0-415-61507-5: $51.95eBook: 978-0-203-81769-8


NEW IN 2012

Education and the Culture of ConsumptionPersonalisation and the Social Order

David Hartley, University of Birmingham, UK

For nearly 200 years the school has prepared the worker for the factory of mass production and the ”mass consumer” content with accepting what was on offer. But now a ”revised” educational code appears to be emerging which centers on the concept of ”personalisation,” with its new mode of public service delivery and its new flexibilities of structure and pedagogical process.

In this book, David Hartley raises many questions about this new interest in personalization, including: Why now? What are the theoretical foundations of personalization? What are its pedagogical, curricular and organizational consequences? Does it portend new (and virtual) pedagogical spaces to be opened up by digital technologies? What are the consequences for social justice of personalization? Does personalization diminish the socializing function of the school, or does it simply mean that the only thing we share is that we have the right to personalized service? Does personalization have its intellectual roots in marketing theory rather than educational theory? Is it simply the facilitator of ”education for consumption,” allowing for the insinuation of the ”market” to suffuse even more the fabric of education, albeit under the democratic-sounding clarion call of freedom of choice?

The book will be of interest to postgraduate students and academics studying in the fields of education policy and the social foundations of education, and will also be relevant to students studying public policy, especially health care and social care, and public management.

June 2012: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-59882-8: $128.00Pb: 978-0-415-59883-5: $39.95eBook: 978-0-203-81768-1


Foundations and Futures of Education Series

NEW IN 2012

Education and MasculinitiesSocial, Cultural and Global Transformations

Chris Haywood, Newcastle University, UK and Mairtin Mac an Ghaill, University of Birmingham, UK

Across media, academy and popular culture in western societies there is much talk of an implosion of the modern gender order. As education is often presented as a key site in which a crisis of masculinity is played out, schools have become a focus for practical attempts to reconcile such broader social and cultural transformations through the recalibration of teaching and learning to be more boy-friendly, by increasing male teachers and by masculinising the content of subjects.

In this book, however, the authors argue that the relationship between education and masculinities needs to be considered within the ”bigger picture” of local and global-based changes in society. Locating the masculinity question within this bigger picture, the book brings a fresh evaluation of the key issues. It:

•searchesouttheevidenceforthesuggestionof”academically successful girls” and ”failing boys” and how this plays out in relation to issues of inequality across class and ethnicity

•exploresthemainsocialandculturalapproachestoeducation and masculinities within the broader context of sex/gender relations, including sex role models, masculinity studies, beyond masculinity

•mapscurrentempiricalanalysesofgenderinequalityacross schools, higher education and the labor market

•producesacriticalsynthesiswhichseekstopreserveamaterialist core from earlier feminist and gay/lesbian focuses upon patriarchal relations, male organizational domination and systematic sex/gender discrimination, while incorporating insights from more recent reflection on representation, identity and cultural difference with reference to women’s/girls’ and men’s/boys’ social experiences and cultural meanings

•exploresthecomplexintersectionsbetweendifferentsocial divisions and cultural differences – including sexuality, class, ethnicity, disability, religion and generation

•engageswiththemainacademicaccountsofthepolitical search for gender and sexual (in)equality at a time of rapid global change in which alternative global responses from developing countries that illustrate the limits of Western models and sensibilities.

The book sets out to make a study of education and masculinities accessible to a wide readership. It offers a critical yet constructive diagnosis of the origins and development of current conditions and controversies enveloping gender relations across educational sites.

March 2012: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-59309-0: $130.00Pb: 978-0-415-59310-6: $47.95eBook: 978-0-203-81767-4


8



NEW IN 2012

Postfeminist Education?Girls and the Sexual Politics of Schooling

Jessica Ringrose, Institute of Education, University of London, UK

Using feminist post-structuralist and Foucaldian frameworks this book is a first in its explicit exploration and critique of how educational discourses have directly contributed to post-feminist notions about female power and success. Indeed, some educational research even posits as normative the new ”super,” ”alpha girls,” who have overcome all obstacles and

combine feminine qualities of adaptation and learning with masculine practices of rationality and assertion to become the new successful citizens. This book explores the formation of this new ideal feminine educational subject and the core contemporary dilemma foisted upon girls to somehow balance particular versions of masculinity and femininity to be a ”successful girl.”

Mapping how gender is constructed in international educational policy and research, the author uses a feminist critique, and applies recent feminist psychosocial approaches, to present a methodological framework to understand how girls negotiate and challenge post-feminist formations of sexism. With a focus on educational discourses as distinctly post-feminist, the book uses original research and interviews with teenage girls to explore their own perspectives and responses to post-feminist structures, looking for ways forward in the subject through an examination of how girls re-work, challenge and critique current post-feminist discourses within schools and beyond.

April 2012: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-55748-1: $120.00Pb: 978-0-415-55749-8: $38.95


School TroubleIdentity, Power and Politics in Education

Deborah Youdell, Institute of Education, University of London, UK

This book sets out a series of possible approaches to pursuing social justice in and through educational settings. It identifies a series of key features of the contemporary political, theoretical and popular landscape in relation to school practice.

2010: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-47987-5: $120.00Pb: 978-0-415-47988-2: $38.95eBook: 978-0-203-83937-9


NEW IN 20113rd Edition

Education, Equality and Human RightsIssues of Gender, ’Race’, Sexuality, Disability and Social Class

Edited by Mike Cole, University College Lincoln, UK

”Addressing issues that include the challenge of disability discrimination in schooling, gender and equality, ‘race’ and racism, sexuality and social justice, and class analysis and knowledge formation, Education, Equality and Human Rights is an urgent and important contribution to the social justice literature as it intersects with current educational debates and struggles.” – Professor Peter McLaren, University of Auckland, New Zealand

Education, Equality and Human Rights traces the history of diverse equality issues up to the present, and enables readers to assess their continuing relevance in the future. This third edition has been fully revised to reflect major changes in law and policy and offers contemporary perspectives on world-wide equality issues.

With a new foreword by leading educationist Peter McLaren, this comprehensive, accessible and thought-provoking book will be of interest to teachers, student teachers, education students, and all those more generally interested in issues of equality and human rights.

November 2011: 6-1/4 x 9-1/4: 304ppHb: 978-0-415-58417-3: $160.00Pb: 978-0-415-58416-6: $42.95


Parental Involvement and Academic SuccessWilliam Jeynes, California State University, Long Beach, USA

This volume examines cutting-edge research to provide a thorough understanding of the history, practice, theories, and impact of parental involvement and what aspects of it can best maximize the educational outcomes of students.

2010: 6 x 9: 240ppHb: 978-0-415-99053-0: $140.00Pb: 978-0-415-99054-7: $44.95eBook: 978-0-203-84344-4


Critical Youth Studies Series

Series Editor: Greg Dimitriadis, University at Buffalo, SUNY, USA

NEW IN 2011

Urban Youth and School PushoutGateways, Get-aways, and the GED

Eve Tuck, State University of New York at New Paltz, USA

Recent efforts to reform urban high schools have been marked by the pursuit of ever-increasing accountability policies, most notably through the use of high-stakes standardized testing, mayoral control, and secondary school exit exams. Urban Youth and School Pushout excavates the unintended consequences of such policies on secondary school completion by focusing specifically on the use and over-use of the GED credential. Building on a tradition of critical theory and political economy of education, author Eve Tuck offers a provocative analysis of how accountability tacitly and explicitly pushes out under-performing students from the system. By drawing on participatory action research, as well as the work of indigenous scholars and theories, this theoretically and empirically rich book illustrates urban public schooling as a dialectic of humiliating ironies and dangerous dignities. Focusing on the experiences of youth who have been pushed out of their schools under the auspices of obtaining a GED, Tuck reveals new insights on how urban youth view accountability schooling, value the GED, and yearn for multiple, meaningful routes to graduation.

December 2011: 6 x 9: 208ppHb: 978-0-415-88608-6: $125.00eBook: 978-0-203-82922-6


Lost Youth in the Global CityClass, Culture, and the Urban Imaginary

Jo-Anne Dillabough, University of Cambridge, UK and Jacqueline Kennelly, University of British Columbia, Canada

In Lost Youth in the Global City offers a detailed exploration of the ways in which these groups of young people, marked by economic disadvantage and ethnic and religious diversity, have sought to navigate a new urban terrain and, in so doing, have come to see themselves in new ways. This book sets a productive and generative agenda for the field of critical youth studies.

2010: 6 x 9: 256ppHb: 978-0-415-99557-3: $145.00Pb: 978-0-415-99558-0: $45.95eBook: 978-0-203-85833-2


Also available:For other titles in this series, see page 16

9



NEW IN 2012

Negotiating Ethical Challenges in Youth ResearchEdited by Kitty te Riele, University of Technology Sydney, Australia and Rachel Brooks, Brunel University, UK

Negotiating Ethical Challenges in Youth Research brings together contributors from across the world to explore real-life ethical dilemmas faced by researchers working with young people in a range of social science disciplines. Unlike existing literature that tends to discuss youth research at an abstracted and exalted level this volume aims to make the basic principles and guidelines of youth research more ”real.” By openly discussing actual challenges that researchers have experienced in the course of conducting their fieldwork or interpreting their findings the collection provides the most authentic overview of youth researcha vailable.

A careful selection of chapters address a range of ethical challenges of particular relevance to contemporary youth researchers. Each chapter:

•identifiesanethicalissuethattheauthorhaspersonally experienced in his or her youth research

•explainswhythiswasachallengeordilemma

•outlineshowtheresearchersrespondedtothechallenge

•providesadviceanddrawsoutbroaderimplications for youth researchers.

Throughout every chapter, the authentic touchstone provided is further enforced by sound and reflective use of relevant literature related to the specific research project, as well as broader methodological and ethical literature. The result is a collection that is a rigorous and valuable resource both to those embarking on research with young people for the first time and to supporting the resolution of ethical challenges by more experienced researchers.

October 2012: 6 x 9Hb: 978-0-415-80846-0: $140.00Pb: 978-0-415-80847-7: $44.95


2nd Edition

Sociology of EducationA Critical Reader

Edited by Alan R. Sadovnik, Rutgers University, USA

This comprehensive and bestselling reader examines the most pressing topics in sociology and education while exposing students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan R. Sadovnik has chosen readings that examine current issues and reflect diverse theoretical

approaches to studying the effects of schooling and society. The second edition provides students with seven new readings from some of the best theorists and researchers in education including James S. Coleman, Madeleine Arnot, and Claudia Buchman. Through full, rather than excerpted primary source readings, students have the opportunity to read sociological research as it is written and engage in critical analyses of readings in their entirety. Including comprehensive section introductions, questions for reflection and discussion, and suggested readings, Sociology of Education will stimulate student thinking about the important roles that schools play in contemporary society and their ability to solve fundamental social, economic and political problems.

2010: 7 x 10: 600ppHb: 978-0-415-80369-4: $150.00Pb: 978-0-415-80370-0: $47.95


NEW

Urban EducationA Model for Leadership and Policy

Edited by Karen Symms Gallagher, Rodney Goodyear, Dominic Brewer and Robert Rueda, all at University of Southern California, USA

This comprehensive volume addresses this definitional challenge and provides a three part conceptual model in which the achievement of equity for all – regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all

education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d’être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.

October 2011: 7 x 10: 392ppHb: 978-0-415-87240-9: $225.00Pb: 978-0-415-87241-6: $89.95eBook: 978-0-203-83733-7


NEW IN 2012

Social Inequalities (Re)formedConsulting Pupils about Learning

Madeleine Arnot and Diane Reay, both at University of Cambridge, UK

The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalized/individualized learning strategies and the involvement of pupils in their learning.

Drawing on an in-depth study which consulted 8 to 14 year old students from a variety of ethnic and class backgrounds in different school settings, this book:

•offersasociologicalstudyoflearningthroughanexploration of the social inequalities in the control pupils have over their learning

•identifies,fromastudent’sperspective,thesocialconditions of learning within contemporary performance-oriented school cultures

•exploresthewaysinwhichthesocialconditionsoflearning differ for pupils according to their gender, race, social class and achievement levels

•identifiesthewaysinwhichpupilsarebeingconsultedby teachers and the social conditions for successful consultation.

This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programs, as well as academics and researchers around the world.

June 2012: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-41198-1: $150.00Pb: 978-0-415-41199-8: $45.95


2nd Edition

Education as EnforcementThe Militarization and Corporatization of Schools

Edited by Kenneth J. Saltman, DePaul University, USA and David A. Gabbard, East Carolina University, USA

The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposes the many ways schooling has become the means through which the expansion of global corporate power are enforced.

2010: 6 x 9: 336ppHb: 978-0-415-87599-8: $140.00Pb: 978-0-415-87601-8: $41.95eBook: 978-0-203-84322-2


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10



Handbook of Research on Schools, Schooling and Human DevelopmentEdited by Judith L. Meece, University of North Carolina at Chapel Hill, USA and Jacquelynne S. Eccles, University of Michigan, USA

The purpose of this book is to document some important ways schools influence childrenís development and to describe various models and methods for studying schooling effects.

2010: 8-1/2 x 11: 536ppHb: 978-0-8058-5948-5: $305.00Pb: 978-0-8058-5949-2: $119.95eBook: 978-0-203-87484-4


Disciplines of EducationTheir Role in the Future of Education Research

Edited by John Furlong, University of Oxford, UK and Martin Lawn, University of Edinburgh, UK

This book, leading scholars explore how the changing epistemological and political debates of the last 20 years have resulted in the progressive demise of the disciplines in relation to the study of education. Finally the book asks whether the disciplines have a place in education in the twenty-first century.

2010: 6-1/4 x 9-1/4: 216ppHb: 978-0-415-58205-6: $120.00Pb: 978-0-415-58206-3: $39.95eBook: 978-0-203-84413-7


Confronting Global Gender JusticeWomen’s Lives, Human Rights

Edited by Debra Bergoffen, Paula Ruth Gilbert, Tamara Harvey and Connie L. McNeely, all at George Mason University, USA

Confronting Global Gender Justice examines the most complex and demanding challenges facing theorists, activists, artists, and educators engaged in establishing women’s rights as human rights and fighting to make these rights realities in women’s lives. Issues addressed include: trafficking, AIDS, immigration, war-time violence, and legal battles.

2010: 6-1/4 x 9-1/4: 344ppHb: 978-0-415-78078-0: $140.00Pb: 978-0-415-78079-7: $49.95eBook: 978-0-203-83859-4


The Stupidity EpidemicWorrying About Students, Schools, and America’s Future

Joel Best, University of Delaware, USA

Series: Framing 21st Century Social Issues

The goal of this new, unique series is to offer readable, teachable ”thinking frames” on today’s social problems and social issues by leading scholars, all in short 60 page or shorter formats, and available for view on http://routledge.customgateway.com/routledge-social-issues.html

For instructors teaching a wide range of courses in the social

sciences, the Routledge Social Issues Collection now offers the best of both worlds: originally written short texts that provide ”overviews” to important social issues as well as teachable excerpts from larger works previously published by Routledge and other presses.

2010: 7 x 10: 66ppPb: 978-0-415-89209-4: $9.95eBook: 978-0-203-83421-3


global and comParativE Education

NEW IN 2011

Global Education Inc.Policy Networks and Edu-Business

Stephen J. Ball, Institute of Education, University of London, UK

Education policy is being reformed and re-worked on a global scale. Policies are flowing and converging to produce a singular vision of ”best practice” based on the methods and tenets of the ”neo-liberal imaginary”. Philanthropy, business and the governments are coming together in new networks and sites of policy outside of the framework of the nation state. This book is a first step in recording, mapping and making sense of the most important aspects of these new relations and dynamics of policy.

Using the approach of ”policy sociology” and the methods of social network analysis, Stephen J. Ball explores the policy activities of edu-businesses, neo-liberal advocacy networks and policy entrepreneurs, and of social enterprises and ”new” philanthropy. He also addresses the ways in which education and education policy itself are now being exported and bought and sold as profitable commodities and how entrenched problems of educational development and educational quality and access are now being addressed through ”market solutions.” That is, by the involvement of private providers in the delivery of educational services, both independently and on behalf of the state. Ball argues that significant changes are taking place in how policy and public services get ‘done” and suggests that the sum of these changes indicates the beginning of the end of state education in its ”welfare” form. A set of new, blurred relationships and ”interests” within policy and within state education are outlined.

This book will be of interest to practicing policy analysts and theorists and will be a learning resource for policy studies students: the issues and examples are topical; the literature employed is diverse and up-to-date; and the analysis engages with cutting-edge debates in political science, sociology, social policy and social geography.

December 2011: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-68409-5: $128.00Pb: 978-0-415-68410-1: $39.95eBook: 978-0-203-80330-1


3rd Edition

The Disability Studies ReaderEdited by Lennard J. Davis, University of Illinois at Chicago, USA

”The Disability Studies Reader is a classic of invention, intervention, and interdiciplinarity. Contesting at every juncture the arbitrariness of signs such as ’normal, ’natural,’ ’healthy,’ and ’able bodied,’ the collection rewrites epistemologies of pedagogy and research long considered ’standard.’ The work’s judgments are rejuvenating, its observations insightful, its creativity a gift.” – Houston Baker, English, Vanderbilt University, USA

The Disability Studies Reader is the most comprehensive introduction to in disability studies. Now in its third edition, it contains a wide range of seminal, cutting-edge and classic articles in the field. The collection covers cultural studies, identity politics, literary criticism, sociology, philosophy, anthropology, the visual arts, gender and race studies,

as well as memoir, poetry, fiction, and prose non-fiction.

2010: 7 3/8 x 9 1/4: 672ppHb: 978-0-415-87374-1: $155.00 • Pb: 978-0-415-87376-5: $65.95


11



NEW IN 2011

Multilingual Education and Sustainable Diversity WorkFrom Periphery to Center

Edited by Tove Skutnabb-Kangas, University of Roskilde, Denmark and Åbo Akademi University, Finland and Kathleen Heugh, University of South Australia and University of the Western Cape, Africa

Drawing on the most powerful and compelling research data to date and connecting this research to linguistic human rights, this book explores the conditions and practices of robust bilingual and multilingual educational innovations and systems in both system-wide and minority-settings and what it is that makes these viable. It demonstrates how, in poor countries where educational practices are inclusive of linguistic diversity and responsive to local conditions and community participation, implementation of bilingual education even within limited budgetary investment can be successful.

November 2011: 304ppHb: 978-0-415-89366-4: $140.00Pb: 978-0-415-89367-1: $49.95eBook: 978-0-203-81589-2


NEW IN 2012

Paying the ProfessoriateA Global Comparison of Compensation and Contracts

Edited by Philip G. Altbach, Boston College, USA, Maria Yudkevich, Higher School of Economics, Moscow, Russia, Liz Reisberg and Iván Pacheco, both at Boston College, USA and Gregory Androushchak, Higher School of Economics, Moscow, Russia

This book is the first comparative analysis of global faculty salaries, remuneration, and terms of employment. Offering an in-depth international comparison of academic salaries in 28 countries, on all continents, across public, private, research, and non-research universities, chapter authors shed light on the conditions and expectations that shape the modern academic profession. Top researchers comment on common themes, trends, and the impact of these matters on academic quality and research productivity. In a world where nations seek to fast-track their economic growth through expansion of higher education systems, policy makers and administrators increasingly seek answers about what actions they should be taking. This valuable book provides a much needed resource, illuminating the key issues and offering recommendations.

May 2012: 6 x 9Hb: 978-0-415-89806-5: $150.00Pb: 978-0-415-89807-2: $51.95eBook: 978-0-203-80308-0


NEW IN 2011

Harmonizing Global EducationFrom Genghis Khan to Facebook

Jon Baggaley, Athabasca University, Canada

Series: The Open and Flexible Learning

Distance education (DE) offers ways to reach the many people around the world who lack access to education and training by other means. International DE methods, however, are fragmented, and distance educators have often abandoned new technologies before giving them a chance to develop. As a result, many current DE tools and techniques are incompatible with the needs

and cultures of different global regions. With the goal of designing efficient, relevant DE for worldwide audiences, Harmonizing Global Education invites scholars and practitioners to consider the historic development of technology-based education and communication studies, going back further in the literature than is often assumed necessary.

The book examines a wide range of historical ideas capable of shaping modern DE, including the Luddite Revolt among British textiles workers in 1811–12, the evolution of cubist art and musical aesthetics, and the visionary advances of early nineteenth century Soviet multimedia specialists. The author urges an awareness of previous generations of communications studies, and shows how audience research relating to traditional media can be relevant in the design of current internet-based and social media approaches. Today’s open universities have grown from these earlier historical efforts, and the future success of open and distance education depends on learning from the successes and the failures of the past.



Educational FuturesDominant and Contesting Visions

Ivana Milojevic, University of Queensland, Australia

This book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model.

Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalization; new information and communications technologies; feminist; indigenous; and spiritual.

The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future.

March 2011: 5-1/2 x 8-1/2: 312ppPb: 978-0-415-60363-8: $39.95


NEW

Knowledge that Counts in a Global CommunityExploring the Contribution of the Integrated Curriculum

Léonie J. Rennie, Curtin University, Australia, Grady Venville, University of Western Australia, Australia and John Wallace, University of Toronto, Canada

As the third millennium progresses, we are faced with increasing pressures relating to climate change and the sustainability of life on Earth. Concerned citizens are realizing that the responsibility to respond is both local and global. There is an increasing sense of urgency about the need to reform the processes of schooling and curriculum to better prepare students for

global citizenship. Educators, policy makers and the wider community are seeking information about how to proceed with this reform effort, particularly how alternative and integrated approaches to curriculum can be used to engage students with the important issues of our time.

Knowledge that Counts in a Global Community explores the potential contribution of curriculum integration in a context where school curricula are typically segregated by discipline. It offers curriculum integration as a powerful tool for educating young citizens so that they can understand and respond to global concerns. It argues for an informed citizenry who can think broadly across disciplines, and contribute sensibly and pragmatically to local problems with an eye on how this translates to making a global difference. In its examination of the twin themes of global knowledge and curriculum integration, the book explores:

•thenatureofcurriculumintegration

•thenatureofknowledge

•thenatureoflearning.

The authors reflect on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships among curriculum integration, knowledge and learning. Throughout the book, the authors emphasize the central curriculum question, what kinds of outcomes do we want for students of the twenty-first century?

This book will provide a valuable resource for academic educators, researchers, teachers and others interested in educational policy reform.

October 2011: 6-1/4 x 9-1/4: 160ppHb: 978-0-415-57337-5: $120.00Pb: 978-0-415-57338-2: $38.95eBook: 978-0-203-81747-6


12



NEW

Education Outcomes and Poverty in the Global SouthA Reassessment

Edited by Christopher Colclough, University of Cambridge, UK

Based on highly innovative research that addressed common research questions across four countries in Africa and South Asia, the book presents new theoretical and empirical knowledge that will help to improve education and poverty reduction strategies in developing countries, through an enhanced recognition of education’s actual and potential role.

In addition to introducing the reader to a wide range of conceptual and policy-related problems concerning the impact of education on individuals and society, the book:

•providesthefieldofeducationalresearchwithacontemporary economic and socio-cultural analysis and reassessment of the concept and effects of educational outcomes in relation to poverty

•discussesthechallengesandprioritiesfacingpolicymakers, practitioners and the international development community in improving the outcomes of education

•identifiesthekeytheoreticalandmethodologicalchallenges involved in researching the outcomes of education for the poor.

This book will appeals to students and researchers within the fields of international and comparative education, teacher education, educational policy, poverty and development studies, African and Asian studies and related disciplines in the global North and South.

October 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-58202-5: $120.00eBook: 978-0-203-81766-7


NEW IN 2011

Education Quality and Social Justice in the Global SouthChallenges for Policy, Practice and Research

Edited by Leon Tikly and Angeline Barrett, both at University of Bristol, UK

For learners in the global South, a good quality education must be a socially just education that is inclusive, relevant and democratic. It must develop the capabilities of learners to promote economic growth, create sustainable livelihoods, contribute to peaceful and democratic societies and achieve individual wellbeing. This in turn requires developing the professional capabilities of teachers and leaders.

This book draws on state of the art evidence from the five year EdQual research program on implementing education quality in low income countries and other relevant research.

Education Quality and Social Justice in the Global South appeals students and researchers within the fields of international and comparative education, teacher education, educational policy, poverty and development studies, African and Asian studies and related disciplines in the global North and South.

November 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-60354-6: $120.00eBook: 978-0-203-81765-0


NEW

Teacher Education and the Challenge of DevelopmentA Global Analysis

Edited by Bob Moon, The Open University, UK

Schools and teachers in developing country contexts face significant challenges. Enrollment is expanding to meet the millennium targets to have every child in school by 2015. Yet the supply of good quality teachers is falling behind; not least because the image of the teaching profession is deterring many from entering the profession. There are also strong critiques of the one dimensional, didactic approach to pedagogic practice. Despite this, millions of teachers are carrying out, often heroically, the task of educating a newly enfranchised generation of learners.

This book focuses on the teacher role. It examines the problems of finding and retaining teachers and also on how these teachers can be supported, trained and educated. The book examines the ways in which teachers can help in raising achievement levels and contributing to poverty alleviation. The main argument of this book is that existing policy structures around teachers, whilst barely adequate in the twentieth century, are not adequate at all in the twenty-first. The book identifies the global pressures on teaching and shows how these are particularly acute in developing economies.

In summarizing the key policy and research issues and analyzing innovatory approaches to teacher supply, retention, training, education and career enhancement, the book provides a key text for policy-makers, researchers and others working in this important development area.

August 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-60071-2: $120.00


Education, Poverty and International Development Series

Series Editors: Madeleine Arnot and Christopher Colclough, University of Cambridge, UK

NEW IN 2012

Learner-Centred EducationEducation for Democracy and Development

Michele Schweisfurth, University of Birmingham, UK

This book explores debates around learner-centred education as a strategy for the development of teachers’ classroom practice. It examines learner-centred education at a conceptual level, and draws upon empirical evidence to interrogate both the assumptions about its benefits, and the arguments against it, which are gaining currency. It focuses in particular on its use in non-‘Western‘ contexts and in resource-poor classrooms.

While learner-centered education continues to be promoted in many agency, academic and policy circles, arguments on all sides are often underpinned by a lack of conceptual clarity or sound evidence. This book aims to address this gap by providing an authoritative and balanced investigation of the issues. It draws on a wide range of evidence, including studies conducted by the author in South Africa, Russia, and The Gambia, and on international students from developing countries studying in the UK. It also presents case studies from recent research literature to illustrate the issues and explore them from a culturally-nuanced perspective.

The book will be useful for a range of audiences internationally, both in the North and the South, including academics, post-graduate students, and policy-makers in development agencies (including NGOs) and government ministries.

June 2012: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-60072-9: $120.00eBook: 978-0-203-81743-8


NEW IN 2012

Nomads, Development and the Challenges of EducationCaroline Dyer, University of Leeds, UK

This book reviews the disappointing international experience of education provision to nomadic groups. It highlights a lack of sufficient flexibility and relevance to nomads’ changing livelihoods and, more fundamentally, education’s conceptual location within a sedentarist paradigm of development that is antagonistic to mobility as a legitimate livelihood strategy.

India’s progress towards including groups marginalized by mobility is critiqued to provide a policy and practice context for the case study, based on ethnographic research, of the transhumant Rabaris of Kutch. The empirically-based chapters provide detailed insights into how this transhumant pastoralist community in northwest India engages with education as a social and economic development strategy for both adults and children; and how ethnographic and participatory research approaches can be used for policy advocacy for marginalized groups.

The book highlights education’s complex, contested and often, inconsistent role in development and the social construction of poverty and calls for a critical reappraisal of the notion of ”education” if it is to contribute to development as freedom for nomadic groups.

May 2012: 6-1/4 x 9-1/4: 196ppHb: 978-0-415-58590-3: $125.00


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Educational StudiES

Handbook of Asian EducationA Cultural Perspective

Edited by Yong Zhao, Michigan State University, USA, Jing Lei, Syracuse University, USA, Guofang Li, Michigan State University, USA, Ming Fang He, Georgia Southern University, USA, Kaori Okano, La Trobe University, Australia, Nagwa Megahed, Ain Shams University, Egypt, David Gamage, The University of Newcastle, Australia and Hema Ramanathan, University of West Georgia, USA

Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economic perspectives.

2010: 7 x 10: 584ppHb: 978-0-8058-6445-8: $295.00Pb: 978-0-8058-6444-1: $119.95eBook: 978-0-203-81631-8


Schooling InternationallyGlobalisation, Internationalisation and the Future for International Schools

Edited by Richard Bates, Deakin University, Australia

The well-known international contributors to this book move beyond simply describing the issues, and instead suggest ways in which the complex and often contradictory tensions within the world of international schooling and its global contexts must be examined critically.

2010: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-58927-7: $128.00Pb: 978-0-415-58928-4: $39.95eBook: 978-0-203-83480-0


Linguistic Imperialism ContinuedRobert Phillipson, Copenhagen Business School, Denmark

Bringing together key writings since the 1992 publication of Linguistic Imperialism, Robert Phillipson’s controversial benchmark volume, this sequel analyzes how the persistent global dominance of English in all domains of power is maintained and legitimized in the twenty-first century.

2010: 5-1/2 x 8-1/2: 288ppPb: 978-0-415-87201-0: $54.95eBook: 978-0-203-85717-5


Globalizing Education, Educating the LocalHow Method Made us Mad

Ian Stronach, Liverpool John Moores University, UK

This book offers a critical and deconstructive account of global discourses on education, arguing that these overblown ”hypernarratives” are neither economically, technically nor philosophically defensible. Nor even sane. Their ”mythic economic instrumentalism” mimic rather than meet the economic needs of global capitalism in ways that the Crash of 2008 brings into vivid disarray. They reduce national education to the same ”hollowed out” state as national capitalisms, subject to global pseudo-accountancy and fads. The book calls for a philosophical and methodological revolution, arguing for more transformative narratives that remodel qualitative inquiry, particularly in addressing a more performative rather than representative ideal.

This is a very timely book in that the economic crisis re-exposes the mythic nature of education-economic linkages, putting discourses prefaced on such ”connections” into parallel crisis. Our global educational discourses have also crashed, and new futures need urgently to be found. Such a ”turnaround” is both proposed and argued for. The book will appeal to a wide range of readers who are committed to educational and cultural change, and who are interested in a new politics of education. It will have an immediate relevance and appeal in the UK, USA, Australia and New Zealand in particular.

September 2011: 6-1/4 x 9-1/4: 240ppPb: 978-0-415-61912-7: $39.95eBook: 978-0-203-86362-6


Educational StudiES

NEW

Critical DispositionsEvidence and Expertise in Education

Greg Dimitriadis, University at Buffalo, SUNY, USA

Critical Dispositions explores the notions of ”evidence” and ”expertise” in times of material scarcity. Both have come to the forefront of national and international debate in education as ”evidence” and ”evidence-based” research and pedagogical practices continue as major trends in educational policy. Greg Dimitriadis maintains this debate is best understood as part of a broader

rise in professional and managerial discourses in various aspects of educational research and practice. Each aims to control and contain some aspect of research and practice in ways that are increasingly specific and targeted.

Dimitriadis argues that educational researchers and practitioners today must be increasingly self-reflexive about the positions they take up in various fields of inquiry, what they allow us to see and to understand, what they blind us to. This kind of self-reflexivity, however, is becoming increasingly difficult today as material demands and dislocations are forcing educators to occupy particular fields in more specific ways. Unpacking this tension and offering alternative ”thinking tools” is at the core of this volume.

September 2011: 6 x 9: 160ppHb: 978-0-415-88564-5: $115.00Pb: 978-0-415-88565-2: $44.95eBook: 978-0-203-83916-4


AcademicWriting

3rd Edition

A Handbook for International Students

January 2011: 7-1/2 x 9-3/4: 320ppHb: 978-0-415-59580-3: $128.00 • Pb: 978-0-415-59581-0: $37.95•eBook:978-0-203-83165-6


Stephen Bailey, University of Nottingham, UK

Most international students need to write essays and reports for exams and coursework. Yet writing good academic English is a demanding task. This new edition of Academic Writing has been fully revised to help students reach this goal. Clearly organised, the course explains the writing process from start to finish. Each stage is demonstrated and practised, from selecting suitable sources, reading, note-making and planning through to re-writing and proofreading. The book is divided into short sections which contain examples, explanations and exercises for use in the classroom or self-study. Cross-references allow easy access to relevant sections, and a full answer key is included.

All international students wanting to maximise their academic potential will find this easy-to-use, practical book a valuable guide to writing in English for their degree courses.

proofreading. The book is divided into short sections which contain examples,

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Educational StudiES

NEW IN 2012

Rethinking Multicultural Education for the Next GenerationThe New Empathy and Social Justice Generation

Nadine Dolby, Purdue University, USA

Rethinking Multicultural Education for the Next Generation builds on the legacy of social justice multicultural education, while recognizing the considerable challenges of reaching contemporary college students with limited historical knowledge or life experience. By drawing on breakthrough research in two fields – neuroscience and animal studies – Nadine Dolby argues that empathy is an underlying element of all living beings. This commonality can in turn provide a scaffolding for building an exciting new approach to developing multicultural and global consciousness, one that has the potential to transform how our students see and relate to the world around them. Incorporating discussions of animal emotions, sustainability, and our responsibilities to all living creatures and the planet, this book provides a thoughtful and reflective map of how educators can respond to the classroom realities of teaching multicultural and global awareness to a new generation. The book also includes vignettes and reflections from the multicultural classroom, discussion of empirical research with pre-service teachers on the concept of empathy, and pedagogical suggestions for fostering the new empathy in students.

April 2012: 6 x 9: 224ppHb: 978-0-415-89606-1: $125.00Pb: 978-0-415-89607-8: $37.95


NEW IN 2012

International Handbook of Research on Environmental EducationEdited by Justin Dillon, Vassar College, USA, Michael Brody, Montana State University, USA, Robert Stevenson University at Buffalo, USA and Arjen Wals Wageningen University, the Netherlands

Co-Published for the American Educational Research Association (AERA)

The environment and its sustainability are increasingly topics of public interest, political debate, and legislation across the world. Several environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. Therefore, this is an opportune time to review and consolidate the knowledge base of the environmental education (EE) field.

The purpose of this 50-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but to also critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.



NEW

Advancing Youth WorkCurrent Trends, Critical Questions

Edited by Dana Fusco, York College, City University of New York, USA

This path-breaking book brings together an international list of contributors to collectively articulate a vision for the field of youth work, sharing what they have learned from decades of experience in the training and education of youth workers. Contributors define youth work across domains of practice and address the disciplines of knowledge upon

which sound practice is based, reviewing examples of youth practitioner development both in and outside of academia. Raising critical questions and concerns about current trends, Advancing Youth Work aims to bring clarity to the field and future of youth work.

Advancing Youth Work will help youth work practitioners develop a common language, articulate their field in one voice, and create a shared understanding of similarities and differences. This book is also an invaluable resource for higher educators, researchers, and students involved with youth work.



Education ReconfiguredCulture, Encounter, and Change

Jane Roland Martin, University of Massachusetts Boston, Emerita, USA

In Education Reconfigured, the internationally acclaimed philosopher of education, Jane Roland Martin, now asks: What is education? In answer, she puts forward a unified theory that casts education in a brand new light. Martin’s ”theory of education as encounter” places culture alongside the individual at the heart of the educational process, thus responding to the call John Dewey made over a

century ago for an enlarged outlook on education. Look through her theory’s lens and you can see that education takes place not only in school but at home, on the street, in the mall – everywhere and all the time. Look through that lens and you can see that education does not always spell improvement; rather, it can be for the better or the worse. Indeed, you can see that education is inevitably a maker and shaper of both individuals and cultures.

Above all, Martin’s new educational paradigm reveals that education is too important to be left solely to the professionals; that it is one of the great forces in human society and, as such, deserves the attention and demands the vigilance of every thoughtful person.



4th Edition

Exploring EducationAn Introduction to the Foundations of Education

Edited by Alan R. Sadovnik, Rutgers University, USA, Peter W. Cookson, Ideas without Borders, USA and Susan F. Semel, The City College of New York and The Graduate Center of City University of New York, USA

This text offers an alternative to traditional foundations texts by combining a point-of-view analysis with primary source readings. Pre- and in-service teachers will find a solid introduction to the foundations disciplines – history, philosophy, politics, and sociology of education – and their application to educational issues including school organization and teaching, curriculum and pedagogic practices, education and inequality, and school reform and improvement. At a time when foundations of education are marginalized in many teacher education programs and teacher education reform pushes scripted approaches to curriculum and instruction, Exploring Education helps teachers to think critically about the ”what” and ”why” behind the most pressing issues in contemporary education.

November 2012: 6 x 9Hb: 978-0-415-80862-0: $165.00Pb: 978-0-415-80861-3: $84.95


NEW in 2012

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Educational StudiES

Routledge Key Ideas in Education Series

Series Editors: Greg Dimitriadis, University at Buffalo, SUNY, USA and Bob Lingard, University of Queensland, Australia

Much more than introductions alone, the short, virtuosic Routledge Key Ideas in Education Series volumes look to shape ongoing discussions in the field of education by putting contemporary luminaries in dialogue with its foundational figures and critical topics. From new students to senior scholars, these volumes will spark the imaginations of a range of readers thinking through key ideas and education.

NEW IN 2012

Globalization and EducationFazal Rizvi, University of Melbourne, Australia

Globalization and Education provides a critical introduction to various theories of globalization and the implications they are assumed to have for educational policy and practice. Using the current global financial crisis as a backdrop, internationally renowned author Fazal Razvi examine a series of questions about the ways in which globalization has been variously represented in theoretical, policy

and popular discourses. In clear, concise language, Rizvi argues that the problem is not the idea of globalization itself but a particular ideological representation of the manner in which educational policy and practice should be aligned to its dictates.

Both an introduction to the topic and a fresh analysis designed to elicit wide-ranging discussions, the book opens with discussion of some of the key contemporary theories of globalization and education in order to show these are shaped by a neo-liberal social imaginary. The second half of the book describes some of the discontents such a social imaginary has produced among particular groups of people, relegating them to the edges of the global community and resulting in vast and unacceptably high levels of inequalities. Not content to accept the popular assumption that there is no alternative to a neoliberal view of globalization, the book concludes with an overview of the many alternatives already proposed and the role that education might need to play in articulating a better, more democratic and just, way of imagining the interconnected and interdependent world.

Ideal for courses in education policy and education studies, this valuable teaching resource is essential reading for anyone who wishes to read more about the issues and controversies at the intersection of globalization, education, and society.

September 2012: 6 x 9: 132ppHb: 978-0-415-88124-1: $125.00Pb: 978-0-415-88163-0: $31.95


NEW IN 2012

Foucault, Power, and EducationStephen J. Ball, King’s College London, UK

Foucault, Power, and Education invites internationally renowned scholar Stephen J. Ball to reflect on the importance and influence of Foucault on his work in educational policy. By focusing on some of the ways Foucault has been placed in relation to educational questions or questions about education, Ball highlights the relationships between Foucault’s concepts and methods, and educational research and analysis. An introductory chapter offers a brief explanation of some of Foucault’s key concerns, and some of his primary concepts and methods as they pertain to education in particular. Additional chapters explore a particular area of application to contemporary educational issues and problems in which BalI himself has sought to use and apply Foucault’s ideas. Deliberately tentative and open-ended, Ball’s analysis identifies problems that need to be subjected to further enquiry and the pitfalls involved in taking Foucault’s concepts seriously.

In this intensely personal and reflective introduction, Ball offers an interpretation of his Foucault. That is, his reading and use of the Foucauldian toolbox to address some practical issues in the world of education. Ideal for courses in education policy and education studies, this valuable teaching resource is essential reading for any education scholar looking for a starting point into Foucault and working with Foucauldian ideas.

April 2012: 6 x 9: 132ppHb: 978-0-415-89536-1: $125.00Pb: 978-0-415-89537-8: $31.95


Freud and EducationDeborah P. Britzman, York University, Canada

The concept of education – its dangers and promises and its illusions and revelations – threads throughout Sigmund Freud’s body of work. This introductory volume by psychoanalytic authority, Deborah P. Britzman, explores key controversies of education through a Freudian approach. It defines how fundamental Freudian concepts such as the psychical apparatus, the drives,

the unconscious, the development of morality, and transference have changed throughout Freud’s oeuvre. An ideal text for courses in education studies, human development, and curriculum studies, Freud and Education concludes with new Freudian-influenced approaches to the old dilemmas of educational research, theory, and practice.

2010: 5 x 7 3/4: 176ppHb: 978-0-415-80225-3: $125.00Pb: 978-0-415-80226-0: $31.95eBook: 978-0-203-84150-1


Marx and EducationJean Anyon, City University of New York, Graduate Center, USA

”In Marx and Education, Anyon has created a very useful tool for starting conversations about Marxist scholarship and activism, among teachers, students, academics, and other members of the community, that is accessible to a broad audience without losing specificity or overly simplifying conceptsÖShe has made an important

contribution. We can collectively continue the process she is helping to start by reading the book, sharing it with colleagues and friends, adopting the book for common book reading projects, forming study groups that use the book as the starting point for deeper and broader study of the Marxist literature, and by assigning it in courses that we may teach.” – Education Review

There was only one Karl Marx, but there have been a multitude of Marxisms. This concise, introductory book by internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been used in education studies as a guide to theory, analysis, research, and practice. Marx and Education begins with a brief overview of basic Marxist ideas and terms and then traces some of the main points scholars in education have been articulating since the late 1970s. Following this trajectory, Anyon details how social class analysis has developed in research and theory, how understanding the roles of education in society is influenced by a Marxian lens, how the failures of urban school reform can be understood through the lens of political economy, and how cultural analysis has laid the foundation for critical pedagogy in US classrooms. She assesses ways neo-Marxist thought can contribute to our understanding of issues that have arisen more recently and how a Marxist analysis can be important to an adequate understanding and transformation of the future of education and the economy. By exemplifying what is relevant in Marx, and replacing that which has been outdone by historical events, Marx and Education aims to restore the utility of Marxism as a theoretical and practical tool for educators.

March 2011: 5 x 7 3/4: 128ppHb: 978-0-415-80329-8: $125.00Pb: 978-0-415-80330-4: $31.95eBook: 978-0-203-82961-5


You can now follow Routledge Education on

www.twitter.com/routledgeed

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Educational StudiES

Foundations and Futures of Education Series

Series Editors: Peter Aggleton, University of Sussex, UK, Sally Power, Cardiff University, UK and Michael Reiss, Institute of Education, University of London, UK

NEW IN 2012

Science EducationLearning to Construct a New World

Michael Reiss, Institute of Education, University of London, UK

This book provides a unified framework for understanding the scope, the purpose and the pedagogies of science education in the settings of school, out-of-school, further education, higher education and lifelong learning. It shows how science education can be reframed in a way that is true to science, true to education and engages with learners, of whatever age.

Reiss argues that there is an urgent need for science education, both inside and outside of schools, to recapture a vision of how we can understand the natural world and how we should wisely and considerately make use of that knowledge. The book therefore is wide ranging yet strongly focused, using examples to illustrate its general points. It draws on writings about epistemology, about the history and philosophy of science, about the nature of learning and the purpose of the curriculum. It critically examines present assumptions about science education, whether stated or not, and propose specific, if sometimes only partial, solutions.

August 2012: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-60357-7: $128.00Pb: 978-0-415-60358-4: $39.95


Education – An ’Impossible Profession’?Psychoanalytic Explorations of Learning and Classrooms

Tamara Bibby, Institute of Education, University of London, UK

”The structure is good and the use of the field notes, data, and handling of the soft psychoanalytic concepts are something to marvel over. All at once Bibby manages to get at the heart of our educational drama. The book is a delight and much needed.” – Deborah Britzman, York University, Canada

This book will provide a way of using psychoanalytic psychologies to think about some of the processes and experiences of learning and teaching.

2010: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-55265-3: $120.00Pb: 978-0-415-55266-0: $38.95eBook: 978-0-203-84445-8


Radical Education and the Common SchoolA Democratic Alternative

Michael Fielding and Peter Moss, Thomas Coram Research Unit, Institute of Education, UK

”Radical Education and the Common School is a truly thoughtful book. It combines powerful social and educational criticism with a sensitivity to powerful possibility. Reading it will demonstrate to critically democratic educators why we should be fully engaged with thick versions of democracy in education.” – Michael W. Apple, University

of Wisconsin, Madison, USA

What is the purpose of education? What is the image of the modern school? This book seeks the answers to these critical questions. Arguing that the true measure of education does not lie in either high productivity or performativity, the authors present the ideas of ”Radical Education” and ”The Common School” as the means by which current educational policy and practice can move forward.

2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-49828-9: $120.00Pb: 978-0-415-49829-6: $39.95eBook: 978-0-203-83740-5


The Struggle for the History of EducationGary McCulloch, Institute of Education, University of London, UK

In this book Gary McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including:

•findingasetofcommoncauses for the field as a whole

•engagingmoreeffectivelywith social sciences and humanities while maintaining historical integrity

•formingarationaleofmissionsandgoalsforthefield

•definingtheoverallcontentofthesubject,itsprioritiesand agendas

•andreassessingtherelevanceofeducationalhistorytocurrent educational and social issues.

Throughout this book the origins of unresolved debates and tensions about the nature of the field of history of education are discussed and key examples are analyzed to present a new view of future development.

February 2011: 6-1/4 x 9-1/4: 152ppHb: 978-0-415-56534-9: $128.00Pb: 978-0-415-56535-6: $38.95eBook: 978-0-203-82885-4


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Educational StudiES

Schools and Schooling in the Digital AgeA Critical Analysis

Neil Selwyn, London Knowledge Lab, Institute of Education, University of London, UK

This book tackles the wider picture, addressing the social, cultural, economic, political and commercial aspects of schools and schooling in the digital age, offering to make sense of what happens, and what does not happen, when the digital and the educational come together in the guise of schools technology.

2010: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-58929-1: $120.00Pb: 978-0-415-58930-7: $39.95eBook: 978-0-203-84079-5


Language, Learning, ContextTalking the Talk

Wolff-Michael Roth, University of Victoria, Canada

Language, Learning, Context aims to help educators understand the ways in which they use language and the sense in which they are as much subject to its possibilities as they are able to consciously mobilize those possibilities.

2010: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-55191-5: $132.00


Educational Theories, Cultures and LearningA Critical Perspective

Edited by Harry Daniels, Hugh Lauder, and Jill Porter, all at University of Bath, UK

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.

October 2011: 6-3/4 x 9-3/4: 246ppPb: 978-0-415-68650-1: $44.95


Knowledge, Values and Educational PolicyA Critical Perspective

Edited by Harry Daniels, Hugh Lauder and Jill Porter, all at University of Bath, UK

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.

November 2011: 6-3/4 x 9-3/4: 320ppPb: 978-0-415-68652-5: $44.95


Learning FuturesEducation, Technology and Social Change

Keri Facer, Manchester Metropolitan University, UK

In the twenty-first century educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures

might demand of education.

Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognizing the challenges that the next two decades may bring, including:

•emergenceofnewrelationshipsbetweenhumans and technology

•opportunitiesandchallengesofagingpopulations

•developmentofnewformsofknowledgeanddemocracy

•challengesofclimatewarmingandenvironmentaldisruption

•potentialforradicaleconomicandsocialinequalities.

An important contribution to the debates surrounding educational futures, this book is compelling reading for all of those, including educators, researchers, policy makers and students, who are asking the question ”how can education help us to build desirable futures for everyone in the context of social and technological change?”

March 2011: 6-1/4 x 9-1/4: 192ppPb: 978-0-415-58143-1: $44.95eBook: 978-0-203-81730-8


NEW

The Teacher and the WorldA Study of Cosmopolitanism as Education

David T. Hansen, Teachers College, Columbia University, USA

Series: Teacher Quality and School Development

Teachers struggle with the contemporary conditions of teaching: endless top-down measures to manipulate what they do, rapid economic turns and inequality in supportive resources that affect their lives and those of their students, a torrent of media stimuli that distract educational focus, and growth as well as shifts in population.

In The Teacher and the World, David T. Hansen provides teachers with a way to reconstruct their philosophies of education in light of these conditions. He describes an orientation toward education that can help them to address both the challenges and opportunities thrown their way by a globalized world. Hansen builds his approach around cosmopolitanism, an ancient idea with an ever-present and ever-beautiful meaning for educators. The idea pivots around educating for what the author calls reflective openness to new people and new ideas, and reflective loyalty toward local values, interests, and commitments.

In this pioneering book, Hansen has provided teachers, heads of school, teacher educators, researchers, and policy-makers a generative way to respond creatively to the pressure and the promise of a globalizing world.



ProposalsIf you have an idea for a new book in the area please contact us using the details found at the front of the catalog.

For guidance on how to structure your proposal please visit:

www.routledge.com/info/authors

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Educational StudiES

NEW IN 2011

Knowledge and Virtue in Teaching and LearningThe Primacy of Dispositions

Hugh Sockett, George Mason University, USA

The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children (and how we might prepare teachers to take on such role) by developing the person, instead of simply knowledge and skills. Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the center of education set in a moral space and a political order. To this end, a framework of public and personal knowledge forms the content, to which personal dispositions are integral, not peripheral. The book’s pedagogy is invitational, welcoming its readers as companions in inquiry and thought about the moral aspects of what we teach as knowledge.

November 2011: 6 x 9: 288ppHb: 978-0-415-89997-0: $140.00Pb: 978-0-415-89998-7: $47.95eBook: 978-0-203-15550-9


Education, Politics and ReligionReconciling the Civil and the Sacred in Education

James Arthur, University of Birmingham, UK, Liam Gearon, University of Plymouth, UK and Alan Sears, University of New Brunswick, Canada

In recent years a number of popular books have savaged religion arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularizing agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key

assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise.

2010: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-56548-6: $120.00Pb: 978-0-415-56549-3: $39.95eBook: 978-0-203-84657-5


Handbook of Research in the Social Foundations of EducationEdited by Steven Tozer, University of Illinois, Chicago, USA, Bernardo P. Gallegos, National University, Los Angeles, USA, Annette Henry, University of Washington, Tacoma, USA, Mary Bushnell Greiner, Queens College, City University of New York, USA and Paula Groves Price, Washington State University, USA

Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational

theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study.

This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in social foundations of education, school and society, educational policy studies, cultural studies in education, and curriculum and instruction.

2010: 8-1/2 x 11: 736ppHb: 978-0-8058-4211-1: $295.00Pb: 978-0-8058-4212-8: $119.95eBook: 978-0-203-87483-7


Sociocultural, Political, and Historical Studies in Education Series

Series Editor: Joel Spring, Queens College and the Graduate Center of the City University of New York, USA

NEW IN 2012

Education NetworksPower, Wealth, Cyberspace, and the Digital Mind

Joel Spring, Queens College and the Graduate Center of the City University of New York, USA

Education Networks is a critical analysis of the emerging intersection among the global power elite, information and communication technology, and schools. Joel Spring documents and examines the economic and political interests and forces – including elite networks, the for-profit education industry, data managers, and professional educators – that are pushing the use of ICT for

online instruction, test preparation and tutoring, data management, instructional software packages, and more, and looks closely at the impact this is having on schools, students, and learning.

Making a distinction between ”mind” (as socially constructed) and ”brain” (as a physiological entity), Spring draws on recent findings from comparative psychology on the possible effects of ICT on the social construction of the minds of students and school managers, and from neuroscience regarding its effect on studentsí brains. Throughout, the influence of elite networks and powerful interest groups is linked to what is happening to children in classrooms. In conclusion, Spring offers bold suggestions to change the course of the looming technological triumph of ICT in the ”brave new world” of schooling.

May 2012: 6 x 9: 208ppHb: 978-0-415-89983-3: $135.00Pb: 978-0-415-89984-0: $42.95eBook: 978-0-203-15680-3


Full Table of ContentsFor full table of contents on all titles

featured in this catalog, visit:


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Educational StudiES

EcoJustice EducationToward Diverse, Democratic, and Sustainable Communities

Rebecca A. Martusewicz, Eastern Michigan University, USA, Jeff Edmundson, University of Oregon, USA and John Lupinacci, Eastern Michigan University, USA

”Authentic hope is the gift Rebecca Martusewicz, Jeff Edmundson, and John Lupinacci offer readers of EcoJustice Education…. We learn what it means to recover the ancient arts and skills of cultivating commons, common sense, and community collaborations in our hard times.” – Madhu Suri Prakash, Pennsylvania State University, USA

”EcoJustice Education should become a core part of teacher education programs across the country as it provides both the theory and examples of classroom practices essential for making the transition to a sustainable future.” – C. A. Bowers, author, international speaker, and retired professor

Designed for introductory social foundations or multicultural education courses, this text offers a powerful model for cultural ecological analysis and pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. The Companion Website for this book (www.routledge.com/textbooks/9780415872515) offers a wealth of resources linked to each chapter.



The Politics of American EducationJoel Spring, Queens College and the Graduate Center of the City University of New York, USA

Turning his distinctive analytical lens to the politics of American education, Joel Spring looks at contemporary educational policy issues from theoretical, practical, and historical perspectives, providing a comprehensive, thought-provoking overview.

2010: 6 x 9: 296ppHb: 978-0-415-88439-6: $140.00Pb: 978-0-415-88440-2: $44.95eBook: 978-0-203-83899-0


Place- and Community-Based Education in SchoolsGregory A. Smith, Lewis and Clark College, USA and David Sobel, Antioch New England Graduate School, USA

This book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

2010: 184ppHb: 978-0-415-87518-9: $140.00Pb: 978-0-415-87519-6: $37.95eBook: 978-0-203-85853-0


Classic Edition

Education and Power Michael W. Apple, University of Wisconsin, USA

First published in 1982, Education and Power remains an important volume for those committed to critical education. In this text Michael W. Apple first articulated his theory on educational institutions and the reproduction of and resistance to unequal power relations, and provided a thorough examination of the ways in which race-gender-class dynamics are embedded in,

and reflected through, curricular issues. While many of the theories set forward in this book are now taken for granted by the left in education, they were nothing short of revolutionary when first proposed.

In this newly reissued classic edition, Apple suggests that we need to take seriously the complicated and contradictory economic, political and cultural structures that provide for some of the most important limits on, and possibilities for, critical education. He re-examines his earlier arguments and reflects on what has happened over the intervening years. Education and Power is a vital example of the call to challenge the taken for granted assumptions that underpin so much of what happens in education.

October 2011: 6-1/8 x 9-1/4: 240ppPb: 978-0-415-80810-1: $44.95eBook: 978-0-2031-4312-4


NEW

Urban High SchoolsFoundations and Possibilities

Annette B. Hemmings, Edgewood College, USA

This multidisciplinary overview introduces readers to the historical, sociological, anthropological, and political foundations of urban public secondary schooling and to possibilities for reform. Focused on critical and problematic elements, the text provides a comprehensive description and analyses of urban public high schooling through different yet intertwined disciplinary lenses. Students and researchers seeking to inform their work with urban high schools from social, cultural, and political perspectives will find the theoretical frameworks and practical applications useful in their own studies of, or initiatives related to, urban public high schools. Each chapter includes concept boxes with synopses of key ideas, summations, and discussion questions.



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Educational StudiES

Critical Social Thought Series

Series Editor: Michael W. Apple, University of Wisconsin, Madison, USA

NEW IN 2012

Critical Pedagogy and Social ChangeCritical Examination of Alternatives and Politics

Seehwa Cho, University of St. Thomas, USA

At its core, the main goal of critical pedagogy is deceptively simple – to construct schools and education as agents of change. While noble and ambitious, it is not always realistic in a climate of increased commodification, privatization of schooling, and canned curriculum. By assuming rather than articulating its own possibilities, critical pedagogy literature itself is often its own worst enemy in its call for transformation. With such challenges from both within and without, is the idea of liberatory pedagogy for social change out of reach or can critical educators really achieve the rather high call for social change? What alternative visions of schooling does critical pedagogy truly offer against the mainstream pedagogy? In short, what are the political projects of critical pedagogy?

This powerful and accessible book breaks with tradition by teasing out mere assumptions, providing a concrete illustration and critique of today’s critical pedagogy. Veteran teacher educator Seehwa Cho begins the book with an engaging overview of the history of critical pedagogy and a clear, concise breakdown of key concepts and terms. Not content to hide behind rhetoric, Cho forces herself and the reader to question the most basic assumptions of critical pedagogy, such as what a vision of social change really means. After a thoughtful and pithy analysis of the politics, possibilities and agendas of mainstream critical pedagogy, Cho takes the provocative step of arguing that these dominant discourses are ultimately what stifle the possibility for true social change. Without focusing on micro-level approaches to alternatives, Cho concludes by laying out some basic principles and future directions for critical pedagogy.

Both accessible and provocative, Critical Pedagogy and Social Change is a significant contribution to the debates over critical pedagogy and a fresh, much-needed examination of teaching and learning for social justice in the classroom and community beyond.



NEW IN 2012

The Political ClassroomEvidence and Ethics in Democratic Education

Diana E. Hess, University of Wisconsin – Madison, USA and Paula McAvoy, Illinois State University, USA

Most people agree that schools should prepare young people for democratic life. Yet in the United States there has never been agreement on what types of skills, dispositions, and knowledge ought to be taught, nor even agreement on how they should be taught. Grounded in thick empirical description and rich in ethical debate, The Political Classroom is the first book to focus on how democratic education is actually taught in real schools with real teachers and students.

Based on one of the largest, mixed-methods studies of civic education ever undertaken, award-winning author Diana E. Hess and Paula McAvoy provide a systemic analysis of various approaches to teaching young people about democracy and democratic participation that exist in high schools throughout United States. By bringing the tools of social science and philosophy into conversation, this book engages readers in an examination of some persisting, important, and challenging dilemmas that are inherent in the process of educating young people to actively participate in political and civil society. Both clear and thoughtful in their presentation, Hess and McAvoy promote a coherent plan for improving the quality of classroom-based democratic education.

April 2012: 6 x 9: 224ppHb: 978-0-415-88098-5: $140.00Pb: 978-0-415-88099-2: $36.95


The New Political Economy of Urban EducationNeoliberalism, Race, and the Right to the City

Pauline Lipman, University of Illinois-Chicago, USA

Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman’s insightful analysis of the relationship between education policy and the neoliberal economic, political, and

ideological processes that are reshaping cities in the United States and around the globe.

Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and ”the right to the city.” She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people’s lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.



Learning to LiberateCommunity-Based Solutions to the Crisis in Urban Education

Vajra Watson, University of California, Davis, USA

There are few more pressing problems in education than the crisis that is affecting urban schools. Extremely high drop-out rates and rates of incarceration among poor and minoritized youth, alienation from schools and other institutions, unemployment – and the list could and does go on and on. All of these make it very hard to make a difference within urban schools. National policies surrounding privatization and marketization and more testing more often argue that the only solutions involve blaming teachers, placing schools in a competitive relationship with each other, turning to the private sector, and ratcheting up the pressure on teachers and students. In spite of a landscape that is both bleak and nihilistic, Learning to Liberate presents true and compelling portraits of educators who succeed without these methods.

Drawing upon over three years of ethnographic research, Vajra Watson demonstrates how nontraditional educators are teaching for social change and how, in the process, they are revealing the ways disenfranchised youth can be schooled and empowered. Using portraiture, a unique methodology rooted in vivid storytelling, Watson shows the complicated process of youth engagement. Each portrait forms a chapter that provides rich descriptions of each practice and practitioner, thematic in-depth interviews, and document analysis. Watson explores and analyzes each educator’s distinct pedagogies and tactics for working with students and then ties together the unique narratives to create a theoretically grounded framework with practical strategies for a broad audience. A poignant, insightful, and practical analysis, Learning to Liberate is a timely resource for all educators who are committed to transforming ”at-risk” youth into ”at-promise” individuals who put their agency and potential into action in their schools and communities.

November 2011: 6 x 9: 240ppHb: 978-0-415-89836-2: $140.00Pb: 978-0-415-89837-9: $39.95eBook: 978-0-203-19740-0


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NEW

Critical Curriculum StudiesEducation, Consciousness, and the Politics of Knowing

Wayne Au, University of Washington, Bothell, USA

Critical Curriculum Studies offers a novel framework for thinking about how curriculum relates to students’ understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative curriculum that challenges existing inequity in

social, educational, and economic relations. Making use of the work of important scholars such as Freire, Vygotsky, Hartsock, Harding, and others, Critical Curriculum Studies, argues that we must understand the relationship between the curriculum and the types of consciousness we carry out into the world.



Foundations of EducationThe Essential Texts

Edited by Susan F. Semel, The City College of New York and The Graduate Center of CUNY, USA

Foundations of Education helps aspiring teachers interpret the craft of teaching within the historical, philosophical, cultural, and social contexts of education inside and outside of schools. This volume contains substantial selections from those works widely regarded as central to the development of the field. These are the ”essential texts” that lay the

basis of further study for any serious student of education. The text is organized around the separate foundations disciplines – history, politics, sociology, philosophy – and includes extended selections from the works of John Dewey and W.E.B. DuBois to contemporary thinkers such as Maxine Greene and Diane Ravitch. Noted scholar and editor of this volume, Susan F. Semel, provides an introductory essay as well as questions for further discussion that contextualize the readings and highlight the selections’ continued importance and application to today’s most pressing educational issues.

2010: 7 x 10: 232ppHb: 978-0-415-80624-4: $150.00Pb: 978-0-415-80625-1: $44.95


NEW IN 2012

Proactive and Reactive LearningUnderstanding the Essence of Being and Learning

Peter Jarvis, University of Surrey, UK

This is not a philosophy of education – the perspective of this ground-breaking book is existential and its focus is human learning. The book is about human being and learning, the love of wisdom that locates learning in the person. At the same time in this exciting new book Peter Jarvis explores the differences between education, teaching and learning. And as learning is increasingly being located in the person it means that it can be studied by any human discipline.

This book is about much more than learning from an existentialist perspective. For under this surface there is another important theme running, that of evolution and adaptation as learning. It also has sub themes that address pre-conscious learning, embodied learning, and the mind/body relation. Carefully addressing each of the key issues about our understanding of learning the author looks in turn at:

•whatislearning?

•whatisaperson?

•evolution

•theimportanceoftime

•theimportanceofexperience

•perceptionandskepticism

•thinkingandreasoning

•knowledgeandbelief,and

•themoralityandlearning.

Finally by drawing together all the elements that constitute learning – existentialism, evolution and adaptation, individual and group, the limits of human learning itself – the author shows how learning is intrinsic to becoming and in some way it is one of the driving forces of becoming. The value of learning to the human being lies here and only when we disengage does our becoming slow down; since we always need to learn in order to be.

August 2012: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-57131-9: $128.00Pb: 978-0-415-57132-6: $36.95


Hermeneutics, History and MemoryPhilip Gardner, University of Cambridge, UK

This book presents a novel contribution to topical academic debate, seeing the sceptical challenge as an opportunity for reflection on history’s key processes and practices.

2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-35337-3: $130.00Pb: 978-0-415-35338-0: $45.95eBook: 978-0-203-86012-0


May 2011: 7 x 10: 204ppHb: 978-0-415-87299-7: $130.00 • Pb: 978-0-415-87300-0: $34.95•eBook:978-0-203-83831-0


Marjorie Vai and Kristen SosulskiEssentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational, and visual design principles are presented and modeled throughout the book and users will quickly learn from the guide’s hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.

The guide’s key features include:

•apracticalapproachinformedbytheory

•cleaninteriordesignthatoffersstraightforwardguidance from page one

•clearandjargon-freelanguage

•examples,screenshots,andillustrationstoclarify and support the text

•aCompanionWebsitewithexamples,adaptabletemplates, interactive learning features, and online resources

•achecklistofonlinecoursedesignstandardsthatreaderscanusetoself-evaluate.

Essentials of Online Course Design serves as a best-practice model for designing online courses. After reading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organizational, and visual.

Essentials of Online Course DesignA Standards-Based Guide

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curriculum StudiES

Studies in Curriculum Theory Series

Series Editor: William F. Pinar, University of British Columbia, Cananda

NEW IN 2012

What Does Gandhi Mean for Curriculum Theory?Rethinking Education in New Times

Erik Malewski, Purdue University, USA

Revealing the tensions between his personal struggles as a mortal grappling with desire and his public persona as a spiritual and political figurehead, this book examines Gandhi’s educational efforts – his curriculum and pedagogy. Exploring the ways he used personal triumphs and pitfalls in his teaching of the public, it considers the extent to which educators’ own lived histories frame their present outlooks and beliefs and exert influence on their curriculum and pedagogy. By highlighting such interrelationships, it situates the teaching life of Mahatma Gandhi at the center of perennial problems and questions in the curriculum field: negotiating the borders been educative experiences and disciplinary formation, appropriate distances between teachers and students, and tendencies toward dominance in spite of liberatory intentions. Using post-structural, psychoanalytic, and autobiographical theories, it argues that Gandhiís efforts to eliminate antagonisms without harming opposing subjects was as much an internal struggle as it was a struggle with social structures, one that can speak with great force to educators who recognize the pivotal roles of the personal and social in the classroom.



NEW IN 2012

Pragmatism, Postmodernism, and Complexity TheoryThe Collected Works of William E. Doll, Jr.

William E. Doll, Jr., Emeritus Louisiana State University, USA

Edited by Donna Treuit

”A landmark and visionary book. Dollís work, collected in this single volume for the first time, demonstrates both his scholarly brilliance and pedagogical wisdom.” – Hongyu Wang, Oklahoma State University, USA

The first volume to bring together the key works of the major curriculum studies scholar William E. Doll, Jr., Pragmatism, Postmodernism, and Complexity Theory provides an overview of his scholarship over his fifty-year career and documents the theoretical and practical contribution he has made to the field. The book is organized in five thematic sections:

•PersonalReflections

•Dewey,Piaget,Bruner,Whitehead:ProcessAndTransformation

•Modern/Post-Modern:Structures,FormsAndOrganization

•ComplexityThinking

•ReflectionsonTeaching.

The complicated intellectual trajectory through pragmatism, postmodernism and complexity theory not only testifies to Dollís individual lifetime works but is also intimately related to the landscape of education to which he has made an important contribution. Of interest to curriculum scholars around the world, the book will hold special significance for graduate students and junior scholars who came of the age in the field Doll helped create: one crafted by postmodernism and, more recently, complexity theory.

April 2012: 6 x 9: 288ppHb: 978-0-415-80873-6: $145.00Pb: 978-0-415-80874-3: $55.95eBook: 978-0-203-13897-7


Engendering Curriculum HistoryPetra Hendry, Louisiana State University, USA

How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory

approach to rewriting history, which leaves dominant historical categories and periodization intact, Petra Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understood as an emergent, not a finished, process – as an unending dialogue that creates spaces for conversation in which multiple, conflicting, paradoxical and contradictory interpretations can be generated as a means to stimulate more questions, not grand narratives.



2nd Edition

Cultures of CurriculumEdited by Pamela Bolotin Joseph, University of Washington – Bothell, USA

Using ”cultures of curriculum” as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society.

2010: 6 x 9: 320ppHb: 978-0-415-99186-5: $140.00Pb: 978-0-415-99187-2: $44.95eBook: 978-0-203-83727-6


NEW2nd Edition

What Is Curriculum Theory?William F. Pinar, University of British Columbia, Canada

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become ”educated” in the present moment.

Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as ”complicated conversation.” Rather than the formulation of objectives to be evaluated by (especially

standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s.

Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present – a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

August 2011: 6 x 9: 296ppHb: 978-0-415-80410-3: $135.00 • Pb: 978-0-415-80411-0: $41.95 • eBook: 978-0-203-83603-3


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NEW IN 2012

The Education of ErosA History of Education and the Problem of Adolescent Sexuality

Dennis Carlson, Miami University, USA

The Education of Eros is the first and only comprehensive history of sexuality education and the ”problem” of adolescent sexuality from the mid-twentieth century to the beginning of the twenty-first. It explores how professional health educators, policy makers, and social and religious conservatives differed in their approaches, and battled over what gets taught about

sexuality in schools, but all shared a common understanding of the adolescent body and adolescent desire as a problem that required a regulatory and disciplinary education. It also looks the rise of new social movements in civil society and the academy in the last half of the twentieth-century that began to re-frame the ”problem” of adolescent sexuality in a language of rights, equity, and social justice. Situated within critical social theories of sexuality, this book offers a tool for re-framing the conversation about adolescent sexuality and reconstructing the meaning of sexuality education in a democratic society.

March 2012: 6 x 9: 224ppHb: 978-0-415-80851-4: $125.00eBook: 978-0-203-14017-8


NEW

Languages of EducationProtestant Legacies, National Identities, and Global Aspirations

Daniel Tröhler, University of Luxembourg

In this landmark contribution to the study of the formation of the modern school, Daniel Tröhler applies one of the most recognized methods of historical research to an analysis of the ”language” of the academic discipline of education. Arguing the value of looking at languages rather than arguments – langues rather than paroles – this method of historical research is used to examine the background of different philosophies, theories, or arguments of education, specifically republicanism and Protestantism. Tröhler’s argument is that such analysis is essential to tracing back educational arguments to the ideological core of their concerns, and thus to understanding in international perspective the historical development of education systems and organizations and to evaluating their different theoretical and political approaches and claims. Elegantly written, with the historian’s attention to archival material, this book enables the reader to understand the complex and different social, cultural, religious, and political context factors embedded in the ”thought” of schooling and its objects of scrutiny – its notions of the child and teacher. Languages of Education is essential reading for scholars and students across the fields of history and philosophy of education, curriculum studies, and comparative education.

May 2011: 6 x 9: 276ppHb: 978-0-415-99508-5: $135.00eBook: 978-0-203-82842-7


What Does Understanding Mathematics Mean for Teachers?Relationship as a Metaphor for Knowing

Yuichi Handa, California State University at Chico, USA

This book opens up alternative ways of thinking and talking about ways in which a person can ”know” a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject.

In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing – namely, an other – in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.



NEW

Disavowed KnowledgePsychoanalysis, Education and Teaching

Peter Maas Taubman, Brooklyn College/ City University of New York, USA

This is the first and only book to detail the history of the century-long relationship between education and psychoanalysis. Relying on primary and secondary sources, it provides not only a historical context but also a psychoanalytically informed analysis. In considering what it means to think about teaching from a psychoanalytic perspective and in reviewing the

various approaches to and theories about teaching and curriculum that have been informed by psychoanalysis in the twentieth century, Peter Mass Taubman uses the concept of disavowal and focuses on the effects of disavowed knowledge within both psychoanalysis and education and on the relationship between them. Tracing three historical periods of the waxing and waning of the medical/therapeutic and emancipatory projections of psychoanalysis and education, the thrust of the book is for psychoanalysis and education to come together as an emancipatory project. Supplementing the recent work of educational scholars using psychoanalytic concepts to understand teaching, education, and schooling, it works to articulate the stranded histories the history of what could have been and might still be in the relationship between psychoanalysis and education.



NEW IN 2011

Learning Gardens and Sustainability EducationBringing Life to Schools and Schools to Life

Dilafruz R. Williams and Jonathan D. Brown

Offering a fresh approach to bringing life to schools and schools to life, this book goes beyond touting the benefits of learning gardens to survey them as a whole-systems design solution with potential to address myriad interrelated social, ecological, and educational issues. The authors creatively place soil at the center of the discourse on sustainability education and

learning gardens design and pedagogy. Seven attributes from the metaphor of living soil are presented as a guide: cultivating a sense of place; fostering curiosity and wonder; discovering rhythm and scale; valuing bicultural diversity; embracing practical experience; nurturing interconnectedness; awakening the senses.

The living soil of learning gardens forms the basis of a new metaphoric language serving to contest dominant efficiency and accountability metaphors presently influencing educational discourse. Examples from urban schools and from students, teachers, and school leaders provide practical understanding of how bringing life to schools can indeed bring schools to life.



NEW IN 2012

Curriculum, Syllabus Design and EquityA Primer and Model

Edited by Allan Luke, Annette Woods and Katie Weir, all at Queensland University of Technology, Australia

Curriculum, Syllabus Design and Equity introduces and unpacks definitions of curriculum, syllabus, the school subject, and ”informed professionalism;” presents principles of design that are key to equitable teaching and learning; discusses a range of approaches; and offers clear and practical guidelines for writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Examples from the US, Canada, Europe and Asia are included.

The editors and contributors, all leading international scholars, stress throughout the need for syllabus design that enhances local curriculum development capacity and teachers’ professional responses to specific community and student contexts.



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World Yearbook of Education 2011Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics

Edited by Lyn Yates, University of Melbourne, Australia and Madeleine Grumet, University of Chapel Hill, USA

Series: World Yearbook of Education

Curriculum is always influenced by the events that shape our world, but when testing and bench-marking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to analyze and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face of economic

globalization, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women, and of ethnic and racial groups are represented. They ask what has changed about history and civics post 9/11, and they ask how countries that have experienced profound political and economic changes have addressed them in curriculum.

These interactions and changes are a subject of particular interest for an international yearbook in that they are almost always permeated by global movements and influenced by multinational bodies and practices. And as these essays show, in curriculum, global and international issues are explicitly or implicitly also about local and national interests and about how citizens engage their rights and responsibilities.

This book will be of great benefit to educational researchers and policy-makers, as well as undergraduate and postgraduate students.

January 2011: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-57582-9: $136.00eBook: 978-0-203-83049-9


NEW

Beyond Learning by DoingTheoretical Currents in Experiential Education

Jay W. Roberts, Earlham College, USA

“This book brings a thoughtful and refreshing perspective on experiential education. Educators interested in outdoor learning, service learning, and place-based learning will find in Roberts’ analysis a critical understanding of what learning by doing means.” – Dilafruz Williams, Portland State University, USA

What is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond “learning by doing” through an exploration of its underlying theoretical currents.

As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of “learning by doing” and “direct experience” in the educational process. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education in social and historical context.

Combining a critical philosophical approach with practical examples from the field, Beyond Learning by Doing gives readers both an excellent summary of the theoretical histories of experiential education and a thesis-driven argument about the current state of the field and its future possibilities and limitations



2nd Edition

Profound ImprovementBuilding Capacity for a Learning Community

Coral Mitchell, Brock University, Canada and Larry Sackney, University of Saskatchewan, Canada

Series: Contexts of Learning

This book discusses the idea of the learning community as a vehicle for professional learning and school development.

As the authors show, the learning community develops in response to building capacity in three domains: personal, interpersonal and organizational. This revised and updated edition of Profound Improvement not only brings this important work up-to-date but also shows how the authors thinking has changed and developed since the book was originally written.

The book focuses on the life of educators as it relates to professional learning and growth. It is concerned with human growth and development, human cognition and affect and human interactions and actions in the context of a school community.

For the new edition the authors also:

•elaboratemorefullythenotionoflearningcommunitiesbased on living systems and ecological perspectives

•developtheircapacitybuildingmodel.

They show that building a learning community is a dynamic process that engages the individual, the group and the organization in embedded interdependencies and mutual influences. As the authors clearly demonstrate: education is a living system as opposed to a managed system.

March 2011: 6-1/4 x 9-1/4: 200ppPb: 978-0-415-58924-6: $38.95eBook: 978-0-203-82602-7


Sourcebook of Experiential EducationKey Thinkers and Their Contributions

Edited by Thomas E. Smith, Raccoon Institute, USA and Clifford E. Knapp, Northern Illinois University, USA, Emeritus

This sourcebook book provides a much-needed overview and foundations for the field of experiential education, through portraits of philosophers, educators, and other practitioners whose work is relevant to understanding its philosophy and methodology.

2010: 7 x 10: 334ppHb: 978-0-415-88441-9: $150.00Pb: 978-0-415-88442-6: $58.95eBook: 978-0-203-83898-3


The Textbook as DiscourseSociocultural Dimensions of American Schoolbooks

Edited by Eugene F. Provenzo, Jr., University of Miami, USA, Annis N. Shaver, Cedarville University, USA and Manuel Bello, Miami Dade College, USA

This book is about the social, political and cultural content of elementary and secondary textbooks in American education. It focuses on the nature of the discourses – the content and context – that represent what is included in textbooks.

2010: 6 x 9: 360ppHb: 978-0-415-88646-8: $150.00Pb: 978-0-415-88647-5: $53.95eBook: 978-0-203-83602-6


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NEW IN 20123rd Edition

Curriculum Development in the Postmodern EraTeaching and Learning in an Age of Accountability

Patrick Slattery, Texas A&M University, USA

Curriculum Development in the Postmodern Era was the first to introduce and analyze contemporary concepts of curriculum that emerged from the Reconceptualization of curriculum studies in the 1970s and 1980s. The field continues to evolve in dynamic and important ways. This new edition brings readers up to date on the major research themes (postmodernism, hermeneutics, aesthetics, race, class, gender, sexuality, and classroom practices) within the historical development of the field from the 1950s to the present. Like the previous editions, it is unique in providing a comprehensive overview in a relatively short and highly accessible text. Provocative and powerful narratives (both biography and autoethnography) throughout invite readers to engage the complex theories in a personal conversation. School-based examples allow readers to make connections to schools and society, teacher education, and professional development of teachers. Curriculum Development in the Postmodern Era ultimately serves as a challenge to renew and reform schools and society in the spirit of the democratic and interdisciplinary vision of the Reconceptualization of curriculum studies.

Changes in the Third Edition:

•newglossary–briefsummariesinthetextdirectreaders to the Companion Website to read the entire entries

•newchapteronthecurrentaccountabilitymovementin schools – examples and analysis

•moreinternationalreferencesclearlyconnectedtointernational contexts

•morenarrativesinvitereaderstoengagethecomplextheories in a personal conversation

•companionwebsite–newforthisedition(includesannotated glossary, video clips, annotated film list, photos, links to additional resources).



BEsTsELLER7th Edition

Research Methods in EducationLouis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, Macau University of Science and Technology, Macau

This rewritten, expanded and updated seventh edition of the long-running bestseller Research Methods in Education encompasses the whole range of methods currently employed by educational research at all stages. It offers plentiful and rich practical advice, underpinned by clear theoretical foundations, research evidence

and up-to-date references.

Chapters new to this edition cover:

•causation,criticaleducationalresearch,evaluation and the politics of research, including material on cross-cultural research, mixed methods and participatory research

•choosingandplanningaresearchproject,includingmaterial on sampling, research questions, literature reviews and ethical issues

•meta-analysis,researchsynthesesandsystematicreviews

•virtualworldsandinternetresearch

•usingandanalysingvisualmediaanddataineducational research

•organizingandpresentingqualitativedata,contentanalysis, coding and computer analysis, themes, narratives, conversations and discourses, grounded theory

•understandingandchoosingstatisticaltests,descriptive and inferential statistics, multi-dimensional measurement and factor analysis.

Research Methods in Education is essential reading for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyze and use research.

The textbook is accompanied by a website: www.routledge.com/textbooks/cohen7e. PowerPoint slides for every chapter contain an outline of the chapter structure followed by a thorough summary of the key points, ideal for both lecturers and students. Within the book a variety of internet resources are referred to and these references have been included here, with links to the websites. A wide range of supplementary documents are available for many chapters, providing additional guidance and examples. They range from guidelines for the contents of a research proposal with a worked example, to screen-print manuals for using SPSS and QSR N6 NUD IST (exportable to N-Vivo) plus data files.

March 2011: 7-1/2 x 9-3/4: 784ppHb: 978-0-415-58335-0: $144.00Pb: 978-0-415-58336-7: $46.95


Video in Social Science ResearchFunctions and Forms

Kaye Haw, University of Nottingham, UK and Mark Hadfield, University of Wolverhampton, UK

In this digital age the use of video in social science research has become commonplace. As sophistication has increased along with usability, as spiraling staff costs push out direct observation, the researchers training today are grasping video as a means of coming to terms with the continued pressure to produce accessible research. However, the ”fit” of technology with research is far from simple.

Ideally placed to offer guidance to developing researchers, this new text draws together the theoretical, methodological and practical issues of effectively using video across the social sciences. This book concentrates on how researchers can benefit from the use of video in their own research, whether it is:

•videoasrepresentation

•videoasanaidtoreflection

•videothatgeneratesparticipation

•video,voiceandarticulation,or

•videothatactsasaprovocation.

In turn each of these five central functions is discussed in relation to different stages of the research process, consisting of:

•researchdesign

•fieldworkanddatacollection

•analysisofdataandfindings

•dissemination.

As a practical research tool this book shows how, why and when video should be used, representing an invaluable guide for postgraduate and doctoral students conducting research in the social sciences, as well as any researchers, academics or professionals interested in developing technologically informed research.

March 2011: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-46785-8: $120.00Pb: 978-0-415-46786-5: $35.95eBook: 978-0-203-83911-9



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NEW IN 2011

Thinking with Theory in Qualitative ResearchViewing Data Across Multiple Perspectives

Alecia Youngblood Jackson, Appalachian State University, USA and Lisa A. Mazzei, Gonzaga University, USA

Thinking with Theory in Qualitative Research shows how to use various philosophical concepts in practices of inquiry; effectively opening up the process of data analysis in qualitative research. It uses a common data set and utilizes various theoretical perspectives through which to view the data. It challenges qualitative researchers to use

theory to accomplish a rigorous, analytic reading of qualitative data. ”Plugging in” the theory and the data produces a variety of readings applying various theorists and their concepts, including:

•Derrida–Deconstruction

•Spivak–PostcolonialMarginality

•Foucault–Power/Knowledge

•Butler–Performativity

•Deleuze–Desire

•Barad–MaterialIntra-activity.

Thinking with Theory in Qualitative Research pushes against traditional qualitative data analysis such as mechanistic coding, reducing data to themes, and writing up transparent narratives. These do little to critique the complexities of social life; such simplistic approaches preclude dense and multi-layered treatment of data. It shows that ”thinking with theory” pushes research and data and theory to its exhaustion in order to produce knowledge differently. By refusing a closed system for fixed meaning, a new analytic is engaged to keep meaning on the move. The result is an extension of thought beyond an easy sense.

Special features of the book include schematic cues to help guide the reader through what might be new theoretical terrain, interludes that explain the possibilities of thinking with a particular concept and theorist and detailed chapters that plug the same data set into a specific concept. This vital tool will help researchers understand and fully utilize their powers of data analysis and will prove invaluable to both students and experienced researchers across all of the social sciences.

December 2011: 6-3/4 x 9-3/4: 160ppHb: 978-0-415-78099-5: $155.00Pb: 978-0-415-78100-8: $35.95


International Research CollaborationsMuch to be Gained, Many Ways to Get in Trouble

Edited by Melissa S. Anderson, University of Minnesota, USA and Nicholas H. Steneck, University of Michigan, USA

Series: International Studies in Higher Education

Part of the International Studies in Higher Education series, International Research Collaborations considers what can go wrong in cross-national collaborations, and how scientists can avoid these problems.

2010: 6 x 9: 312ppHb: 978-0-415-87541-7: $160.00eBook: 978-0-203-84890-6


Actor-Network Theory in EducationTara Fenwick and Richard Edwards, both at University of Stirling, UK

Actor-network theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. Across these diverse environments and uptakes, the authors trace how learning and practice – as assemblages of activity, actors and spaces – emerge, show

what scales are at play, and demonstrate what this means for educational possibilities.

2010: 6-1/4 x 9-1/4: 200ppHb: 978-0-415-49296-6: $130.00Pb: 978-0-415-49298-0: $38.95eBook: 978-0-203-84908-8


NEW

Improving Teacher Education through Action ResearchEdited by Ming-Fai Hui and David L. Grossman, both at The Hong Kong Institute of Education, Hong Kong

There has been a number of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs. It is a ”must read” book for those educators who are new to the college teaching profession and for those who are aspired to be outstanding and successful lecturers.

September 2011: 6 x 9: 210ppPb: 978-0-415-89802-7: $39.95


NEW

Language, Ethnography, and EducationBridging New Literacy Studies and Bourdieu

Michael Grenfell, Trinity College, University of Dublin, Ireland, David Bloome, The Ohio State University, USA, Cheryl Hardy, Liverpool John Moores University, UK, Kate Pahl, University of Sheffield, UK, Jennifer Rowsell, Brock University, Canada and Brian V. Street, King’s College, London University, UK

This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and useful reference point for scholars

and students of education, language, and literacy wishing to incorporate Bourdieu’s ideas into their work.

More than just a set of stand-alone chapters around social perspectives on language interactions in classrooms, this book develops and unfolds dialogically across three sections: Bridging New Literacy Studies and Bourdieu – Principles; Language, Ethnography and Education – Practical Studies; Working at the Intersections – In Theory and Practice.

The authors posit ”Classroom Language Ethnography” as a genuinely new perspective with rich and developed traditions behind it, but distinct from conventional approaches to literacy and education – an approach that bridges those traditions to yield fresh insights on literacy in all its manifestations, thereby providing a pathway to more robust research on language in education.



FREE Shipping Online!Simple and secure web ordering, please visit www.routledge.com/education and receive

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Ethnography and Language PolicyEdited by Teresa L. McCarty, Arizona State University, USA

This volume addresses the impacts of globalization, diaspora, and transmigration on language practices and policies; language endangerment, revitalization, and maintenance; medium-of-instruction policies; literacy and biliteracy; language and ethnic/national identity; and the ethical tensions in conducting critical ethnographic language policy research. These issues are contextualized in case studies

and reflective commentaries by leading scholars in the field.

Ethnography and Language Policy extends previous work in the field, tapping into leading-edge interdisciplinary scholarship, and charting new directions. Recognizing that language policy is not merely or even primarily about language per se, but rather about power relations that structure social-linguistic hierarchies, the authors seek to expand policy discourses in ways that foster social justice for all.

2010: 6 x 9: 328ppHb: 978-0-415-80139-3: $140.00Pb: 978-0-415-80140-9: $49.95eBook: 978-0-203-83606-4


routlEdgE rESEarch

NEW IN 2012

Youth, Arts and EducationReassembling Subjectivity through Affect

Anna Hickey-Moody, University of Sydney, Australia

Series: Routledge Advances in Sociology

Youth, Arts and Education tells a different story about art and disadvantaged young people. Based on trans-national, empirical research into youth, arts and social disadvantage, this book argues that art does not ”help” young people. Rather, arts practices allow young people to re-make themselves and re-invent the arts, through creating new senses of self, new relationships to place and community. This perspective can be seen as an ethics of the young self and of art practice: a line of thinking that differs from popular ideas that art can be used to fix problems in the lives of youth at risk. In developing this ethics of the young self and art practice Anna Hickey-Moody draws of the thought of Gilles Deleuze, who argues that art is able to erase social cliché and refigure the emotions.

July 2012: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-57264-4: $130.00eBook: 978-0-203-85582-9


NEW IN 2012

Education, Welfare, and the Knowledge EconomyManuel Souto-Otero, University of Bath, UK

Series: Routledge Research in Education

This book provides an analysis of recent significant and durable changes in the relationship between education and welfare in advanced post-industrialised economies, focusing in particular on the advent of the ”knowledge economy” and its implications for access to post-compulsory education.

April 2012: 6 x 9: 240ppHb: 978-0-415-88705-2: $125.00


NEW IN 2012

Education, Indigenous Knowledge, and Development in the Global SouthAnders Breidlid, Oslo University College, Norway


Through a series of case studies, this book explores the question of whether Western educational discourse – still the dominant discourse in many countries in the global South – benefits the majority of pupils and helps promote sustainable development in these countries, or whether pedagogies rooted in more indigenous ideologies/discourses would better serve this aim.

February 2012: 6 x 9: 240ppHb: 978-0-415-89589-7: $125.00


NEW IN 2012

Teacher Training and the Education of Black ChildrenBringing Color into Difference

Uvanney Maylor, University of Bedfordshire, UK


This book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children’s education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black children’s underachievement to be (re)theorized and (re)conceptualized within teacher education, and for students and teachers to become more ”race”- and ”difference”-minded in their practice.

August 2012: 6 x 9: 192ppHb: 978-0-415-89762-4: $125.00


NEW IN 2012

The Politics of Teacher Professional DevelopmentIan Hardy, Queensland University, Australia


This book explores teacher professional development as a situated, socio-political practice. Drawing on cross-national case studies, and on the theories of Pierre Bourdieu, the study reveals the inherently political nature of professional development practices, showing them to be the product of tensions within and between competing policy, research and work pressures.

June 2012: 6 x 9: 192ppHb: 978-0-415-89923-9: $125.00


NEW IN 2012

Basil BernsteinThe Thinker and the Field

Rob Moore, University of Cambridge, UK

The book provides a detailed yet clear introduction to the sociology of Basil Bernstein that will be accessible to those not already familiar with it, but also of interest to those who are. It locates his thinking within the history of the field of British sociology in his life-time, explores the classical sources in Durkheim and Marx, and shows how a world-wide network of scholars continues to apply and further develop his ideas.

The book is organized in four main sections that deal with: theory, research, control and pedagogy. It explores the major areas of his work and shows their inter-relatedness and their development over time. Although Bernstein had a special interest in education, he did not see himself a sociologist of education alone. His was a broad and wide-ranging program in the social sciences and it is in these terms that his work is presented in this book

March 2012: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-57703-8: $120.00eBook: 978-0-203-81825-1


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NEW IN 2011

Educating for Diversity and Social JusticeAmanda Keddie, Griffith University, Australia


Drawing on both empirical research and pedagogical theory, this book offers an account of how rapid social change is generating new challenges and priorities for schools, provides insightful examples of how educators are productively responding to these challenges, and provides key frames of reference (generalisable to broader school populations) to support educators in addressing cultural diversity and social change in just and equitable ways.

December 2011: 6 x 9: 240ppHb: 978-0-415-89015-1: $125.00


NEW IN 2011

Educating for Peace in a Time of Permanent WarEdited by Paul R. Carr, Lakehead University, Canada and Brad J. Porfilio, Lewis University, USA


Little is done in schools at the formal and informal levels to address war and peace, especially in relation to what can and should be done to bring about peace. This volume seeks to provide a range of policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play in framing war, militarization and armed conflict.

December 2011: 6 x 9: 256ppHb: 978-0-415-89920-8: $125.00


NEW

Education and Poverty in Affluent CountriesEdited by Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka, all at University of Manchester, UK

This unique book brings together scholarship and analysis from some of the most influential scholars on education to provide a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries.

May 2011: 6 x 9: 270ppPb: 978-0-415-89729-7: $39.95


NEW IN 2011

Education in the Black DiasporaPerspectives, Challenges, and Prospects

Edited by Kassie Freeman, Southern University and A&M College, USA and Ethan Johnson, Portland State University, USA


This volume gathers scholars from around the world in a comparative approach to the various educational struggles of people of African descent, advancing the search for solutions and bringing to light new facets of the experiences of Black people in the era of globalization.

November 2011: 6 x 9: 192ppHb: 978-0-415-89034-2: $125.00


NEW

Economic Development, Education and Transnational CorporationsMark Hanson, University of California, Riverside, USA

Written by a very well-respected international scholar with special knowledge on Latin America, this book is a useful contribution to the subject. It helps readers to re-think about the role of TNCs in the different political and economic contexts of individual nations in the globalized market economy.

September 2011: 6-1/4 x 9-1/4: 192ppPb: 978-0-415-66827-9: $39.95


NEW

Economy, Work, and EducationCritical Connections

Catherine Casey, University of Leicester, UK

Series: Routledge Advances in Management and Business Studies

Economy, Work and Education: Critical Connections addresses effects of neoliberal capitalism in particular regard to work and education. The book elaborates key aspects and problems of generalized policy models of knowledge-based economies and learning societies in contexts of liberalized firm action, accelerated competitiveness and labor market flexibility. It discusses limits and paradoxes of higher skilled, knowledge-based economies which include significant disparities in labor market absorption of higher level skills, a deterioration of qualitative conditions of work and a re-subordination of workers.

This volume provides a research-intensive crossing of these fields to contribute a closer disciplinary and scholarly dialogue between interested thinkers across fields who too often must labor and converse apart. It offers the vantage point afforded by traversing old boundaries and exploring concerns shared by many scholars and researchers in international circles in pursuit of social and cultural innovation in the governance of work and education and advancing wider social debate

July 2011: 6 x 9: 230ppHb: 978-0-415-88671-0: $125.00eBook: 978-0-203-80653-1


Islamic Education and IndoctrinationThe Case in Indonesia

Charlene Tan, Nanyang Technological University, Singapore


This book critically discusses the concept of indoctrination in the context of Islamic education. It explains that indoctrination occurs when a person holds to a type of beliefs known as control beliefs that result in ideological totalism. Using Indonesia as an illustrative case study, the book expounds on the conditions for an indoctrinatory tradition to exist and thrive. The book further proposes ways to counter and avoid indoctrination through formal, non-formal, and informal education. It argues for the creation and promotion of educative traditions that are underpinned by religious pluralism, strong rationality, and strong autonomy.

Combining philosophical inquiry with empirical research, this book is a timely contribution to the study of contemporary and often controversial issues in Islamic education.



NEW IN 2011

Participation, Facilitation, and MediationChildren and Young People in Their Social Contexts

Edited by Claudio Baraldi and Vittorio Iervese, both at Università di Modena e Reggio Emilia, Italy


Childhood studies have recently underlined an alternate way to look at children, starting from the consideration that children are competent social actors and can actively participate in social life. However, there has been relatively little attention paid to the ways in which adults can actively empower children’s agency and participation. This book aims to highlight this important aspect, explaining the position of adults as facilitators and mediators in the process of constructing childhood.

December 2011: 6 x 9: 240ppHb: 978-0-415-89314-5: $125.00


NEW

Whiteness and Teacher EducationEdie White, Carroll University, USA


This work examines the development of racial and cultural identities in a sample of white pre-service teachers. It provides insights into how teacher education programs might challenge white teachers to interrogate their whiteness in order to develop their practices in ways that meet the needs of all of their students.

October 2011: 6 x 9: 192ppHb: 978-0-415-89889-8: $125.00eBook: 978-0-203-32496-7


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Boys and Their SchoolingThe Experience of Becoming Someone Else

John Whelen, Monash University, Australia


This book presents an ethnographic study of the experiences of teenage boys in an Australian high school. It follows a group of thirteen- to fifteen-year-olds over a period of more than two years, and seeks to understand why so many boys say they hate school yet enjoy being with one another in their daily confrontations with the formal school. The study acknowledges the ongoing significance of the ”boys’ debate” to policy-makers and the media, and therefore to teachers and parents, but moves it on from issues of gender construction and the panic about achievement to the broader question of what it is to experience being schooled as a boy in the new liberal educational environment.



Geometry as Objective Science in Elementary School ClassroomsMathematics in the Flesh

Wolff-Michael Roth, University of Victoria, Canada

Series: Routledge International Studies in the Philosophy of Education

Grounded in philosophical approaches to cognition, this book presents a radical reframing of how children learn geometrical concepts in their early years. The book exhibits the shortcomings of other theories, including embodiment and enactivist approaches and advances an understanding of mathematics in the flesh.



NEW

Intersectionality and Race in EducationEdited by Kalwant Bhopal, University of Southampton, UK and John Preston, University of East London, UK


Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of ”race,” gender and class, alongside other aspects of personhood, within education.

September 2011: 6 x 9: 224ppHb: 978-0-415-88877-6: $125.00eBook: 978-0-203-80275-5


NEW IN 2011

Neoliberalism and the Global Restructuring of Knowledge and EducationSteven C. Ward, Western Connecticut University, USA

Series: Routledge Advances in Sociology

This book examines the influence of neoliberal ideas and practices on the way knowledge has been conceptualized, produced, and disseminated over the last few decades, focusing on the transformation of how knowledge is conceptualized, produced, and disseminated at different levels of public education in various national contexts around the world.

November 2011: 6 x 9: 240ppHb: 978-0-415-89011-3: $125.00


NEW

Science, Society and SustainabilityEducation and Empowerment for an Uncertain World

Edited by Donald Gray and Laura Colucci-Gray, both at University of Aberdeen, UK and Elena Camino, Accademia Albertina, Italy

Drawing on experiences of interdisciplinary dialogue and practice in a higher education context, this book illustrates how reformulating the agenda in science and technology can have a revolutionary impact on learning and teaching in the classroom at all levels.

September 2011: 6 x 9: 246ppPb: 978-0-415-89795-2: $39.95


NEW

Structure and Agency in the Neoliberal UniversityEdited by Joyce E. Canaan, Birmingham City University, UK and Wesley Shumar, Drexel University, USA

This volume brings together a set of largely ethnographic articles written from a critical perspective that consider how current transitions in post-secondary education are impacting on higher education (HE) institutions.

September 2011: 6 x 9: 324ppPb: 978-0-415-89801-0: $39.95


NEW

A Chinese Perspective on Teaching and LearningEdited by Betty C. Eng, City University of Hong Kong

Series: Routledge Series on Schools and Schooling in Asia

Bringing together educators from a range of backgrounds – psychology, sociology, social work, counseling, and teaching – this volume shows how Asian cultural values and beliefs can provide a lens through which to understand and envision how curriculum and pedagogy can be creatively adapted, not only in a local Chinese classroom context, but in a global context as well.



NEW

Derrida & EducationEdited by Gert J.J. Biesta, University of Stirling, UK and Denise Egéa-Kuehne, Louisiana State University, USA

This important book demonstrates how Derrida’s work provides a highly relevant perspective on the aims, content and nature of education in today’s multicultural societies.

September 2011: 6-1/4 x 9-1/4: 272ppPb: 978-0-415-68412-5: $39.95


NEW

Levinas and EducationAt the Intersection of Faith and Reason

Edited by Denise Egéa-Kuehne, Louisiana State University, USA

This first book-length collection on Levinas and education gathers new texts written especially for this volume, providing an introduction to some of Levinas’s major themes of ethics, justice, hope, hospitality, forgiveness, and more.

September 2011: 6 x 9: 314ppPb: 978-0-415-89797-6: $39.95


NEW

Beauty and EducationJoe Winston, University of Warwick, UK

Incorporating examples across the curriculum, Winston argues that a due consideration of beauty in education can address some of the more fundamental problems that bedevil policy and practice. With its clear style and wealth of practical examples, this book will be of great interest to academics and teachers.

June 2011: 6 x 9: 186ppPb: 978-0-415-89664-1: $39.95


Order Yours Today!For simple and secure online ordering,

please visit www.routledge.com/education

Or use the order form at the back of this catalog.

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NEW IN 2011

Education and CultureJocey Quinn, London Metropolitan University, UK


Jocey Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture. Cultural perspectives and rich empirical data from a wide range of research with learners in university, voluntary, community and work settings are used to provide a bridge between cultural theory and the embodied worlds of learners. Drawing vivid links with other cultural evidence from literature and popular culture, this book convincingly shows how anti-realist theory can produce positive material changes both in education and society.

December 2011: 6 x 9: 192ppHb: 978-0-415-99405-7: $125.00


NEW

Picturebooks, Pedagogy and PhilosophyJoanna Haynes, University of Plymouth, UK and Karin Murris, University of the Witwatersrand, South Africa


Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children’s literature, childhood and pedagogy.

August 2011: 6 x 9: 256ppHb: 978-0-415-88080-0: $125.00


Schooling and the Making of Citizens in the Long Nineteenth CenturyComparative Visions

Edited by Daniel Tröhler, University of Luxembourg, Thomas S. Popkewitz, University of Wisconsin-Madison, USA and David F. Labaree, Stanford University, USA


This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue – the need to overcome self-interest in order to take up the common interest – which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican.

By examining historical changes in republicanism across time and space, the authors explore central epistemologies that connect the modern individual to community and citizenship through the medium of schooling. Ideas of the individual were reformulated in the nineteenth century in reaction to new ideas about justice, social order, and progress, and the organization and pedagogy of the school turned these changes into a way to transform the self into the citizen.



NEW

Teacher Learning That MattersInternational Perspectives

Edited by Mary Kooy, OISE/University of Toronto, Canada and Klaas van Veen, ICLON/Leiden University


In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define ”teacher learning that matters” as it shapes and directs pedagogical practices with the goal of improving student learning.

This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.

June 2011: 6 x 9: 310ppHb: 978-0-415-88880-6: $125.00eBook: 978-0-203-80587-9


NEW

The Global Reception of John Dewey’s ThoughtMultiple Refractions Through Time and Space

Edited by Rosa Bruno-Jofré, Queen’s University, Canada and Jürgen Schriewer, Humboldt University, Germany


This volume explores the reception of John Dewey’s ideas in various historical and geographical settings such as Japan, China, Argentina, Mexico, Chile, Spain, Russia, and Germany, analyzing how and why Dewey’s thought was interpreted in various ways according to mediating local discursive and ideological configurations and formations.



NEW

The Politics of Alternative Teacher CertificationEran Tamir, Brandeis University, USA


Alternative teacher certification has been in the midst of heated debates in the U.S. between teacher unions, teacher educators, and states. This book tracks the first political struggle over alternative teacher certification in New Jersey during the 1980s, asking why and how was the state able to win the battle over this policy.

September 2011: 6 x 9: 244ppHb: 978-0-415-87944-6: $125.00


NEW

Kant and EducationInterpretations and Commentary

Edited by Klas Roth, Stockholm University, Sweden and Chris W. Surprenant, Tulane University, USA

Series: Routledge Studies in Contemporary Philosophy

Kant and Education: Interpretations and Commentary has gathered these scholars together with the aim of filling this perceived void in Kant scholarship. All of the essays contained within this volume will examine either Kant’s ideas on education through an historical analysis of his texts; or the importance and relevance of his moral philosophy, political philosophy, and/or aesthetics in contemporary education theory (or some combination).



Want more information on a book?

Visit the direct URL found at the bottom of the title description.

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routlEdgE rESEarch

Gender Inclusive Engineering EducationJulie Mills, University of South Australia, Australia, Mary Elizabeth Ayre, The University of Glamorgan, UK and Judith Gill, University of South Australia, Australia


This book demonstrates the ways in which traditional engineering education has not attracted, supported or retained female students and identifies the issues needing to be addressed in changing engineering education to become more gender inclusive.

2010: 6 x 9: 228ppHb: 978-0-415-80588-9: $125.00eBook: 978-0-203-85195-1


Policy Discourses, Gender, and EducationConstructing Women’s Status

Elizabeth J. Allan, University of Maine, USA


Elizabeth J. Allan’s findings reveal how dominant discourses of femininity, access, professionalism, race, and sexuality contribute to constructing women’s status in complex and at times, contradictory ways.

2010: 6-1/4 x 9-1/4: 234ppPb: 978-0-415-88606-2: $39.95


Social Studies as New Literacies in a Global SocietyRelational Cosmopolitanism in the Classroom

Mark Baildon, National Institute of Education, Singapore and James S. Damico, Indiana University, USA


This book reconceptualizes social studies teaching and learning in ways that will help prepare students to live in ”new times” – prepared for new forms of labor, equipped to handle new and emerging technologies and function, and able to understand different perspectives to participate in an increasingly diverse, multicultural global society.

2010: 6 x 9: 218ppHb: 978-0-415-87367-3: $125.00eBook: 978-0-203-84000-9


Education Policy, Space and the CityMarkets and the (In)visibility of Race

Kalervo N. Gulson, University of New South Wales, Australia


This book examines the relationships between educational policy, space and place. With urbanization as one of the central concerns for the future, relationships between the city, educational policy, and social and educational inequality deserve sustained examination. Kalervo N. Gulson’s book is a rich and needed contribution to these areas of study.

2010: 6 x 9: 146ppHb: 978-0-415-99556-6: $125.00eBook: 978-0-203-83967-6


Global Pathways to Abolishing Physical PunishmentRealizing Children’s Rights

Edited by Joan E. Durrant, University of Manitoba, Canada and Anne B. Smith, University of Otago, New Zealand


This book describes the unfolding of a global phenomenon: the legal prohibition of physical punishment of children. Documenting the stories of countries that have either prohibited corporal punishment of children or who are moving in that direction, this volume will serve as a sourcebook for scholars and advocates around the world who are interested in the many dimensions of physical punishment and its elimination.

2010: 6 x 9: 374ppHb: 978-0-415-87920-0: $125.00eBook: 978-0-203-83968-3


Education, Professionalism, and the Quest for AccountabilityHitting the Target but Missing the Point

Jane Green, London University, UK


Today, workers based in institutions designed to serve the public – teachers, nurses, social workers, community officers, librarians, civil servants, etc. – are expected to reorganize their thoughts and practice in accordance with a ”performance” management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures into inflexible and obligatory compliance. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable – and, in the case of education, less educative.

2010: 6 x 9: 280ppHb: 978-0-415-87925-5: $125.00eBook: 978-0-203-83256-1


The Gates Foundation and the Future of US “Public” SchoolsEdited by Philip E. Kovacs, University of Alabama in Huntsville, USA

Series: Routledge Studies in Education and Neoliberalism

What are the implications when the educational policy and priority of public schools are concentrated in ways that foster de-unionization and teacher de-skilling while homogenizing school models and curriculum? This volume addresses this crucial, unanswered question while investigating the impact of the Gates Foundation on education.

2010: 6 x 9: 248ppHb: 978-0-415-87334-5: $125.00eBook: 978-0-203-83494-7


What’s So Important About Music Education?J. Scott Goble, University of British Columbia, Canada


J. Scott Goble argues for the importance of musical activity in human life and for the importance of music in education. The book concludes with a model for teaching the musical practices of the nation’s constituent cultural groups in schools in terms of their respective cultural meanings.

2010: 6 x 9: 352ppHb: 978-0-415-80054-9: $125.00eBook: 978-0-203-85322-1


Knowledge, Pedagogy and SocietyInternational Perspectives on Basil Bernstein’s Sociology of Education

Edited by Daniel Frandji and Philippe Vitale, both at Université de Provence, France

This collection seeks to clarify the broad brushstrokes of Basil Bernstein’s theories, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examine Bernstein’s work against the backdrop of their own research.

2010: 6-1/4 x 9-1/4: 288ppHb: 978-0-415-56536-3: $128.00eBook: 978-0-203-84393-2


Knowledge and IdentityConcepts and Applications in Bernstein’s Sociology

Edited by Gabrielle Ivinson, Brian Davies and John Fitz, all at Cardiff University, UK

The international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation.

2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-58209-4: $120.00eBook: 978-0-203-83785-6


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major works • special issues as books

Knowledge & KnowersKarl Maton, University of Sydney, AustraliaNovember 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-47999-8 . . . . . . . . . . . . . . . . . $130.00eBook: 978-0-203-88573-4

Distance Teaching for the Third WorldMichael Young, Hilary Perraton, Janet Jenkins and Tony Dodds2010: 6-1/4 x 9-1/4: 264ppHb: 978-0-415-59492-9 . . . . . . . . . . . . . . . . . $105.00eBook: 978-0-203-83747-4

Education in the Third WorldKeith Watson2010: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-59460-8 . . . . . . . . . . . . . . . . . $105.00eBook: 978-0-203-83745-0

Growing-Up ModernBruce Fuller2010: 6-1/4 x 9-1/4: 200ppHb: 978-0-415-59495-0 . . . . . . . . . . . . . . . . . . $95.00eBook: 978-0-203-83751-1

Islam and Education, Volumes 1-4Edited by Tahir Abbas2010: 6-1/4 x 9-1/4: 1728ppHb: 978-0-415-47845-8 . . . . . . . . . . . . . . . . $1140.00

McMahon: Education and Development, Volumes 1-4Edited by Walter W. McMahonOctober 2011: 6-1/4 x 9-1/4: 426ppHb: 978-0-415-58279-7 . . . . . . . . . . . . . . . . $1450.00

Planning and Development in EducationJ.C.S. Musaazi2010: 6-1/4 x 9-1/4: 400ppHb: 978-0-415-59609-1 . . . . . . . . . . . . . . . . . $120.00eBook: 978-0-203-83746-7

Strong and Smart – Towards a Pedagogy for EmancipationChris SarraJune 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-61560-0 . . . . . . . . . . . . . . . . . $130.00eBook: 978-0-203-09319-1

major workS

Disability MattersAnna Hickey-Moody and Vicki CrowleyJanuary 2012: 6-3/4 x 9-3/4: 192ppHb: 978-0-415-69350-9 . . . . . . . . . . . . . . . . . $125.00

Everyday EthicsGretchen B. Rossman and Sharon F. RallisJanuary 2012: 6-3/4 x 9-3/4: 160ppHb: 978-0-415-69341-7 . . . . . . . . . . . . . . . . . $125.00

The Sociology of Disability and EducationMadeleine ArnotJanuary 2012: 6-3/4 x 9-3/4: 160ppHb: 978-0-415-69353-0 . . . . . . . . . . . . . . . . . $125.00

Religion, Education, Dialogue and ConflictEdited by Robert JacksonNovember 2011: 6-3/4 x 9-3/4: 176ppHb: 978-0-415-60431-4 . . . . . . . . . . . . . . . . . $125.00

The Education of Black Males in a ’Post-Racial’ WorldEdited by Anthony L. Brown and Jamel K. DonnorAugust 2011: 6-3/4 x 9-3/4: 176ppHb: 978-0-415-67302-0 . . . . . . . . . . . . . . . . . $125.00

‘Manufactured’ MasculinityJ.A. ManganOctober 2011: 6-3/4 x 9-3/4: 464ppHb: 978-0-415-67718-9 . . . . . . . . . . . . . . . . . $165.00

Approaches to Substance Abuse and Addiction in Education CommunitiesEdited by Jeffrey Roth and Andrew J. Finch2010: 6-3/4 x 9-3/4: 306ppHb: 978-0-7890-3696-4 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-7890-3697-1. . . . . . . . . . . . . . . . . . . $45.95

Troubling Gender in EducationEdited by Jo-Anne Dillabough, Julie McLeod and Martin Mills2010: 6-3/4 x 9-3/4: 138ppPb: 978-0-415-60221-1. . . . . . . . . . . . . . . . . . . $45.95

Professionalism in Early Childhood Education and CareCarmen Dalli and Mathias Urban2010: 6-3/4 x 9-3/4: 164ppHb: 978-0-415-57405-1 . . . . . . . . . . . . . . . . . $125.00

Researching Primary EducationRosemary Webb2010: 6-3/4 x 9-3/4: 112ppHb: 978-0-415-56752-7 . . . . . . . . . . . . . . . . . . 125.00

Gender Balance and Gender Bias in EducationDeirdre Raftery and Maryann Valiulis2010: 6-3/4 x 9-3/4Hb: 978-0-415-58256-8 . . . . . . . . . . . . . . . . . $125.00

Developing Research in Teacher EducationIan Menter and Jean Murray2010: 6-3/4 x 9-3/4: 160ppHb: 978-0-415-59486-8 . . . . . . . . . . . . . . . . . $125.00

Educational Administration and HistoryTanya Fitzgerald and Helen Gunter2009: 6-3/4 x 9-3/4: 112ppHb: 978-0-415-46887-9 . . . . . . . . . . . . . . . . . $140.00

Family Factors and the Educational Success of ChildrenWilliam Jeynes2009: 6-3/4 x 9-3/4: 420ppHb: 978-0-7890-3761-9 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-7890-3762-6. . . . . . . . . . . . . . . . . . . $45.95

backliSt

SPEcial iSSuES aS bookSRoutledge publishes special issues of key journals as collections available to purchase. This is an initiative that incorporates journals from multiple disciplines across the humanities and social sciences. For further information on any of the below titles, please visit: www.routledge.com.


Social Justice, Peace, and Environmental EducationEdited by Julie Andrzejewski, Marta Baltodano and Linda Symcox2009: 6 x 9: 344ppHb: 978-0-415-96556-9 . . . . . . . . . . . . . . . . . $160.00Pb: 978-0-415-96557-6. . . . . . . . . . . . . . . . . . . $48.95eBook: 978-0-203-87942-9

Foundations of Critical Race Theory in EducationEdited by Edward Taylor, David Gillborn, and Gloria Ladson-Billings2009: 7 x 10: 376ppHb: 978-0-415-96143-1 . . . . . . . . . . . . . . . . . $155.00Pb: 978-0-415-96144-8. . . . . . . . . . . . . . . . . . . $46.95

The Routledge International Companion to Multicultural EducationEdited by James A. Banks2009: 6-3/4 x 9-3/4: 592ppHb: 978-0-415-96230-8 . . . . . . . . . . . . . . . . . $210.00Pb: 978-0-415-88078-7. . . . . . . . . . . . . . . . . . . $69.95eBook: 978-0-203-88151-4

Against Common Sense, 2nd EditionKevin Kumashiro2009: 6 x 9: 184ppHb: 978-0-415-80221-5 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-415-80222-2. . . . . . . . . . . . . . . . . . . $28.95

Social Studies and Diversity EducationEdited by Elizabeth E. Heilman, Ramona Fruja and Matthew Missias2009: 6-3/4 x 9-3/4: 432ppHb: 978-0-415-99671-6 . . . . . . . . . . . . . . . . . $145.00Pb: 978-0-415-99672-3. . . . . . . . . . . . . . . . . . . $49.95eBook: 978-0-203-87144-7

Gender Education and Equality in a Global ContextEdited by Shailaja Fennell and Madeleine Arnot2009: 6-1/4 x 9-1/4: 246ppPb: 978-0-415-55205-9. . . . . . . . . . . . . . . . . . . $42.95

The Routledge International Handbook of Critical EducationEdited by Michael W. Apple, Wayne Au and Luis Armando Gandin2009: 7 x 10: 512ppHb: 978-0-415-95861-5 . . . . . . . . . . . . . . . . . $210.00Pb: 978-0-415-88927-8. . . . . . . . . . . . . . . . . . . $69.95eBook: 978-0-203-88299-3

Teacher Education and the Struggle for Social JusticeKenneth M. Zeichner, University of Washington, USA2009: 6 x 9: 224ppHb: 978-0-8058-5865-5 . . . . . . . . . . . . . . . . . $145.00Pb: 978-0-8058-5866-2. . . . . . . . . . . . . . . . . . . $45.95

Home-School Connections in a Multicultural SocietyEdited by Maria Luiza Dantas and Patrick C. Manyak2009: 6 x 9: 312ppHb: 978-0-415-99756-0 . . . . . . . . . . . . . . . . . $140.00Pb: 978-0-415-99757-7. . . . . . . . . . . . . . . . . . . $42.95eBook: 978-0-203-86843-0

Language, Culture, and Teaching, 2nd EditionSonia Nieto2009: 6 x 9: 296ppHb: 978-0-415-99968-7 . . . . . . . . . . . . . . . . . $140.00Pb: 978-0-415-99974-8. . . . . . . . . . . . . . . . . . . $46.95eBook: 978-0-203-87228-4

33


backliSt

Handbook of Latinos and EducationEdited by Enrique G. Murillo Jr., Sofia Villenas, Ruth Trinidad Galván, Juan Sánchez Muñoz, Corinne Mart’nez and Margarita Machado-Casas2009: 7 x 10: 670ppHb: 978-0-8058-5839-6 . . . . . . . . . . . . . . . . . $270.00Pb: 978-0-8058-5840-2. . . . . . . . . . . . . . . . . . $119.95eBook: 978-0-203-86607-8

Black Youth MattersCecile Wright, P.J. Standen and Tina Patel2009: 6 x 9: 176ppHb: 978-0-415-99510-8 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-415-99512-2. . . . . . . . . . . . . . . . . . . $38.95eBook: 978-0-203-86305-3

The Routledge International Handbook of the Sociology of EducationEdited by Michael W. Apple, Stephen J. Ball and Luis Armando Gandin2009: 6-3/4 x 9-3/4: 441ppHb: 978-0-415-48663-7 . . . . . . . . . . . . . . . . . $210.00Pb: 978-0-415-61996-7. . . . . . . . . . . . . . . . . . . $69.95eBook: 978-0-203-86370-1


Persistent InequalityMaria Pabon Lopez2009: 6 x 9: 224ppHb: 978-0-415-95793-9 . . . . . . . . . . . . . . . . . $135.00Pb: 978-0-415-95794-6. . . . . . . . . . . . . . . . . . . $39.95eBook: 978-0-203-86513-2

Learning to FailFran Abrams2009: 6-1/4 x 9-1/4: 184ppHb: 978-0-415-48395-7 . . . . . . . . . . . . . . . . . $140.00Pb: 978-0-415-48396-4. . . . . . . . . . . . . . . . . . . $35.95eBook: 978-0-203-86482-1

The Problem with Boys’ EducationEdited by Wayne Martino, Michael D. Kehler and Marcus B. Weaver-Hightower2009: 6 x 9: 312ppHb: 978-1-56023-682-5 . . . . . . . . . . . . . . . . . $125.00Pb: 978-1-56023-683-2. . . . . . . . . . . . . . . . . . . $43.95eBook: 978-0-203-87771-5

Reclaiming ChildhoodHelene Guldberg2009: 6-1/4 x 9-1/4: 216ppHb: 978-0-415-47722-2 . . . . . . . . . . . . . . . . . $150.00Pb: 978-0-415-47723-9. . . . . . . . . . . . . . . . . . . $31.95eBook: 978-0-203-87041-9


Global Crises, Social Justice, and EducationEdited by Michael W. Apple2009: 6 x 9: 224ppHb: 978-0-415-99596-2 . . . . . . . . . . . . . . . . . $135.00Pb: 978-0-415-99597-9. . . . . . . . . . . . . . . . . . . $39.95eBook: 978-0-203-86144-8

Globalizing Education PolicyFazal Rizvi and Bob Lingard2009: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-41625-2 . . . . . . . . . . . . . . . . . $125.00Pb: 978-0-415-41627-6. . . . . . . . . . . . . . . . . . . $45.95eBook: 978-0-203-86739-6

Gender Education and Equality in a Global ContextEdited by Shailaja Fennell and Madeleine Arnot2009: 6-1/4 x 9-1/4: 246ppPb: 978-0-415-55205-9. . . . . . . . . . . . . . . . . . . $42.95

World Bank Financing of Education, 2nd EditionPhillip W. Jones2009: 6-1/4 x 9-1/4: 318ppPb: 978-0-415-56707-7. . . . . . . . . . . . . . . . . . . $39.95

The Handbook of Practice and Research in Study AbroadEdited by Ross Lewin2009: 7 x 10: 608ppHb: 978-0-415-99160-5 . . . . . . . . . . . . . . . . . $160.00Pb: 978-0-415-99161-2. . . . . . . . . . . . . . . . . . . $74.95eBook: 978-0-203-87664-0

International Perspectives on Contexts, Communities and Evaluated Innovative PracticesEdited by Rollande Deslandes2009: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-47949-3 . . . . . . . . . . . . . . . . . $140.00eBook: 978-0-203-87566-7

Internationalisation and the Student VoiceEdited by Elspeth Jones2009: 6 x 9: 240ppHb: 978-0-415-87127-3 . . . . . . . . . . . . . . . . . $145.00Pb: 978-0-415-87128-0. . . . . . . . . . . . . . . . . . . $48.95eBook: 978-0-203-86530-9

Political Agendas for Education, 4th EditionJoel Spring2009: 6 x 9: 208ppHb: 978-0-415-80642-8 . . . . . . . . . . . . . . . . . $140.00Pb: 978-0-415-80643-5. . . . . . . . . . . . . . . . . . . $34.95eBook: 978-0-203-86625-2

Educational StudiES

Race, Whiteness, and EducationZeus Leonardo2009: 6 x 9: 232ppHb: 978-0-415-99316-6 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-415-99317-3. . . . . . . . . . . . . . . . . . . $39.95eBook: 978-0-203-88037-1

Controversy in the ClassroomDiana E. Hess2009: 6 x 9: 216ppHb: 978-0-415-96228-5 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-415-96229-2. . . . . . . . . . . . . . . . . . . $37.95eBook: 978-0-203-87888-0

Advocacy LeadershipGary L. Anderson2009: 6 x 9: 232ppHb: 978-0-415-99427-9 . . . . . . . . . . . . . . . . . $135.00Pb: 978-0-415-99428-6. . . . . . . . . . . . . . . . . . . $38.95eBook: 978-0-203-88061-6

Critical Perspectives on bell hooksEdited by Maria del Guadalupe Davidson and George Yancy2009: 6 x 9: 256ppHb: 978-0-415-98980-0 . . . . . . . . . . . . . . . . . $150.00Pb: 978-0-415-98981-7. . . . . . . . . . . . . . . . . . . $41.95eBook: 978-0-203-88150-7

Hidden MarketsPatricia Burch2009: 6 x 9: 200ppHb: 978-0-415-95566-9 . . . . . . . . . . . . . . . . . $140.00Pb: 978-0-415-95567-6. . . . . . . . . . . . . . . . . . . $39.95eBook: 978-0-203-88394-5

The School in the United States, 2nd EditionEdited by James W. Fraser2009: 7 x 10: 432ppHb: 978-0-415-80210-9 . . . . . . . . . . . . . . . . . $150.00Pb: 978-0-415-80211-6. . . . . . . . . . . . . . . . . . . $56.95

Contemporary Theories of LearningEdited by Knud Illeris2008: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-47343-9 . . . . . . . . . . . . . . . . . $150.00Pb: 978-0-415-47344-6. . . . . . . . . . . . . . . . . . . $37.95eBook: 978-0-203-87042-6

Critical Pedagogies of ConsumptionEdited by Jennifer A. Sandlin and Peter McLaren2009: 6 x 9: 304ppHb: 978-0-415-99789-8 . . . . . . . . . . . . . . . . . $145.00Pb: 978-0-415-99790-4. . . . . . . . . . . . . . . . . . . $46.95eBook: 978-0-203-86626-9

Education and Hope in Troubled TimesEdited by H. Svi Shapiro2009: 6 x 9: 304ppHb: 978-0-415-99425-5 . . . . . . . . . . . . . . . . . $145.00Pb: 978-0-415-99426-2. . . . . . . . . . . . . . . . . . . $47.95eBook: 978-0-203-88185-9

Teaching Critical Thinkingbell hooks2009: 6 x 9: 208ppHb: 978-0-415-96819-5 . . . . . . . . . . . . . . . . . $125.00Pb: 978-0-415-96820-1. . . . . . . . . . . . . . . . . . . $27.95eBook: 978-0-203-86919-2

Visible LearningJohn Hattie2008: 6-3/4 x 9-3/4: 392ppHb: 978-0-415-47617-1 . . . . . . . . . . . . . . . . . $160.00Pb: 978-0-415-47618-8. . . . . . . . . . . . . . . . . . . $47.95eBook: 978-0-203-88733-2

curriculum StudiES

Curriculum Studies Handbook – The Next MomentEdited by Erik Malewski2009: 7 x 10: 584ppHb: 978-0-415-98948-0 . . . . . . . . . . . . . . . . . $255.00Pb: 978-0-415-98949-7. . . . . . . . . . . . . . . . . . $104.95eBook: 978-0-203-87779-1

Handbook of Public PedagogyEdited by Jennifer A. Sandlin, Brian D. Schultz and Jake Burdick2009: 7 x 10: 712ppHb: 978-0-415-80126-3 . . . . . . . . . . . . . . . . . $265.00Pb: 978-0-415-80127-0. . . . . . . . . . . . . . . . . . $119.95eBook: 978-0-203-86368-8

The Worldliness of a Cosmopolitan EducationWilliam F. Pinar2009: 6 x 9: 240ppHb: 978-0-415-99550-4 . . . . . . . . . . . . . . . . . $140.00Pb: 978-0-415-99551-1. . . . . . . . . . . . . . . . . . . $44.95eBook: 978-0-203-87869-9

Teaching By NumbersPeter Maas Taubman2009: 6 x 9: 256ppHb: 978-0-415-96273-5 . . . . . . . . . . . . . . . . . $145.00Pb: 978-0-415-96274-2. . . . . . . . . . . . . . . . . . . $45.95eBook: 978-0-203-87951-1

The Curriculum Studies Reader, 3rd EditionEdited by David J. Flinders and Stephen J. Thornton2009: 7 x 10: 464ppHb: 978-0-415-96321-3 . . . . . . . . . . . . . . . . . $150.00Pb: 978-0-415-96322-0. . . . . . . . . . . . . . . . . . . $45.95


Qualitative Educational ResearchEdited by Wendy Luttrell2009: 7 x 10: 520ppHb: 978-0-415-95795-3 . . . . . . . . . . . . . . . . . $150.00Pb: 978-0-415-95796-0. . . . . . . . . . . . . . . . . . . $48.95

Qualitative ResearchChallenging the Orthodoxies in Standard Academic Discourse(s)2009: 6 x 9: 276Hb: 978-0-8058-4837-3 . . . . . . . . . . . . . . . . . $145.00 Pb: 978-0-8058-4838-0. . . . . . . . . . . . . . . . . . . $48.95eBook: 978-0-203-88682-3

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indExAAbbas, Tahir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Act Your Age! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Actions Speak Louder than Words . . . . . . . . . . . . . . . . . . . . . . . 3Actor-Network Theory in Education. . . . . . . . . . . . . . . . . . . . . . 26Adams, Maurianne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Advancing Youth Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Allan, Elizabeth J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Altbach, Philip G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Anderson, Melissa S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Androushchak, Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Anyon, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Apple, Michael W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Approaches to Substance Abuse and Addiction in Education Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Arnot, Madeleine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9, 13Art and Social Justice Education . . . . . . . . . . . . . . . . . . . . . . . . . 2Arthur, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Au, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Ayre, Mary Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

BBaggaley, Jon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Baglieri, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Baildon, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Balarin, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10, 15Baraldi, Claudio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Barrett, Angeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Basil Bernstein . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Bates, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Beauty and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Bell, Lee Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 5Bello, Manuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Bergoffen, Debra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Best, Joel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Beyond Learning by Doing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Bhaskar, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Bhopal, Kalwant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Bibby, Tamara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Biesta, Gert J.J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Bloome, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Blumenfeld, Warren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Boys and Their Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Breidlid, Anders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Brewer, Dominic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Bridgeman, Jacquelyn L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Britzman, Deborah P.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Brody, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Brooks, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Brown, Anthony L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Brown, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Bruno-Jofré, Rosa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Bushnell Greiner, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

CCamino, Elena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Canaan, Joyce E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Carlson, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Carr, Paul R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Casey, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Castaneda, Carmelita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Chapman, Thandeka K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Chicano School Failure and Success . . . . . . . . . . . . . . . . . . . . . . . 5Chinese Perspective on Teaching and Learning, A . . . . . . . . . . . 29Cho, Seehwa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Classroom Communication and Diversity . . . . . . . . . . . . . . . . . . . 5Cohen, Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Colclough, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Cole, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Colucci-Gray, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Confronting Global Gender Justice . . . . . . . . . . . . . . . . . . . . . . 10Contexts of Learning (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Cookson, Jr., Peter W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Critical Curriculum Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Critical Dispositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Critical Educator (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Critical Multiculturalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Critical Pedagogy and Social Change . . . . . . . . . . . . . . . . . . . . . 20Critical Race Theory Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Critical Social Thought (series) . . . . . . . . . . . . . . . . . . . . . 6, 20, 21Critical Youth Studies (series) . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 9Cultures of Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Curriculum Development in the Postmodern Era . . . . . . . . . . . . 25Curriculum, Syllabus Design and Equity . . . . . . . . . . . . . . . . . . . 23

DDamico, James S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 7, 17Davies, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Davis, Lennard J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Derrida & Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Developing Research in Teacher Education . . . . . . . . . . . . . . . . 32Dillabough, Jo-Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 32Dillon, Justin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Dimitriadis, Greg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Disability Studies and the Inclusive Classroom . . . . . . . . . . . . . . . 6Disability Studies Reader, The . . . . . . . . . . . . . . . . . . . . . . . . . . 10Disavowed Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Disciplines of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Dismantling Contemporary Deficit Thinking . . . . . . . . . . . . . . . . 4Distance Teaching for the Third World . . . . . . . . . . . . . . . . . . . . 32Diversity in American Higher Education . . . . . . . . . . . . . . . . . . . . 2Dodds, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Doing Multicultural Education for Achievement and Equity . . . . . 4Dolby, Nadine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 14Doll, William E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Donnor, Jamel K.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Durrant, Joan E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Dyer, Caroline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Dyson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

EEccles, Jacquelynne S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10EcoJustice Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Economic Development, Education and Transnational Corporations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Economy, Work, and Education . . . . . . . . . . . . . . . . . . . . . . . . . 28Edmundson, Jeff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Educating for Diversity and Social Justice . . . . . . . . . . . . . . . . . . 28Educating for Peace in a Time of Permanent War . . . . . . . . . . . 28Educating for the Knowledge Economy? . . . . . . . . . . . . . . . . . . . 7Education – An ‘Impossible Profession’? . . . . . . . . . . . . . . . . . . 16Education and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Education and Masculinities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Education and Poverty in Affluent Countries . . . . . . . . . . . . . . . 28Education and Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Education and the Culture of Consumption . . . . . . . . . . . . . . . . . 7Education as Enforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Education in the Black Diaspora . . . . . . . . . . . . . . . . . . . . . . . . 28Education in the Third World . . . . . . . . . . . . . . . . . . . . . . . . . . 32Education Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Education of Black Males in a ‘Post-Racial’ World, The . . . . . . . 32Education of Eros, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Education Outcomes and Poverty in the Global South . . . . . . . . 12Education Policy, Space and the City . . . . . . . . . . . . . . . . . . . . . 31Education Quality and Social Justice in the Global South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Education Reconfigured . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Education, Equality and Human Rights . . . . . . . . . . . . . . . . . . . . 8Education, Indigenous Knowledge, and Development in the Global South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Education, Politics and Religion . . . . . . . . . . . . . . . . . . . . . . . . . 18Education, Poverty and International Development (series) . . . . 12Education, Professionalism, and the Quest for Accountability . . 31Education, Welfare, and the Knowledge Economy . . . . . . . . . . 27Educational Experiences of Hidden Homeless Teenagers . . . . . . . 6Educational Futures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Educational Theories, Cultures and Learning . . . . . . . . . . . . . . . 17Edwards, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Egéa-Kuehne, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Causation in Educational ResearchKeith Morrison2009: 6-3/4 x 9-3/4: 256ppHb: 978-0-415-49648-3 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-415-49649-0. . . . . . . . . . . . . . . . . . . $37.95

Qualitative Research in International SettingsDavid Stephens2009: 6-1/4 x 9-1/4: 168ppHb: 978-0-415-28057-0 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-415-28058-7. . . . . . . . . . . . . . . . . . . $37.95eBook: 978-0-203-46476-2

Researching Violence, Democracy and the Rights of PeopleEdited by John Schostak and Jill Schostak2009: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-47877-9 . . . . . . . . . . . . . . . . . $140.00Pb: 978-0-415-47878-6. . . . . . . . . . . . . . . . . . . $47.95eBook: 978-0-203-86360-2

Activity Theory in PracticeEdited by Harry Daniels, Anne Edwards, Yrjo Engeström, Tony Gallagher and Sten R. Ludvigsen2009: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-47724-6 . . . . . . . . . . . . . . . . . $140.00Pb: 978-0-415-47725-3. . . . . . . . . . . . . . . . . . . $42.95

Rethinking Contexts for Learning and TeachingEdited by Richard Edwards, Gert Biesta and Mary Thorpe2009: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-46775-9 . . . . . . . . . . . . . . . . . $150.00Pb: 978-0-415-46776-6. . . . . . . . . . . . . . . . . . . $42.95eBook: 978-0-203-88175-0

Generalizing from Educational ResearchEdited by Kadriye Ercikan and Wolff-Michael Roth2008: 6 x 9: 320ppHb: 978-0-415-96381-7 . . . . . . . . . . . . . . . . . $145.00Pb: 978-0-415-96382-4. . . . . . . . . . . . . . . . . . . $45.95eBook: 978-0-203-88537-6

Researching Sex and Lies in the ClassroomPat Sikes and Heather Piper2009: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-48117-5 . . . . . . . . . . . . . . . . . $130.00Pb: 978-0-415-48118-2. . . . . . . . . . . . . . . . . . . $42.95eBook: 978-0-203-86405-0

Philosophy of EducationEdited by Steven M. Cahn2009: 7 x 10: 512ppHb: 978-0-415-99755-3 . . . . . . . . . . . . . . . . . $155.00Pb: 978-0-415-99440-8. . . . . . . . . . . . . . . . . . . $47.95

Feminism and The Schooling ScandalEdited by Christine Skelton and Becky Francis2008: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-45509-1 . . . . . . . . . . . . . . . . . $150.00Pb: 978-0-415-45510-7. . . . . . . . . . . . . . . . . . . $42.95eBook: 978-0-203-88433-1

Key Concepts for Understanding Curriculum, 4th EditionEdited by Colin J. Marsh2008: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-46577-9 . . . . . . . . . . . . . . . . . $160.00Pb: 978-0-415-46578-6. . . . . . . . . . . . . . . . . . . $49.95

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Eng, Betty C. . . . . . . . . . . . . . . . . . . . . . . . . . 29Engendering Curriculum History . . . . . . . . . . 22Ethnography and Language Policy . . . . . . . . . 27Exploring Education . . . . . . . . . . . . . . . . . . . 14

FFacer, Keri . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Fennell, Shailaja . . . . . . . . . . . . . . . . . . . . . . 13Fenwick, Tara . . . . . . . . . . . . . . . . . . . . . . . . 26Fergus, Edward . . . . . . . . . . . . . . . . . . . . . . . . 5Fielding, Michael . . . . . . . . . . . . . . . . . . . . . . 16Finch, Andrew J. . . . . . . . . . . . . . . . . . . . . . . 32Fitz, John . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Foucault, Power, and Education . . . . . . . . . . 15Foundations and Futures of Education (series) . . . . . . . . . . . . . . . . 2, 7, 8, 16, 17, 31

Foundations of Education . . . . . . . . . . . . . . . 21Framing 21st Century Social Issues (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Frandji, Daniel . . . . . . . . . . . . . . . . . . . . . . . . 31Freeman, Kassie . . . . . . . . . . . . . . . . . . . . . . 28Freud and Education . . . . . . . . . . . . . . . . . . . 15Fuller, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . 32Furlong, John . . . . . . . . . . . . . . . . . . . . . . . . 10Fusco, Dana . . . . . . . . . . . . . . . . . . . . . . . . . 14

gGabbard, David A. . . . . . . . . . . . . . . . . . . . . . 9Gallagher, Karen Symms . . . . . . . . . . . . . . . . . 9Gallegos, Bernardo P. . . . . . . . . . . . . . . . . . . 18Gamage, David . . . . . . . . . . . . . . . . . . . . . . . 13Gardner, Philip . . . . . . . . . . . . . . . . . . . . . . . 22Gates Foundation and the Future of US “Public” Schools, The . . . . . . . . . . . . . . . 31

Gearon, Liam . . . . . . . . . . . . . . . . . . . . . . . . 18Gender Education and Equality in a Global Context . . . . . . . . . . . . . . . . . . . . . . 13

Gender Inclusive Engineering Education . . . . 31Geometry as Objective Science in Elementary School Classrooms . . . . . . . . . . . . . . . . . . . 29

Gilbert, Paula Ruth . . . . . . . . . . . . . . . . . . . . 10Gill, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . 31Global Education Inc. . . . . . . . . . . . . . . . . . . 10Global Pathways to Abolishing Physical Punishment . . . . . . . . . . . . . . . . . . . . . . . . . 31

Global Reception of John Dewey’s Thought, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Globalization and Education . . . . . . . . . . . . . 15Globalizing Education, Educating the Local . . 13Goble, J. Scott . . . . . . . . . . . . . . . . . . . . . . . 31Goodman, Diane J. . . . . . . . . . . . . . . . . . . . . . 3Goodyear, Rodney. . . . . . . . . . . . . . . . . . . . . . 9Grant, Carl A. . . . . . . . . . . . . . . . . . . . . . . . . . 4Gray, Donald . . . . . . . . . . . . . . . . . . . . . . . . . 29Green, Jane . . . . . . . . . . . . . . . . . . . . . . . . . 31Grenfell, Michael . . . . . . . . . . . . . . . . . . . . . 26Griffin, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Grossman, David L. . . . . . . . . . . . . . . . . . . . . 26Groves Price, Paula . . . . . . . . . . . . . . . . . . . . 18Growing-Up Modern . . . . . . . . . . . . . . . . . . 32Grumet, Madeleine . . . . . . . . . . . . . . . . . . . . 24Gulson, Kalervo N. . . . . . . . . . . . . . . . . . . . . 31Gunter, Helen . . . . . . . . . . . . . . . . . . . . . . . . 28

hHackman, Heather W. . . . . . . . . . . . . . . . . . . . 5Hadfield, Mark . . . . . . . . . . . . . . . . . . . . . . . 25Hall, Dave . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Hallett, Ronald E. . . . . . . . . . . . . . . . . . . . . . . 6Handa, Yuichi . . . . . . . . . . . . . . . . . . . . . . . . 23Handbook of Asian Education . . . . . . . . . . . . 13Handbook of Research in the Social Foundations of Education . . . . . . . . . . . . . . 18

Handbook of Research on Schools, Schooling and Human Development . . . . . . 10

Hansen, David T . . . . . . . . . . . . . . . . . . . . . . 17Hanson, Mark . . . . . . . . . . . . . . . . . . . . . . . . 28Hardy, Cheryl . . . . . . . . . . . . . . . . . . . . . . . . 26Hardy, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Harmonizing Global Education . . . . . . . . . . . 11Hartley, David . . . . . . . . . . . . . . . . . . . . . . . . . 7Harvey, Tamara . . . . . . . . . . . . . . . . . . . . . . . 10Haw, Kaye . . . . . . . . . . . . . . . . . . . . . . . . . . 25Haynes, Joanna . . . . . . . . . . . . . . . . . . . . . . . 30Haywood, Chris . . . . . . . . . . . . . . . . . . . . . . . 7He, Ming Fang . . . . . . . . . . . . . . . . . . . . . . . 13Hemmings, Annette B. . . . . . . . . . . . . . . . . . 19Hendry, Petra . . . . . . . . . . . . . . . . . . . . . . . . 22Henry, Annette . . . . . . . . . . . . . . . . . . . . . . . 18Hermeneutics, History and Memory . . . . . . . 22Hess, Diana E. . . . . . . . . . . . . . . . . . . . . . . . . 20Heugh, Kathleen . . . . . . . . . . . . . . . . . . . . . . 10Hickey-Moody, Anna . . . . . . . . . . . . . . . . . . . 27Hobbel, Nikola . . . . . . . . . . . . . . . . . . . . . . . . 5Hochtritt, Lisa J. . . . . . . . . . . . . . . . . . . . . . . . 2Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . . . 2Hui, Ming-Fai . . . . . . . . . . . . . . . . . . . . . . . . 26Hurtado, Aída . . . . . . . . . . . . . . . . . . . . . . . . . 5

IIervese, Vittorio . . . . . . . . . . . . . . . . . . . . . . . 28Improving Teacher Education through Action Research . . . . . . . . . . . . . . . . . . . . . 26

International Handbook of Research on Environmental Education . . . . . . . . . . . . . . . 14

International Research Collaborations . . . . . . 26International Studies in Higher Education (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Intersectionality and Race in Education . . . . . 29Invisible No More . . . . . . . . . . . . . . . . . . . . . . 5Irregular School, The . . . . . . . . . . . . . . . . . . . . 2Islam and Education . . . . . . . . . . . . . . . . . . . 32Islam and Education V1 . . . . . . . . . . . . . . . . . 32Islam and Education V2 . . . . . . . . . . . . . . . . . 32Islam and Education V3 . . . . . . . . . . . . . . . . . 32Islam and Education V4 . . . . . . . . . . . . . . . . . 32Islamic Education and Indoctrination . . . . . . . 28Ivinson, Gabrielle . . . . . . . . . . . . . . . . . . . . . 31

jJackson, Robert . . . . . . . . . . . . . . . . . . . . . . . 32James, Mary . . . . . . . . . . . . . . . . . . . . . . . . . 32Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 22Jenkins, Janet . . . . . . . . . . . . . . . . . . . . . . . . 32Jeynes, William . . . . . . . . . . . . . . . . . . . . . . . . 8Johnson, Ethan . . . . . . . . . . . . . . . . . . . . . . . 28Jones, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Joseph, Pamela Bolotin . . . . . . . . . . . . . . . . . 22

kKalambouka, Afroditi . . . . . . . . . . . . . . . . . . 28Kant and Education . . . . . . . . . . . . . . . . . . . 30Keddie, Amanda . . . . . . . . . . . . . . . . . . . . . . 28Kendall, Frances . . . . . . . . . . . . . . . . . . . . . . . 3Kennelly, Jacqueline . . . . . . . . . . . . . . . . . . . . 8Keywords in Youth Studies . . . . . . . . . . . . . . . 6Knapp, Clifford E. . . . . . . . . . . . . . . . . . . . . . 24Knowledge & Knowers . . . . . . . . . . . . . . . . . 32Knowledge and Identity . . . . . . . . . . . . . . . . 31Knowledge and Virtue in Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Knowledge that Counts in a Global Community . . . . . . . . . . . . . . . . . . . . . . . . . 11

Knowledge, Pedagogy and Society . . . . . . . . 31Knowledge, Values and Educational Policy . . 17Kooy, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . 30Kovacs, Philip E. . . . . . . . . . . . . . . . . . . . . . . 31

LL. McCarty, Teresa . . . . . . . . . . . . . . . . . . . . . 27Labaree, David F. . . . . . . . . . . . . . . . . . . . . . . 30Language, Culture, and Teaching Series (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Language, Ethnography, and Education . . . . 26Language, Learning, Context . . . . . . . . . . . . 31Languages of Education . . . . . . . . . . . . . . . . 23Lauder, Hugh . . . . . . . . . . . . . . . . . . . . . . 7, 17

Lawn, Martin . . . . . . . . . . . . . . . . . . . . . . . . 10Learner-centred Education . . . . . . . . . . . . . . 12Learning Futures . . . . . . . . . . . . . . . . . . . . . . 17Learning Gardens and Sustainability Education . 23Learning to Liberate . . . . . . . . . . . . . . . . . . . 20Learning to Teach in Urban Schools . . . . . . . . . 2Lei, Jing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Lesko, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . 6Levinas and Education . . . . . . . . . . . . . . . . . . 29Li, Guofang . . . . . . . . . . . . . . . . . . . . . . . . . . 13Linguistic Imperialism Continued . . . . . . . . . . 13Lipman, Pauline . . . . . . . . . . . . . . . . . . . . . . 20Lost Youth in the Global City . . . . . . . . . . . . . . 8Lowe, John . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Luke, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . 23Lupinacci, John . . . . . . . . . . . . . . . . . . . . . . . 19

MMaas Taubman, Peter . . . . . . . . . . . . . . . . . . 23Mac an Ghaill, Mairtin . . . . . . . . . . . . . . . . . . 7Major Themes in Education (series) . . . . . . . . 32Malewski, Erik . . . . . . . . . . . . . . . . . . . . . . . . 22Mangan, J. A. . . . . . . . . . . . . . . . . . . . . . . . . 32Manion, Lawrence . . . . . . . . . . . . . . . . . . . . 25‘Manufactured’ Masculinity . . . . . . . . . . . . . . .32Martin, Jane Roland . . . . . . . . . . . . . . . . . . . 14Martusewicz, Rebecca A. . . . . . . . . . . . . . . . 19Marx and Education . . . . . . . . . . . . . . . . . . . 15Maton, Karl . . . . . . . . . . . . . . . . . . . . . . . . . 32May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . 4Maylor, Uvanney . . . . . . . . . . . . . . . . . . . . . . 27Mazzei, Lisa A . . . . . . . . . . . . . . . . . . . . . . . . 26McAvoy, Paula . . . . . . . . . . . . . . . . . . . . . . . 20McCulloch, Gary . . . . . . . . . . . . . . . . . . . . . . 16McLeod, Julie . . . . . . . . . . . . . . . . . . . . . . . . 32McMahon, Walter W. . . . . . . . . . . . . . . . . . . 32McMahon: Education and Development, Vol. I . 32McMahon: Education and Development, Vol. II . 32McMahon: Education and Development, Vol. III 32McMahon: Education and Development, Vol. IV 32McNeely, Connie L. . . . . . . . . . . . . . . . . . . . . 10Meece, Judith L. . . . . . . . . . . . . . . . . . . . . . . 10Megahed, Nagwa . . . . . . . . . . . . . . . . . . . . . 13Menter, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . 32Mills, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Mills, Martin . . . . . . . . . . . . . . . . . . . . . . . . . 32Milojevic, Ivana . . . . . . . . . . . . . . . . . . . . . . . 11Mitchell, Coral . . . . . . . . . . . . . . . . . . . . . . . 24Moon, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . 12Moore, Rob . . . . . . . . . . . . . . . . . . . . . . . . . 27Morrison, Keith . . . . . . . . . . . . . . . . . . . . . . . 25Moss, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 16Multilingual Education and Sustainable Diversity Work . . . . . . . . . . . . . . . . . . . . . . . 10

Murray, Jean . . . . . . . . . . . . . . . . . . . . . . . . . 32Murris, Karin . . . . . . . . . . . . . . . . . . . . . . . . . 30Musaazi, J.C.S. . . . . . . . . . . . . . . . . . . . . . . . 32

NNegotiating Ethical Challenges in Youth Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Neoliberalism and the Global Restructuring of Knowledge and Education . . . . . . . . . . . 29

New Museum . . . . . . . . . . . . . . . . . . . . . . . . . 4New Political Economy of Urban Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

New Studies in Critical Realism and Education (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Noguera, Pedro . . . . . . . . . . . . . . . . . . . . . . . . 5Nomads, Development and the Challenges of Education . . . . . . . . . . . . . . . . . . . . . . . . 12

OOkano, Kaori . . . . . . . . . . . . . . . . . . . . . . . . 13Open and Flexible Learning Series (series) . . . 11Oyler, Celia . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

pPacheco, Iván . . . . . . . . . . . . . . . . . . . . . . . . 11Pahl, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Parental Involvement and Academic Success . . 8Participation, Facilitation, and Mediation . . . . 28Paying the Professoriate . . . . . . . . . . . . . . . . 11Perraton, Hilary . . . . . . . . . . . . . . . . . . . . . . . 32Peters, Madeline L. . . . . . . . . . . . . . . . . . . . . . 5Phillipson, Robert . . . . . . . . . . . . . . . . . . . . . 13Picturebooks, Pedagogy and Philosophy . . . . 30Pinar, William F. . . . . . . . . . . . . . . . . . . . . . . . 22Place- and Community-Based Education in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Planning and Development in Education . . . . 32Ploof, John . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Policy Discourses, Gender, and Education . . . 31Political Classroom, The . . . . . . . . . . . . . . . . . 20Politics of Alternative Teacher Certification, The . 30Politics of American Education, The . . . . . . . . 19Politics of Teacher Professional Development, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Pollard, Andrew . . . . . . . . . . . . . . . . . . . . . . 32Popkewitz, Thomas S. . . . . . . . . . . . . . . . . . . 30Porfilio, Brad J. . . . . . . . . . . . . . . . . . . . . . . . 28Porter, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Postfeminist Education? . . . . . . . . . . . . . . . . . 8Powell, Dana . . . . . . . . . . . . . . . . . . . . . . . . . . 5Powell, Robert G. . . . . . . . . . . . . . . . . . . . . . . 5Pragmatism, Postmodernism, and Complexity Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Preston, John . . . . . . . . . . . . . . . . . . . . . . . . 29Principles for Effective Pedagogy . . . . . . . . . . 32Proactive and Reactive Learning . . . . . . . . . . 22Profound Improvement . . . . . . . . . . . . . . . . . 24Promoting Diversity and Social Justice . . . . . . . 3Provenzo, Jr., Eugene F. . . . . . . . . . . . . . . . . . 24

qQuinn, Jocey . . . . . . . . . . . . . . . . . . . . . . . . . 30Quinn, Therese M. . . . . . . . . . . . . . . . . . . . . . 2

RRadical Education and the Common School . 16Raffo, Carlo . . . . . . . . . . . . . . . . . . . . . . . . . 28Ramanathan, Hema . . . . . . . . . . . . . . . . . . . 13Readings for Diversity and Social Justice . . . . . 5Reay, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Reisberg, Liz . . . . . . . . . . . . . . . . . . . . . . . . . 11Reiss, Michael . . . . . . . . . . . . . . . . . . . . . . . . 16Religion, Education, Dialogue and Conflict . . 32Rennie, Léonie J. . . . . . . . . . . . . . . . . . . . . . . 11Research Methods in Education . . . . . . . . . . 25Rethinking Contemporary Art and Multicultural Education . . . . . . . . . . . . . . . . . 4

Rethinking Multicultural Education for the Next Generation . . . . . . . . . . . . . . . . . . . . . 14

Ringrose, Jessica . . . . . . . . . . . . . . . . . . . . . . . 8Rios, Francisco . . . . . . . . . . . . . . . . . . . . . . . . 4Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . . 15Roberts, Jay W. . . . . . . . . . . . . . . . . . . . . . . . 24Roth, Jeffrey . . . . . . . . . . . . . . . . . . . . . . . . . 32Roth, Klas . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Roth, Wolff-Michael . . . . . . . . . . . . . . . . 29, 31Routledge Advances in Management and Business Studies (series) . . . . . . . . . . . . . . . . 28

Routledge Advances in Sociology (series) . .27, 29Routledge Communication Series (series) . . . . 5Routledge Education Classic Edition Series (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Routledge International Studies in the Philosophy of Education (series) . . . . 29, 30, 31

Routledge Key Ideas in Education (series) . . . 15Routledge Library Editions: Development (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Routledge Research in Education (series) . . . . . . . . . . . . . . . . 27, 28, 29, 30, 31

Routledge Series on Schools and Schooling in Asia (series) . . . . . . . . . . . . . . . . . . . . . . . 29

36 indEx

Routledge Studies in Contemporary Philosophy (series) . . . . . . . . . . . . . . . . . . . . 30

Routledge Studies in Education and Neoliberalism (series) . . . . . . . . . . . . . . . . . . 31

Rowsell, Jennifer . . . . . . . . . . . . . . . . . . . . . . 26Rueda, Robert . . . . . . . . . . . . . . . . . . . . . . . . . 9Russell, Christopher . . . . . . . . . . . . . . . . . . . . 4

sSackney, Larry . . . . . . . . . . . . . . . . . . . . . . . . 24Sadovnik, Alan R. . . . . . . . . . . . . . . . . . . . 9, 14Saltman, Kenneth J. . . . . . . . . . . . . . . . . . . . . 9Sarra, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . 32School Trouble . . . . . . . . . . . . . . . . . . . . . . . . 8Schooling and the Making of Citizens in the Long Nineteenth Century . . . . . . . . . . . . . . 30

Schooling Internationally . . . . . . . . . . . . . . . . 13Schools and Schooling in the Digital Age . . . 17Schriewer, Jürgen . . . . . . . . . . . . . . . . . . . . . 30Schweisfurth, Michele . . . . . . . . . . . . . . . . . . 12Science Education . . . . . . . . . . . . . . . . . . . . . 16Science, Society and Sustainability . . . . . . . . . 29Sears, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . 18Selwyn, Neil . . . . . . . . . . . . . . . . . . . . . . . . . 17Semel, Susan F. . . . . . . . . . . . . . . . . . . . . 14, 21Shapiro, Arthur . . . . . . . . . . . . . . . . . . . . . . . . 6Shaver, Annis N. . . . . . . . . . . . . . . . . . . . . . . 24Shumar, Wesley . . . . . . . . . . . . . . . . . . . . . . 29Skutnabb-Kangas, Tove . . . . . . . . . . . . . . . . . 10Slattery, Patrick . . . . . . . . . . . . . . . . . . . . . . . 25Slee, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Sleeter, Christine E. . . . . . . . . . . . . . . . . . . . . . 4Smith, Anne B. . . . . . . . . . . . . . . . . . . . . . . . 31Smith, Gregory A. . . . . . . . . . . . . . . . . . . . . . 19Smith, Thomas E. . . . . . . . . . . . . . . . . . . . . . 24

Sobel, David . . . . . . . . . . . . . . . . . . . . . . . . . 19Social Class and Education . . . . . . . . . . . . . . . 6Social Inequalities (Re)formed . . . . . . . . . . . . . 9Social Justice Pedagogy Across the Curriculum . .5Social Studies as New Literacies in a Global Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Sociocultural, Political, and Historical Studies in Education (series) . . . . . . . . . . . . . . . 18, 19

Sociology of Education . . . . . . . . . . . . . . . . . . 9Sockett, Hugh . . . . . . . . . . . . . . . . . . . . . . . . 18Sourcebook of Experiential Education . . . . . . 24Souto-Otero, Manuel . . . . . . . . . . . . . . . . . . 27Sport in the Global Society - Historical perspectives (series) . . . . . . . . . . . . . . . . . . . 32

Spring, Joel . . . . . . . . . . . . . . . . . . . . . . . 18, 19Steneck, Nicholas H. . . . . . . . . . . . . . . . . . . . 26Stevenson, Robert . . . . . . . . . . . . . . . . . . . . . 14Storytelling for Social Justice . . . . . . . . . . . . . . 3Street, Brian V . . . . . . . . . . . . . . . . . . . . . . . . 26Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . . . 13Strong and Smart – Towards a Pedagogy for Emancipation . . . . . . . . . . . . . . . . . . . . . . . 32

Structure and Agency in the Neoliberal University . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Struggle for the History of Education, The . . . 16Studies in Curriculum Theory Series (series) . 22, 23Stulberg, Lisa M. . . . . . . . . . . . . . . . . . . . . . . . 2Stupidity Epidemic, The . . . . . . . . . . . . . . . . . 10Surprenant, Chris W. . . . . . . . . . . . . . . . . . . . 30

TTalburt, Susan . . . . . . . . . . . . . . . . . . . . . . . . . 6Tamir, Eran . . . . . . . . . . . . . . . . . . . . . . . . . . 30Tan, Charlene . . . . . . . . . . . . . . . . . . . . . . . . 28te Riele, Kitty . . . . . . . . . . . . . . . . . . . . . . . . . 9

Teacher and the World, The . . . . . . . . . . . . . 17Teacher Education and the Challenge of Development . . . . . . . . . . . . . . . . . . . . . . . 12

Teacher Learning That Matters . . . . . . . . . . . 30Teacher Quality and School Development (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Teacher Training and the Education of Black Children . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Teaching for Diversity and Social Justice . . . . . 5Teaching/Learning Social Justice (series) . . . . . . 3Textbook as Discourse, The . . . . . . . . . . . . . . 24Thinking with Theory in Qualitative Research . .26Tikly, Leon . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Tozer, Steven . . . . . . . . . . . . . . . . . . . . . . . . . 18Tröhler, Daniel . . . . . . . . . . . . . . . . . . . . . 23, 30Troubling Gender in Education . . . . . . . . . . . 32Trueit, Donna . . . . . . . . . . . . . . . . . . . . . . . . 22Tuck, Eve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

UUnderstanding White Privilege . . . . . . . . . . . . 3Urban Education . . . . . . . . . . . . . . . . . . . . . . . 9Urban High Schools . . . . . . . . . . . . . . . . . . . 19Urban Youth and School Pushout . . . . . . . . . . 8

VValencia, Richard R. . . . . . . . . . . . . . . . . . . . 4, 5van Veen, Klaas . . . . . . . . . . . . . . . . . . . . . . . 30Venville, Grady . . . . . . . . . . . . . . . . . . . . . . . 11Video in Social Science Research . . . . . . . . . . 25Vitale, Philippe . . . . . . . . . . . . . . . . . . . . . . . 31Vygotsky and Sociology . . . . . . . . . . . . . . . . . 6

WWallace, John . . . . . . . . . . . . . . . . . . . . . . . . 11

Wals, Arjen . . . . . . . . . . . . . . . . . . . . . . . . . . 14Ward, Steven C. . . . . . . . . . . . . . . . . . . . . . . 29Watson, Keith . . . . . . . . . . . . . . . . . . . . . . . . 32Watson, Vajra . . . . . . . . . . . . . . . . . . . . . . . . 20Weinberg, Sharon Lawner . . . . . . . . . . . . . . . . 2Weir, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . 23Weis, Lois . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6What Does Gandhi Mean for Curriculum Theory? . . . . . . . . . . . . . . . . . . . 22

What Does Understanding Mathematics Mean for Teachers? . . . . . . . . . . . . . . . . . . . 23

What Is Curriculum Theory? . . . . . . . . . . . . . 22What’s So Important About Music Education? . 31Whelen, John . . . . . . . . . . . . . . . . . . . . . . . . 29White, Edie . . . . . . . . . . . . . . . . . . . . . . . . . . 28Whiteness and Teacher Education . . . . . . . . . 28Williams, Dilafruz . . . . . . . . . . . . . . . . . . . . . 23Winston, Joe . . . . . . . . . . . . . . . . . . . . . . . . . 29Woods, Annette . . . . . . . . . . . . . . . . . . . . . . 23World Yearbook of Education (series) . . . . . . 24World Yearbook of Education 2011 . . . . . . . 24

yYates, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Youdell, Deborah . . . . . . . . . . . . . . . . . . . . . . 8Young, Michael . . . . . . . . . . . . . . . . . . . . . 7, 32Youngblood Jackson, Alecia . . . . . . . . . . . . . 26Youth, Arts and Education . . . . . . . . . . . . . . 27Yudkevich, Maria . . . . . . . . . . . . . . . . . . . . . 11

zZamudio, Margaret . . . . . . . . . . . . . . . . . . . . . 4Zhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . . . 13Zuniga, Ximena . . . . . . . . . . . . . . . . . . . . . . . . 5

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assessing Children’s Learning Mary Jane Drummond, Formerly University of Cambridge, UK

October 2011: 6-1/4 x 9-1/4: 224ppPb: 978-0-415-68673-0: $40.95eBook: 978-0-203-80133-8


autism and Learning A Guide to Good PracticeEdited by Stuart Powell, University of Hertfordshire, UK and Rita Jordan, University of Birmingham, UK



Beyond Testing Towards a Theory of Educational AssessmentCaroline Gipps, University of Wolverhampton, UK



Critical incidents in Teaching Developing Professional JudgmentDavid Tripp, Murdoch University, UK



Teaching Music Musically Keith Swanwick, Formerly Institute of Education, University of London, UK



Teachers as Researchers Qualitative Inquiry as a Path to EmpowermentJoe L. Kincheloe, Formerly McGill University, Canada

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Understanding Reading A Psycholinguistic Analysis of Reading and Learning to ReadFrank Smith

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The Routledge Education Classic Editions Series celebrates Routledge’s commitment to excellence in scholarship, teaching and learning within the field of education. Written by experts, these books are recognized as timeless classics covering a range of important issues, and continue to be recommended as key reading for education students and professionals in the area. With a new introduction that explores what has changed since the books were first published, where the field might go from here and why these books are as relevant now as ever, the series presents key ideas to a new generation.

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Drummond, Assessing Children’s Learning (1993, second edition published 2007)Gipps, Beyond Testing (1994)Kincheloe, Teachers as Researchers (1991, second edition published 2002)Powell and Jordan, Autism and Learning (1997)Swanwick, Teaching Music Musically (1999)Tripp, Critical Incidents in Teaching (1993)Wragg, An Introduction to Classroom Observation (1993, second edition published 1999)

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