Bøker i Routledge Research in Education-serien

This collection of original research explores ways that educators can create participatory spaces that foster civic engagement, critical thinking, and authentic literacy practices for adolescent youth in urban contexts.

In this collection, contributors examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.

This books presents a number of ways in which educational research can fulfil its commitments to educational practice, by assisting mathematics teachers and their students in improving the results of their efforts.

Based on archive-based empirical and historical research, this book takes a close look at past developments in the United Nations Educational, Scientific and Cultural Organization¿s educational policies and practices, with a particular focus on history teaching, in order to offer a new research trajectory for understanding the roles played by UNESCO and other international organizations and the effects of globalization on education.

Informed by the experiences of 772 Black churches, this book relies on a multidisciplinary, mixed-methodological lens to examine how today¿s Black churches address the religious and non-religious educational and broader socialization needs of youth. Drawing from a cultural and ecological framework of village-mindedness, Barnes and Wimberly examine the intersected nature of place, space, and race to propel a conversation about whether and how the Black Church can become a more relevant and empowering presence for youth and the Black community.

Challenging the popular perception that the free market can objectively ameliorate inequality and markedly improve student academic achievement, this book examines the overly positivistic rhetoric surrounding charter schools. By linking charter schools to broader social issues and political economic factors, such as neoliberalism, race, and class, The Charter School Solution presents a more complete and nuanced assessment of charter schools in the context of the American public education system.

Anthony Laker leads an outstanding international team of educational theorists in critically examining the theoretical underpinnings of physical education, and in challenging the rhetoric, the practices and the pedagogies that prevail in our schools.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

This book challenges the existing notion that transnationalism is fundamentally concerned with an action; the spatial movement of people. Instead, it argues that transnationalism incorporates a mindset that has evolved over the centuries, and was psychologically manifested, if dormant, in colonised populations. Each chapter of the book focuses upon educational transnationalism as a means of empowerment for groups throughout the British Empire, and how it became, and remains, the tool for liberation by marginalised groups within formerly colonised societies.

In this edited collection, authors from various academic, cultural, racial, linguistic, and personal backgrounds use critical discourse analysis as a conceptual framework and method to examine social inequities, identity issues, and linguistic discrimination faced by historically oppressed groups in schools and society.

This book brings together educationalists from around the globe, who share a common interest in nurturing the spiritual lives of children and young people, to explore how approaches to spirituality and education have been shaped by the historical, cultural, religious and political contexts of different geographic regions.

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.

This volume presents a scholarly investigation of the ways educators engage in artistic and contemplative practices and why this matters in education. Exploring artistic disciplines such as dance, drama, visual art, performative autoethnography, music, and writing, this book creates respectful spaces for multiple artistic practices and spiritual traditions.

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 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.

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.

Critical pedagogy is often condemned as being mostly dominated by privileged white males, bringing issues of race and gender to the forefront. This volume provides insight on how critical pedagogy can be helpful to scholars and teachers alike in their analysis of racial, gender, linguistic and political problems. It features a wide range of respected scholars who examine the way and the degree to which critical pedagogy can be used to improve education for students of color, women and other marginalized groups.

This volume explores how technology-supported learning environments can incorporate physical activity and interactive experiences in formal education. It presents cutting-edge research and design work on a new generation of "body-centric" technologies such as wearable body sensors, GPS tracking devices, interactive display surfaces, video game controller devices, and humanlike avatars. Contributors discuss how and why each of these technologies can be used in service of learning within K-12 classrooms and at home, in museums and online.

With contributions from experts in the multidisciplinary field of physical education, this book provides societal, theoretical, school and practice perspectives on learning and teaching. Covering each of the four perspectives and drawing on examples from across the Anglophone world to support their findings, chapters use evidence-based research to critically analyse and discuss vital learning and teaching issues and points of contestation associated with present-day physical education. By incorporating and merging ideas from practice and theory, the proposed book engages with a broad range of issues and concerns which are pertinent at various levels to the future of physical education.

This book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement`s leaders worldwide. It comprises four parts: 1) history, philosophy and theoretical foundations; 2) specialized uses of philosophical dialogues; 3) theoretical concerns; and 4) the issues and challenges in the implementation of P4C worldwide. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme.

This collection chronicles a collaborative action research project joining researchers and practitioners in the development of multimodal literacies pedagogies for multilingual and diverse elementary classrooms.

This book collection disrupts received notions of educational leadership, culture and diversity as currently portrayed in practice and theory. It draws on compelling studies of educational leadership from the global north and south, as well as from a range of ethnic, religious and gendered perspectives and critical research approaches. In so doing, the book powerfully challenges contemporary leadership discourses of diversity that reproduce essentialising leadership practices, binary divisions and asymmetrical power relations. This book offers readers new directions and possibilities through which to understand, theorise and practise educational leadership in the twenty first century.

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. It provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy.