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Promotes research on educational leadership for social justice. This book provides a variety of perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs. It seeks to give voice to empowering, social justice-focused research.

A timely collection of sound research addresses father involvement in their children's education. Promising Practices for Fathers' Involvement in Their Children's Education visits a less known side of parent involvement, the side of fathers' active engagement with their children's education in the home and that is less visible in the schools.

How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalisation.

A timely collection of sound research addresses father involvement in their children's education. Promising Practices for Fathers' Involvement in Their Children's Education visits a less known side of parent involvement, the side of fathers' active engagement with their children's education in the home and that is less visible in the schools.

Managing technological innovations and related policy and strategy issues have been a central focus of the new millennium. This book series presents an interdisciplinary scholarship and dialogue on the management of innovation and technological change in a global context from a variety of perspectives, including strategic, managerial, behavioural, and policy issues.

This book takes the position that successful OD applications in crosscultural settings are predicated on the ability of OD experts to localize them for purposes of suiting local conditions and context. Cultural frameworks have been utilized by global OD experts to understand the general cultural settings of environments in which they are working and applying OD techniques. However, the complexities of culture within organizations, communities and countries may not always be understood within these cultural frameworks and models. Assumptions of culture based or reliant on models alone can impede the successful applications of OD. The author discusses the role of cultural translations of OD techniques within a southern African context. It examines the approach of western consultants in a southern African environment as well as the approach of local southern African consultants as they interact with western developed OD applications in their own local environments.The book uses three methods for conveying the opportunities and experience of OD in southern Africa: research, practitioner point of view, and storytelling. The author recognizes the works of renowned African scholars in the field of management as well OD practitioners carrying out innovative and pioneering work in southern Africa. Their work may not have had much exposure in the West; however, their contributions to the field of management should be recognized. OD is discussed in this book as an opportunity for change and development for southern African countries that are in democratic transitions, post conflict environments and on a path of development. The future of OD is explored within the context of economical, global and political emerging issues. The time is right for change and development in southern Africa with OD as the driving force.

This publication promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programmes.

This is Volume 39, Number 1 of the official journal of the Organization of Educational Historians.

This is Volume 39, Number 1 of the official journal of the Organization of Educational Historians.

African American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education.

This publication promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programmes.