Bøker i Explorations of Educational Purpose-serien

This book addresses the notion that education reform must be tied to issues of community inequality which are the principal contributors to low achievement. Bluntly put, education is not the way out of poverty, but reducing poverty is crucial to education.

Issues related to gender and sexual diversity in schools can generate controversy. This book offers an easy-to-read introduction to the subject. Additionally, it offers tangible resources and advice on how to create more equitable learning environments.

This book discusses promoting social change through school, workplace and community. The authors define basic concepts and clearly explain what it is to engage in inquiry through "problem posing," to promote engagement in Participatory Activist Research.

This book explores schools and how they can function as social institutions that advance the interests and life chances of all young people, especially those who are already the most marginalized and at an educational disadvantage.

This book promotes a progressive agenda for teaching that is rooted in critical pedagogy. It combines theory and sociological research with pedagogical approaches and classroom narratives and covers the latest on how to teach about race, class and democracy.

This book explores schools and how they can function as social institutions that advance the interests and life chances of all young people, especially those who are already the most marginalized and at an educational disadvantage.

This collection of essays invites readers to think through critical questions concerning anti-racism education, such as: How does anti-racism education centre race as an analytic and simultaneously work with multiple sites of oppression, without reifying hierarchies of difference?

While the intent of that mission is basically sound in theory-we instill the idea that teachers at all levels are professionals, always learning and growing in knowledge-that theory, that philosophical underpinning does not insure that the students who complete our program are confident about the act or performance of teaching.