Bøker i Foundations and Futures of Education-serien

Sets out a vision for a future of study in the history of education which contributes to education, history and social sciences alike. Drawing on thirty years of experience as a researcher and teacher in the history of education, the author presents a critique of the history of education in the modern world.

Argues for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and the image of the rich child. This book explores the meaning of radical democratic education and the common school and how they can work in practice.

Explores the foundations of controversies and confusions in inclusive education by tracing the historical origins of both special and inclusive education, offering propositions for moving inclusive education forward.

Education studies, including work in the foundation disciplines of sociology, philosophy and history as well as policy sociology, has at its heart a concern with social justice and the question of how education might be able to contribute to this. This book sets out various approaches to pursuing social justice in and through educational settings.

Offers a refreshing reconsideration of key educational experiences including those of: being judged and assessed, both formally and informally, adapting to different groups for different purposes, struggling to think under pressure, and learning to recognise and adapt to the expectations of others.

Intends to re-dress the lack of attention that technology developers and enthusiasts pay to a learner's wider context, offering a definition of context as a set of inter-related resource elements, including people and objects.

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

Ever since its medieval origin, the concept of the university has continued to change. The metaphysical university gave way successively to the scientific university, and then to the corporate and the entrepreneurial university. This title charts this conceptual development and examines the possibilities for the idea of the university.

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

Offers a creative approach to the psychology of learning. This book focuses on the idea that learning in schools and other educational settings is best understood by paying attention to both individual learners and the educational contexts in which learning takes place. It encourages teachers, parents and other educators to think about learners.

The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children.

Looks at gender equality in schooling as an aspiration of global social justice. This book analyses the historical, sociological, political and philosophical issues involved and examines actions taken by governments, Inter-Government Organisations, NGOs and women's groups since 1990 to combat this injustice.

Offers an analysis of the fundamental questions about the nature and purpose of education. This book builds on an analogy between the familiar idea of our responsibility for the physical environment and the less familiar idea of our responsibility for the ethical environment. It addresses many ideas developed in debates about value education.

Highlighting the inescapable paradoxes that educators must grapple with in their thought and practice as they seek to reconcile democracy and leadership in education, this book addresses the question of whether socially-just democratic futures can be realised through education.

Highlighting the inescapable paradoxes that educators must grapple with in their thought and practice as they seek to reconcile democracy and leadership in education, this book addresses the question of whether socially-just democratic futures can be realised through education.