education policy and politics 2010 (uk)

R o u t l e d g e e d u c at i o n

New Titles and Key Backlist 2010

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education Policy and PoliticsNew Titles and Key Backlist 2010

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Complete CatalogueThis catalogue only includes a selection of our titles in education Policy and Politics. Our online catalogue at www.routledge.com/education gives you the power to search for any book currently in print by title, author or ISBN. All the entries have a description of the book’s content.

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contentsSociocultural, Political and Historical Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Critical Social Thought Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Global Education Policy and Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Equality, Diversity and Ethical Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Teaching, Learning and Teacher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

School Organisation, Leadership and Management . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Education Policy Evaluation and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

World Yearbook of Education Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back of Catalogue

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sociocultural, political and historical contexts


NEW

EcopedagogyEducating for Sustainability in Schools and Society

Richard Kahn, University of North Dakota, USA

Series: Positions: Education, Politics, and Culture

With ever-mounting and unprecedented ecological crises such as global warming, biodiversity extinction, the pollution by synthetic chemicals and other toxins, schools can no longer afford anything less than a thoroughgoing commitment to teaching for sustainability. Ecopedagogy can contribute to this project by working in the tradition of critical pedagogy to critique the current pedagogical terrain from the standpoint of sustainability, and to advance potential openings for robust forms of ecoliteracy and the reconstruction of education.

This accessibly written introduction, ideal for courses in both education and environmental studies, establishes the idea and history of ecopedagogy as a social and educational movement for sustainability. Richard Kahn then turns his attention to critically examine both the pros and cons of the current sustainability developments in several major contemporary educational sectors. Ultimately he provides a powerful illustration for how the notion of ecopedagogy as a form of ongoing education can offer emancipatory critiques of schools, educational policy, and institutional and organizational culture.

October 2010: 234 x 156: 150ppHb: 978-0-415-80377-9: £70.00Pb: 978-0-415-80378-6: £14.99

For more information, visit: www.routledge.com/9780415803786

NEW

Education and CultureJocey Quinn, London Metropolitan University, UK

Series: Routledge Research in Education

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

March 2010: 234 x 156: 192ppHb: 978-0-415-99405-7: £65.00


NEW

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


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.

August 2010: 234 x 156: 208ppHb: 978-0-415-87334-5: £70.00


NEW

School Trouble: Identity, Power and Politics in EducationDeborah Youdell, Institute of Education, University of London, UK

Series: Foundations and Futures of Education

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, policy, theoretical and popular landscape that politics for social justice in education needs to understand, respond to, navigate, and perhaps shift. The implications of these combined factors for social

justice-orientated practices in schools are yet to be fully understood. This book charts these implications as they relate to practice in schools and classrooms, exploring possibilities for political action by addressing important questions such as:

•Whatwaysofthinkingaboutpowerandsocialjustice,approaches to engaging with and responding to policy, and pedagogic practices in the classroom offer us tools and tactics for pursuing equity in education?

•Whatmightwebeabletodotoavoidtheseendeavours being incorporated into dominant individualising and consumer-focused approaches?

•Arethesetoolsalreadyavailableoryet-to-beimagined? How can they draw on the insights of a range of traditions in political philosophy and theory?

•Shouldpoliticsineducationbeunderstoodasapracticeof everyday life in schools, as pedagogic practice, as activism, or as policy formation and governance?

The accessibility and applied nature of the ideas explored in the book mean that it is of use to advanced undergraduates and education practitioners as well as postgraduate students and scholars in the field of education as well as in sociology, cultural studies, and social and political science.

August 2010: 234 x 156: 224ppHb: 978-0-415-47987-5: £75.00Pb: 978-0-415-47988-2: £22.99


NEW

Knowledge PowerInterdisciplinary Education for a Complex World

Alan Wilson, University College London, UK

Success in the twenty-first century demands knowledge power – for individuals, organisations, cities, regions and countries. This book offers a map showing the structure of the knowledge space in a contemporary context. The routes beyond traditional disciplines are charted, in part based on the notions of superconcepts and superproblems. There are major implications for the development of education systems, particularly for universities but also for all employers as they seek to ensure that their organisations have the requisite knowledge to meet future challenges. In many instances, radical change is called for.

The traditional disciplines and their future development are reviewed and systems concepts are introduced to develop an interdisciplinary framework for the future. The nature of the knowledge core for different kinds of organisation is outlined in the context of development strategies and management capabilities.

Superconcepts are introduced throughout and through these, the reader is introduced to a range of authors who provide the signposts for the way ahead.

February 2010: 234 x 156: 176ppHb: 978-0-415-55310-0: £75.00Pb: 978-0-415-55311-7: £18.99eBook: 978-0-203-85803-5


NEW

Leadership, Accountability, and CultureGiovanna Barzanò, Ministry of Education, Italy


Accountability, as a set of formal and informal practices making schools answerable to various constituencies and stakeholders, is a crucial issue for principals all over the world. It is the object of an intensive debate both in the contexts where it has a stronger tradition, as well as in the ones where it is progressively gaining more space. This book examines the cultural aspects that inform the conceptualisations and the perceptions of educational accountability in different societal contexts and the influences they have on the role of school leaders. On the basis of a comparison of the data collected through the analysis of policy documents and in-depth interviews with key informants in four different educational systems throughout the world, Barzanò presents a picture of the ways accountability mechanisms vary and are made sense of in the frameworks of different cultural and societal traditions, both at the levels of policy and practice.

July 2010: 234 x 156: 224ppHb: 978-0-415-87610-0: £70.00


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NEW2nd Edition

Education as EnforcementThe Militarization and Corporatization of Schools

Edited by Kenneth J. Saltman and David A. Gabbard

The first volume to focus on the intersections of militarization, corporations and education, Education as Enforcement exposes the many ways schooling has become a major means through which the expansion of global corporate power is enforced. Since publication of the first edition, these trends have increased to disturbing levels, thanks to larger cultural phenomena such as the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically calls into question the basic assumptions under girding neoliberal ideology. An understanding of the enforcement of these corporate economic imperatives remains imperative to a critical discussion of related militarized trends in schools, whether through accountability and standards, school security, or other discipline based reforms.

Updates to the second edition include a new introduction and foreword that frame a text that continues to be thematically important as well as topical. Updated chapters throughout are complemented by two entirely new chapters on popular culture and the relationship between militarism and zero tolerance policies in schools. In so doing, the revised edition of this important collection highlights the inherent dangers in the expansion of authoritarian forms of education and its threats to possibilities for democratic schooling and a meaningful contribution to broader democratic society.

August 2010: 234 x 156: 256ppHb: 978-0-415-87599-8: £100.00Pb: 978-0-415-87601-8: £29.99


NEW

Citizenship, Education and Social ConflictEdited by Hanan Alexander, Halleli Pinson, both at Haifa University, Israel and Yossi Yonah, Ben Gurion University, Israel


This volume calls on us to rethink the accepted liberal and national discourses that have long dominated the conceptualization and practice of citizenship and citizenship education in light of social conflict, globalization, terrorism, and the spread of an extreme form of capitalism. The contributors of the volume identify the main challenges to the role of citizenship education in the context of globalization, conflicts and the changes to the institution of citizenship they entail, and critically examine the ways in which schools and education systems currently address – and may be able to improve – the role of citizenship education in conflict-ridden and multicultural contexts.

July 2010: 234 x 156: 208ppHb: 978-0-415-99190-2: £65.00


NEW

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

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

The transmission of knowledge allows every person to experience personal, intellectual and social boundaries that condense the past and open the future. It is the transmission of knowledge that grants each person the right to participate in the production of a social order, as well as the right to maintain it, and to change it. But if it is to succeed, we must be able to analyse the social biases that are entrenched in the very structure that works on transmitting and acquiring knowledge, the educational system and its theories and assumptions.

Basil Bernstein developed an original approach with which to study diverse educational phenomena, taking seriously questions regarding the transmission, distribution, acquisition, and transformation of knowledge. This book seeks to clarify the broad brushstrokes of his theories, developed over a span of more than forty years. The collection gathers together scholars from every corner of the globe, specialists in education, sociology, and epistemology who test and examine Bernstein’s work against the backdrop of their own research. From teaching content and the social, cognitive, and linguistic aspects of education, to changes in the political climate in the early twenty-first century, this collection proposes an open dialogue with Bernstein and Bourdieu’s works using a forward-looking and dynamic approach.

August 2010: 234 x 156: 272ppHb: 978-0-415-56536-3: £75.00


NEW

Class in EducationKnowledge, Pedagogy, Subjectivity

Edited by Deborah Kelsh, College of Saint Rose, USA, Dave Hill, University of Northampton, UK and Sheila Macrine, Montclair State University, USA

This book brings back class as a materialist analysis of social inequalities originating at the point of production and reproduced in all cultural practices. Addressing a wide range of issues – from the interpretive logic of the new humanities to racism to reading, school-level curricula to educational policy – the contributors focus on the effects that the different

understandings of class have on various sites of pedagogy and open up new spaces for a materialist pedagogy and critical education in the times of globalization and the regimes of the digital.

September 2009: 234 x 156: 224ppHb: 978-0-415-45027-0: £75.00eBook: 978-0-203-87093-8


NEW

Cross-Cultural Perspectives on Policy and PracticeDecolonizing Community Contexts

Edited by Jennifer Lavia and Michele Moore, both at University of Sheffield, UK


This book provides a space in which struggles for indigenous knowledge within communities are articulated, valued, heard, and responded to. The volume takes change as its focus, yet acknowledges that the origins and significance of change are frequently found to be unsettling. Contributors explore different understandings of change that forge sustainable, inclusive and just communities and examine issues related to

citizenship, resistance, peacemaking, critical literacies, and second chance opportunities. The authors seek to promote advocacy of change that recognises the importance of an informed engagement with cross-cultural issues in order to foreground those missing perspectives that are often marginalised, silenced, ignored or denied. All contributors are concerned with how the process of change can bridge the gap between social justice and exclusion and develop critical understandings of the implications of changing policy and practice for those within and working with the educational organisations and communities.



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Critical Social Thought Series

Series Edited by Michael W. Apple

NEW

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

Pauline Lipman, University of Illinois, Chicago, USA

Urban education is changing everyday in powerful ways. The old paradigms describing urban education are being eclipsed by new realities such as global neoliberal forces, a new articulation of race and class, and a politics of fear. These factors and more set the stage for Pauline Lipman’s insightful analysis of the powerful relationship between education policy and the neoliberal economic and political processes that are reshaping cities in the United States and around the globe.

Using Chicago as a case study of the interconnectedness between neoliberal urban policies on housing, economic development, and education, Pauline Lipman explores the larger implications on equity, justice, and the restructuring of the city. The book draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race to offer a significant contribution to current arguments about urban schooling and how we think about the relations between neoliberal education reforms and the transformation of cities. By examining why and how these relationships resonate with people’s lived experience, Lipman pushes the analysis one step further in hopes of constructing an urban education based on true social justice.

August 2010: 234 x 156: 240ppHb: 978-0-415-80223-9: £70.00Pb: 978-0-415-80224-6: £18.99


Rightist MulticulturalismCore Lessons on Neoconservative School Reform

Kristen L. Buras, Emory University, USA

In this groundbreaking book, Kristen L. Buras provides the first detailed, critical examination of the Core Knowledge movement and explores the history and cultural politics underlying neoconservative initiatives in education.

2008: 234 x 156: 240ppHb: 978-0-415-96264-3: £95.00Pb: 978-0-415-96265-0: £22.99eBook: 978-0-203-93186-8


Advocacy LeadershipToward a Post-Reform Agenda in Education

Gary L. Anderson, Steinhardt School of Education, New York University, USA

In this timely and important book, Gary L. Anderson provides a devastating critique of why a managerial role for educational leaders is counterproductive, especially for improving opportunities for low-income students and students of colour, and instead proposes ways of re-theorizing educational leadership to emphasize its advocacy role.

Advocacy Leadership lays out a post-reform agenda that moves beyond the neo-liberal, competition framework to define a new accountability, a new pedagogy, and a new leadership role definition. Drawing on personal narrative, discourse analysis, and interdisciplinary scholarship, Anderson delivers a compelling argument for the need to move away from current inauthentic and inequitable approaches to school reform in order to jump-start a conversation about an alternative vision of education today.

2009: 234 x 156: 232ppHb: 978-0-415-99427-9: £85.00Pb: 978-0-415-99428-6: £24.99eBook: 978-0-203-88061-6


Hidden MarketsThe New Education Privatization

Patricia Burch, University of Wisconsin-Madison, USA

Across the US, test publishers, software companies, and research firms are swarming to take advantage of the revenues made available by the No Child Left Behind Act. In effect, the education industry has assumed a central place in the day-to-day governance and administration of public schools – a trend that has gone largely unnoticed by policymakers or the press until now.

Drawing on analytic tools, Hidden Markets examines specific domains that the education industry has had particular influence on: home schooling, remedial instruction, management consulting, test development, data management, and staff development. Patricia Burch’s analysis demonstrates that only when we subject the education industry to systematic and in-depth critical analysis can we begin to demand more corporate accountability and organize to halt the slide of education funds into the market.

2009: 234 x 156: 200ppHb: 978-0-415-95566-9: £85.00Pb: 978-0-415-95567-6: £24.99eBook: 978-0-203-88394-5


Controversy in the ClassroomThe Democratic Power of Discussion

Diana E. Hess, University of Wisconsin-Madison, USA

In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for ’safe’ knowledge and ’safe’ teaching practices. Diana Hess

interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time.

Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.

2009: 234 x 156: 216ppHb: 978-0-415-96228-5: £85.00Pb: 978-0-415-96229-2: £24.99eBook: 978-0-203-87888-0


Black Literate LivesHistorical and Contemporary Perspectives

Maisha T. Fisher, Emory University, USA

This book offers an innovative approach to understanding the multi-dimensional perspectives of Black literate lives in the US. It demonstrates the ways that ’minority’ groups keep their practices alive inside and outside of educational institutions, even when these groups are oppressed.

2008: 234 x 156: 200ppHb: 978-0-415-95864-6: £85.00Pb: 978-0-415-95865-3: £24.99eBook: 978-0-203-89045-5


2009 AESA Critics Choice Book Award

2009 NCSS Exemplary Research in Social Studies Award

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Race, Whiteness, and EducationZeus Leonardo, University of California, Berkeley, USA

In the colorblind era of Post-Civil Rights America, race is often wrongly thought to be irrelevant or, at best, a problem of racist individuals rather than a systemic condition to be confronted. Race, Whiteness, and Education interrupts this dangerous assumption by reaffirming a critical appreciation of the central role that race and racism still play in schools and society. Author

Zeus Leonardo’s conceptual engagement of race and whiteness asks questions about its origins, its maintenance, and envisages its future.

This book does not simply rehearse exhausted ideas on the relationship among race, class, and education, but instead offers new ways of understanding how multiple social relations interact with one another and of their impact in thinking about a more genuine sense of multiculturalism. By asking fundamental questions about whiteness in schools and society, Race, Whiteness, and Education goes to the heart of race relations and the common sense understandings that sustain it, thus painting a clearer picture of the changing face of racism.

2009: 234 x 156: 232ppHb: 978-0-415-99316-6: £85.00Pb: 978-0-415-99317-3: £24.99eBook: 978-0-203-88037-1


Unequal By DesignHigh-Stakes Testing and the Standardization of Inequality

Wayne Au, California State University, Fullerton, USA

Unequal By Design critically examines high-stakes standardized testing in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. This thoughtful analysis traces standardized testing’s origins in the Eugenics and Social Efficiency movements of the late nineteenth and early twentieth century through its current use

as the central tool for national educational reform via No Child Left Behind. By exploring historical, social, economic, and educational aspects of testing, author Wayne Au demonstrates that these tests are not only premised on the creation of inequality, but that their structures are inextricably intertwined with social inequalities that exist outside of schools.

2008: 234 x 156: 216ppHb: 978-0-415-99070-7: £95.00Pb: 978-0-415-99071-4: £22.99eBook: 978-0-203-89204-6


Education and Hope in Troubled TimesVisions of Change for Our Children’s World

Edited by H. Svi Shapiro, University of North Carolina at Greensboro, USA

Series: Sociocultural, Political, and Historical Studies in Education

Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction. This is a

time of crisis, but also of renewed possibility – one that offers the opportunity to radically reconsider what is the meaning of education for a generation that will bear the brunt of grappling with the extraordinary dangers and challenges we confront today. At its core, this volume questions what will it mean to be an educated human being in the twenty-first century compelled to confront and address so much that threatens the very basis of a decent and hopeful human existence. Carrying forward a project of redefining and reshaping public discourse on education in the US, this book is a critical catalyst and focus for re-thinking public policy on education.

2009: 234 x 156: 304ppHb: 978-0-415-99425-5: £90.00Pb: 978-0-415-99426-2: £31.95eBook: 978-0-203-88185-9


NEW

Handbook of Youth Prevention ScienceEdited by Beth Doll, University of Nebraska at Lincoln, USA, William Pfohl, Western Kentucky University, USA and Jina Yoon, Wayne State University, USA

The Handbook of Youth Prevention Science describes current research and practice in mental health preventive interventions for youth. Traditional prevention research focused on preventing specific disorders, for example, substance abuse, conduct disorders, or criminality. This produced ’silos’ of isolated knowledge about the prevention of individual disorders without acknowledging the overlapping goals, strategies, and impacts of prevention programs. This Handbook reflects current research and practice by organizing prevention science around comprehensive systems that reach across all disorders and all institutions within a community. Throughout the book, preventive interventions are seen as complementary components of effective mental health programs, not as replacements for therapeutic interventions.

This book is suitable for researchers, instructors and graduate students in the child and adolescent mental health professions: school psychology, school counselling, special education, school social work, child clinical psychology and the libraries serving them. It is also suitable for graduate course work in these fields.

April 2010: 246 x 174: 496ppHb: 978-0-8058-6331-4: £160.00Pb: 978-0-8058-6332-1: £85.00eBook: 978-0-203-86641-2


NEW

Handbook of School-Family PartnershipsEdited by Sandra L. Christenson, University of Minnesota, USA and Amy L. Reschly, University of Georgia, USA

Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators, home and school goals that are mutually supportive and shared, better understanding

of the complexities impinging on children’s development, and pooling of family and school resources to find and implement solutions to shared goals.

This is the first comprehensive review of what is known about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy.

This book:

•providescomprehensive,cross-disciplinarycoverage of theoretical issues and research concerning family-school partnerships

•describesthoseaspectsofschool-familypartnershipsthat have been adequately researched and promotes their implementation as evidence-based interventions

•chartscutting-edgeresearchagendasandmethods for exploring school-family partnerships

•chartstheimplicationssuchresearchhasfor training, policy and practice especially regarding educational disparities.

This book is appropriate for researchers, instructors, and graduate students in the areas of: school counselling, school psychology, educational psychology, school leadership, special education, and school social work. It is also appropriate for the academic libraries serving these audiences.

October 2009: 246 x 174: 544ppHb: 978-0-415-96375-6: £160.00Pb: 978-0-415-96376-3: £59.99


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NEW

Learning to FailHow Society Lets Young People Down

Fran Abrams

During a decade of relative prosperity from the mid-1990s onward, governments across the developed world failed to crack one major issue – youth unemployment. Even when economic growth was strong, one young person in ten in the United Kingdom was neither working nor learning. As the boom ended, the number of young people dropping out after leaving school – already

acknowledged to be too high – began to rise at an alarming rate. As governments face up to the prospect of a new generation on the dole, this book examines the root causes of the problem.

Through the stories of these young people, this book reveals how marginalised young people are let down on every step of their journey. Growing up in areas where aspiration has died or barely ever existed, with parents who struggle to guide them on life in the twenty-first century, they are let down by schools where teachers underestimate them, by colleges and careers advisers who mislead them, and by an employment market which has forgotten how to care or to nurture. Learning to Fail goes behind the headlines about anti-social behaviour, drugs and teenage pregnancy to paint a picture of real lives and how they are affected by outside forces. It gives a voice to ordinary parents and youngsters so they can speak for themselves about what Britain needs to do to turn its teenage failures into a success story.

September 2009: 234 x 156: 184ppHb: 978-0-415-48395-7: £80.00Pb: 978-0-415-48396-4: £18.99eBook: 978-0-203-86482-1


Reclaiming ChildhoodFreedom and Play in an Age of Fear

Helene Guldberg, The Open University, UK

Reclaiming Childhood confronts the dangerous myths spun about modern childhood. Yes, children today are losing out on many experiences past generations took for granted, but their lives have improved in so many other ways. This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Rather

than pointing the finger at soft ‘junk’ targets and labelling children as fragile and easily damaged, Helene Guldberg argues that we need to identify what the real problems are – and how much they matter.

Guldberg suggests ways we can work to improve children’s experiences, as well as those of parents, teachers and ‘strangers’ simply by taking a step back from panic and doom-mongering.

2009: 234 x 156: 216ppHb: 978-0-415-47722-2: £75.00Pb: 978-0-415-47723-9: £16.99eBook: 978-0-203-87041-9


Liberalism, Neoliberalism, Social DemocracyThin Communitarian Perspectives on Political Philosophy and Education

Mark Olssen, University of Surrey, UK

Series: Routledge Studies in Social and Political Thought

The Credit Crunch of 2008 has exposed the fallacies of neoliberalism and its thesis of the self-regulating market, which has been ascendant in both economic theory and policy over the last thirty years. In moving beyond neoliberalism, social democratic arguments are once again coming to the fore; however, in the context of the twenty-first century, they will need to be theorized in relation

to new global concerns. This book critically revisits the core theses of liberalism and neoliberalism that have provided philosophical support to free market economics – as enunciated in the writings of liberal political philosophers such as Friedrich von Hayek, Karl Popper and Isaiah Berlin – and seeks to expose the deficiencies of their beliefs that became hegemonic from the 1970s until the first decades of the present century. In moving beyond the formulas and mantras of liberalism, the book seeks to re-theorize social democracy and articulate a new vision of the political arrangements needed for the twenty-first century by reconsidering issues such as liberty, autonomy, social dependence and multiculturalism.

August 2009: 234 x 156: 294ppHb: 978-0-415-95704-5: £65.00eBook: 978-0-203-87332-8


Science, Society and SustainabilityEducation and Empowerment for an Uncertain World

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


Recent work in science and technological studies has provided a clearer understanding of the way in which science functions in society and the interconnectedness among different strands of science, policy, economy and environment. It is well acknowledged that a different way of thinking is required in order to address problems facing the global community, particularly in relation to issues of risk and uncertainty, which affect humanity as a whole. However, approaches to education in science tend to perpetuate an outmoded way of thinking that is incommensurable with preparing individuals for participation and decision-making in an uncertain, complex world. 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.

2009: 234 x 156: 246ppHb: 978-0-415-99595-5: £60.00


NEW4th Edition

Political Agendas for EducationFrom Change We Can Believe In to Putting America First

Joel Spring, Queens College, USA


Bringing up-to-date Joel Spring’s ongoing documentation and analysis of political agendas for education in the US, the fourth edition focuses on the Republican and Democratic parties in the 2008 national election and post-2008 election era. In order to consider the similarities and differences in the evolution of the Republican and Democratic education agendas, this edition includes updated and new

chapters on the Democratic education agenda, and updated discussions of the Republican education agenda.

This fourth edition:

•relatespreviousDemocraticeducationpolicieswithPresident Obama’s concerns with the global economy and human capital theory

•highlightshowDemocratscametosupportNoChildLeft Behind as a solution to civil rights issues related to schooling and Obama’s quest to close the achievement gap

•dealswiththeDemocraticsideoftheculturewarsdividing the two political parties, particularly regarding multicultural education and language issues

•includesacompletelynewchapteron’TeacherAgendas: Republicans and Democrats’

•showshowtheeducationagendasfromthe2008campaign of John McCain and Sarah Palin are compatible with previous Republican desires to protect socially conservative values in schools.

Political Agendas for Education is essential reading for courses dealing with the politics of education, foundations of education, educational leadership, and curriculum studies, and for educational scholars, professionals, policymakers, and all those concerned with the politics of education in the US and its consequences for schools and society.

October 2009: 234 x 156: 208ppHb: 978-0-415-80642-8: £95.00Pb: 978-0-415-80643-5: £23.99eBook: 978-0-203-86625-2


Contesting Neoliberal EducationPublic Resistance and Collective Advance

Edited by Dave Hill, University of Northampton, UK

Series: Routledge Studies in Education and Neoliberalism

This book, written by an impressive international array of scholars and activists, explores the mechanisms and ideologies behind neoliberal education, while evaluating and promoting resistance on a local, national and global level.

2008: 234 x 156: 294ppHb: 978-0-415-95777-9: £65.00eBook: 978-0-203-89306-7


6



The Routledge International Handbook of Critical EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA, Wayne Au, California State University, Fullerton, USA and Luis Armando Gandin, Federal University of Rio Grande do Sul, Porto Alegre, Brazil

Series: Routledge International Handbooks of Education

The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think

critically about education’s relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education.

2009: 246 x 174: 512ppHb: 978-0-415-95861-5: £115.00eBook: 978-0-203-88299-3


Social Justice, Peace, and Environmental EducationTransformative Standards

Edited by Julie Andrzejewski, St. Cloud State University, USA, Marta Baltodano, Loyola Marymount University, USA and Linda Symcox, California State University, Long Beach, USA

Series: Teaching/Learning Social Justice

The concept of ’standards’ seems antithetical to the ways critical educators are dedicated to teaching, but what would ’standards’ look like if they were generated from social justice perspectives and through collaborative and inclusive processes? Such is the central question posed by the contributors of this groundbreaking collection on the interconnectivity of social

justice, peace, and environmental preservation. Challenging education that promotes consumerism, careerism, and corporate profiteering, they boldly offer examples of a new paradigm for practicing a transformative critical pedagogy. Rather than just talking about coalition building within and across educational communities, they demonstrate how we might communicate from different vantage points and disciplinary boundaries to create a broader picture of social and eco-justice. Social Justice, Peace, and Environmental Education will be required reading for educators and students who want to envision and practice living, acting, and teaching for a better world.

2009: 234 x 156: 344ppHb: 978-0-415-96556-9: £100.00Pb: 978-0-415-96557-6: £31.99eBook: 978-0-203-87942-9


NEW

The Routledge International Handbook of the Sociology of EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA, Stephen J. Ball, Institute of Education, University of London, UK and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil


This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality.

The research indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. The Routledge International Handbook of the Sociology of Education examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas:

•perspectivesandtheories

•socialprocessesandpractices

•inequalitiesandresistances.

The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ‘sociological work’ in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education.

December 2009: 246 x 174: 434ppHb: 978-0-415-48663-7: £110.00eBook: 978-0-203-86370-1


The Developing World and State EducationNeoliberal Depredation and Egalitarian Alternatives

Edited by Dave Hill, University of Northampton, UK and Ellen Rosskam, Woodrow Wilson International Centre for Scholars, USA


This book critically examines neoliberal policy impacts on schooling/education in the developing world, analysing the latest developments in Latin America, Mexico, Argentina, Venezuela, Pakistan, India, Burkina Fasso, South Africa, Mozambique, and China.

2008: 234 x 156: 260ppHb: 978-0-415-95776-2: £65.00eBook: 978-0-203-88925-1


Teaching by NumbersDeconstructing the Discourse of Standards and Accountability in Education

Peter M. Taubman, Brooklyn College, USA

Series: Studies in Curriculum Theory

Over the last decade the transformation in the field of education that is occurring under the twin banners of ’standards’ and ’accountability’ has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching by Numbers offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching,

and teacher education, and their impact on what it means to teach. Peter M. Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.

2009: 234 x 156: 256ppHb: 978-0-415-96273-5: £90.00Pb: 978-0-415-96274-2: £23.99eBook: 978-0-203-87951-1


Education and Neoliberal GlobalizationCarlos Alberto Torres, University of California, Los Angeles, USA


This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world.

2008: 234 x 156: 150ppHb: 978-0-415-99118-6: £85.00eBook: 978-0-203-89073-8


Global Neoliberalism and Education and its ConsequencesEdited by Dave Hill, University of Northampton, UK and Ravi Kumar, Jamia Millia Islamia University, India


In this groundbreaking critique of neoliberalism in schooling and education, an international cast of education policy analysts, educational activists and scholars deftly analyse the ideologies underlying the global, national and local neoliberalisation of schooling and education.

2008: 234 x 156: 282ppHb: 978-0-415-95774-8: £65.00eBook: 978-0-203-89185-8


7



The Dangerous Rise of Therapeutic EducationKathryn Ecclestone, University of Birmingham, UK and Dennis Hayes, Oxford Brookes University, UK

This controversial and compelling book uses a wealth of examples from all sectors of education to show how the contemporary education system is turning young people and adults into anxious, cautious and passive individuals rather than aspiring, optimistic and resilient learners.

2008: 234 x 156: 200ppHb: 978-0-415-39700-1: £80.00Pb: 978-0-415-39701-8: £18.99eBook: 978-0-203-87056-3


Education and the FamilyPassing Success Across the Generations

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


An analysis of the role of policy in challenging self-perpetuating social advantage in education, this book takes the view that policy mechanisms are an essential part of overturning the persistence of social class differences and barriers to equality of opportunity.

2008: 216 x 138: 240ppHb: 978-0-415-39636-3: £80.00Pb: 978-0-415-39637-0: £23.99eBook: 978-0-203-89492-7


Sustainability and Security within Liberal SocietiesLearning to Live with the Future

Edited by Stephen Gough and Andrew Stables, both at University of Bath, UK

Series: Routledge Studies in Social and Political Thought

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

2008: 234 x 156: 160ppHb: 978-0-415-95582-9: £65.00eBook: 978-0-203-89404-0


Learners, Learning and Educational ActivityJudith Ireson, Institute of Education, University of London, UK


Providing an accessible introduction to new ideas and recent developments in cognitive and socio-cultural perspectives on learning, this book reviews advances in selected topics that are especially relevant for teachers and other educators.

2008: 234 x 156: 176ppHb: 978-0-415-41407-4: £80.00Pb: 978-0-415-41406-7: £22.99


Revolutionizing EducationYouth Participatory Action Research in Motion

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

Series: Critical Youth Studies

A definitive statement of YPAR as it relates to education with an informative combination of theory and practice, this edited collection addresses both the political challenges and inherent power imbalances of conducting research with young people.

2008: 234 x 156: 256ppHb: 978-0-415-95615-4: £75.00Pb: 978-0-415-95616-1: £24.99eBook: 978-0-203-93210-0


The Rich World and the Impoverishment of EducationDiminishing Democracy, Equity and Workers’ Rights

Edited by Dave Hill, University of Northampton, UK


This book advances a powerful critique of neoliberalised education – privatisation, marketisation, new public managerialism, increasing control and surveillance of schools and colleges – in eight of the rich countries of the world: the USA, Canada, England and Wales, Finland, Greece, Taiwan, Israel, and Japan.

2008: 234 x 156: 290ppHb: 978-0-415-95775-5: £65.00eBook: 978-0-203-89466-8


Reclaiming Education for DemocracyThinking Beyond No Child Left Behind

Paul Shaker, Simon Fraser University, Canada and Elizabeth E. Heilman, Michigan State University, USA


This book subjects the prophets and doctrines of educational neoliberalism to scrutiny in order to provide a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in-depth analysis of the origins of such policy and its impact on professional educators.

2008: 234 x 156: 256ppHb: 978-0-8058-5841-9: £95.00Pb: 978-0-8058-5842-6: £28.99eBook: 978-0-203-89451-4


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


This volume considers how current transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state.

2008: 234 x 156: 328ppHb: 978-0-415-95672-7: £65.00eBook: 978-0-203-92768-7


Education in Popular CultureTelling Tales on Teachers and Learners

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

Demonstrating how popular culture both reflects and constructs social and professional ideas about the teacher, this book looks at a number of themes that are central to debates about education including bullying, underachievement and sexuality.

2008: 234 x 156: 221ppHb: 978-0-415-33241-5: £80.00Pb: 978-0-415-33242-2: £23.99


2009 AERA Division K Award for Exemplary Research

in Teaching and Teacher Education

8


global education policy and politics


NEW

Changing Schools in an Era of GlobalizationJohn Chi-Kin Lee, The Chinese University of Hong Kong and Brian Caldwell, University of Melbourne, Australia

Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People’s Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where high student achievement is coupled with a sense of urgency in continuing an agenda of change.

July 2010: 234 x 156: 224ppHb: 978-0-415-99330-2: £65.00


NEW

Education and Climate ChangeLiving and Learning in Interesting Times

Edited by Fumiyo Kagawa and David Selby, both at University of Plymouth, UK


There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion. What part does education have to play in helping alleviate rampant climate change and in mitigating its worst effects? In this volume, contributors review and reflect upon social learning from and within their fields of

educational expertise in response to the concerns over climate change. They address the contributions the field is currently making to help pre-empt and mitigate the environmental and social impacts of climate change, as well as how it will continue to respond to the ever-changing climate situation.

October 2009: 234 x 156: 276ppHb: 978-0-415-80585-8: £65.00eBook: 978-0-203-86639-9


NEW

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

Illuminating, through ethnographic inquiry, how individual agents ’make’ language policy in everyday social practice, this volume advances the growing field of language planning and policy using a critical sociocultural and ethnographic approach. Recognizing that language policy is not only about official acts and documents, and not merely or even primarily about language per se, but rather about power relations that privilege some languages and speech communities while marginalizing others, it seeks to expand policy discourses in ways that lead to social justice for all.

Using this conceptual framework, tapping into leading-edge interdisciplinary scholarship and charting new directions, the authors address a variety of pressing language policy and planning issues: the impacts of globalization, diaspora, and transmigration on language practices and policies; language shift, endangerment, and revitalization; medium-of-instruction policies; heritage-language maintenance; literacy and biliteracy; language and ethnic/national identity; and the tensions inherent in conducting language planning and policy research. These issues are contextualized in case studies by leading scholars in the field.

June 2010: 234 x 156: 240ppHb: 978-0-415-80139-3: £95.00Pb: 978-0-415-80140-9: £28.99


NEW

Globalization, the Nation-State and the CitizenDilemmas and Directions for Civics and Citizenship Education

Edited by Alan Reid, Judith Gill, both at University of South Australia and Alan Sears, University of New Brunswick, Canada


The past decade has seen an explosion of interest in civics and citizenship education. There have been unprecedented developments in citizenship education taking place in schools, adult education centres, or in the less formally structured spaces of media images and commentary around the world. This book provides an overview of the development of civics and citizenship education policy across a range of nation states. The contributors, all widely – respected scholars in the field of civics and citizenship education, provide a thorough understanding of the different ways in which citizenship has been taken up by educators, governments and the wider public. Citizenship is never a single, given, unproblematic concept, but rather its meanings have to be worked through and developed in terms of the particularities of sociopolitical location and history. This volume promotes a wider and more grounded understanding of the ways in which citizenship education is enacted across different nation states in order to develop education for active and participatory citizenry in both local and global contexts.

March 2010: 234 x 156: 271ppHb: 978-0-415-87223-2: £70.00eBook: 978-0-203-85511-9


NEW

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


What does it mean to be young, economically disadvantaged, and subject to constant surveillance both from the formal agencies of the state and from the informal challenge of competing youth groups? What is life like for young people living on the fringe of global cities in late modernity, no longer at the centre of city life, but pushed instead to new and insecure margins of the urban inner city?

How are changing patterns of migration and work, along with shifting gender roles and expectations, impacting marginalised youth in the radically transformed urban city of the twenty-first century?

In Lost Youth in the Global City, Jo-Anne Dillabough and Jacqueline Kennelly focus on young people who live at the margins of urban centres, the ’edges’ where low-income, immigrant, and other disenfranchised youth are increasingly finding and defining themselves. Taking the imperative of multi-sited ethnography and urban youth cultures as a starting point, this rich and layered book offers a detailed exploration of the ways in which these groups of young people, marked by economic disadvantage and ethnic and religious diversity, have sought to navigate a new urban terrain and, in so doing, have come to see themselves in new ways. By giving these young people shape and form – both looking across their experiences in different cities and attending to their particularities – Lost Youth in the Global City sets a productive and generative agenda for the field of critical youth studies.



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9



Globalizing Education PolicyFazal Rizvi, University of Illinois, USA and Bob Lingard, University of Queensland, Australia

‘Rizvi and Lingard’s account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects – structural and individual – and resistance to them. In the enormous body of writing on globalization this book stands out and will

become a basic text in education policy courses around the world.’ – Stephen J. Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK

In Globalizing Education Policy, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise, including:

•devolutionanddecentralization

•newformsofgovernance

•thebalancebetweenpublicandprivatefundingofeducation

•accessandequityandtheeducationofgirls

•curriculumparticularlywithrespecttotheteaching of English language and technology

•pedagogiesandhighstakestesting

•andtheglobaltradeineducation.

These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced, and negotiated by all countries. The book also provides an approach to education policy analysis in an age of globalization and will be of interest to those studying globalization and education policy across the social sciences.

2009: 234 x 156: 240ppHb: 978-0-415-41625-2: £75.00Pb: 978-0-415-41627-6: £22.99eBook: 978-0-203-86739-6


NEW

Global Crises, Social Justice, and EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA

Education cannot be understood today without recognizing that nearly all educational policies and practices are strongly influenced by an increasingly integrated international economy. Reforms in one country have significant effects in others, just as immigration and population tides from one area to another have tremendous impacts on what counts as official

knowledge and responsive and effective education. But what are the realities of these global crises that so many people are experiencing and how do their effects on education resonate throughout the world?

Global Crises, Social Justice, and Education looks into the ways we understand globalization and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world. From some of the world’s leading critical educators and activists, this timely new collection provides thorough and detailed analyses of four specific centres of global crisis: the United States, Japan, Israel/Palestine, and Mexico. Each chapter engages in a powerful and critical analysis of what exactly is occurring in these regions and counters with an equally compelling critical portrayal of the educational work being done to interrupt global dominance and subordination. Without settling for vague ideas or romantic slogans of hope, Global Crises, Social Justice, and Education offers real, concrete examples and strategies that will contribute to ongoing movements and counter-hegemonic struggles already active in education today.

December 2009: 234 x 156: 224ppHb: 978-0-415-99596-2: £95.00Pb: 978-0-415-99597-9: £24.99eBook: 978-0-203-86144-8


NEW

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.

The first part of the book aims to critique, deconstruct and satirise contemporary assumptions about educational achievement and outputs, the nature of contemporary educational discourses, and the nature of the professionalism that sustain them. The second part offers innovative postmodernist ways of reconstructing a theory and methodology that aims at ’educating the local’ rather than succumbing to the fantasies of the universal.

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.

January 2010: 234 x 156: 240ppHb: 978-0-415-43111-8: £75.00eBook: 978-0-203-86362-6


The Worldliness of a Cosmopolitan EducationPassionate Lives in Public Service

William F. Pinar, University of British Columbia, USA

Series: Studies in Curriculum Theory

William F. Pinar positions himself against three pressing problems of the profession:

•thecrimeofcollectivismthatidentitypoliticscommits

•thedevaluationofacademicknowledgebytheprogrammaticpreoccupationsof teacher education

•theeffacementofeducationalexperiencebystandardizedtesting.

A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity

takes form in the world, and the world is itself reconstructed by subjectivity’s engagement with it.

In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.

2009:234x156:240pp•Hb:978-0-415-99550-4:£90.00 • Pb: 978-0-415-99551-1: £28.99 • eBook: 978-0-203-87869-9


10



International Perspectives on Student Outcomes and HomeworkFamily-School-Community Partnerships

Edited by Rollande Deslandes, Université du Québec à Trois-Rivières, Canada

Series: Contexts of Learning

This synthesis of the latest knowledge on homework presents unique findings by researchers from various countries and diverse professional backgrounds. It approaches the topic of homework from several perspectives, including:

•itspoliticalandculturalcontexts

•aspectsofparentalinvolvementandparent-childrelationships

•schoolcontextsandpractices

•observableimpacts.

It highlights homework-specific concerns and considers two principal solutions. Firstly, support initiatives from schools and communities. Secondly, improved homework design, aimed at attracting greater student interest and promoting communication within families.

This book proposes ideas and actions of relevance to everyone interested in the issue: school administrations, teachers in training and in practice, parents, and researchers eager to contribute to the advancement of knowledge in the field. It is a perfect companion to International Perspectives on Contexts, Communities and Evaluated Innovative Practices, also edited by Rollande Deslandes, and published simultaneously by Routledge.

2009: 234 x 156: 192ppHb: 978-0-415-47950-9: £75.00eBook: 978-0-203-87697-8


NEW

WTO/GATS and the Global Politics of Higher EducationAntoni Verger, Universiteit van Amsterdam, the Netherlands

Series: Studies in Higher Education

Since the General Agreement on Trade in Services (GATS) was created in 1995, there has been international pressure towards the liberalization of education all over the world, as well as new challenges to the traditional internationalization rationale in the field of higher education. Nevertheless, education liberalization under the GATS is also a contested process. Public universities, teachers unions, development NGOs and other education stakeholders have opposed and campaigned against the GATS in different countries and at a range of levels from local to global.

Based on intensive fieldwork in the WTO headquarters and on two case studies (Argentina and Chile), Antoni Verger opens the black box of the GATS negotiations in the field of education. His well-documented work explores in-depth how domestic actors and interests are key to understanding the constitution of the global education liberalization process entailed by the GATS as well as the opposition to this process in certain places. This book is crucial reading to anyone with an interest in the future of higher education.



International Perspectives on Contexts, Communities and Evaluated Innovative PracticesFamily-School-Community Partnerships

Edited by Rollande Deslandes, Université du Québec à Trois-Rivières, Canada


Research and practice in the vast field of school-family-community relations have evolved dramatically over the last thirty years. Schools throughout the world face enormous challenges due to demographic changes and societal problems, making partnerships among schools, families and community groups a necessity. Specific issues such as poverty, school dropout, violence and suicide, the wider diversity of students and parents, the higher accountability demanded of school systems, the implementation of school reforms and a multitude of government strategies and policies all contribute to a rapidly changing educational world. But as this book shows, even though research is often being undertaken independently in different countries, strong similarities are apparent across countries and cultures. School-family-community collaboration is no longer a single country issue.

With contributions from distinguished researchers from around the world (including the United States, Canada, the UK, Europe, China, and Australia). It is a perfect companion to International Perspectives on Student Outcomes and Homework, also edited by Rollande Deslandes, and published simultaneously by Routledge.

2009: 234 x 156: 256ppHb: 978-0-415-47949-3: £80.00eBook: 978-0-203-87566-7


Globalization of EducationAn Introduction

Joel Spring, Queens College, USA


Continuing Joel Spring’s reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Spring introduces readers to the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts.

2008: 234 x 156: 264ppHb: 978-0-415-98946-6: £85.00Pb: 978-0-415-98947-3: £19.99eBook: 978-0-203-88685-4


equality, diversity and ethical issues

NEW

Confronting the Obstacles to InclusionInternational Responses to Developing Inclusive Education

Edited by Richard Rose

Series: David Fulton / Nasen

This comprehensive volume combines theoretical chapters written by leading academics in the field of inclusive education with practical chapters demonstrating how the theories can be put in to action in the classroom.

The contributors to this book all have regular practical contact with teachers and pupils in inclusive education settings, and provide a broad spectrum of ideas on issues which are of concern to teachers across the world.

The six central themes address issues which have been identified as of importance to teachers, policy-makers and academics concerned to promote inclusive education. These are:

•causesofexclusionandobstaclestoinclusion (and how these can be overcome)

•supportingfamilies

•learningfromstudents

•professionaldevelopment

•teachingandlearning

•supportintheclassroom.

This authoritative text will appeal to a broad audience including teachers, researchers, university tutors and other professionals.

June 2010: 234 x 156: 160ppHb: 978-0-415-49361-1: £75.00Pb: 978-0-415-49363-5: £19.99


NEW

Intercultural and Multicultural EducationEnhancing Global Interconnectedness

Edited by Carl Grant, University of Wisconsin-Madison, USA and Agostino Portera, University of Verona, Italy


This volume brings together the dynamic discussions and lively debate of intercultural and multicultural education taking place across the world. Contributors take readers to the countries, schools, and nongovernmental agencies where intercultural education and multicultural education, either collectively or singularly, are active (often central) concepts or practices in the daily educational undertaking and discourse of society.

March 2010: 234 x 156: 244ppHb: 978-0-415-87674-2: £70.00


11



NEW

Curriculum, Syllabus Design and EquityA Primer and Model

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

Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions of the ‘technical form’ of the syllabus, this volume advances a unified, principled approach to the design of syllabus documents that aims for high quality/high equity educational outcomes. It introduces and unpacks definitions of curriculum, syllabus, the school subject, and ‘informed professionalism’; presents principles of design that are key to equitable teaching and learning; discusses a range of approaches; and offers clear and practical guidelines for writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Examples from the US, Canada, Europe and Asia are included.

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

December 2010: 234 x 156: 232ppHb: 978-0-415-80319-9: £90.00Pb: 978-0-415-80320-5: £29.99


NEW

Dismantling Contemporary Deficit ThinkingEducational Thought and Practice

Richard R. Valencia, The University of Texas, USA

Series: The Critical Educator

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 colour, 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.

April 2010: 234 x 156: 256ppHb: 978-0-415-87709-1: £100.00Pb: 978-0-415-87710-7: £30.99eBook: 978-0-203-85321-4


NEW

Inclusive Education in the Middle EastEman Gaad, The British University in Dubai, United Arab Emirates


The potential of adopting inclusive education to support learning for all is an international phenomenon that is finding its way to the Middle East and the Arabian region. Eman Gaad examines the current status of inclusive education in Arabia and the Middle East through an assessment of the latest international, regional, and local research into inclusive education. With a focus on the more complex areas of related cultural practice and attitudes towards inclusive education in this dynamic and fast-changing part of the world, Gaad offers a research-based analysis of the current educational status of the Arabian Gulf and some Middle Eastern countries that adopted inclusive practice in education, and others that are yet to follow. This book will be of great interest to students, academics, teachers, and therapists in the field of comparative and inclusive education as well as those with an interest in policies of education in the dynamic and culturally distinguished Middle Eastern Arabian region.

May 2010: 234 x 156: 172ppHb: 978-0-415-99881-9: £70.00


NEW

Irregular SchoolingSpecial Education, Regular Education and Inclusive Education

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


Irregular Schooling explores the foundations of current controversies and confusions in inclusive education by tracing the historical origins of both special education and inclusive education to demonstrate the very different, some would say irreconcilable, epistemologies from which they spring. The point is not to demonise special education. It exists because of inadequacies in the general

provision of schooling and sought to ensure the care and education of those who were rejected. Over time, however, special education has become as uncomfortable with changing social and political exigencies as regular schooling has.

Written by one of the leading scholars in the field, Irregular Schooling builds on extant research and literature pertaining to social justice whilst providing a critique of the present state of approaches to inclusive education. It offers readers a series of propositions for moving inclusive education forward, making it a compelling and important text for policy-makers, students of education, teachers and teacher educators.

September 2010: 234 x 156: 224ppHb: 978-0-415-47989-9: £75.00Pb: 978-0-415-47990-5: £22.99


NEW

Place- and Community-Based Education in SchoolsGregory Alan Smith, Lewis and Clark College, Portland, USA and David Sobel, Antioch New England, USA


Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement.

Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, 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.



NEW iN 2011

Urban EducationA Model for Leadership and Policy

Edited by Karen Gallagher, Estela Bensimon, Dominic Brewer and Rodney Goodyear

Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of ‘urban education’ and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept.

This Handbook 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.

January 2011: 246 x 174: 400ppHb: 978-0-415-87240-9: £160.00Pb: 978-0-415-87241-6: £75.00


12



NEW

Postfeminist Education?Girls and the Sexual Politics of Schooling

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


What are the effects of post-feminist, neo-liberal politics and practices, and for which girls?

Can we better understand the current gender and educational climate through making post-feminist discourses our object of critical inquiry?

Contemporary post-feminist politics are grounded in assumptions that gender equity has now been achieved for girls and women in education, the workplace and the home. Discourses now promote the idea that women have total equality or have even surpassed boys and men – at the expense of men – and that feminism has gone ‘too far’, is obsolete and out of touch.

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 explores how research and policy influences the globalized media and popular culture on discourses about girls. She 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.



Troubling Gender in EducationEdited by Jo-Anne Dillabough, University of Cambridge, UK, Julie McLeod, University of Melbourne, Australia and Martin Mills, University of Queensland, Australia

2009: 246 x 174: 138ppHb: 978-0-415-46261-7: £70.00


NEW2nd Edition

Readings for Diversity and Social JusticeEdited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren 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

For over ten years, Readings for Diversity and Social Justice has been the go-to anthology for the broadest possible coverage of issues related to identity and oppression from a social justice perspective. This highly-anticipated second edition breaks even further ground, boasting over forty more readings than previously available, updated and original section introductions, and three

entirely new chapter sections on Religious Oppression, Transgender Oppression, and Ageism/Adultism. As with the first edition, each chapter section is divided into Contexts, Personal Voices, and Next Steps? The first two parts provide vivid portraits of the meaning of diversity and the realities of oppression. The third part challenges the reader to take action to end oppressive behavior and affirm diversity and social justice.

Added new features to this edition include:

•over130readings,manynewandupdated,includingthree entirely new sections

•a’TableofIntersections’thatenablesreaderstoidentify all selections that treat issues of race, religion, gender, sexuality, disability, class, and age, beyond those in designated topical chapters

•anallnewCompanionWebsitewithadditionalresources, further suggested readings, and teaching materials.

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

January 2010: 246 x 174: 664ppHb: 978-0-415-99139-1: £100.00Pb: 978-0-415-99140-7: £34.99


Teaching for Diversity and Social JusticeLee Anne Bell, Maurianne Adams and Pat Griffin

2007: 246 x 174: 496ppHb: 978-0-415-95199-9: £80.00 Pb: 978-0-415-95200-2: £25.99eBook: 978-0-203-94082-2

For more information, visit:www.routledge.com/9780415952002

NEW

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 personalised/individualised learning strategies and the involvement of pupils in their learning.

Drawing on an in-depth study which consulted eight to fourteen year-old pupils from a variety of ethnic and class backgrounds in different school settings, the book:

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

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

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

•identifiesthewaysinwhichpupilsarebeing consulted by teachers and the social conditions for successful consultation.

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

December 2010: 234 x 156: 224ppHb: 978-0-415-41198-1: £75.00Pb: 978-0-415-41199-8: £22.99


NEW

Black Youth MattersTransitions from School to Success

Cecile Wright, Nottingham Trent University, UK, P.J. Standen, University of Nottingham, UK and Tina Patel, Liverpool John Moores University, UK


Black Youth Matters presents a compelling, empirical picture of black youth who respond creatively to permanent school exclusion. Structural approaches to social stratification often set the terms of discussion around isolated narratives of individual ’success stories’. In this book, the authors intervene with a new point of view by focusing instead on collectives of broader black communities. They both

engage with and move beyond structural models of stratification and education, thereby affirming the enduring importance of individual and collective aspiration – an impulse that has not been exhausted for black youth even in the face of systematic, longstanding, and overwhelming inequality. Based on long-term ethnographic research with young people permanently excluded from school, Black Youth Matters examines the resourcefulness of young black people in overcoming the process of school failure to forge more positive futures for themselves.



13



NEW

Handbook of Latinos and EducationTheory, Research, and Practice

Edited by Enrique G. Murillo Jr., California State University, San Bernadino, USA, Sofia A. Villenas, Ruth Trinidad Galván, Juan Sánchez Muñoz, Corinne Mart’nez and Margarita Machado-Casas

Providing a comprehensive review of rigorous, innovative, and critical scholarship relevant to educational issues which impact Latinos, this Handbook captures the field at this point in time. Its unique purpose and function is to profile the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work

in the field in terms of its contributions to research, professional practice, and the emergence of related interdisciplinary studies and theory, the volume is organized around five themes:

•history,theory,andmethodology

•policiesandpolitics

•languageandculture

•teachingandlearning

•resourcesandinformation.

The Handbook of Latinos and Education is a must-have resource for educational researchers, graduate students, teacher educators, and the broad spectrum of individuals, groups, agencies, organizations and institutions sharing a common interest in and commitment to the educational issues that impact Latinos.



NEW

Immigration, Diversity, and EducationEdited by Elena L. Grigorenko, Yale University, USA and Ruby Takanishi, Foundation for Child Development, New York, USA

This edited volume presents an overview of research and policy issues pertaining to children from birth to ten who are first – and second – generation immigrants to the US, as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the US population.

August 2009: 234 x 156: 320ppHb: 978-0-415-45627-2: £100.00eBook: 978-0-203-87286-4


NEW

International Perspectives on the Goals of Universal Basic and Secondary EducationEdited by Joel E. Cohen, Rockefeller University, USA and Martin B. Malin, Harvard University, USA


Universal schooling has been adopted as a goal by international organizations, bilateral aid agencies, national governments, and non-profit organizations. Yet little sustained international attention has been devoted to the purposes or goals of universal education. What is universal primary and secondary education intended to accomplish? This book, which grew out of a project of the

American Academy of Arts and Sciences, offers diverse views from Asia, Africa, Europe, North America and South America, and from diverse cultures, religions, and professions, on the purposes of universal education. It is the first book in which renowned authors from around the world have confronted one another in proposing goals of basic and secondary education, and in considering and responding to the differing views of others on one of the most pressing issues facing education today.

November 2009: 234 x 156: 322ppHb: 978-0-415-99766-9: £65.00


NEW

Persistent InequalityContemporary Realities in the Education of Undocumented Latina/o Students

Maria Pabon Lopez, Indiana University School of Law, Indianapolis, USA and Gerardo R. Lopez, Indiana University, USA


Based on a long tradition of scholarship in Latino education and on newer critical race theory ideas, Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumented students’ lives as well as those which face nearly all Latinos in the US educational system. How solid is the Supreme Court

precedent, Plyler v. Doe, that allows undocumented children the opportunity to attend public K-12 school free of charge? What would happen if the Supreme Court overruled it? How have immigration raids affected public school children and school administrators? To shed some light on these vital questions, the authors provide a critical analysis of the various legal and policy aspects of the US educational system.

November 2009: 234 x 156: 224ppHb: 978-0-415-95793-9: £95.00Pb: 978-0-415-95794-6: £27.99eBook: 978-0-203-86513-2


The Routledge International Companion to Multicultural EducationEdited by James A. Banks, University of Washington, Seattle, USA


This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations,

including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions – Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics.

With forty newly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future.

2009: 246 x 174: 592ppHb: 978-0-415-96230-8: £115.00eBook: 978-0-203-88151-4


Activist EducatorsBreaking Past Limits

Edited by Catherine Marshall and Amy L. Anderson, both at University of North Carolina, Chapel Hill, USA

Series: Teaching/Learning Social Justices

This text offers a view into the big picture of assertive idealistic professionals’ lives by presenting rich qualitative data on the impetus behind educators’ activism and the strategies they used to push limits in fighting for a cause. Chapters follow the stories of educator activists as they take on problems in schools, including sexual harassment, sexism, racism, reproductive

rights, and GLBT rights. The research contributes to an understanding of professional and personal motivations for educators’ activism, ultimately offering a significant contribution to aspiring teachers who need to know that education careers and social justice activist causes need not be mutually exclusive pursuits.

2008: 234 x 156: 232ppHb: 978-0-415-95666-6: £95.00Pb: 978-0-415-95667-3: £24.99eBook: 978-0-203-89258-9


14



Affirming Students’ Right to Their Own LanguageBridging Language Policies and Pedagogical Practices

Edited by Jerrie Cobb Scott, University of Memphis, USA, Dolores Y. Straker, University of Cincinnati, USA and Laurie Katz, Ohio State University, USA

A Co-publication of the National Council of Teachers of English and Routledge.

This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and

language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students’ learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations.

2008: 234 x 156: 448ppHb: 978-0-8058-6348-2: £95.00Pb: 978-0-8058-6349-9: £29.99eBook: 978-0-203-86698-6


American Indian EducationCounternarratives in Racism, Struggle, and the Law

Matthew L.M. Fletcher, Michigan State University, USA


This original book highlights the challenges faced by American Indian students at all levels of education, analyzing their education through a lens of law and policy, and paving the way for an honest discussion about solutions.

2008: 234 x 156: 240ppHb: 978-0-415-95734-2: £95.00Pb: 978-0-415-95735-9: £21.99eBook: 978-0-203-89564-1


NEW

Breaking through the Access BarrierHow Academic Capital Formation can Improve Policy in Higher Education

Edward P. St. John

August 2010: 246 x 174: 400pp Hb: 978-0-415-80032-7: £65.00 Pb: 978-0-415-80033-4: £24.99eBook: 978-0-203-84901-9

Educating the Gendered CitizenSociological Engagements with National and Global Agendas

Madeleine Arnot, University of Cambridge, UK

Focusing on the relationship between gender, education, and citizenship, this book explores, from a feminist perspective, how the concept of citizenship has been used in relation to gender, and how young people are being prepared for male and female forms of citizenship.

2008: 234 x 156: 272ppHb: 978-0-415-40805-9: £80.00Pb: 978-0-415-40806-6: £22.99eBook: 978-0-203-88992-3


Handbook of Social Justice in EducationEdited by William Ayers, University of Illinois at Chicago, USA, Therese Quinn, The School of the Art Institute of Chicago, USA and David Stovall, University of Illinois at Chicago, USA

The Handbook of Social Justice in Education is a comprehensive, up-to-date review of the field, addressing from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice.

2008: 246 x 174: 792ppHb: 978-0-8058-5927-0: £170.00Pb: 978-0-8058-5928-7: £60.00eBook: 978-0-203-88774-5


Moral Responsibility, Authenticity, and EducationIshtiyaque Haji, University of Calgary, Canada and Stefaan E. Cuypers, Katholieke Universiteit Leuven, Belgium

Series: Routledge International Studies in the Philosophy of Education

Drawing important, hitherto unnoticed connections between issues central in the philosophy of education and those pivotal in the free-will debate, this book argues that these two sets of problems cannot be pursued in isolation from one another.

2008: 234 x 156: 258ppHb: 978-0-415-96468-5: £65.00eBook: 978-0-203-89514-6


Feminism and ’The Schooling Scandal’Christine Skelton, University of Birmingham, UK and Becky Francis, Roehampton University, UK

Feminism and ‘The Schooling Scandal’ brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education. The focus throughout is on the years of compulsory schooling, examining key concepts in gender and education identified and developed by international thinkers in

educational feminism. Topics covered include:

•socialclass,ethnicityandsexualityinrelationtoexperiences in school

•theoriesandmethodologiesforunderstandinggender

•pedagogyandpracticeineducation

•thedirectionofeducationalpolicyandthe ‘problem of boys’.

This book provides a comprehensive overview of contemporary research and theory emerging from ‘second wave’ feminism and assessing their impact on pupils and teachers in today’s schools and classrooms.

2008: 234 x 156: 192ppHb: 978-0-415-45509-1: £75.00Pb: 978-0-415-45510-7: £22.99eBook: 978-0-203-88433-1


Telling Stories to Change the WorldGlobal Voices on the Power of Narrative to Build Community and Make Social Justice Claims

Edited by Rickie Solinger, Historian and Curator, USA, Madeline Fox, The City University of New York, USA and Kayhan Irani, Artist and Activist, USA

Series: Teaching/Learning Social Justice

‘It is difficult to underscore the importance of books like Telling Stories to Change the World. Indigenous Peoples are now revealing prophesies about an immanent end to dominant systems that are based on greed, corruption, materialism and an artificial separation from nature, the very things that cause social and ecological injustice ... Books like this one remind us

that we are all related and that an arts-based dialogue that allows oppressed people to tell their stories can help with this awakening.’ – Four Arrows, aka Jacobs, D.T., Teachers College, Record, October 16, 2008

This is a powerful collection of essays about community-based projects where storytelling is used as a strategy for speaking out for justice.

2008: 234 x 156: 280ppPb: 978-0-415-96080-9: £22.99eBook: 978-0-203-92806-6


15


teaching, learning and teacher education

Racism and EducationCoincidence or Conspiracy?

David Gillborn, Institute of Education, University of London, UK

This book challenges the dominant assumptions and attitudes that shape education and is the first major study in the UK to adopt ‘Critical Race Theory’ – a radical new perspective on the nature of racism and public policy.

2008: 234 x 156: 272ppHb: 978-0-415-41897-3: £80.00Pb: 978-0-415-41898-0: £22.99eBook: 978-0-203-92842-4


Race, Gender and Educational DesireWhy Black Women Succeed and Fail

Heidi Safia Mirza, Middlesex University, UK

This book reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women, teachers and students in schools and universities, taking the topic in new, challenging directions.

2008: 234 x 156: 224ppHb: 978-0-415-44875-8: £75.00Pb: 978-0-415-44876-5: £22.99eBook: 978-0-203-88865-0


Psychology for Inclusive EducationNew Directions in Theory and Practice

Edited by Peter Hick, Ruth Kershner, University of Cambridge, UK and Peter Farrell, Manchester University, UK

A study of the ways in which modern psychological theory can be used to support the practice of inclusive education in the classroom.

2008: 234 x 156: 200ppHb: 978-0-415-39049-1: £85.00Pb: 978-0-415-39050-7: £23.99eBook: 978-0-203-89147-6


NEW

The New Lives of TeachersChristopher Day and Qing Gu, both at University of Nottingham, UK

Series: Teacher Quality and School Development

The New Lives of Teachers examines variations in identity, commitment and resilience in the professional lives of primary and secondary school teachers in different school contexts.

The book complements and extends Huberman’s seminal work on the lives of teachers by providing a ’new’ evidence-based conceptual framework to investigate and understand teachers’ work and lives in contemporary contexts of teaching. It demonstrates clearly that it is the relative success with which teachers manage various personal, work and external policy challenges that is a key factor in the satisfaction, commitment, well-being and effectiveness of teachers in different contexts and at different times in their work and lives, and discusses the implications for teaching quality and teacher retention. The positive and negative influences upon career and professional development and the influences of school leadership, culture, colleagues and conditions are profound and relate directly to teacher retention and the work-life balance agenda.

Based on brand-new evidence and packed with case-study examples of teachers’ experiences, this book will be of interest to teachers and school leaders, teacher educators and researchers, local authority advisers and/or inspectors in the UK and beyond.

March 2010: 234 x 156: 192ppHb: 978-0-415-48459-6: £75.00Pb: 978-0-415-48460-2: £22.99


NEW

High Quality Teaching and LearningInternational Perspectives on Teacher Education

Edited by Ann Lieberman, Columbia Univerisity, USA and Linda Darling-Hammond, Stanford University, USA

Series: Teacher Quality and School Development

Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is this, what have they done, what new policies and practices in teacher education have they developed and how do they support the changes? A number of European and Asian countries also top the list when it comes to providing high-quality teacher education, but there is little information about what and how they are doing the work and how they have made changes.

In this book, leading international scholars describe the systemic policies and practices of teacher education in eight high-achieving countries – Finland, Singapore, the Netherlands, the UK, Hong Kong, Canada, Australia, and the USA – and how they are dealing with teacher quality, equity, and the changing global society. An interesting diversity of policies and practices that support different emphases and changes in education is revealed – from those that emphasize the preparation of beginning teachers to those that emphasize teacher retention to those that emphasize critical policies and curriculum change. In addition, the authors highlight the importance of local cultural imperatives – norms, political structures, history – that influence and shape the preparation of quality teachers and make change possible and problematic.

In the final chapter, the editors synthesize what has been learned across the eight countries: which policies and practices seem transferable; which seem embedded in the particulars of the culture of the country; whether politics and practices that encourage problem-solving, critical thinking and cooperation are more successful than those that don’t. They also describe themes that cut across all the countries, documenting not only what they are, but how the countries go about supporting and sustaining changes in teacher education.

May 2010: 234 x 156: 224ppHb: 978-0-415-57700-7: £75.00Pb: 978-0-415-57701-4: £22.99


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16



NEW

Negotiating Language Policies in SchoolsEducators as Policymakers

Edited by Kate Menken and Ofelia Garcia, both at City University of New York, USA

Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators’ central role in this complex and dynamic process.

Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.

March 2010: 234 x 156: 296ppHb: 978-0-415-80207-9: £95.00Pb: 978-0-415-80208-6: £34.99eBook: 978-0-203-85587-4


NEW

Politics and the Primary TeacherPeter Cunningham, Formerly at University of Cambridge, UK

Series: Routledge Primary Education Series

Politics and the Primary Teacher provides an objective overview of issues that have shaped the context in which primary school teacher’s work, how they have impacted on schools, classroom practice, and on teachers’ own development and experience. Highlighting key questions for consideration, it helps students on initial teacher education courses and teachers engaged in ongoing professional development, particularly at master’s level, as well as those on education studies courses, understand how politics shape their professional life, and how they can effectively address issues that affect their practice.

Key topics covered include:

•thecurrentemphasisonbasicskillsandstandardsofachievement for national economic performance, citizenship and responses to ethnic and cultural diversity

•theroleofprimaryeducationindealingwithobesityand guaranteeing child protection

•EveryChildMattersandinter-professionalworking

•howthemediashapeslocalandnationalviewsabouteducation and how this impacts on relationships such as those with parents

•therationalebehind,andeffectsofcompulsoryandnon-compulsory assessment

•theroleandstatusofteachingassistants

•themovetowardstheMastersdegreeforprofessionaldevelopment.

October 2010: 234 x 156: 160ppHb: 978-0-415-54958-5: £75.00Pb: 978-0-415-54959-2: £19.99


NEW

Teacher Education for InclusionChanging Paradigms and Innovative Approaches

Edited by Christine Forlin, Institute of Education, Hong Kong

The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools. Drawing on both pre and in-service training methods, the expert contributors to this book follow three major themes:

•socialandpoliticalchallenges regarding teacher education – providing an historical perspective on the training of

teachers, tensions in preparing teachers for inclusion, cultural issues, the relationship between educational funding and practices and collaborative measures to support a whole school approach

•innovativeapproachesinpre-serviceteacherpreparation– discussing a range of innovative models and approaches used in pre-service teacher education courses

•engagingprofessionaldevelopmentforinserviceteachers – reviewing a range of approaches employed to engage working teachers and help them establish curricula and pedagogy that meets the needs of all students in their classes.

Each chapter will include a list of proposed learning outcomes, a theoretical or conceptual framework to help readers develop the proposed innovation, an overview of recent research, discussion of the research data available and a discussion of the international implications and challenges, summarising in suggestions for a positive way forward.

April 2010: 234 x 156: 176ppHb: 978-0-415-54876-2: £75.00Pb: 978-0-415-54877-9: £22.99


NEW

Re-Designing Learning ContextsTechnology-Rich, Learner-Centred Ecologies

Rosemary Luckin, The London Knowledge Lab, University of London, UK


Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines ‘context’ as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world.

Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores:

•themeaningoftheconceptofcontextanditsrelationship to learning

•thewaysinwhichdifferenttypesoftechnologycanscaffold learning in context

•theLearner-Centric‘EcologyofResources’modelofcontext as a framework for designing technology-rich learning environments

•theimportanceofmatchingavailableresourcestoeach learner’s particular needs

•thewaysinwhichthelearner’senvironmentand the technologies available might change over the coming years

•thepotentialimpactofrecenttechnologicaldevelopments within computer science and artificial intelligence.

This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations.

April 2010: 234 x 156: 224ppHb: 978-0-415-55441-1: £75.00Pb: 978-0-415-55442-8: £23.99

For more information, visit: www.routledge.com/9780415554428NEW

Does Every Child Still Matter?Education and Social Policy in the 21st Century

Catherine Simon and Stephen Ward, Bath Spa University, UK

There is little published material available for undergraduates and graduates which provides a critical examination of ECM, and yet arguably ECM represents the most radical change to education and welfare provision since the 1988 Education Act. The book moves beyond the descriptive or ’how to’ framework of existing publications, designed to give guidance to practitioners. Instead it examines the underlying political and social aims of this policy agenda for children and young people. Analysis reveals that ECM represents the Government’s attempt to codify perceived risks in society and to formulate their responses. In doing so children are made the strategic focus of much wider social policy reform, the effects of which are first felt in Education. In essence ECM is about shifting the principles and assumptions upon which Education is founded. Three key themes are evident in the analysis:

•therestructuringofthestatebeyonditswelfarefunctions

•changesingovernanceandthecreationofnewbinaries

•aredefiningoftheeducationsectoraroundtheneedsofthechild.

Every Child Matters (2003) and its legislative arm the Children Act (2004) represent the biggest policy agenda in education at the current time and promises far more radical reform to the education sector than that of the 1988 Education Reform Act.

The purpose of the book is to provide a critique of ECM and its contribution to understandings of New Labour social policy. It locates the genesis of the policy in terms of its social, political and historical contexts and questions the validity of constructing social policy around issues of child welfare. This is reviewed in light of the recently announced Children’s Plan: Building Brighter Futures (2007) which builds upon the ECM agenda and moves it forward with its ten-year proposals.

June2010:234x156:192pp•Hb:978-0-415-49578-3:£75.00 • Pb: 978-0-415-49579-0: £19.99


17



NEW

What Expert Teachers DoEnhancing Professional Knowledge for Classroom Practice

John Loughran, Monash University, Australia

How do expert teachers do it? How do they enhance student learning? How do they manage the dilemmas and tensions inherent in working with twenty-five different students in every lesson?

Internationally respected teacher educator John Loughran argues that teachers’ knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of

professional practice for classroom teachers.

Drawing on the best research on pedagogy, he outlines the crucial principles of teaching and learning, and shows how they are translated into practice using real classroom examples. He emphasises that teaching procedures need to be part of an integrated approach, so that they are genuinely meaningful and result in learning. Throughout, he shows how teachers can engage their students in ways that create a real ‘need to know’, and a desire to become active learners.

April 2010: 234 x 156: 240ppPb: 978-0-415-57967-4: £23.99 eBook: 978-0-203-85147-0


Not available for sale from Routledge in Australia and New Zealand.

Policy and Politics in Teacher EducationInternational Perspectives

Edited by John Furlong, University of Oxford, UK, Marilyn Cochran-Smith, Boston College, USA and Marie Brennan, University of South Australia

During the last twenty years, governments around the world have paid increasing attention to the recruitment, preparation, and retention of teachers. Teacher supply and teacher quality have become significant policy issues, taken up by policy-makers at the highest levels. This volume grew out of a recognition by the editors of the growing significance of teacher education policy and a curiosity about international trends and differences. The book brings together nine papers from leading academics around the world: from the UK (England and Scotland), the USA, Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the USA. Taken together, the papers reveal the complexities and contradictions of international trends. On the one hand, they demonstrate that there is indeed a common direction of travel along the lines encouraged by international bodies such as the OECD. At the same time however, the papers also reveal important differences among countries in terms of how they are addressing common aspirations as well as some apparent contradictions within the policies of individual nations.

2009: 246 x 174Hb: 978-0-415-48338-4: £75.00


NEW

Children, their World, their EducationFinal Report and Recommendations of the Cambridge Primary Review

Edited by Robin Alexander, University of Cambridge, UK

‘I have just finished reading ‘Children, their World, their Education’ – what an inspirational book! I have been a head teacher for twenty years and this is the best book on primary education that I have ever read. We have bought an extra two copies and I am encouraging the whole staff to read it.’ – Mr R H Garton, Headteacher

•Howdochildrenlive,thinkandlearnduringtheirearly and primary years?

•Howwellareourprimaryschoolsdoing?

•Whathasbeentheimpactofgovernmenteffortsto raise standards?

•Bywhatvaluesshouldschoolsbeguidedand what curriculum and learning environments should they provide?

•Howcanprimaryeducationbestmeettheneedsoftoday’s children and tomorrow’s world?

These were among the many questions that the Cambridge Primary Review set out to answer when it was launched in 2006. Politically independent and grounded in an exhaustive array of national and international evidence, it was the most comprehensive enquiry into English primary education for forty years. Its thirty-one interim reports provoked lively headlines and debate.

In this book, the Review presents its findings and recommendations. Compellingly and accessibly written, the book is divided into five parts:

•Partonesetsthesceneandtracksprimaryeducationpolicy since the 1960s

•Parttwoexamineschildren’sdevelopmentandlearning; their upbringing and lives in an increasingly diverse society; their needs and aspirations

•Partthreeexploreswhatgoesoninschools,fromthevital early years to aims, curriculum, pedagogy, assessment, standards and school organisation

•Partfourdealswiththesystem:agesandstages;teachers, training, leadership and workforce reform; funding, governance and policy

•Partfivepullseverythingtogetherwithseventy-eightformal conclusions and seventy-five recommendations for policy and practice.

Children, their World, their Education is more than a ground-breaking report. It is an unrivalled educational compendium. It assesses two decades of government-led reform, offers a vision for the future and goes to the heart of what education in a democracy is about. It deserves to be read by all who care about children, their primary education and the world that they will inherit.

October 2009: 246 x 174: 608ppHb: 978-0-415-54870-0: £95.00Pb: 978-0-415-54871-7: £35.00


NEW

The Cambridge Primary Review Research SurveysEdited by Robin Alexander, University of Cambridge, UK

The Cambridge Primary Review Research Surveys is the companion volume to Children, their World, their Education. Both are the outcome of England’s biggest enquiry into primary education for over forty years.

Fully independent of government, the Cambridge Primary Review was launched in 2006 to investigate the condition and future of primary

education at a time of change and uncertainty and after two decades of almost uninterrupted reform. Ranging over ten broad themes and drawing on a vast array of evidence, the Review published thirty-one interim reports, including twenty-eight surveys of published research, provoking media headlines and public debate, before presenting its final report and recommendations.

This book brings together the twenty-eight research surveys, specially commissioned from sixty-five leading academics in the areas under scrutiny and now revised and updated, to create what is probably the most comprehensive overview and evaluation of research in primary education yet published. A particular feature is the prominence given to international and comparative perspectives.

The Cambridge Primary Review Research Surveys is an essential reference tool for professionals, researchers, students and policy makers working in the fields of early years, primary and secondary education.

October 2009: 246 x 174: 880ppHb: 978-0-415-54869-4: £250.00


A Good School for Every ChildHow to Improve our Schools

Cyril Taylor

Foreword by David Blunkett MP and Kenneth Baker

Cyril Taylor has been at the heart of English education for over two decades, serving as an adviser to ten successive UK Education Secretaries and Four Prime Ministers, both Conservative and Labour, including Margaret Thatcher and Tony Blair.

A Good School for Every Child draws on Taylor’s wealth of experience. While offering an

insider’s look at some of the key challenges in education, it is also an invaluable guide for parents and teachers interested in how our schools work today. There is a particular focus on how to raise standards in low attaining schools, improving levels of literacy and numeracy and teaching our children the skills they need for the twenty-first century.

2009: 246 x 174: 224ppHb: 978-0-415-48252-3: £75.00Pb: 978-0-415-48253-0: £19.99eBook: 978-0-203-87848-4


18



Education for AllThe Future of Education and Training for 14–19 Year-Olds

Richard Pring, University of Oxford, UK, Geoffrey Hayward, University of Oxford, UK, Ann Hodgson, University of London, UK, Jill Johnson, Head of Outreach at UCAS, UK, Ewart Keep, Alis Oancea, University of Oxford, UK, Gareth Rees, University of Cardiff, UK, Ken Spours, University of London, UK and Stephanie Wilde, University of Oxford, UK

•Whatcountsasaneducated nineteen year-old today?

•Arethemodelsofeducation we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?

Education for All addresses these questions in the light of evidence collected over five

years by the Nuffield Review of 14-19 Education and Training: the most rigorous investigation of every aspect of this key educational phase for decades. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond.

2009: 234 x 156: 252ppHb: 978-0-415-54721-5: £75.00Pb: 978-0-415-54722-2: £19.99eBook: 978-0-203-87359-5


NEW

Teacher Education, the University and the SchoolsPapers for Harry Judge

Edited by David Phillips, University of Oxford, UK

Using the highly successful Oxford model of teacher training and the widely respected work in teacher education of Harry Judge, a number of prominent educationists from around the world contribute chapters on a range of topics relating to the interface between the university and the schools in the complex processes involved in the initial training of teachers.

The book covers discussion of aspects of teacher education in the UK, the United States, and France, as well as in the developing country context of Pakistan. Policy issues are described by William Taylor, Tim Brighouse, and Stuart Maclure. And Jerome Bruner and David Cohen write about the processes involved in learning and thinking about what teachers need to know in their training.

This book was published as a special issue of the Oxford Review of Education.

August 2009: 246 x 174: 132ppHb: 978-0-415-49921-7: £75.00


NEW

The New Significance of LearningImagination’s Heartwork

Pádraig Hogan, University of Ireland, Maynooth, Ireland

Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society’s powers-that-be?

What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning?

Does education have a responsibility in cultivating humanity’s maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age?

The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the ‘natural order’ of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples.

Among the merits highlighted by this approach are:

•arecognitionthateducationisfirstandforemostaninvitation to join a renewed experience of quest and disclosure

•arealizationthattakingupandpursuingsuchaninvitation is a basic right, as distinct from a privilege to be bestowed or withheld

•anawarenessofthedecisiveimportanceofspecifickindsof relationships in practices of teaching and learning

•anemphasisonthehumanqualitiesaswellastheintellectual achievements nourished by dedicated communities of learning

•anacknowledgementofpartiality–ofincompletenessand bias – in even the best of humankind’s learning efforts.

November 2009: 234 x 156: 208ppHb: 978-0-415-54967-7: £75.00eBook: 978-0-203-86448-7


Visible LearningA Synthesis of Over 800 Meta-Analyses Relating to Achievement

John Hattie, University of Auckland, New Zealand

‘Visible Learning is the definitive book on sorting out the effectiveness of teaching strategies – a must read for those who want to improve teaching and learning.’ – Michael Fullan

This unique and ground-breaking book is the result of fifteen years of research and synthesises over 800 meta-analyses on the

influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding.

2008: 246 x 174: 392ppHb: 978-0-415-47617-1: £80.00Pb: 978-0-415-47618-8: £24.99eBook: 978-0-203-88733-2


Redefining Teacher DevelopmentJonathan Neufeld, Brock University, Canada

Has any occupational group been the subject of as much research as elementary or primary school teachers? Written by a former elementary school teacher, this intensive study considers how the foundations of the ongoing teacher reform movement have appealed to researchers through its successive stages. By tracing these ideas back to their historical roots, Jonathan Neufeld illustrates how they actually descend from the physical and biological sciences rather than from student/teacher relationships. Neufeld’s in-depth analysis of economic trends during the twentieth century shows how economic and educational reforms are closely related. He demonstrates how the century-long movement to develop teachers became obsessed with turning them into soldiers of a failing economy.

This book rewrites the existing foundations and outlines a future direction that will excite researchers and practitioners alike. It introduces alternative theoretical foundations and propositions to inspire innovative discussions about teachers’ continuing educational development and what it could mean to teach children in classrooms. Since the publication of A Nation at Risk in 1982, ’teacher development’ has become a universal term, used to express an international movement to professionalize teachers. But imagine if the foundations of this research had little to do with life in the classroom. How would we then begin to discover what ’development’ means to practising teachers?

Redefining Teacher Development will appeal to researchers in teacher instruction and development, as well as practising teachers with an interest in how research has conceptualized their field.

2009: 234 x 156: 232ppHb: 978-0-415-45431-5: £80.00eBook: 978-0-203-87446-2


Teacher Education and the Struggle for Social JusticeKenneth M. Zeichner, University of Washington, USA

In this selection of his work from 1991-2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner’s belief that the mission of teacher education programs is

to prepare teachers in ways that enable them to successfully educate everyone’s children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process.

Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy-makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society.

2009: 234 x 156: 224ppHb: 978-0-8058-5865-5: £90.00Pb: 978-0-8058-5866-2: £27.99eBook: 978-0-203-87876-7


19


school organisation, leadership and ManageMent

Creating and Sustaining Arts-Based School ReformThe A+ Schools Program

George W. Noblit, University of North Carolina at Chapel Hill, USA, H. Dickson Corbett, Wilson Corbett Associates, USA, Bruce L. Wilson, Wilson Corbett Associates, USA and Monica B. McKinney, Meredith College, North Carolina, USA

This comprehensive, longitudinal analysis of arts in education initiatives, based on the A+ School Program, discusses the political, fiscal, and curricular implications inherent in taking the arts seriously and offers a model for implementation and evaluation that can be widely adapted in other schools and school districts.

2008: 234 x 156: 208ppHb: 978-0-8058-6150-1: £90.00Pb: 978-0-8058-6149-5: £27.99eBook: 978-0-203-88735-6


Changing Teacher ProfessionalismInternational Trends, Challenges and Ways Forward

Edited by Sharon Gewirtz, King’s College London, UK, Pat Mahony, Ian Hextall, both at Roehampton University, UK and Alan Cribb, King’s College London, UK

Significant changes in the policy and social context of teaching over the last thirty years have had substantial implications for teacher professionalism. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting teaching and how teachers might change their practice for the better.

2008: 234 x 156: 256ppHb: 978-0-415-46777-3: £75.00Pb: 978-0-415-46778-0: £22.99


Creative Learning in the Primary SchoolBob Jeffrey and Peter Woods, both at The Open University, UK

Creative Learning in the Primary School uses ethnographic research to consider the main features of creative teaching and learning within the context of contemporary policy reforms. In particular, the authors are interested in the clash between two oppositional discourses – creativity and performativity – and how they are resolved in creative teacher practice. The book complements previous

work by these authors on creative teaching by giving more consideration to creative learning.

2008: 234 x 156: 192ppHb: 978-0-415-46471-0: £75.00Pb: 978-0-415-46472-7: £22.99eBook: 978-0-203-88473-7


Essays on PedagogyRobin Alexander

In Essays on Pedagogy, Robin Alexander brings together some of his most powerful writing, drawing on his research in Britain and other countries over the past two decades.

2008: 234 x 156: 224ppHb: 978-0-415-45482-7: £80.00Pb: 978-0-415-45483-4: £22.99



NEW2nd Edition

Bullying in North American SchoolsEdited by Dorothy L. Espelage, University of Illinois at Urbana-Champaign, USA and Susan M. Swearer, University of Nebraska at Lincoln, USA

Thirty-three states have now passed statutes mandating that schools have a bullying policy in place, a remarkable increase since the first edition of Bullying in North American Schools was published in 2004. Although these statutes vary in their requirements, most school districts realize that regardless of their formal policy statement bullying behaviour has to be addressed through a targeted prevention and intervention program. This book provides an exciting compilation of research on bullying in school-aged youth conducted across the United States and Canada by a representative group of researchers, including developmental, social, counselling, school, and clinical psychologists. Its social-ecological perspective illustrates the complexity of bullying behaviours and offers suggestions for data-based decision-making to intervene and reduce those behaviours.

July 2010: 246 x 174: 380ppHb: 978-0-415-80654-1: £75.00Pb: 978-0-415-80655-8: £44.99


NEW

Leading LearningProcess, Themes and Issues in International Contexts

Tom O’Donoghue and Simon Clarke, both at University of Western Australia

Series: Leadership for Learning

Subscribing to the notion of distributed leadership, the authors identify two key groups: the ‘leaders of learning’ and the ‘leaders for learning’. The leaders of learning – and the focus of this book – are those working at the school level to improve the quality of learning in the classroom, such as teachers, principals, pupils and involved members of the local school community. The leaders for learning are the policy-makers and administrators whose support is crucial. The authors argue that in order to be effective leaders, both groups require an understanding of: broad trends in contemporary leadership theory, recent views on learning theory, the importance of teachers engaging continually in learning about their practice, the significance of creating and sustaining schools as learning organisations, and forging links between leadership and learning.

October 2010: 234 x 156: 200ppHb: 978-0-415-33612-3: £75.00Pb: 978-0-415-33613-0: £22.99

For more information, visit:www.routledge.com/9780415336130

20



NEW

Beyond the School GatesQuestioning the Extended Schools and Full Service Agendas

Alan Dyson, University of Manchester, UK, Liz Todd, University of Newcastle upon Tyne, UK and Colleen Cummings, University of Newcastle, UK

Around the world, schools are being asked to offer new services to students, families and communities in order to overcome the effects of disadvantage.

Referred to as ’extended’, ’full service’ or ’community’ schools, they extend their provision so that they are open beyond the normal school day, in order to work with families and local communities.

This book, for the first time ever, critically examines the role of full service and extended schools. The authors draw on their extensive international evaluations of this radical new phenomenon to ask:

•Whatdoextendedorfullserviceschoolshopetoachieve, and why should services based on schools be any more effective than services operating from other community bases?

•Whatpatternofservicesandactivitiesismosteffective?

•Whatdoesextendedschoolingmeanforchildrenandfamilies who are not highly disadvantaged, or for schools outside the most disadvantaged areas?

•Howcanschoolsleadextendedservicesatthesametime as doing their ’day job’ of teaching children?

•Whyshouldschoolsbeconcernedwithfamilyandcommunity issues?

•Beyondtheadvocacyof’extendedprovision’,whatreal evidence is there that schools of this kind make a difference, and how can school leaders evaluate the impact of their work?

July 2010: 234 x 156: 168ppHb: 978-0-415-54866-3: £75.00Pb: 978-0-415-54875-5: £22.99


NEW

The Challenges of School District LeadershipDaniel L. Duke, University of Virginia, USA

Despite the rising interest in school districts, there are relatively few comprehensive resources available for graduate students in educational leadership programs. The Challenges of School District Leadership takes the position that the best way to prepare the next generation of school leaders is to make certain that they can address the unending challenges that characterize public education today. Drawing on the latest research as well as actual examples, the book spotlights ten of the perennial challenges facing superintendents and school boards. Among the challenges discussed in detail are balancing equity and excellence, accommodating demographic change, coping with the increasing politicization of district leadership, deciding how to organize (or reorganize) a school system, and meeting the demands of educational accountability. This text is appropriate for graduate students in educational leadership, education policy, and the politics of education.

April 2010: 234 x 156: 304ppHb: 978-0-415-99622-8: £95.00Pb: 978-0-415-99623-5: £42.99


FORTHCOMiNG iN 2011

Changing Schools Through Systematic InquiryWhy and How School Leaders do Research

Pat Thomson, University of Nottingham, UK and Jill Blackmore, Deakin University, Australia

Educational systems around the world now understand that school change is dependent on the understandings and skills of those that lead them. There is an increasing understanding that school change is more effective when it is locally designed to suit specific histories and conditions, and that school-based research makes an important contribution to successful reform. However there are relatively few books that address how local research can complement larger scale evidence to produce successful school redesign. This book fills this gap.

The authors begin by detailing the need for and power of inquiry-led change. They discuss common arguments and reasons for school reform, covering the UK, US, Australia and New Zealand, Canada and Europe and outline the role of leaders in designing, planning, steering, managing and evaluating change.

Then by using actual examples of school leaders’ use of systematic inquiry in schools in England, North America, Israel, and Australia they provide a well theorised and practical guide to the use and conduct of systematic change-oriented inquiry. The examples chosen show ‘warts and all’ perspectives on the practices of inquiry based reform and offer hopeful and optimistic narratives, without prescribing one-size-fits-all solutions and generic approaches that never fit individual situations well.

March 2011: 234 x 156: 176ppHb: 978-0-415-46552-6: £75.00Pb: 978-0-415-46553-3: £23.99


NEW

Education Policy, Space and the CityKalervo N. Gulson, Charles Sturt University, Australia

Series: Routledge Studies in Educational Policy and Politics

This book examines the relationships between educational policy, space and place. Kalervo N. Gulson demonstrates how education policy is multi-variant in nature and how space, as both lens of analysis and object of study, is crucial to understanding and analysing education policy. The book utilizes three qualitative case studies of educational policy change that converge with urban policy directions, notably those effecting urban renewal and regeneration, in the inner city areas of London, Vancouver and Sydney. These studies of the reorganisation of urban schooling examine policy’s role in the production and amelioration of social and educational inequality, primarily connected to social class and ‘race’. With urbanisation posited as one of the central concerns for the future of the planet, relationships between the city, educational policy, and social and educational inequality deserve sustained examination. Gulson’s book is a rich and needed contribution to these areas of study.

May 2010: 234 x 156: 208ppHb: 978-0-415-99556-6: £65.00


NEW

Failure-Free Education?The Past, Present and Future of School Effectiveness and School Improvement

David Reynolds, University of Plymouth, UK


David Reynolds is recognised internationally as one of the leaders of the school effectiveness and school improvement movement, and Failure-Free Education? brings together for the first time many of his most influential and provocative pieces. Drawing on the author’s work from over three decades, these extracts from his seminal books, chapters, papers and articles combine to give a unique overview of how the movement developed, the problems involved in the application of the knowledge and the disciplines’ potentially glittering future now.

The book also covers the issues raised by, and lessons learned from, his close involvement with English government educational policy-making from the mid 1990s to date.

This book is essential reading for those who seek to understand how we can make every school a good school, and what the obstacles may be to achieving that goal.

February 2010: 234 x 156: 272ppHb: 978-0-415-36783-7: £80.00


The Future of Educational ChangeInternational Perspectives

Edited by Ciaran Sugrue, University of Cambridge, UK

This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field, including Andy Hargreaves, Larry Cuban, Ivor Goodson, Jeannie Oakes, Milbrey McLaughlin, Judyth Sachs and Ann Liebermann.

Divided into four sections, the book addresses the key themes:

•Whathasbeentheimpactofeducationalchange?

•Howhastheimpactdifferedindifferentcircumstances?

•Whatarethenewdirectionsforresearchonpolicy and practice?

•Howcanwelinkresearch,policyandpractice?

By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international ‘social movements’ and the ‘refracted’ nature of policy agenda at national and local levels.

This book addresses issues which with many educators around the world are currently grappling. It will appeal to academics and researchers in the field, as well as providing an introduction to key issues and themes in Educational Change for graduate students and practitioners.

2008: 234 x 156: 256ppHb: 978-0-415-43107-1: £80.00Pb: 978-0-415-43108-8: £22.99eBook: 978-0-203-93142-4


21



NEW

Improving Quality in EducationDynamic Approaches to School Improvement

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

Improving Quality in Education is a major contribution to the area of school improvement, setting out a dynamic framework that helps schools collect data, evaluate themselves, decide on priorities for improvement and develop action plans. Emphasising the setting of targets, the authors stress the fundamental importance of making schools into the best possible learning environments, giving students and teachers the means to achieve them. Their practical, flexible approach can easily fit with the individual circumstances of each school and system.

Based on this approach, the book goes on to explore a number of projects that focus on important challenges schools all around the world are facing, such as preventing bullying and developing teachers. Readers, be they practitioners, school advisors, policy-makers or researchers, will see how the contents of Improving Quality in Education can be applied in a wide variety of educational settings.

To conclude the authors offer practical suggestions for designing improvement strategies, providing guidelines to schools on how to self-evaluate, make decisions on priorities and design action plans, including a useful toolkit of guidelines for measuring the quality of teaching and the efficiency of school factors.

June 2010: 234 x 156: 224ppHb: 978-0-415-54873-1: £75.00Pb: 978-0-415-54874-8: £22.99


NEW

Human Resource Management in EducationContexts, Themes and Impact

Justine Mercer, Bernard Barker, both at University of Leicester, UK and Richard Bird, Legal Policy Consultant, UK


This book examines the key issues surrounding human resource management in education today. Drawing on a wide variety of empirical research undertaken in different sectors and different countries, including the UK, USA, Hong Kong and the Middle East, the authors critically examine the normative, ‘best practice in people management’ paradigm that currently dominates the field. Finding that it falls short, they instead develop a coherent, consistent alternative perspective on HRM in education, taking full account of recent national and international trends. The relationship between leadership, the classroom and results is analysed and case studies explore the extent to which performance is enhanced by distributed leadership and constrained by social, political and economic contexts. The impact of these ideas on the leadership and management of people in education is considered and recommendations are made to guide those who aim to adopt strategies that improve the quality of life in schools and colleges for all those who work in them.

This book carefully blends advocacy with evidence to ensure that it is powerfully relevant to both practitioner and academic audiences in the UK and elsewhere.

June 2010: 234 x 156: 224ppHb: 978-0-415-41280-3: £75.00Pb: 978-0-415-41279-7: £22.99


NEW

Leadership for Quality and Accountability in EducationMark Brundrett, Liverpool John Moors University, UK and Christopher Rhodes, University of Birmingham, UK


This book addresses the interconnected issues of quality and accountability within the education system and provides a coherent framework within which the issues of quality and accountability can be analysed. The key focus is on the role of leadership in developing strategies in relation to quality and accountability that will enhance learning outcomes.

Drawing on research evidence and addressing the most recent quality frameworks that operate in educational contexts, the authors consider:

•theunderlyingnatureofwhatwemeanbythetermsquality and accountability and the ways in which these terms have been employed both nationally and globally

•thecentralthemeswithinthisglobalshifttowardsaculture of quality and accountability

•theimpactofthesedevelopmentsoneducationalorganisations in all phases.

Key issues for professional practice in the form of suggested readings and key reflection points are included. The book will appeal to practitioners across all phases of the education system, educational leaders and managers, advisors and inspectors, and academic researchers.

July 2010: 234 x 156: 176ppHb: 978-0-415-37873-4: £75.00Pb: 978-0-415-37874-1: £22.99


Political Approaches to Educational Administration and LeadershipEdited by Eugenie A. Samier, The British University in Dubai, United Arab Emirates and Adam G. Stanley, Samuel Robertson Secondary School, Canada


This collection explores the political philosophy and theoretical foundations of educational administration and leadership as they influence our understanding, analysis and practice in the field.

2008: 234 x 156: 330ppHb: 978-0-415-96207-0: £65.00eBook: 978-0-203-92867-7


NEW

The Routledge International Handbook of Creative LearningEdited by Julian Sefton-Green, Independent Education Consultant, UK, Pat Thomson, University of Nottingham, UK, Liora Bresler and Ken Jones

The concept of creative learning extends far beyond arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom or whole school level, always with the aim of fully realising young people’s potential.

Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research. Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists.

Sections consists of:

•ageneralintroductiontothefieldofcreativelearning

•arts-learningtraditions,withsub-sectionsondiscreteart forms such as drama and visual art

•accountsofpracticefromartist-teacherpartnerships

•wholeschoolchangeandreforms

•curriculumchange

•assessment

•evaluativecasestudiesofimpactandeffect

•globalstudiesofpolicychangearoundcreativelearning.

June 2010: 246 x 174: 512ppHb: 978-0-415-54889-2: £125.00


Small SchoolsPublic School Reform Meets the Ownership Society

Michael Klonsky, Director of the Centre for Innovative Schools, USA and Susan Klonsky, Small Schools Workshop, USA

Series: Positions: Education, Politics, and Culture

Michael and Susan Klonsky tell the story of how a promising model of creating small schools has been used by the neocons to reproduce old inequities. This is the story of what happens when the small-schools movement meets the Ownership Society.

2008: 5 x 7.75: 224ppHb: 978-0-415-96122-6: £95.00Pb: 978-0-415-96123-3: £18.99eBook: 978-0-203-93185-1


22



NEW

Structural Solutions for Educational ImprovementTowards Failure-Free Schooling in Challenging Circumstances?

Christopher Chapman, University of Manchester, UK

Improving educational systems around the world remains at the core of governments’ agendas. However, despite vast investment of resources and sustained periods of interventions many systems have seen their rates of improvement plateau and in some systems the gap between different groups of learners continues to widen. This is nowhere more apparent than in our socio-economically deprived areas of major urban conurbations.

Systems must continue to evolve in order to meet the needs of students and particularly those in the most challenging circumstances. In this book, Chris Chapman reflects on a range of Emerging Structural Arrangements (ESAs) that have begun to appear across a number of systems. The features of ESAs include:

•increasedinvolvementoftheprivatesectorandotherinterested parties (including charities and faith groups)

•radicalredesignofbuildings

•theblurringanderosionoforganisationalboundaries

•redefinitionof‘teachers’and‘teaching’

•theinvolvementofanextendedrangeofservicesstakeholders within the schooling process.



NEW

The School PrincipalContemporary Practice Perspectives

Theodore Kowalski, University of Dayton, USA

Written by a mix of established and rising stars in school politics, policy, law, finance, and reform this comprehensive Handbook provides a three part framework that helps organize this relatively new and loosely organized field of study. A central theme running through the book is how to harness politics to school equity and improvement.

Key features include:

Thematic Discussions – detailed discussions of key topics in educational politics are organized by themes and competing perspectives. The overarching themes are 1) the goals of the US political system (justice, equity, opportunity, efficiency and choice); 2) the means and resources for reaching these goals; and 3) the political behaviors and compromises that seek to mitigate ideological differences and conflicts of interest.

Research Oriented – in addition to summarizing the latest research connected to key topics, each chapter exemplifies and reports on the methods and techniques for further exploration of these topics.

Reform Oriented – throughout the book and especially in the summarizing chapter, authors provide suggestions for improving the political behaviors of key educational groups and individuals: unions, superintendents, politicians, school boards, teachers, and parents.

July 2010: 246 x 174: 380ppHb: 978-0-415-80622-0: £75.00Pb: 978-0-415-80623-7: £44.99


NEW

Transforming Children’s SpacesChildren’s and Adults’ Participation in Designing Learning Environments

Alison Clark, The Open University, UK

How can young children play an active role in developing the design of learning environments? What methods can be used to bring together children’s and practitioners’ views about their environment? What insights can young children offer into good designs for these children’s spaces?

With the expansion of early childhood education and the move to ’extended schools’, more young children will spend more time than ever before in institutions. Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children’s perspectives in the design and review of children’s spaces.

Situated at the heart of the debate about the relationship between the built environment and its impact on children’s learning and wellbeing, Transforming Children’s Spaces:

•providesinsightsintohowyoungchildrenseetheirenvironment

•discusseschildren’saspirationsforfuturespaces

•developsthe’Mosaicapproach’,pioneeredbytheauthor, as a method for listening to young children and adults.

Emphasising the importance of visual and verbal methods of communication, this fascinating book demonstrates how practitioners and young children can articulate their perspectives, and shows how participatory methods can support new relationships between children, practitioners and architects.



NEW

Trust and Betrayal in Educational Administration and LeadershipEdited by Eugenie A. Samier, The British University in Dubai, United Arab Emirates and Michèle Schmidt, Simon Fraser University, Canada


This collection explores critical and foundational theory for trust in educational administration and leadership as it influences a broad range of topics, such as ethics, governance, diversity, policy, management, and power. It demonstrates the relevance of this foundation to practical issues and problems internationally, both within the organizational context and extra-organizationally. Contributors from throughout the world focus on the application of trust factors as they affect our understanding of, and practice in, educational organizations. This volume will be of interest to students and faculty of educational administration theory, the policy and politics of education, and educational leadership as well as practitioners and policy-makers.

March 2010: 234 x 156: 257ppHb: 978-0-415-87340-6: £70.00


NEW

Using Effectiveness Data for School ImprovementA Guide for Managers and Teachers

Anthony Kelly and Chris Downey, both at University of Southampton, UK

Data metrics in schools are becoming increasingly complex and therefore increasingly less likely to effect change in classroom practice, and therefore schooling outcomes, because teachers either don’t understand them, utilise them or ’control’ them. The authors of this book advocate a move away from a type of ’data dictatorship’, in which teachers are the passive recipients of data outcomes from the school manager, to a type of data democracy in which teachers are active participants in the process.

This book lifts the lid on a range of data-gathering techniques and methods and reveals the provenance and shortcomings of pupil/school data collection and utilisation. Chapters address:

•thepoliticalcontextofschooldatacollectionandhowit is used for accountability and inspection purposes

•howteachersandschoolsusepupilattainmentdata

•howcontextisbroughtintomeasurementandhowpractitioners should interpret the outcomes from different models

•theuseofdatafortarget-setting,self-evaluationandschool improvement purposes

•collectionstrategiesandmodelsforpost-16progression using inter-agency data

•howtodevisemetricsforSEALandEveryChildMatters data

•howtocopewiththedifferentialeffectivenessofschools across the range of prior attainment.

Using Effectiveness Data for School Improvement brings together in one place, for the first time, the various metrics in use in schools. It includes a full technical specification so that both data experts and data novices will find the book essential for getting to grips with what is becoming an increasingly important aspect of school and curriculum management.



Improving Schools and Educational SystemsInternational Perspectives

Edited by Alma Harris, Institute of Education, University of London, UK and Janet Hageman Chrispeels, University of California, USA


This book draws together the most effective school improvement projects from around the world in one comprehensive text, including detailed comparative analysis of a wide variety of initiatives. Drawing on examples from the UK, the USA, Canada, South Africa, and Australia, this book gives both an international snapshot and a coherent synthesis of initiatives that have given achievable results.

2008: 234 x 156: 336ppHb: 978-0-415-36222-1: £85.00Pb: 978-0-415-47931-8: £23.99


23



NEW

Handbook of Bullying in SchoolsAn International Perspective

Edited by Shane Jimerson, University of California, Santa-Barbara, USA, Susan Swearer, University of Nebraska, Lincoln, USA and Dorothy L. Espelage, University of Illinois at Urbana-Champaign, USA

The Handbook of Bullying in Schools provides a comprehensive review and analysis of what is known about the worldwide bullying phenomena. It is the first volume to systematically review and integrate what is known about how cultural and regional issues affect bullying behavior and its prevention. It draws on insights from scholars around the world to advance our understanding of:

•theoreticalandempiricalfoundationsforunderstanding bullying

•assessmentandmeasurementofbullying

•research-basedpreventionandinterventionmethods.

Key features include the following:

•Comprehensive – forty-one chapters bring together conceptual, methodological, and preventive findings from this loosely coupled field of study, thereby providing a long-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner.

•InternationalFocus–approximatelyfortypercentofthe chapters deal with bullying assessment, prevention, and intervention efforts outside the USA.

•ChapterStructure–toprovidecontinuity,chapterauthorsfollow a common chapter structure: overview, conceptual foundations, specific issues or programs, and a review of current research and future research needs.

•ImplicationsforPractice–acriticalcomponentofeachchapter is a summary table outlining practical applications of the foregoing research.

•Expertise–theeditorsandcontributorsincludeleadingresearchers, teachers, and authors in the bullying field, most of whom are deeply connected to organizations studying bullying around the world.

November 2009: 246 x 174: 624ppHb: 978-0-8058-6392-5: £160.00Pb: 978-0-8058-6393-2: £75.00eBook: 978-0-203-86496-8


Handbook of Education Politics and PolicyEdited by Bruce Cooper, Fordham University, USA, James Cibulka, University of Kentucky, USA and Lance Fusarelli, North Carolina State University, USA

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

2008: 246 x 174: 464ppHb: 978-0-8058-6111-2: £150.00Pb: 978-0-8058-6112-9: £60.00eBook: 978-0-203-88787-5


Handbook of Research on School ChoiceEdited by Mark Berends, Notre Dame University, USA, Mathew G. Springer, Vanderbilt University, USA, Dale Ballou, Vanderbilt University, USA and Herbert J. Walberg, University of Illinois-Chicago, USA

Since the early 1990s when the nation’s first charter school was opened in Minneapolis, the scope and availability of school-based options to parents has steadily expanded. No longer can public education be characterized as a monopoly. Sponsored by the National Center on School Choice (NCSC), this Handbook makes readily available the most rigorous and policy-relevant

research on K-12 school choice. Coverage includes charters, vouchers, home-schooling, magnet schools, cyber-schools, and other forms of choice, with the ultimate goal of defining the current state of this evolving field of research, policy, and practice.

Key features include the following:

•Comprehensive–thisisthefirstbooktoprovideacomprehensive review of what is known about the major forms of school choice from multiple perspectives.

•Readable–theeditorsandauthorshavetakencaretotranslate rigorous research findings into comprehensible prose accessible to a broad range of readers.

•International–inadditiontothoroughcoverageofdomestic research, the volume also draws on international and comparative studies of choice in foreign countries.

This book is suitable for researchers, faculty and graduate students in education policy studies, politics of education, and social foundations of education.

2009: 246 x 174: 648ppHb: 978-0-8058-6223-2: £200.00Pb: 978-0-8058-6224-9: £75.00eBook: 978-0-203-88178-1


Handbook of Research on the Education of School LeadersEdited by Michelle D. Young, University of Texas at Austin, USA, Gary M. Crow, Indiana University, USA, Joseph Murphy, Vanderbilt University, USA and Rodney T. Ogawa, University of California-Santa Cruz, USA

Sponsored by the University Council of Educational Administration, this comprehensive Handbook is the definitive work on leadership education in the United States. An in-depth portrait of what constitutes research on leadership development, this Handbook provides a plan for strengthening the research-based education of school leaders in order to impact leadership’s influence on student engagement and learning. Although research-oriented, the content is written in a style that makes it appropriate for any of the following audiences: university professors and researchers, professional development providers, practicing administrators, and policy-makers who work in the accreditation and licensure arenas.

2009: 246 x 174: 584ppHb: 978-0-8058-6157-0: £120.00Pb: 978-0-8058-6158-7: £59.95eBook: 978-0-203-87886-6


NEW

Reconstructing Policy in Higher EducationFeminist Poststructural Perspectives

Edited by Elizabeth J. Allan, University of Maine, USA, Susan Iverson, Kent State University, USA and Rebecca Ropers-Huilman, University of Minnesota, USA

Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for policy-makers, analysts, and practitioners. The research examines a range of topics of interest to scholars and professionals including:

purposes of Higher Education, administrative leadership, athletics, diversity, student activism, social class, the history of women in postsecondary institutions, and quality and science in the globalized university.

Students enrolled in Higher Education and Educational Policy programs will find this book offers them tools for thinking differently about policy analysis and educational practice. Higher Education faculty, managers, deans, presidents, and policy-makers will find that this book contributes significantly to their own policy analysis, practice, and discourse.

October 2009: 234 x 156: 272ppHb: 978-0-415-99776-8: £95.00Pb: 978-0-415-99777-5: £32.99eBook: 978-0-203-87003-7


International Handbook on the Preparation and Development of School LeadersEdited by Jacky Lumby, University of Southampton, UK, Gary M. Crow, Indiana University, USA and Petros Pashiardis, The Open University of Cyprus

Sponsored by the University Council of Educational Administration (UCEA), the British Educational Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative

review of what is known about the preparation and development of primary and secondary schools leaders across the globe.

2008: 246 x 174: 522ppHb: 978-0-415-98847-6: £130.00Pb: 978-0-8058-6387-1: £65.00eBook: 978-0-203-87223-9


24


education policy evaluation and research


NEW

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

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

This book explores the potential contribution of curriculum integration in a context where school curricula segregated by discipline remain the norm, despite the fact that most, if not all, of the world’s problems are interdisciplinary. If school education is to develop citizens who can at least understand the issues which presently challenge our political leaders, it can only be done by integrating at least some parts of current school curricula. Informed citizens, who can think broadly across disciplines, will be those who can contribute to sensible action for local problems with a global flow-on.

In response to these issues, the authors explore the nature of curriculum integration, the nature of knowledge, and the nature of learning, reflecting on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships between, curriculum integration, knowledge and learning and what desirable outcomes of schooling are in this century.

October 2010: 234 x 156: 224ppHb: 978-0-415-57337-5: £75.00Pb: 978-0-415-57338-2: £23.99


NEW

Promoting Health and Wellbeing through SchoolsEdited by Peter Aggleton, University of Sussex, UK, Catherine Dennison, Department of Health, UK and Ian Warwick, Institute of Education, University of London, UK

The contribution schools can make to improving students’ health and wellbeing is increasingly recognised. Schools that have embraced this role and adapted policies and practices to create an environment in which young people feel safe and happy have reported broad and significant gains.

Through expert contributions from active researchers and experienced practitioners, Promoting Health and Wellbeing through Schools combines recent research with knowledge of the current climate in which schools are operating. Offering authoritative advice on effective intervention, this book provides an overview of the key issues that need to be addressed, including:

•alcoholuse

•sexualhealth

•druguse

•obesity

•mentalhealth.

This accessible text is innovative in its focus on how schools can build partnerships with young people, parents, and health professionals to promote their commitment to health and wellbeing. It highlights successful approaches for promoting health and educational goals, and provides useful advice on planning and evaluation.

Promoting Health and Wellbeing through Schools is invaluable reading for professionals working in and with schools to implement healthy schools programmes and to bring about improvement in health and wellbeing, including teachers, nurses, and health and education managers. It is also of interest to students, researchers and policy makers.

January 2010: 234 x 156: 192ppHb: 978-0-415-49341-3: £75.00Pb: 978-0-415-49342-0: £22.99eBook: 978-0-203-86009-0


NEW

Radical Education and The Common SchoolMichael Fielding and Peter Moss, Thomas Coram Research Unit, Institute of Education, UK

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.

Using case-study examples to explore the meaning of radical education – which is inscribed with certain key values of solidarity, inclusion, connectivity and experimentalism – the authors explore:

•keyelementsthatdefinedifferentdegreesandkindsof ’radical’ change

•thevalueoftheoriessuchasRobertUnger’s‘democraticexperimentalism’ in bringing about major, long-term change through cumulative, piecemeal reforms

•thewaysinwhichitmaybepossibletodevelopopportunities for radical education and the common school to be achieved.

Written by leading experts in the fields of early childhood and secondary education, the book covers the whole field of education, from birth to eighteen years. It works across historical, contemporary and future perspectives, drawing on leading thinkers and educational experiences, past and present, to provide inspiration for analysis of the current situation and of future possibilities.

May 2010: 234 x 156: 162ppHb: 978-0-415-49828-9: £75.00Pb: 978-0-415-49829-6: £22.99


NEW

Radical Traditions in Education in the 21st CenturyThe Long Goodbye

Ken Jones, University of Keele, UK

Covering a range of issues – from classroom practice to policy agenda – this book traces the impact of such movements on educational practice. It also considers their current predicament: one of the unstudied aims of the neo-liberal policies that have swept through education has been to sever the education/social movement connection, and in doing so create new agencies of educational change, with very different orientations and commitments from those of the past. At the same time, however, as it seeks to sideline the past, policy orthodoxy also tries, in significant ways, to make use of ideas and practices deriving from the practice of an earlier period.

Examining the continuing conflicts that attend the imposition of neo-liberal policies, the book explores the uncertain future of radical educational traditions. It draws attention to the significance of these issues for a research community that, itself under pressure from new policy orthodoxies, has often overlooked them.



Blair’s Educational Legacy?Edited by Geoffrey Walford, University of Oxford, UK

The United Kingdom General Election on 1st May 1997 gave a landslide victory to a re-vitalised Labour Party. Tony Blair became Prime Minister with a huge Commons majority of 179 over all other parties. Such a majority meant that extensive changes of policy could be implemented with little effective opposition.

During the election campaign Tony Blair had repeatedly claimed that the top three priorities of a New Labour government would be ‘education, education, education’, and on page two of the Labour Party’s election manifesto a smiling Blair is seen with Nelson Mandela – the unacknowledged originator of the oratorical education triplet. Following a third Election victory in 2005 and after over ten years as Prime Minister, Blair finally stepped down to Gordon Brown in mid-2007, but only after a promotional ‘final tour’ that lasted several months. Towards the end, Blair devoted considerable efforts to try to ensure that his legacy would be positive and that he would be remembered for more than his role in the Iraq War.

But what is his legacy in the field of education? This book brings together the assessments of key educational researchers who have been centrally involved with both the critique and implementation of various policy developments. It is now time to make a solid academic evaluation of his influence on education. This book is timely, and relates directly to the central policy themes of the last decade. It considers the relationships between theory and practice and examines the nature of policy and politics. Each contribution will review empirical data and policy changes relating to Blair’s period as Prime Minister and will make an assessment of the enduring effects of changes in policy. Each will assess the long-term and lasting effects as well as the shorter-term responses.

This book was published as a special issue of the Oxford Review of Education.

2009:246x174:160pp•Hb:978-0-415-48305-6:£75.00


25



NEW

Reinventing Our SchoolsAnd Now for Something Completely Different

John Bangs, National Union of Teachers (NUT), UK, Maurice Galton and John Macbeath, both at University of Cambridge, UK

How can the conditions be created for a positive, confident and autonomous teaching profession in today’s society?

Based on a series of interviews with the key figures across a number of policy areas (including David Puttnam, Kenneth Baker, Estelle Morris, Gillian Shepherd, Jim Knight, Michael Barber, Peter Mortimore, Judy Sebba, David Hargreaves, Mike Tomlinson, David Berliner, Tim Brighouse and Michael Gove) interwoven with the insights of teachers and headteachers (such as Alasdair MacDonald and William Atkinson), Reinventing Our Schools considers the impact of educational policies on those who must translate policy into practice, that is, headteachers and teachers. The authors argue that an evidence-informed view of policy making has yet to be realised, graphically illustrating how many recent political decisions in education are explained by the personal experiences, prejudices and urgent short-term political needs of key policy-makers.

The interviews, which explore the dynamics behind the creation of education policies, cover a wide range of themes and issues, including:

•policy-makers’conceptionsofandattitudestowardsschool communities and the staff who work in them

•theconstraintson,anddriversof,politicians’ reform agendas

•theshapingandreshapingofcurriculumandassessment

•howtheevaluation,inspectionandassessmentofschools is shaped and driven

•therelationshipofresearchandacademicsto policy making

•howavisionforteachingandteachersmightbeconstructed for the twenty-first century.

October 2010: 234 x 156: 184ppHb: 978-0-415-56133-4: £75.00Pb: 978-0-415-56134-1: £22.99


Radical ReformsPerspectives on an Era of Educational Change

Edited by Christopher Chapman and Helen M. Gunter, both at University of Manchester, UK

Focusing on education as a major area of public policy, this book explores a decade of rapid and intensive modernization and draws out the lessons for those concerned with developing education systems across the globe.

2008: 234 x 156: 272ppHb: 978-0-415-46401-7: £75.00Pb: 978-0-415-46402-4: £22.99eBook: 978-0-203-88411-9


NEW

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


In The Struggle for History Education, Gary McCulloch sets out a vision for a future of study in the history of education which contributes to education, history and social sciences alike.

Over the past century the history of education has passed through a number of approaches, more recently splintering into a number of different areas with sub-fields such as curriculum, teaching and gender; losing sight of a common cause. In this book McCulloch contextualises the struggle for educational history, explaining and making suggestions for the future on a number of topics, including:

•findingasetofcommoncausesforthefieldasawhole

•engagingmoreeffectivelywithsocialsciencesandhumanities while maintaining historical integrity

•formingarationaleofmissionsandgoalsforthefield

•definingtheoverallcontentofthesubject,itsprioritiesand agendas

•reassessingtherelevanceofeducationalhistorytocurrent educational and social issues.

Throughout this book the origins of unresolved debates and tensions about the nature of the field of history education are discussed and key examples are analysed to present a new view of future development. Drawing on thirty years of experience as a researcher and teacher in the history of education, Gary McCulloch presents a groundbreaking critique of the history of education in the modern world.

July 2010: 234 x 156: 224ppHb: 978-0-415-56534-9: £80.00Pb: 978-0-415-56535-6: £23.99


Handbook of Data-Based Decision Making in EducationTheodore Kowalski and Thomas J. Lasley, both at University of Dayton, USA

This three-part Handbook represents a major contribution to the literature of education. It is a unique compendium of the most original work currently available on how, when, and why evidence should be used to ground practice. It is a comprehensive, cross-disciplinary, research-based, and practice-based resource that all educators can turn to as a

guide to data-based decision making.

The Handbook of Data-Based Decision Making in Education is a must-read for researchers who are just beginning to explore the scientifically based nature of educational practice.

2008: 246 x 174: 512ppHb: 978-0-415-96503-3: £150.00Pb: 978-0-415-96504-0: £60.00eBook: 978-0-203-88880-3


Handbook of Education Policy ResearchEdited by Gary Sykes, Barbara Schneider, both at Michigan State University, USA and David N. Plank, University of California, Berkeley, USA

Co-published by Routledge for the American Educational Research Association (AERA).

Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated

workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook.

Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the sixty-three chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators.

Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research.

This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research.

For more information on the American Educational Research Association, please visit: www.aera.net.

2009: 276 x 219: 1064ppHb: 978-0-415-98991-6: £200.00Pb: 978-0-415-98992-3: £80.00eBook: 978-0-203-88096-8


Fabricating Quality in EducationData and Governance in Europe

Jenny Ozga, Peter Dahler-Larsen, Hannu Simola and Christina Segerholm

This book argues that data and their use constitute a form of governance of education. It highlights the ways in which education is steered and managed so that a European education policy space is ‘fabricated’ through data which travel across national systems, and which enter and restructure provision to make it measurable, comparable and governable.

August 2010: 234 x 156: 224ppHb: 978-0-415-58342-8: £75.00

For more information, visit:www.routleddge.com/9780415583428

26



Educational Theories, Cultures and LearningA Critical Perspective

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

Series: Critical Perspectives on Education

Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education – learners and teachers.

Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:

•Whatroledoescultureplayinourunderstandingofpedagogy?

•Whatroledoglobalinfluences,especiallyeconomic,cultural and social, have in shaping our understanding of education?

•Whatroledoeslanguageplayininfluencingourthinking about education?

•Howcanwebestunderstandchildhood?

•Whatimplicationsdoesourviewofchildhoodhave for education?

•Howdoweknowwhatlearnersknow?

•Howdolearnersnegotiatethetransitionbetweenthedifferent phases of education?

•Howbestcanchildrenlearntheknowledgewebelieveshould be taught?

•Whatisateacher?

•Howdoteacherslearn?

•Howdoweunderstandlearners,theirminds,identityand development?

To help with reflection, many of the chapters also include questions for debate and a guide to further reading.

Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to reflect on some of the key issues facing education and educationists today.

2009: 246 x 174: 256ppHb: 978-0-415-49118-1: £80.00


NEW

Theories, Policy, and Practice of Lifelong Learning in East AsiaEdited by Weiyuan Zhang, University of Hong Kong, Peter Jarvis, University of Surrey, UK and John Holford, University of Nottingham, UK

October 2009: 246 x 174: 112ppHb: 978-0-415-56042-9: £75.00


Knowledge, Values and Educational PolicyA Critical Perspective

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

Series: Critical Perspectives on Education

Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Finally, policies and practices relating to schools are considered.

Within this volume, internationally renowned contributors address a number

of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as:

•Whatareschoolsandwhataretheyfor?

•Whatknowledgeshouldschoolsteach?

•Howarelearnersdifferentfromeachotherandhoware groups of learners different from one another, in terms of social class, gender, ethnicity, and disability?

•Whatinfluencedoeseducationalpolicyhaveonimproving schools?

•Whatinfluencedoesresearchhaveonourunderstanding of education and schooling?

To help with reflection, many of the chapters also include questions for debate and a guide to further reading.

Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to reflect on some of the key issues facing education and educationists today.

2009: 246 x 174: 320ppHb: 978-0-415-49119-8: £80.00


Testing TimesThe Uses and Abuses of Assessment

Gordon Stobart

This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.

2008: 234 x 156: 224ppHb: 978-0-415-40474-7: £80.00Pb: 978-0-415-40475-4: £22.99


World yearbook of education series

NEW

World Yearbook of Education 2010Education and the Arab ’World’: Political Projects, Struggles, and Geometries of Power

Edited by André E. Mazawi, University of British Columbia, Canada and Ronald G. Sultana

The World Yearbook of Education 2010 strives to do justice to the complex processes and dynamics behind the world of Arab education. Western interest in all things ‘Arab’ has greatly increased over the course of the decade, but this interest runs the risk of forgetting that the Arab world is positioned within wider contexts of regional, geopolitical, and global processes.

This volume examines Arab education in a range of contexts – regional, diasporic, and trans-national – to better understand how the field of Arab education is formed through local, regional, geopolitical and global engagements and resonances. In doing so, contributors from a range of disciplines open critical conversations about the intersections of history, culture, geopolitics, policy, and education.

December 2009: 234 x 156: 416ppHb: 978-0-415-80034-1: £85.00eBook: 978-0-203-86359-6


World Yearbook of Education 2009Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels

Edited by Marilyn Fleer, Monash University, Australia, Mariane Hedegaard, University of Copenhagen, Denmark and Jonathan Tudge, The University of North Carolina at Greensboro, USA

The World Yearbook of Education 2009 examines the concept of ‘childhood’ and ‘childhood development and learning’ from educational, sociological and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging

field of global and local childhood studies.

2008: 234 x 156: 352ppHb: 978-0-415-99411-8: £85.00eBook: 978-0-203-88417-1


World yearbook of education series

Routledge InternatIonal Handbooks of educatIon SeRieS

The Routledge International Handbook of Critical Education2009: 254 x 178: 512pp: Hb: 978-0-415-95861-5

The Routledge International Handbook of Higher Education2009: 254 x 178: 544pp: Hb: 978-0-415-43264-1

The Routledge International Handbook of Lifelong Learning2008: 246 x 174: 560pp: Hb: 978-0-415-41904-8

The Routledge International Handbook of English, Language and Literacy TeachingJanuary 2010: 246 x 174: 552pp: Hb: 978-0-415-46903-6

The Routledge International Companion to Multicultural Education2009: 246 x 174: 592pp: Hb: 978-0-415-96230-8

The Routledge International Handbook of Sociology of Education2009: 246 x 174: 441pp: Hb: 978-0-415-48663-7

For more information on these titles, and other Education titles published by Routledge, please visit: www.routledge.com/education.

The Routledge International Handbook of Early Childhood EducationThe Routledge International Handbook of Creative LearningForthcoming

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index

AAbrams, Fran . . . . . . . . . . . . . . . . . . . . . . . . . . 5Activist Educators. . . . . . . . . . . . . . . . . . . . . . 13Adams, Maurianne . . . . . . . . . . . . . . . . . . . . 12Advocacy Leadership . . . . . . . . . . . . . . . . . . . . 3Affirming Students’ Right to Their Own Language . . . . . . . . . . . . . . . . . . . . . . . . . . 14Aggleton, Peter . . . . . . . . . . . . . . . . . . . . . . . 24Alexander, Hanan. . . . . . . . . . . . . . . . . . . . . . . 2Alexander, Robin . . . . . . . . . . . . . . . . . . . 17, 19Allan, Elizabeth J.. . . . . . . . . . . . . . . . . . . . . . 23American Indian Education . . . . . . . . . . . . . . 14Anderson, Amy L. . . . . . . . . . . . . . . . . . . . . . 13Anderson, Gary L. . . . . . . . . . . . . . . . . . . . . . . 3Andrzejewski, Julie. . . . . . . . . . . . . . . . . . . . . . 6Apple, Michael W. . . . . . . . . . . . . . . . . . . 3, 6, 9Arnot, Madeleine. . . . . . . . . . . . . . . . . . . 12, 14Au, Wayne. . . . . . . . . . . . . . . . . . . . . . . . . . 4, 6Ayers, William . . . . . . . . . . . . . . . . . . . . . . . . 14

BBall, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . 6Ballou, Dale . . . . . . . . . . . . . . . . . . . . . . . . . . 23Baltodano, Marta. . . . . . . . . . . . . . . . . . . . . . . 6Bangs, John . . . . . . . . . . . . . . . . . . . . . . . . . . 25Banks, James A. . . . . . . . . . . . . . . . . . . . . . . . 13Barker, Bernard . . . . . . . . . . . . . . . . . . . . . . . 21Barzano, Giovanna. . . . . . . . . . . . . . . . . . . . . . 1Bell, Lee Anne . . . . . . . . . . . . . . . . . . . . . . . . 12Bensimon, Estela . . . . . . . . . . . . . . . . . . . . . . 11Berends, Mark . . . . . . . . . . . . . . . . . . . . . . . . 23Beyond the School Gates . . . . . . . . . . . . . . . . 20Bird, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 21Black Literate Lives . . . . . . . . . . . . . . . . . . . . . . 3Black Youth Matters. . . . . . . . . . . . . . . . . . . . 12Blackmore, Jill . . . . . . . . . . . . . . . . . . . . . . . . 20Blair’s Educational Legacy?. . . . . . . . . . . . . . . 24Blumenfeld, Warren . . . . . . . . . . . . . . . . . . . . 12Brennan, Marie . . . . . . . . . . . . . . . . . . . . . . . 17Bresler, Liora . . . . . . . . . . . . . . . . . . . . . . . . . 21Brewer, Dominic. . . . . . . . . . . . . . . . . . . . . . . 11Brundrett, Mark . . . . . . . . . . . . . . . . . . . . . . . 21Bullying in North American Schools . . . . . . . . 19Buras, Kristen L. . . . . . . . . . . . . . . . . . . . . . . . . 3Burch, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . 3

CCaldwell, Brian. . . . . . . . . . . . . . . . . . . . . . . . . 8Cambridge Primary Review Research Surveys, The . . . . . . . . . . . . . . . . . . . . . . . . 17Camino, Elena . . . . . . . . . . . . . . . . . . . . . . . . . 5Cammarota, Julio. . . . . . . . . . . . . . . . . . . . . . . 7Canaan, Joyce E. . . . . . . . . . . . . . . . . . . . . . . . 7Castaneda, Carmelita. . . . . . . . . . . . . . . . . . . 12Challenges of School District Leadership, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Changing Schools in an Era of Globalization . . . 8Changing Schools Through Systematic Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Changing Teacher Professionalism . . . . . . . . . 19Chapman, Christopher. . . . . . . . . . . . . . . 22, 25Children, their World, their Education . . . . . . 17Chrispeels, Janet Hageman . . . . . . . . . . . . . . 22Christenson, Sandra L. . . . . . . . . . . . . . . . . . . . 4Cibulka, James. . . . . . . . . . . . . . . . . . . . . . . . 23Citizenship, Education and Social Conflict . . . . 2Clark, Alison . . . . . . . . . . . . . . . . . . . . . . . . . 22Clarke, Simon . . . . . . . . . . . . . . . . . . . . . . . . 19Class in Education . . . . . . . . . . . . . . . . . . . . . . 2Cochran-Smith, Marilyn . . . . . . . . . . . . . . . . . 17Cohen, Joel E. . . . . . . . . . . . . . . . . . . . . . . . . 13Colucci-Gray, Laura . . . . . . . . . . . . . . . . . . . . . 5Confronting the Obstacles to Inclusion. . . . . . 10Contesting Neoliberal Education . . . . . . . . . . . 5Contexts of Learning (series) . . . . . . . 10, 20, 22

Controversy in the Classroom. . . . . . . . . . . . . . 3Cooper, Bruce . . . . . . . . . . . . . . . . . . . . . . . . 23Corbett, H. Dickson . . . . . . . . . . . . . . . . . . . . 19Creating and Sustaining Arts-Based School Reform . . . . . . . . . . . . . . . . . . . . . . 19Creative Learning in the Primary School . . . . . 19Creemers, Bert. . . . . . . . . . . . . . . . . . . . . . . . 21Cribb, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . 19Critical Educator (series) . . . . . . . . . . . 11, 13, 14Critical Perspectives on Education (series) . . . . 26Critical Social Thought (series) . . . . . . . . . . .3, 4, Critical Youth Studies (series) . . . . . . . . . 7, 8, 12Cross-Cultural Perspectives on Policy and Practice . . . . . . . . . . . . . . . . . . . . . . . . . 2Crow, Gary M. . . . . . . . . . . . . . . . . . . . . . . . . 23Cummings, Colleen . . . . . . . . . . . . . . . . . . . . 20Cunningham, Peter . . . . . . . . . . . . . . . . . . . . 16Curriculum, Syllabus Design and Equity . . . . . 11Cuypers, Stefaan E. . . . . . . . . . . . . . . . . . . . . 14

DDahler-Larsen, Peter . . . . . . . . . . . . . . . . . . . . 25Dangerous Rise of Therapeutic Education, The. . . 7Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . 26Darling-Hammond, Linda . . . . . . . . . . . . . . . . 15David Fulton / Nasen (series). . . . . . . . . . . . . . 10Day, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Dennison, Catherine . . . . . . . . . . . . . . . . . . . 24Deslandes, Rollande. . . . . . . . . . . . . . . . . . . . 10Developing World and State Education, The. . . 6Dillabough, Jo-Anne . . . . . . . . . . . . . . . . . 8, 12Dismantling Contemporary Deficit Thinking . . 11Does Every Child Matter? . . . . . . . . . . . . . . . . 16Doll, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Downey, Chris . . . . . . . . . . . . . . . . . . . . . . . . 22Duckworth, Kathryn. . . . . . . . . . . . . . . . . . . . . 7Duke, Daniel L. . . . . . . . . . . . . . . . . . . . . . . . 20Dyson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . 20

EEcclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . 7Ecopedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . 1Educating the Gendered Citizen. . . . . . . . . . . 14Education and Climate Change . . . . . . . . . . . . 8Education and Culture . . . . . . . . . . . . . . . . . . . 1Education and Hope in Troubled Times. . . . . . . 4Education and Neoliberal Globalization . . . . . . 6Education and the Family . . . . . . . . . . . . . . . . . 7Education as Enforcement . . . . . . . . . . . . . . . . 2Education for All . . . . . . . . . . . . . . . . . . . . . . 18Education in Popular Culture . . . . . . . . . . . . . . 7Education Policy, Space and the City. . . . . . . . 20Educational Theories, Cultures and Learning . . 26Espelage, Dorothy L. . . . . . . . . . . . . . . . . 19, 23Essays on Pedagogy . . . . . . . . . . . . . . . . . . . . 19Ethnography and Language Policy . . . . . . . . . . 8

FFabricating Quality in Education . . . . . . . . . . . 25Failure-Free Education? . . . . . . . . . . . . . . . . . 20Farrell, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . 15Feinstein, Leon. . . . . . . . . . . . . . . . . . . . . . . . . 7Feminism and ‘The Schooling Scandal’ . . . . . . 14Fielding, Michael . . . . . . . . . . . . . . . . . . . . . . 24Fine, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . 7Fisher, Maisha T.. . . . . . . . . . . . . . . . . . . . . . . . 3Fisher, Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Fleer, Marilyn . . . . . . . . . . . . . . . . . . . . . . . . . 26Fletcher, Matthew L. M. . . . . . . . . . . . . . . . . . 14Forlin, Christine . . . . . . . . . . . . . . . . . . . . . . . 16Foundations and Futures of Education (series) . . . . . . . . . . . . . . . . . . . . 1, 7, 11, 12, 16, 25Fox, Madeline . . . . . . . . . . . . . . . . . . . . . . . . 14Francis, Becky . . . . . . . . . . . . . . . . . . . . . . . . 14Frandji, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . 2

Furlong, John. . . . . . . . . . . . . . . . . . . . . . . . . 17Fusarelli, Lance. . . . . . . . . . . . . . . . . . . . . . . . 23Future of Educational Change, The . . . . . . . . 20

GGaad, Eman. . . . . . . . . . . . . . . . . . . . . . . . . . 11Gabbard, David A. . . . . . . . . . . . . . . . . . . . . . . 2Gallagher, Karen . . . . . . . . . . . . . . . . . . . . . . 11Galton, Maurice. . . . . . . . . . . . . . . . . . . . . . . 25Galván, Ruth Trinidad. . . . . . . . . . . . . . . . . . . 13Gandin, Luis Armando . . . . . . . . . . . . . . . . . . . 6Garcia, Ofelia. . . . . . . . . . . . . . . . . . . . . . . . . 16Gates Foundation and the Future of US “Public” Schools, The . . . . . . . . . . . . . . . . . . 1Gewirtz, Sharon. . . . . . . . . . . . . . . . . . . . . . . 19Gill, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Gillborn, David. . . . . . . . . . . . . . . . . . . . . . . . 15Global Crises, Social Justice, and Education . . . 9Global Neoliberalism and Education and its Consequences . . . . . . . . . . . . . . . . . . . . . . . 6Globalization of Education . . . . . . . . . . . . . . . 10Globalization, the Nation-State and the Citizen . . 8Globalizing Education Policy. . . . . . . . . . . . . . . 9Globalizing Education, Educating the Local . . . 9Good School for Every Child, A . . . . . . . . . . . 17Goodyear, Rodney . . . . . . . . . . . . . . . . . . . . . 11Gough, Stephen . . . . . . . . . . . . . . . . . . . . . . . 7Grant, Carl. . . . . . . . . . . . . . . . . . . . . . . . . . . 10Gray, Donald . . . . . . . . . . . . . . . . . . . . . . . . . . 5Griffin, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Grigorenko, Elena L . . . . . . . . . . . . . . . . . . . . 13Gu, Qing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Guldberg, Helene. . . . . . . . . . . . . . . . . . . . . . . 5Gulson, Kalervo N. . . . . . . . . . . . . . . . . . . . . . 20Gunter, Helen M. . . . . . . . . . . . . . . . . . . . . . . 25

HHackman, Heather W. . . . . . . . . . . . . . . . . . . 12Haji, Ishtiyaque . . . . . . . . . . . . . . . . . . . . . . . 14Handbook of Bullying in Schools . . . . . . . . . . 23Handbook of Data-Based Decision Making in Education . . . . . . . . . . . . . . . . . . . . . . . . 25Handbook of Education Policy Research . . . . . 25Handbook of Education Politics and Policy . . . 23Handbook of Latinos and Education. . . . . . . . 13Handbook of Research on School Choice . . . . 23Handbook of Research on the Education of School Leaders . . . . . . . . . . . . . . . . . . . . . . 23Handbook of School-Family Partnerships . . . . . 4Handbook of Social Justice in Education. . . . . 14Handbook of Youth Prevention Science . . . . . . 4Harris, Alma. . . . . . . . . . . . . . . . . . . . . . . . . . 22Harris, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . 18Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . 7Hayward, Geoffrey. . . . . . . . . . . . . . . . . . . . . 18Hedegaard, Mariane . . . . . . . . . . . . . . . . . . . 26Heilman, Elizabeth E. . . . . . . . . . . . . . . . . . . . . 7Hess, Diana E. . . . . . . . . . . . . . . . . . . . . . . . . . 3Hextall, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . 19Hick, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Hidden Markets . . . . . . . . . . . . . . . . . . . . . . . . 3High Quality Teaching and Learning . . . . . . . . 15Hill, Dave . . . . . . . . . . . . . . . . . . . . . . . 2, 5, 6, 7Hodgson, Ann . . . . . . . . . . . . . . . . . . . . . . . . 18Hogan, Pádraig . . . . . . . . . . . . . . . . . . . . . . . 18Holford, John. . . . . . . . . . . . . . . . . . . . . . . . . 26Human Resource Management in Education . 21

iImmigration, Diversity, and Education. . . . . . . 13Improving Quality in Education . . . . . . . . . . . 21Improving Schools and Educational Systems. . 22Inclusive Education in the Middle East . . . . . . 11Intercultural and Multicultural Education . . . . 10

International Handbook on the Preparation and Development of School Leaders . . . . . . 23International Perspectives on Contexts, Communities and Evaluated Innovative Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . 10International Perspectives on Student Outcomes and Homework . . . . . . . . . . . . . 10International Perspectives on the Goals of Universal Basic and Secondary Education . . 13Irani, Kayhan . . . . . . . . . . . . . . . . . . . . . . . . . 14Ireson, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . 7Irregular Schooling. . . . . . . . . . . . . . . . . . . . . 11Iverson, Susan . . . . . . . . . . . . . . . . . . . . . . . . 23

JJarvis, Christine . . . . . . . . . . . . . . . . . . . . . . . . 7Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 26Jeffrey, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . 19Jimerson, Shane. . . . . . . . . . . . . . . . . . . . . . . 23Johnson, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . 18Jones, Ken . . . . . . . . . . . . . . . . . . . . . . . . 21, 24

KKagawa, Fumiyo . . . . . . . . . . . . . . . . . . . . . . . 8Kahn, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 1Katie Weir . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Katz, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . 14Keep, Ewart . . . . . . . . . . . . . . . . . . . . . . . . . . 18Kelly, Anthony . . . . . . . . . . . . . . . . . . . . . . . . 22Kelsh, Deborah . . . . . . . . . . . . . . . . . . . . . . . . 2Kennelly, Jacqueline . . . . . . . . . . . . . . . . . . . . . 8Kershner, Ruth . . . . . . . . . . . . . . . . . . . . . . . . 15Klonsky, Michael . . . . . . . . . . . . . . . . . . . . . . 21Klonsky, Susan . . . . . . . . . . . . . . . . . . . . . . . . 21Knowledge Power . . . . . . . . . . . . . . . . . . . . . . 1Knowledge That Counts in a Global Community . . . . . . . . . . . . . . . . . . . . . . . . 24Knowledge, Pedagogy and Society. . . . . . . . . . 2Knowledge, Values and Educational Policy . . . 26Kovacs, Philip. . . . . . . . . . . . . . . . . . . . . . . . . . 1Kowalski, Theodore . . . . . . . . . . . . . . . . . 22, 25Kumar, Ravi . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Kyriakides, Leonidas. . . . . . . . . . . . . . . . . . . . 21

LLasley, Thomas J. . . . . . . . . . . . . . . . . . . . . . . 25Lauder, Hugh . . . . . . . . . . . . . . . . . . . . . . . . . 26Lavia, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . 2Leadership for Learning Series (series) . . . 19, 21Leadership for Quality and Accountability in Education . . . . . . . . . . . . . . . . . . . . . . . . 21Leadership, Acountability, and Culture . . . . . . . 1Leading Learning . . . . . . . . . . . . . . . . . . . . . . 19Learners, Learning and Educational Activity . . . 7Learning to Fail . . . . . . . . . . . . . . . . . . . . . . . . 5Lee, John Chi-Kin. . . . . . . . . . . . . . . . . . . . . . . 8Leonardo, Zeus . . . . . . . . . . . . . . . . . . . . . . . 44Liberalism, Neoliberalism, Social Democracy . . . 5Lieberman, Ann . . . . . . . . . . . . . . . . . . . . . . . 15Lingard, Bob . . . . . . . . . . . . . . . . . . . . . . . . . . 9Lipman, Pauline . . . . . . . . . . . . . . . . . . . . . . . . 3Lopez, Gerardo R. . . . . . . . . . . . . . . . . . . . . . 13Lost Youth in the Global City . . . . . . . . . . . . . . 8Loughran, John . . . . . . . . . . . . . . . . . . . . . . . 17Luckin, Rosemary . . . . . . . . . . . . . . . . . . . . . . 16Luke, Allan. . . . . . . . . . . . . . . . . . . . . . . . . . . 11Lumby, Jacky . . . . . . . . . . . . . . . . . . . . . . . . . 23

MMacbeath, John. . . . . . . . . . . . . . . . . . . . . . . 25Machado-Casas, Margarita . . . . . . . . . . . . . . 13Macrine, Sheila . . . . . . . . . . . . . . . . . . . . . . . . 2Mahony, Pat. . . . . . . . . . . . . . . . . . . . . . . . . . 19Malin, Martin B.. . . . . . . . . . . . . . . . . . . . . . . 13Marshall, Catherine . . . . . . . . . . . . . . . . . . . . 13

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Martínez, Corinne . . . . . . . . . . . . . . . . . . . . . 13Mazawi, André E. . . . . . . . . . . . . . . . . . . . . . 26McCarty, Teresa . . . . . . . . . . . . . . . . . . . . . . . . 8McCulloch, Gary . . . . . . . . . . . . . . . . . . . . . . 25McKinney, Monica B. . . . . . . . . . . . . . . . . . . . 19McLeod, Julie. . . . . . . . . . . . . . . . . . . . . . . . . 12Menken, Kate . . . . . . . . . . . . . . . . . . . . . . . . 16Mercer, Justine. . . . . . . . . . . . . . . . . . . . . . . . 21Mills, Martin . . . . . . . . . . . . . . . . . . . . . . . . . 12Mirza Heidi Safia . . . . . . . . . . . . . . . . . . . . . . 15Moore, Michele . . . . . . . . . . . . . . . . . . . . . . . . 2Moral Responsibility, Authenticity, and Education . . . . . . . . . . . . . . . . . . . . . . 14Moss, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 24Muñoz, Juan Sánchez . . . . . . . . . . . . . . . . . . 13Murillo Jr., Enrique G.. . . . . . . . . . . . . . . . . . . 13Murphy, Joseph . . . . . . . . . . . . . . . . . . . . . . . 23

NNegotiating Language Policies in Schools . . . . 16Neufeld, Jonathan . . . . . . . . . . . . . . . . . . . . . 18New Lives of Teachers, The. . . . . . . . . . . . . . . 15New Political Economy of Urban Education, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3New Significance of Learning, The . . . . . . . . . 18Noblit, George W. . . . . . . . . . . . . . . . . . . . . . 19

OOancea, Alis. . . . . . . . . . . . . . . . . . . . . . . . . . 18O’Donoghue, Tom . . . . . . . . . . . . . . . . . . . . . 19Ogawa, Rodney T. . . . . . . . . . . . . . . . . . . . . . 23Olssen, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . 5Ozga, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . . 25

PPabon Lopez, Maria . . . . . . . . . . . . . . . . . . . . 13Pashiardis, Petros . . . . . . . . . . . . . . . . . . . . . . 23Patel, Tina . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Persistent Inequality . . . . . . . . . . . . . . . . . . . . 13Peters, Madeline L.. . . . . . . . . . . . . . . . . . . . . 12Pfohl, William . . . . . . . . . . . . . . . . . . . . . . . . . 4Phillips, David. . . . . . . . . . . . . . . . . . . . . . . . . 18Pinar, William F. . . . . . . . . . . . . . . . . . . . . . . . . 9Pinson, Halleli . . . . . . . . . . . . . . . . . . . . . . . . . 2Place-and Community-Based Education in Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Plank, David N. . . . . . . . . . . . . . . . . . . . . . . . 25Policy and Politics in Teacher Education . . . . . 17Political Agendas for Education . . . . . . . . . . . . 5Political Approaches to Educational Administration and Leadership . . . . . . . . . . 21Politics and the Primary Teacher . . . . . . . . . . . 16Porter, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Portera, Agostino. . . . . . . . . . . . . . . . . . . . . . 10Positions: Education, Politics, and Culture (series) . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 21Postfeminist Education? . . . . . . . . . . . . . . . . . 12Pring, Richard . . . . . . . . . . . . . . . . . . . . . . . . 18Promoting Health and Well-being through Schools . . . . . . . . . . . . . . . . . . . . . 24Psychology for Inclusive Education . . . . . . . . . 15

QQuinn, Jocey . . . . . . . . . . . . . . . . . . . . . . . . . . 1Quinn, Therese . . . . . . . . . . . . . . . . . . . . . . . 14

RRace, Gender and Educational Desire . . . . . . . 15Race, Whiteness, and Education. . . . . . . . . . . . 4Racism and Education . . . . . . . . . . . . . . . . . . 15Radical Education and The Common School. . 24Radical Reforms . . . . . . . . . . . . . . . . . . . . . . . 25Radical Traditions in Education in the 21st Century. . . . . . . . . . . . . . . . . . . . . . . . 24Readings for Diversity and Social Justice . . . . . 12

Reay, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . 12Reclaiming Childhood . . . . . . . . . . . . . . . . . . . 5Reclaiming Education for Democracy . . . . . . . . 7Reconstructing Policy in Higher Education . . . 23Redefining Teacher Development . . . . . . . . . . 18Re-designing Learning Contexts . . . . . . . . . . . 16Rees, Gareth . . . . . . . . . . . . . . . . . . . . . . . . . 18Reid, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Reinventing Our Schools . . . . . . . . . . . . . . . . 25Rennie, Leonie J . . . . . . . . . . . . . . . . . . . . . . . 24Reschly, Amy L. . . . . . . . . . . . . . . . . . . . . . . . . 4Revolutionizing Education . . . . . . . . . . . . . . . . 7Reynolds, David . . . . . . . . . . . . . . . . . . . . . . . 20Rhodes, Christopher . . . . . . . . . . . . . . . . . . . 21Rich World and the Impoverishment of Education, The . . . . . . . . . . . . . . . . . . . . . . . 7Rightist Multiculturalism. . . . . . . . . . . . . . . . . . 3Ringrose, Jessica . . . . . . . . . . . . . . . . . . . . . . 12Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Ropers-Huilman, Rebecca. . . . . . . . . . . . . . . . 23Rose, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 10Rosskam, Ellen . . . . . . . . . . . . . . . . . . . . . . . . . 6Routledge International Companion to Multicultural Education, The . . . . . . . . . . . . 13Routledge International Handbook of Creative Learning, The . . . . . . . . . . . . . . . . 21Routledge International Handbook of Critical Education, The . . . . . . . . . . . . . . . . . 6Routledge International Handbook of the Sociology of Education, The . . . . . . . . . . . . . 6Routledge International Handbooks of Education (series) . . . . . . . . . . . . . . . . . . . . . 6Routledge International Studies in the Philosophy of Education (series) . . . . . . . . . 14Routledge Primary Education Series (series) . . 16Routledge Research in Education (series) . . . . . 1Routledge Studies in Education and Neoliberalism (series) . . . . . . . . . . . . . . 5, 6, 7Routledge Studies in Educational Policy and Politics (series) . . . . . . . . . . . . . . . . . . . 20Routledge Studies in Social and Political Thought (series) . . . . . . . . . . . . . . . . . . . . 5, 7

SSabates, Ricardo . . . . . . . . . . . . . . . . . . . . . . . 7Saltman, Kenneth J. . . . . . . . . . . . . . . . . . . . . . 2Samier, Eugenie A.. . . . . . . . . . . . . . . . . . 21, 22Schmidt, Michèle . . . . . . . . . . . . . . . . . . . . . . 22Schneider, Barbara . . . . . . . . . . . . . . . . . . . . . 25School Principal, The . . . . . . . . . . . . . . . . . . . 22School Trouble . . . . . . . . . . . . . . . . . . . . . . . . . 1Science, Society and Sustainability . . . . . . . . . . 5Scott, Jerrie Cobb . . . . . . . . . . . . . . . . . . . . . 14Sears, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Sefton-Green, Julian . . . . . . . . . . . . . . . . . . . 21Segerholm, Christina . . . . . . . . . . . . . . . . . . . 25Selby, David . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Shaker, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Shapiro, H. Svi . . . . . . . . . . . . . . . . . . . . . . . . . 4Shumar, Wesley . . . . . . . . . . . . . . . . . . . . . . . . 7Simola, Hannu . . . . . . . . . . . . . . . . . . . . . . . . 25Simon, Catherine . . . . . . . . . . . . . . . . . . . . . . 16Skelton, Christine. . . . . . . . . . . . . . . . . . . . . . 14Slee, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . 11Small Schools. . . . . . . . . . . . . . . . . . . . . . . . . 21Smith, Gregory Alan . . . . . . . . . . . . . . . . . . . 11Sobel, David. . . . . . . . . . . . . . . . . . . . . . . . . . 11Social Inequalities (Re)formed. . . . . . . . . . . . . 12Social Justice, Peace, and Environmental Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Sociocultural, Political, and Historical Studies in Education (series) . . . . . . . . . 4, 5, 7, 10, 11Solinger, Rickie. . . . . . . . . . . . . . . . . . . . . . . . 14Spours, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . 18Spring, Joel . . . . . . . . . . . . . . . . . . . . . . . . 5, 10Springer, Mathew G. . . . . . . . . . . . . . . . . . . . 23Stables, Andrew. . . . . . . . . . . . . . . . . . . . . . . . 7Standen, P. J. . . . . . . . . . . . . . . . . . . . . . . . . . 12

Stanley, with Adam G. . . . . . . . . . . . . . . . . . . 21Stobart, Gordon. . . . . . . . . . . . . . . . . . . . . . . 26Stovall, David . . . . . . . . . . . . . . . . . . . . . . . . . 14Straker, Dolores Y. . . . . . . . . . . . . . . . . . . . . . 14Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . 9Structural Solutions for Educational Improvement . . . . . . . . . . . . . . . . . . . . . . . 22Structure and Agency in the Neoliberal University . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Struggle for the History of Education, The . . . 25Studies in Curriculum Theory Series (series) . . 6, 9Studies in Higher Education (series) . . . . . . . . 10Sugrue, Ciaran. . . . . . . . . . . . . . . . . . . . . . . . 20Sultana, Ronald G. . . . . . . . . . . . . . . . . . . . . . 26Sustainability and Security within Liberal Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Swearer, Susan. . . . . . . . . . . . . . . . . . . . . . . . 23Swearer, Susan M. . . . . . . . . . . . . . . . . . . . . . 19Sykes, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . 25Symcox, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 6

TTakanishi, Ruby . . . . . . . . . . . . . . . . . . . . . . . 13Taubman, Peter M.. . . . . . . . . . . . . . . . . . . . . . 6Taylor, Cyril . . . . . . . . . . . . . . . . . . . . . . . . . . 17Teacher Education and the Struggle for Social Justice . . . . . . . . . . . . . . . . . . . . . . . 18Teacher Education for Inclusion . . . . . . . . . . . 16Teacher Education, the University and the Schools. . . . . . . . . . . . . . . . . . . . . . . . . 18Teacher Quality and School Development (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Teaching By Numbers. . . . . . . . . . . . . . . . . . . . 6Teaching for Diversity and Social Justice . . . . . 12Teaching/Learning Social Justice (series) . .6, 13, 14Telling Stories to Change the World . . . . . . . . 14Testing Times . . . . . . . . . . . . . . . . . . . . . . . . . 26Theories, Policy, and Practice of Lifelong Learning in East Asia. . . . . . . . . . . . . . . . . . 26Thomson, Pat. . . . . . . . . . . . . . . . . . . . . . 20, 21Todd, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Torres, Carlos Alberto. . . . . . . . . . . . . . . . . . . . 6Transforming Children’s Spaces . . . . . . . . . . . 22Troubling Gender in Education . . . . . . . . . . . . 12Trust and Betrayal in Educational Administration and Leadership . . . . . . . . . . 22Tudge, Jonathan . . . . . . . . . . . . . . . . . . . . . . 26

UUnequal By Design. . . . . . . . . . . . . . . . . . . . . . 4Urban Education . . . . . . . . . . . . . . . . . . . . . . 11Using Effectiveness Data for School Improvement . . . . . . . . . . . . . . . . . . . . . . . 22

VValencia, Richard R. . . . . . . . . . . . . . . . . . . . . 11Venville, Grady. . . . . . . . . . . . . . . . . . . . . . . . 24Verger, Antoni . . . . . . . . . . . . . . . . . . . . . . . . 10Villenas, Sofia A. . . . . . . . . . . . . . . . . . . . . . . 13Visible Learning . . . . . . . . . . . . . . . . . . . . . . . 18Vitale, Philippe. . . . . . . . . . . . . . . . . . . . . . . . . 2

WWalberg, Herbert J. . . . . . . . . . . . . . . . . . . . . 23Walford, Geoffrey . . . . . . . . . . . . . . . . . . . . . 24Wallace, John. . . . . . . . . . . . . . . . . . . . . . . . . 24Ward, Stephen. . . . . . . . . . . . . . . . . . . . . . . . 16Warwick, Ian . . . . . . . . . . . . . . . . . . . . . . . . . 24What Expert Teachers Do . . . . . . . . . . . . . . . . 17Wilde, Stephanie . . . . . . . . . . . . . . . . . . . . . . 18Wilson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . 1Wilson, Bruce L.. . . . . . . . . . . . . . . . . . . . . . . 19Woods Annette . . . . . . . . . . . . . . . . . . . . . . . 11Woods, Peter . . . . . . . . . . . . . . . . . . . . . . . . . 19World Yearbook of Education 2009 . . . . . . . . 26World Yearbook of Education 2010 . . . . . . . . 26World Yearbook of Education series (series) . . 26Worldliness of a Cosmopolitan Education, The . . . 9Wright, Cecile . . . . . . . . . . . . . . . . . . . . . . . . 12WTO/GATS and the Global Politics of Higher Education . . . . . . . . . . . . . . . . . . . . 10

YYonah, Yossi . . . . . . . . . . . . . . . . . . . . . . . . . . 2Yoon, Jina . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Youdell, Deborah . . . . . . . . . . . . . . . . . . . . . . . 1Young, Michelle D.. . . . . . . . . . . . . . . . . . . . . 23

ZZeichner, Kenneth M.. . . . . . . . . . . . . . . . . . . 18Zhang, Weiyuan. . . . . . . . . . . . . . . . . . . . . . . 26Zuniga, Ximena . . . . . . . . . . . . . . . . . . . . . . . 12

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JEP25the Journal of Education Policy celebrates its 25th year in 2010...

Advance notice of JEP seminarJune 2010 and Special Issue

Education policy and the new capitalismthe current global crisis of capitalism and produced political, social and industrial turmoil. the financial crisis has demonstrated that the market does not always know best; the neo-liberal project is unsettled and the state has had to rescue capital. rather that seeing this as a time of desperation, it is possible to see this as a moment for thinking differently. in his recent book Spectre at the Feast: Capitalist Crisis and Politics of Recession (Palgrave 2009) andrew gamble has argued that this crisis presents us with such an opportunity. if the excesses of the market that have characterised the last decades have failed to deliver stability and prosperity, what will resolve the crisis?

For this 25th anniversary seminar of the founding of the Journal we have invited a set of policy analysts to come together to speak about the need to do things differently in education and in the educational state in the light of the crisis. what can be done to re-think and reconstruct education in a past neo-liveral society?

to participate in the seminar and/or the special issues contact Stephen J. Ball: [email protected]

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