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This edited text aims to bring together researchers in the field of education located across many international contexts such as the UK, Australia, USA, New Zealand and Europe. Contributors investigate the ways in which dominant perspectives on "difference," intersectionality and institutional structures underpin and reinforce educational inequality in schools and higher education. They emphasize the importance of international perspectives and innovative methodological approaches to examining these areas, and seek to locate the dimensions of difference within recent theoretical discourses, with an emphasis on "race," class and gender as key categories of analysis.

This edited volume examines the role of personal epistemology in teaching across early childhood, primary, secondary and tertiary contexts, and the implications for teacher education, incorporating the most up-to-date research and theorising in the field.

In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.

This book profiles scholarly work from around the world to closely examine the effectiveness of the newest media in education at bridging the gaps among and between teachers, students and subject matter at all levels, from K-12 through adult education.

This volume gathers a cast of eminent scholars for a critical and comparitive analysis of how neoliberal education policies have functioned in a range of countries in different stages of economic development. Treating case studies from Europe, Asia, the Americas and the Middle East, the volume shows how globalization operates differently in different societal contexts.

Establishing a needed framework for school/university collaborations, Collaboration in Education explores the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. This volume also includes extensive analyses of ongoing school/university projects in the United States, Asia and Europe.

Pleasure and desire have been important components of the vision for sexuality education for over 20 years. This book argues that there has been a lack of scrutiny over the political motivations that underpin research supportive of pleasure and desire within comprehensive sexuality education. Key researchers in the field consider how discourses related to pleasure and desire have been taken up internationally. They argue that sexuality education is shaped by specific cultural and political contexts, and examine how these contexts have shaped the development of pleasure¿s inclusion in such programs. This volume incites a re-configuration of thought regarding sexuality education¿s approach to pleasure and desire.

This book explores how 'popular culture' and 'education' come together and interact in research and practice from an interdisciplinary perspective. Teachers and teacher educators will find practical answers to the integration of popular culture into education.

This edited volume will explore linguistic apartheid, or the disappearance of certain languages through cultural genocide by dominant European colonizers and American neoconservative groups. It will trace back this form of apartheid from the colonial era to the English-only movement in the United States. Contributors demonstrate the way and extent to which such actions have affected the cultural life, learning process, identity, and the subjective and material conditions of linguistically and historically marginalized groups, including students. Further, they propose alternative ways to counter linguistic apartheid that minority groups and students have faced in schools and society at large.

Recent reports of widespread problems with state student accountability tests and teacher certification testing have raised questions about the very validity of assessment programs. Few books outline the statistical procedures used for detecting various types of potential test fraud and the associated research findings. This edited volume expands on the current literature base by including examples of detailed research findings arrived at by statistical methodology, and provides a synthesis of the current state of the art with regard to the statistical detection of testing infidelity, particularly for large-scale assessments.

In this volume academic and researchers from across disciplines including education, psychology and health studies come together to discuss personal, political and professional narratives of struggle, resilience and hope. Contributors draw from a rich body of auto-biographical research examining the role of narrative and how it can be constructed, considering the roles of significant others, inspirational, educational and fiction characters, as well as myth and legend, to compose a life story.

Education and Philosophy considers how the work of John White has impacted on the discipline of education as we know it today. In this book, the editors bring together well-known figures from the field of the philosophy of education to critically examine, build on, and pay tribute to John White¿s unique contribution.

This book explores the complexities of investigating minorities, majorities, boundaries and borders and the experiences of researchers who choose to work in these spaces, and examines epistemologies that appear to shape researchers¿ beliefs about the forms of research that are valued in educational research and theory.