R o u t l e d g e e d u c at i o n
Educational Studies
New Titles and Key Backlist 2011
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NEW
2nd Edition
Readings for Diversity and Social Justice Edited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming in Laramie, USA, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA For over ten years, Readings for Diversity and Social Justice has been the go-to anthology for the broadest possible coverage of issues related to identity and oppression from a social justice perspective. This highly-anticipated second edition breaks even further ground, boasting over 40 more readings than previously available, updated and original section introductions, and three entirely new chapter sections on Religious Oppression, Transgender Oppression, and Ageism/Adultism.
January 2010: 7 x 10: 688pp Hb: 978-0-415-99139-1: $140.00 Pb: 978-0-415-99140-7: $48.95 For more information, visit: www.routledge.com/9780415991407
Added new features to this edition include: • over 130 readings, many new and updated, including three entirely new sections • a Table of Intersections that enables readers to identify all selections that treat issues of race, religion, gender, sexuality, disability, class, and age, beyond those in designated topical chapters • an all new companion website with additional resources, further suggested readings, and teaching materials is also available at www.routledge.com/textbooks/readingsfordiversity. Offering over one-hundred and thirty selections from some of the foremost scholars in a wide range of fields, Readings for Diversity and Social Justice, Second Edition is the indispensible volume for every student, teacher, and social justice advocate.
2nd Edition
Teaching for Diversity and Social Justice Edited by Maurianne Adams, University of Massachusetts, Amherst, USA, Lee Anne Bell, Barnard College, USA, and Pat Griffin, University of Massachusetts, Amherst, USA
2007: 7 x 10: 496pp Hb: 978-0-415-95199-9: $145.00 Pb: 978-0-415-95200-2: $44.95 For more information, visit: www.routledge.com/9780415952002
The thoroughly revised second edition of Teaching for Diversity and Social Justice provides teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. Building on the groundswell of interest in social justice education, the second edition offers coverage of current issues and controversies while preserving the hands-on format and inclusive content of the original. Teaching for Diversity and Social Justice presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society.
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© Nikhil Chopra, Yog Raj Chitrakar: Memory Drawing IX, 2009. Documentation of performance at the New Museum and throughout New York City. Courtesy the artist and New Museum, New York. Photo: Matthew C. Wilson.
Welcome to Routledge
Educational Studies New Titles and Key Backlist 2011
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contents Multicultural Education, Diversity and Social Justice Education . . 2 Sociology of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Global and Comparative Education . . . . . . . . . . . . . . . . . . . . . . 13 Educational Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Curriculum Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Qualitative Research Methods . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Routledge Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Major Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Special Issues as Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Backlist Titles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back of Catalog
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Multicultural Education, Diversity and Social Justice Education NEW 2nd Edition
Rethinking Contemporary Art and Multicultural Education New Museum
For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking Contemporary Art and Multicultural Education continues to provide an accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history. Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of the original to present new possibilities and modes of understanding art, culture, and their relationships to students and ourselves. This fully revised second edition provides new theoretical and practical resources for educators and students everywhere, including: • educators’ perspectives on contemporary art, multicultural education, and teaching in today’s classroom • full-color reproductions and writings on over 50 contemporary artists and their works, plus an additional 150 black-and-white images throughout • lesson plans for using art to explore topical issues such as activism and democracy, conflict: local and global, and history and historicism • a companion website offering slides of the art included in the book.
November 2010: 7-7/8 x 9-7/16: 416pp Hb: 978-0-415-88346-7: $150.00 Pb: 978-0-415-96085-4: $56.95 For more information, visit: www.routledge.com/9780415960854
NEW in 2011
New
2nd Edition
Critical Race Theory Matters
Doing Multicultural Education for Achievement and Equity
Education and Ideology
Carl Grant, University of Wisconsin, Madison, USA and Christine E. Sleeter, California State University, Monterey Bay, USA
Margaret Zamudio, Christopher Russell, Jacquelyn L. Bridgeman and Francisco Rios, all at University of Wyoming, USA
Doing Multicultural Education for Achievement and Equity, a hands-on, reader-friendly multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl Grant and Christine Sleeter, two of the most eminent scholars of multicultural teacher education, help pre-service teachers develop the tools they will need to learn about their students and their students’ communities and contexts, about themselves, and about social relations in which schools are embedded. Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers.
Features and updates to this much-anticipated second edition include: • reflection boxes that encourage students to actively engage with the text and concepts, along with downloadable templates available at www.routledge.com • “Putting It into Practice” activities that offer concrete suggestions for really “doing” multicultural work in the classroom • fictional vignettes that illustrate the real issues teacher education students face and the ways their own cultural attitudes may impact their response • new coverage of issues pertaining to student achievement, federal and state policy, and socioeconomic connections between the current economy and educational funding • a more comprehensive discussion about the different social movements that have affected education in the past and present. January 2011: 7 x 10: 280pp Hb: 978-0-415-88056-5: $135.00 Pb: 978-0-415-88057-2: $41.95 For more information, visit: www.routledge.com/9780415880572
Critical Race Theory Matters provides a comprehensive and accessible overview of the critical race movement (CRT), shining its keen light on specific issues within education. Through clear and accessible language, the authors synthesize scholarship in the field, highlight major themes and assumptions, and examine strategies of resistance and practices for challenging the existing inequalities in education. By linking theory to everyday practices in today’s classroom, students will understand how CRT is relevant to a host of timely topics, from macro-policies such as Bilingual Education and Affirmative Action to micro-policies such as classroom management and curriculum. Moving beyond identifying problems into the realm of problem solving, Critical Race Theory Matters is a call to action to put into praxis a radical new vision of education in support of equality and social justice.
August 2010: 6 x 9: 192pp Hb: 978-0-415-99673-0: $125.00 Pb: 978-0-415-99674-7: $33.95 eBook: 978-0-203-84271-3 For more information, visit: www.routledge.com/9780415996747
NEW
Parental Involvement and Academic Success William Jeynes Providing an objective assessment of the influence of parental involvement and what aspects of parental participation can best maximize the educational outcomes of students, this volume is structured to guide readers to a thorough understanding of the history, practice, theories, and impact of parental involvement. Cutting-edge research and meta-analyses offer vital insight into how different types of students benefit from parental engagement and what types of parental involvement help the most. Unique among works on the topic, Parental Involvement and Academic Success: • uses meta-analysis to enable readers to understand what the overall body of research on a given topic indicates • examines research results in terms of their practical implications • focuses significantly on the influence of parental involvement on minority students’ academic success. Important reading for anyone involved in home-school relations/parental involvement in education, this book is highly relevant for courses devoted to or which include treatment of the topic. September 2010: 6 x 9: 228pp Hb: 978-0-415-99053-0: $140.00 Pb: 978-0-415-99054-7: $44.95 For more information, visit: www.routledge.com/9780415960854
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e-Inspection New in Paperback Companion Website
Mu lticultural Education , D i v e r s i ty an d S oc i al J us ti c e E ducat i o n
NEW IN 2011
New in Paperback
Critical Multiculturalism
Designing Better Schools for Culturally and Linguistically Diverse Students
The Routledge International Companion to Multicultural Education
Theory and Praxis
A Science of Performance Model for Research
Edited by James A. Banks, University of Washington, Seattle, USA
Stuart McNaughton
How can schools be better designed to enable equitable academic outcomes for culturally and linguistically diverse children from communities lacking in economic, political and social power? Putting forward a robust “science of performance” model of school change based on a specified process of research and development in local contexts, this book: • lays out the traditions of optimism and pessimism about effective schooling for at-risk students • reviews the international and national evidence for the effectiveness of schools and school systems in reducing disparities in achievement • describes the challenges educational research must address to solve the problem of school effectiveness, proposes strict criteria against which effectiveness should be judged, and examines in detail examples where change has been demonstrated • proposes how researchers, professionals, and policy makers can develop more effective systems. Bringing together structural and psychological accounts of the nature of schools, and establishing theoretically defensible criteria for judging effectiveness, this book is a critically important contribution to advancing the science of making schools more effective. March 2011: 6 x 9: 208pp Hb: 978-0-415-88659-8: $135.00 Pb: 978-0-415-88660-4: $39.95
”Even for a writer and academic of such caliber as James Banks, this book is a tour de force. The splendid editing has produced assured writing as well as authoritative views and analysis throughout, and this means that however complex the ideas, it is remarkably easy to read.” – Race Equality Teaching
”Collectively the chapters present an invaluable foundation to monitor multicultural policy situations and practices globally.... K-12 practitioners as well as scholars of multicultural education can benefit by dipping into various chapters of interest located in the International Companion. ” – Teachers College Record ”This, the third volume in an impressive series by Routledge, will long be a definitive resource on international multicultural education.... It is a must buy for all colleges around the world and an agreeable desk volume and thoughtful stimulus for educators and scholars.” – Multicultural Review ”This book is essential reading for educators, policy makers, researchers, and scholars interested in the promotion of a multicultural education that is truly participatory...” – Education Review
For more information, visit: www.routledge.com/9780415886604
July 2010: 6-3/4 x 9-3/4: 592pp Hb: 978-0-415-96230-8: $199.00 Pb: 978-0-415-88078-7: $69.95 eBook: 978-0-203-88151-4
Foundations of Critical Race Theory in Education
For more information, visit: www.routledge.com/9780415880787
Edited by Stephen May, University of Waikato, New Zealand and Christine E. Sleeter, California State University, Monterey Bay, USA Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines? Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education. February 2010: 6 x 9: 226pp Hb: 978-0-415-80284-0: $130.00 Pb: 978-0-415-80285-7: $44.95 eBook: 978-0-203-85805-9 For more information, visit: www.routledge.com/9780415802857
Edited by Edward Taylor, University of Washington, Seattle, USA, David Gillborn, Institute of Education, University of London, UK and Gloria LadsonBillings, University of Wisconsin-Madison, USA Series: The Critical Educator
This groundbreaking anthology is the first to pull together both the foundational writings in the field and more recent scholarship on the cultural and racial politics of schooling. A comprehensive introduction provides an overview of the history and tenets of CRT in education. Each section then seeks to explicate ideological contestation of race in education and to create new, alternative accounts. In so doing, this landmark publication not only documents the progress to date of the CRT movement, it acts to further spur developments in education.
New Edition! Teaching Online A Practical Guide 3rd Edition
Susan Ko and Steve Rossen
2009: 7 x 10: 376pp Hb: 978-0-415-96143-1: $150.00 Pb: 978-0-415-96144-8: $45.95 For more information, visit: www.routledge.com/9780415961448
www.routledge.com/education
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March 2010 Pb: 978-0-415-99726-3 Hb: 978-0-415-99733-1 eBook: 978-0-203-85520-1
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New
2nd Edition
New
Dismantling Contemporary Deficit Thinking
Against Common Sense
2nd Edition
Teaching and Learning Toward Social Justice
Classroom Communication and Diversity
Educational Thought and Practice Richard R. Valencia, The University of Texas, Austin, USA Deficit thinking is a pseudoscience founded on racial and class bias. It ”blames the victim” for school failure instead of examining how schools are structured to prevent poor students and students of color from learning. Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking.
Kevin Kumashiro, University of Illinois-Chicago, USA Praise for previous edition:
”Rarely does a book have the ability to capture the wide audience within the field of education; however, teachers, teacher educators, and researchers alike will find Against Common Sense a thoughtful and applicable volume.” – Harvard Educational Review
Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model, the culture of poverty model, and the ”at-risk” model in which poor students, students of color, and their families are pathologized and marginalized. Richard R. Valencia challenges these three contemporary components of the deficit thinking theory by providing incisive critiques and discussing competing explanations for the pervasive school failure of many students in the nation’s public schools. Valencia also discusses a number of proactive, anti-deficit thinking suggestions from the fields of teacher education, educational leadership, and educational ethnography that are intended to provide a more equitable and democratic schooling for all students. April 2010: 6 x 9: 248pp Hb: 978-0-415-87709-1: $140.00 Pb: 978-0-415-87710-7: $36.95 eBook: 978-0-203-85321-4
”This book is an insightful and provocative must-read for all pre-service teachers, teacher educators, in-service teachers, and graduate students implementing teacher education programs. Too bad it wasn’t written sooner.” – Radical Teacher The phrase ”teaching for social justice” is often used, but not always explained. What does it really mean to teach for social justice? What are the implications for anti-oppressive teaching across different areas of the curriculum? Drawing on his own experiences teaching diverse grades and subjects, Kevin Kumashiro examines various aspects of anti-oppressive teaching and learning in six different subject areas. The new pedagogical components of the revised edition will offer K-12 teachers and teacher educators the tools they need to teach against their common sense assumptions and continue the evolution of social justice in education. 2009: 6 x 9: 184pp Hb: 978-0-415-80221-5: $125.00 Pb: 978-0-415-80222-2: $27.95 eBook: 978-0-203-87006-8 For more information, visit: www.routledge.com/9780415802222
For more information, visit: www.routledge.com/9780415877107
Enhancing Instructional Practice Robert G. Powell and Dana L. Powell, both at California State University, Fresno, USA Series: Routledge Communication Series
Teachers face myriad communication challenges in today’s classroom, reflecting the growing diversity of the student body; the ever-increasing number of students; gender issues; and students’ learning disabilities. This volume provides a useful framework for helping new and experienced teachers manage the diverse communication challenges they encounter. It also encourages teachers to reflect on how their personal cultures influence their expectations about appropriate classroom communication and ways to demonstrate learning. This textbook is distinctive in its integration of information from a variety of sources to establish a viewpoint that focuses on the needs of the individual learner. Drawing on the research in the communication and education disciplines, the authors provide theoretical models and useful strategies for improving instructional practices. They address the ways in which culture influences communication in the classroom, and assist teachers in developing the skills necessary to meet the needs of the students in their classrooms. Teachers and scholars in the communication and education disciplines will find this text to be a practical and valuable tool for classroom teaching, and it is appropriate for instructional communication courses in the areas of communication and education.
May 2010: 6 x 9: 296pp Hb: 978-0-415-87718-3: $125.00 Pb: 978-0-415-87719-0: $44.95 eBook: 978-0-203-85606-2 For more information, visit: www.routledge.com/9780415877190
View Inside Routledge Books
Did you know that many of our books now have “View Inside” functionality that allows you to browse online content before making any purchasing decisions? For more information visit: www.routledge.com
Complimentary Exam Copy
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Mu lticultural Education , D i v e r s i ty an d S oc i al J us ti c e E ducat i o n
Teaching/Learning Social Justice Series Series Editor: Lee Anne Bell, Barnard College, USA
History as Art, Art as History
Storytelling for Social Justice
Classroom Pedagogies for Activism and Advocacy
Contemporary Art and Social Studies Education
Connecting Narrative and the Arts in Antiracist Teaching
Celia Oyler, Teachers College, Columbia University, USA
Dipti Desai and Jessica Hamlin, both at New York University, USA and Rachel Mattson, SUNY, New Paltz, USA
Lee Anne Bell, Barnard College, USA
NEW IN 2011
Speak Out
How do educators engage students in real world curriculum without telling them what to think, how to think, or what to do? Is it possible to introduce social justice issues without imposing one’s political views on students? In Speak Out, longtime activist and teacher educator Celia Oyler delves into such questions through firsthand accounts of social action projects. By moving beyond charity work or volunteerism, she shows how such social action projects offer fertile ground for practicing democratic engagement as part of classroom work. Speak Out is a systematic, qualitative study offering in-depth and detailed portraits of teachers engaged in social action projects as part of the regular classroom curriculum. Each case forms a chapter organized as a narrative that includes excerpts from classroom dialogues and interviews of students, teachers, and parents describing their social action projects with sufficient detail to give educators guidance for designing such projects within their own classroom curriculum. The final chapter is a presentation and examination of power, pedagogy, and learning outcomes across the cases, providing specific guidance to educators wishing to take up such projects and offering instructional and procedural advice as well as cautions. A fresh new example of taking up the challenge to teach toward social justice, Speak Out: Classroom Pedagogies for Activism and Advocacy is an invaluable resource for all educators who are passionate about the possibility for integrating activism and advocacy as a means to engage in strong democracy. September 2011: 6 x 9: 224pp Pb: 978-0-415-88162-3: $41.95 Hb: 978-0-415-88161-6: $140.00 For more information, visit: www.routledge.com/9780415881623
History as Art, Art as History pioneers methods for using contemporary works of art in the social studies and art classroom to enhance an understanding of visual culture and history. The fully-illustrated interdisciplinary teaching toolkit provides an invaluable pedagogical resource – complete with theoretical background and practical suggestions for teaching U.S. history topics through close readings of both primary sources and provocative works of contemporary art.
2009: 7 x 10: 272pp Hb: 978-0-415-99375-3: $150.00 Pb: 978-0-415-99376-0: $47.95 eBook: 978-0-203-87030-3
Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from high school classrooms, teacher education programs, and K-12 professional development programs, the book provides tools for examining racism as well as other issues of social justice.
For more information, visit: www.routledge.com/9780415993760
March 2010: 6 x 9: 144pp Hb: 978-0-415-80327-4: $135.00 Pb: 978-0-415-80328-1: $28.95 eBook: 978-0-203-85223-1
NEW in 2011
For more information, visit: www.routledge.com/9780415803281
2nd Edition
Promoting Diversity and Social Justice Educating People from Privileged Groups Diane Goodman Promoting Diversity and Social Justice gives theory, perspectives, and strategies that are useful for working with adults from privileged groups on diversity and social justice issues. The thoroughly revised edition of this powerful guide offers educational and psychological perspectives to inform practice and increase options in addressing conflict situations. Features to this new edition include: • a new chapter on ”unlearning racism” highlights specific ways people from privileged groups benefit from unlearning oppression and from creating greater equity • a new chapter on Allies and Action gives focus and guidance on how people from privileged groups can constructively and appropriately be involved in social change efforts • updated Appendix of additional resources. This book is an excellent resource for group facilitators, counselors, trainers in classrooms and workshops, professors, teacher, higher education personnel, community educators, and any other professionals involved with educating others about diversity and equity. February 2011: 6 x 9: 270pp Hb: 978-0-415-87287-4: $140.00 Pb: 978-0-415-87288-1: $37.95 For more information, visit: www.routledge.com/9780415872881
Browse and order online: www.routledge.com/education
Social Justice, Peace, and Environmental Education Transformative Standards Edited by Julie Andrzejewski, St. Cloud State University, USA, Marta Baltodano, Loyola Marymount University, USA and Linda Symcox, California State University, Long Beach, USA
Based on collaborative work devoted to social justice issues, this collection provides a broad-ranging and thoughtful discussion of what standards developed from an inclusive social justice perspective might look like.
2009: 6 x 9: 344pp Hb: 978-0-415-96556-9: $150.00 Pb: 978-0-415-96557-6: $47.95 eBook: 978-0-203-87942-9 For more information, visit: www.routledge.com/9780415965576
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NEW in 2011
NEW IN PAPERBACK IN NOVEMBER 2010
Ecopedagogy Educating for Sustainability in Schools and Society
The Routledge International Handbook of Critical Education
Richard Kahn, University of North Dakota, USA
Edited by Michael W. Apple, University of Wisconsin-Madison, USA, Wayne Au, California State University, Fullerton, USA and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil
Series: Positions: Education, Politics, and Culture With ever-mounting and unprecedented ecological crises such as global warming, biodiversity extinction, the pollution by synthetic chemicals and other toxins, schools can no longer afford anything less than a thoroughgoing commitment to teaching for sustainability. Ecopedagogy can contribute to this project by working in the tradition of critical pedagogy to critique the current pedagogical terrain from the standpoint of sustainability and advancing potential openings for robust forms of ecoliteracy. Ideal for courses in education and environmental studies, this accessibly written introduction provides a powerful illustration for how the notion of ecopedagogy as a form of ongoing education can offer emancipatory critiques of schools, educational policy, and institutional and organizational culture. March 2011: 6 x 9: 150pp Hb: 978-0-415-80377-9: $130.00 Pb: 978-0-415-80378-6: $27.95 For more information, visit: www.routledge.com/9780415803786
Social Studies and Diversity Education What We Do and Why We Do It
The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education’s relationship to economic, political, and cultural power.
With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future. 2009: 7 x 10: 512pp Hb: 978-0-415-95861-5: $199.00 Pb: 978-0-415-88927-8: $69.95 eBook: 978-0-203-88299-3
Edited by Elizabeth E. Heilman, Ramona Fruja and Matthew Missias, all at Michigan State University, USA
For more information, visit: www.routledge.com/9780415958615
Teacher Education and the Struggle for Social Justice
This one-of-a-kind resource features ideas from over one hundred of our nation’s most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers learn to teach.
A much-needed addition to the field, this comprehensive volume will be of value to any teacher interested in social studies or diversity education across age groups and educational contexts. 2009: 6-3/4 x 9-3/4: 432pp Hb: 978-0-415-99671-6: $140.00 Pb: 978-0-415-99672-3: $47.95 eBook: 978-0-203-87144-7 For more information, visit: www.routledge.com/9780415996723
NEW in 2011
Critical Pedagogy and Cultural Studies in Urban Education Ernest Morrell, University of California, Los Angeles, USA Critical pedagogy, or education intended to inspire consciousness and action for change, has the potential to become one of the most relevant and powerful tools in urban education today. But how can teachers adapt these theoretical beliefs to meet the needs of today’s urban classrooms? This textbook, intended for undergraduate and graduate courses in education, considers the potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront, and transform many of the persistent challenges we presently face in urban education. The book begins with an examination of the historical antecedents of critical pedagogy and cultural studies to provide the necessary contexts for their implications to transform the ways we work with urban youth. The second half of the book focuses on practical applications of critical pedagogy and cultural studies in K-12 urban classrooms. Drawing on numerous case studies and examples to keep students engaged, the text explores how teachers across the K-12 spectrum and across content areas have involved young people in making the world a better place as they have also increased important academic skills. A glossary of terms offers short explanations of key terms associated with critical pedagogy and cultural studies, demystifying language that can cause major roadblocks to students’ fully interacting with these ideas. A list of key works in the field along with a short s descriptions of the book and its significance inspires students’ further study of the field. In an engaging, understandable writing style, this text walks educators through the many ways work in critical pedagogy and cultural studies can fundamentally reshape the urban educational landscape.
Kenneth M. Zeichner, University of Washington, USA
April 2011: 6 x 9: 224pp Hb: 978-0-415-80317-5: $140.00 Pb: 978-0-415-80318-2: $41.95
For more information, visit: www.routledge.com/9780415803182
In this selection of his work from 1991–2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society.
2009: 6 x 9: 224pp Hb: 978-0-8058-5865-5: $140.00 Pb: 978-0-8058-5866-2: $43.95 eBook: 978-0-203-87876-7 For more information, visit: www.routledge.com/9780805858662
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Mu lticultural Education , D i v e r s i ty an d S oc i al J us ti c e E ducat i o n
NEW in 2011
Understanding the Disenfranchisement of Latino Males Contemporary Perspectives on Cultural and Structural Factors Edited by Pedro Noguera and Edward Fergus, both at New York University, USA, Aida Hurtado, University of California, Santa Cruz, USA This groundbreaking interdisciplinary volume provides a comprehensive picture of Latino males in the US today and sets the direction of future research and policy intervention. While research on men and masculinity has increased substantially in recent years, very little of the new research has focused upon the status of Latino men or on the ways in which cultural and structural systems of patriarchy within Latino communities have been affected by the experiences of Latino men in American society. This collection, edited by renowned scholars Pedro Noguera, Aida Hurtado and Edward Fergus, brings together current research on education, health, criminal justice, mental health and employment. By drawing attention to the challenges facing this segment of the population the volume collectively establishes the first empirical basis for finding solutions to these problems. May 2011: 6 x 9: 300pp Hb: 978-0-415-87778-7: $140.00 Pb: 978-0-415-87779-4: $44.95 For more information, visit: www.routledge.com/9780415877794
NEW in 2011 2nd Edition
Language and Minority Rights Ethnicity, Nationalism and the Politics of Language
Language, Culture, and Teaching Series Social Justice Pedagogy Across the Curriculum The Practice of Freedom
Series: ESL & Applied Linguistics Professional In this provocative and ground-breaking book, Stephen May argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights, particularly for minority groups, are defensible and important, both academically and politically. May argues that the causes of many of the language-based conflicts in the world today lie with the nation-state and its preoccupation with establishing a ”common” language and culture via mass education. The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, at the same time, essentialising the languageidentity link. Language and Minority Rights – a benchmark volume in the field of language rights and language policy – is an outstanding interdisciplinary analysis which draws together debates on language from widely different academic fields, including the sociology of language, ethnicity and nationalism, sociolinguistics, social and political theory, education, history and law, illustrating these debates via a wealth of different national contexts and examples. It is essential reading for students, teachers, and researchers in the sociology of language, sociolinguistics, applied linguistics, language policy and planning, sociology, politics, and education. July 2011: 6 x 9: 404pp Hb: 978-0-8058-6307-9: $135.00 Pb: 978-0-8058-6306-2: $41.95
Language, Culture, and Teaching
Edited by Thandeka K. Chapman, University of Wisconsin, Milwaukee, USA and Nikola Hobbel, Humboldt State University, USA
Critical Perspectives
What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms? This compelling text synthesizes in one volume historical foundations, philosophic/ theoretical conceptualizations, and applications of social justice education in public school classrooms.
Social Justice Pedagogy Across the Curriculum includes highlighted Points of Inquiry and Points of Praxis sections offering recommendations to teachers and researchers and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities. Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds. March 2010: 6 x 9: 344pp Hb: 978-0-415-80600-8: $135.00 Pb: 978-0-415-80604-6: $48.95 eBook: 978-0-203-85448-8 For more information, visit: www.routledge.com/9780415806046
Stephen May, University of Aukland, New Zealand 2008 Choice Academic Outstanding Title Winner!
2nd Edition
Home-School Connections in a Multicultural Society Learning From and With Culturally and Linguistically Diverse Families Edited by Maria Luiza Dantas, University of California, Santa Barbara, USA and Patrick C. Manyak, University of Wyoming, USA
Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, Home-School Connections in a Multicultural Society shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families.
2009: 6 x 9: 312pp Hb: 978-0-415-99756-0: $135.00 Pb: 978-0-415-99757-7: $41.95 eBook: 978-0-203-86843-0 For more information, visit: www.routledge.com/9780415997577
For more information, visit: www.routledge.com/9780805863062
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Sonia Nieto, University of Massachusetts Amherst, USA Distinguished multiculturalist, Sonia Nieto, speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, this text is intended for upperundergraduate and graduatelevel students and professional development courses. Over half of the chapters are new to this edition, bringing it up-to-date in terms of recent educational policy issues and demographic changes in our society. 2009: 6 x 9: 296pp Hb: 978-0-415-99968-7: $135.00 Pb: 978-0-415-99974-8: $44.95 eBook: 978-0-203-87228-4 For more information, visit: www.routledge.com/9780415999748
NEW
Cultural Validity in Assessment Addressing Linguistic and Cultural Diversity Maria del Rosario Basterra, Elise Trumbull and Guillermo Solano-Flores What is assessment and how is it a cultural practice? How does failure to account for linguistic and cultural variation among students jeopardize assessment validity? What is required to achieve cultural validity in assessment? This resource for practicing and prospective teachers–as well as others concerned with fair and valid assessment–provides a thorough grounding in relevant theory, research, and practice. The book lays out criteria for culturally valid assessment and recommends specific strategies that teachers can use to design and implement culturally valid classroom assessments. Assessment plays a powerful role in the process of education in the U.S. and has a disproportionately negative impact on students who do not come from mainstream, middle-class backgrounds. Given the significance of testing in education today, cultural validity in assessment is an urgent issue facing educators. December 2010: 6 x 9: 336pp Hb: 978-0-415-99979-3: $135.00 Pb: 978-0-415-99980-9: $44.95 For more information, visit: www.routledge.com/9780415999809
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NEW 3rd Edition
Chicano School Failure and Success Past, Present, and Future Edited by Richard R. Valencia, The University of Texas, Austin, USA The third edition of the best selling collection, Chicano School Failure and Success presents a complete and comprehensive review of the multiple and complex issues affecting Chicano students today. Richly informative and accessibly written, this edition includes completely revised and updated chapters that incorporate recent scholarship and research on the current realities of the Chicano school experience. It features four entirely new chapters on important topics such as la Chicana, two way dual language education, higher education, and gifted Chicano students. Contributors to this edition include experts in fields ranging from higher education, bilingual education, special education, gifted education, educational psychology, and anthropology. In order to capture the broad nature of Chicano school failure and success, contributors provide an in-depth look at topics as diverse as Chicano student dropout rates, the relationship between Chicano families and schools, and the impact of standards-based school reform and deficit thinking on Chicano student achievement. Committed to understanding the plight and improvement of schooling for Chicanos, this timely new edition addresses all the latest issues in Chicano education and will be a valued resource for students, educators, researchers, policy makers, and community activists alike. December 2010: 7 x 10: 384pp Hb: 978-0-415-88060-2: $140.00 Pb: 978-0-415-88061-9: $51.95 eBook: 978-0-203-83598-2
2010 American Educational Studies Association Critics’ Choice
Handbook of Latinos and Education Theory, Research, and Practice
NEW
Developing Cultural Capability in International Higher Education A Narrative Inquiry Sheila Trahar, University of Bristol, UK
Edited by Enrique G. Murillo, Jr., California State University-San Bernardino, USA, Sofia A. Villenas, Cornell University, USA, Ruth Trinidad Galvin, University of New Mexico, USA, Juan Sánchez Muñoz, Texas Tech University, USA, Corinne MartÌnez, California State University-Long Beach, USA and Margarita Machado-Casas, University of Texas at San Antonio, USA
ultural capability – the ability to function effectively in C an international and intercultural context – is crucial in the interconnected world of the twenty-first century. Based on intensive reflexive research, this book will provoke readers to consider their own experiences of learning and teaching in culturally diverse contexts, highlighting useful strategies that might be used to effect cultural capability.
This handbook profiles the scope and terrain of academic inquiry on Latinos and education, capturing the field at this point in time. With its contributions to research, professional practice, and the emergence of related interdisciplinary studies, it provides a comprehensive review of rigorous, innovative, and critical scholarship and theory relevant to educational issues impacting Latinos.
Utilizing information that builds on empirical data and examples from a variety of countries the author considers in detail four main themes:
2009: 7 x 10: 670pp Hb: 978-0-8058-5839-6: $265.00 Pb: 978-0-8058-5840-2: $114.95 eBook: 978-0-203-86607-8 For more information, visit: www.routledge.com/9780805858402
For more information, visit: www.routledge.com/9780415880619
• learning, teaching and assessment practices in higher education and their cultural embeddedness • personal and professional interactions between students and staff • the political – and personal – dimensions of the internationalization of higher education • methodological and ethical considerations when conducting research across cultures. By doing so she demonstrates that there is much to learn from students and academics from different cultural backgrounds about the complex and culturally situated influences on teaching and learning, and in this book she proposes practical suggestions on how to develop cultural capability. The book also provides strategies for enabling all students and staff to benefit both from the greater cultural diversity in their own countries and from internationalized higher education communities provides important guidance on methodological and ethical considerations that must be considered by both academics and student researchers.
NEW in 2011
December 2010: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-57238-5: $120.00 Pb: 978-0-415-57239-2: $36.95
Diversity in American Higher Education
For more information, visit: www.routledge.com/9780415572392
Toward a More Comprehensive Approach Edited by Lisa Stulberg and Sharon Weinberg Unlike other volumes on diversity, Diversity in American Higher Education conceptualizes diversity broadly to include not only race/ethnicity and gender, but also socioeconomic status and sexual and political orientation. As such, it captures under one umbrella a wide range of critical issues that comprise the current discourse on diversity in higher education; it also includes issues related to the pipeline and access to higher education, financial aid, and the legal underpinnings of affirmative action. In its totality, the proposed volume covers the many salient issues that impact diversity, as broadly defined, on the college campus and the resulting college experience of students, staff, and faculty. An additional important and unique feature of this volume is that it brings together the leading experts on diversity in higher education scholarship. Through their publications and research, these contributors have collectively defined the agenda for diversity as we know it today. Given the breadth of the material covered and the current public interest in this topic, this book will be valuable reading for professionals in higher education, including admissions officers and deans, student affairs officers. It is also an appropriate text for undergraduate, masters, and doctoral-level students in higher education and policy courses, in general, those interested in matters of diversity in higher education. April 2011: 6 x 9: 256pp Hb: 978-0-415-87451-9: $125.00 Pb: 978-0-415-87452-6: $44.95 For more information, visit: www.routledge.com/9780415874526
See Also: Readings for Diversity and Social Justice Edited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming in Laramie, USA, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA
See Inside Front Cover for more details.
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S oc i olog y of E ducat i o n
Sociology of Education
The Routledge International Handbook of the Sociology of Education
NEW in 2011
New
Edited by Michael W. Apple, University of Wisconsin-Madison, USA, Stephen J. Ball, University of London, UK and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil
Edited by Karen Gallagher, Estela Bensimon, Dominic Brewer, University of Southern California, USA and Rodney Goodyear, University of Redlands, USA
2nd Edition
Sociology of Education A Critical Reader Edited by Alan R. Sadovnik, Rutgers University, USA
This comprehensive and bestselling reader examines the most pressing topics in sociology and education while exposing students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan R. Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling and society. The second edition provides students with seven new readings from some of the best theorists and researchers in education including James S. Coleman, Madeleine Arnot, and Claudia Buchman. Through full, rather than excerpted primary source readings, students have the opportunity to read sociological research as it is written and engage in critical analyses of readings in their entirety. Including comprehensive section introductions, questions for reflection and discussion, and suggested readings, Sociology of Education will stimulate student thinking about the important roles that schools play in contemporary society and their ability to solve fundamental social, economic and political problems.
This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ”sociological work” in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education. 2009: 6-3/4 x 9-3/4: 441pp Hb: 978-0-415-48663-7: $199.00 eBook: 978-0-203-86370-1 For more information, visit: www.routledge.com/9780415486637
Urban Education A Model for Leadership and Policy
Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of ”urban education” and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a three-part conceptual model in which the achievement of equity for all – regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d’etre of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others. January 2011: 7 x 10: 400pp Hb: 978-0-415-87240-9: $225.00 Pb: 978-0-415-87241-6: $99.95 eBook: 978-0-203-83733-7 For more information, visit: www.routledge.com/9780415872416
August 2010: 7 x 10: 584pp Hb: 978-0-415-80369-4: $150.00 Pb: 978-0-415-80370-0: $49.95 For more information, visit: www.routledge.com/9780415803700
NEW in 2011
Youth Studies Keywords and Movements Edited by Susan Talburt, Georgia State University, USA and Nancy Lesko, Teachers College, Columbia University, USA Recent attention from the public, national governments, and international organizations to issues such as youth social exclusion, poverty, school underachievement, school violence, gang activity, sexuality, and youth’s interactions with media and the internet, have all contributed to Youth Studies emergence as a significant interdisciplinary field of study. Yet, no volume exists that systematically presents and puts into dialogue the field’s areas of focus and approaches to research. Youth Studies is a cutting-edge title from leading scholars in the field that functions as a unique blend of introductory textbook, reference guide to key concepts and critical assessment of the state of the field. Through scholarly yet accessible conceptual essays, the volume interrogates the key concepts and commonsense approach of youth studies, promising new perspectives on developments, discourses, and methods. Volume contributors include internationally-renowned research experts on youth studies and its multiple related subfields. Seven section introductory essays present theoretically informed, interdisciplinary interrogations of the field’s assumptions, practices, purposes, and possibilities. Each is then followed by 6-8 ”keywords,” shorter essays by leading international experts that explore significant analytical terms, themes, and categories for youth studies. A must-read course book for graduate students, faculty, and researchers across a range of disciplines in education and the social sciences, this extraordinary new book is certain to draw together and consolidate the dispersed field of youth studies new and exciting ways. August 2011: 6 x 9: 224pp Hb: 978-0-415-87411-3: $140.00 Pb: 978-0-415-87412-0: $36.95 For more information, visit: www.routledge.com/9780415874120
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Persistent Inequality
Critical Youth Studies Series Series Editor: Greg Dimitriadis, University at Buffalo, SUNY, USA
Lost Youth in the Global City
Black Youth Matters
Class, Culture, and the Urban Imaginary
Cecile Wright, Nottingham Trent University, UK, P. J. Standen, University of Nottingham, UK and Tina Patel, Liverpool John Moores University, UK
Jo-Anne Dillabough, University of Cambridge, UK and Jacqueline Kennelly, University of British Columbia, Canada
What does it mean to be young, to be economically disadvantaged, and to be subject to constant surveillance both from the formal agencies of the state and from the informal challenge of competing youth groups? What is life like for young people living on the fringe of global cities in late modernity, no longer at the center of city life, but pushed instead to new and insecure margins of the urban inner city? How are changing patterns of migration and work, along with shifting gender roles and expectations, impacting marginalized youth in the radically transformed urban city of the twenty-first century? In Lost Youth in the Global City, Jo-Anne Dillabough and Jacqueline Kennelly focus on young people who live at the margins of urban centers, the ”edges” where low-income, immigrant, and other disenfranchised youth are increasingly finding and defining themselves. Taking the imperative of multi-sited ethnography and urban youth cultures as a starting point, this rich and layered book offers a detailed exploration of the ways in which these groups of young people, marked by economic disadvantage and ethnic and religious diversity, have sought to navigate a new urban terrain and, in so doing, have come to see themselves in new ways. By giving these young people shape and form – both looking across their experiences in different cities and attending to their particularities – Lost Youth in the Global City sets a productive and generative agenda for the field of critical youth studies.
February 2010: 6 x 9: 256pp Hb: 978-0-415-99557-3: $140.00 Pb: 978-0-415-99558-0: $44.95 eBook: 978-0-203-85833-2 For more information, visit: www.routledge.com/9780415995580
Transitions from School to Success
Based on ethnographic research with young people permanently excluded from school, Black Youth Matters examines the resourcefulness of young black people in overcoming school failure to forge more positive futures for themselves.
Contemporary Realities in the Education of Undocumented Latina/o Students Maria Pabon Lopez and Gerardo R. Lopez, both at Indiana University, USA Series: The Critical Educator
Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumented students’ lives as well as those which face nearly all Latinos in the U.S. educational system.
2009: 6 x 9: 224pp Hb: 978-0-415-95793-9: $130.00 Pb: 978-0-415-95794-6: $37.95 eBook: 978-0-203-86513-2 For more information, visit: www.routledge.com/9780415957946
2009: 6 x 9: 176pp Hb: 978-0-415-99510-8: $125.00 Pb: 978-0-415-99512-2: $36.95 eBook: 978-0-203-86305-3 For more information, visit: www.routledge.com/9780415995122
The Means to Grow Up Reinventing Apprenticeship as a Developmental Support in Adolescence Robert Halpern, Erikson Institute, Chicago, USA 2008: 6 x 9: 248pp Hb: 978-0-415-96032-8: $140.00 Pb: 978-0-415-96033-5: $41.95 eBook: 978-0-203-88597-0 For more information, visit: www.routledge.com/9780415960335
Theory and Educational Research Toward Critical Social Explanation Jean Anyon, City University of New York, Graduate Center, USA 2008: 6 x 9: 216pp Hb: 978-0-415-99041-7: $145.00 Pb: 978-0-415-99042-4: $33.95 eBook: 978-0-203-89414-9 For more information, visit: www.routledge.com/9780415990424
Revolutionizing Education Youth Participatory Action Research in Motion
NEW in 2011
Social Inequalities (Re)formed Consulting Pupils about Learning Madeleine Arnot and Diane Reay, both at University of Cambridge, UK The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalized/individualized learning strategies and the involvement of pupils in their learning. Drawing on an in-depth study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings, the book: • offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning • identifies, from a pupil’s perspective, the social conditions of learning within contemporary performance-oriented school cultures • explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels • identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programs, as well as academics and researchers around the world. November 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-41198-1: $150.00 Pb: 978-0-415-41199-8: $45.95 For more information, visit: www.routledge.com/9780415411998
Edited by Julio Cammarota and Michelle Fine, City University of New York, USA 2008: 6 x 9: 256pp Hb: 978-0-415-95615-4: $145.00 Pb: 978-0-415-95616-1: $37.95 eBook: 978-0-203-93210-0 For more information, visit: www.routledge.com/9780415956161
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New
New
NEW
2nd Edition
Handbook of Research on Schools, Schooling and Human Development
Handbook of Asian Education
Education as Enforcement The Militarization and Corporatization of Schools Edited by Kenneth J. Saltman, DePaul University, USA and David A. Gabbard, East Carolina University, USA
The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposed the many ways schooling has become the means through which the expansion of global corporate power are enforced. Since publication of the first edition, these trends have increased to disturbing levels as a result of the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically called into question the basic assumptions undergirding neoliberal ideology. An understanding of the enforcement of these corporate economic imperatives remains imperative to a critical discussion of related militarized trends in schools, whether through accountability and standards, school security, or other discipline based reforms. Education as Enforcement elaborates upon the central arguments of the first edition and updates readers on how recent events have reinforced their continued original relevance. In addition to substantive updates to several original chapters, this second edition includes a new foreword by Henry Giroux, a new introduction, and four new chapters that reveal the most contemporary expressions of the militarization and corporatization of education. New topics covered in this collection include zero-tolerance, foreign and second language instruction in the post-9/11 context, the rise of single-sex classrooms, and the intersection of the militarization and corporatization of schools under the Obama administration.
August 2010: 6 x 9: 328pp Hb: 978-0-415-87599-8: $140.00 Pb: 978-0-415-87601-8: $41.95 eBook: 978-0-203-84322-2
Edited by Judith L. Meece, University of North Carolina at Chapel Hill, USA and Jacquelynne S. Eccles, University of Michigan, USA
Children spend more time in school than in any social institution outside the home. Schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: • Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroomlevel influences such as teacher-student relations to broader influences such as school organization and educational policies. • Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. • Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. • Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
For more information, visit: www.routledge.com/9780415876018
May 2010: 8-1/2 x 11: 536pp Hb: 978-0-8058-5948-5: $295.00 Pb: 978-0-8058-5949-2: $119.95 eBook: 978-0-203-87484-4
Learning to Fail
For more information, visit: www.routledge.com/9780805859492
How Society Lets Young People Down Fran Abrams, Freelance Journalist, UK
Blending interviews with those most closely affected together with views from key commentators and experts the author creates a vivid picture of a system and societal failure; a failure both that is at once both embarrassing and avoidable.
2009: 6-1/4 x 9-1/4: 184pp Hb: 978-0-415-48395-7: $130.00 Pb: 978-0-415-48396-4: $35.95 eBook: 978-0-203-86482-1 For more information, visit: www.routledge.com/9780415483964
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Edited by Yong Zhao, Michigan State University, USA, Co-Editors: Jing Lei, Syracuse University, USA, Guofang Li, Michigan State University, USA, Ming Fang He, Georgia Southern University, USA, Kaori Okano, La Trobe University, Australia, Nagwa Megahed, Ain Shams University, Egypt, David Gamage, The University of Newcastle, Australia and Hema Ramanathan, University of West Georgia, USA Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economical perspectives. Using a culture-based framework, the volume is organized in five sections, each devoted to educational practices in one civilization in Asia: Sinic, Japanese, Islamic, Buddhist, and Hindu. Culture and culture identities essentially are civilization identities; the major differences among civilizations are rooted in their different cultures. This framework offers a novel approach to capturing the essence of the diverse educational systems and practices in Asia. December 2010: 7 x 10: 624pp Hb: 978-0-8058-6445-8: $295.00 Pb: 978-0-8058-6444-1: $114.95 eBook: 978-1-4106-1874-0 For more information, visit: www.routledge.com/9780805864441
NEW in 2011 3rd Edition
Education, Equality and Human Rights Issues of Gender, ’Race’, Sexuality, Disability and Social Class Edited by Mike Cole, Bishop Grosseteste University College Lincoln, UK With a new preface by leading educationist Peter McLaren, the updated edition of this comprehensive book provides an important educational perspective on world-wide equality issues for student teachers and teachers at all stages. Each of the five equality issues of gender, race, sexuality, disability, and social class are covered as areas in their own right, and in relation to education. Written by experts in each particular field, the chapters trace the history of the various issues up to the present and enable readers to assess their continuing relevance in the future. March 2011: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-58417-3: $130.00 Pb: 978-0-415-58416-6: $42.95 For more information, visit: www.routledge.com/9780415584166
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NEW in 2011
NEW
Disciplines of Education
Education and the Culture of Consumption
Confronting Global Gender Justice
Personalisation and the Social Order
Women’s Lives, Human Rights
David Hartley, University of Birmingham, UK
Edited by Debra Bergoffen, Paula Ruth Gilbert, Tamara Harvey and Connie L. McNeely, all at George Mason University, USA
Their Role in the Future of Education Research Edited by John Furlong, University of Oxford, UK and Martin Lawn, University of Edinburgh, UK
Is there a ”crisis” in the disciplines of education?
The contribution of the ”foundation disciplines” of sociology, psychology, philosophy, history, economics to the study of education has always been contested in the UK and in much of the English-speaking world. But such debates are now being brought to a head in education by the demographic crisis. Recent research has shown that with the an aging population of education academics, in 10 years time, there could be very few disciplinary specialists left working within faculties of education within UK Universities. But does that matter and is the UK no more than a special case? How does this ”crisis” look from Europe where the disciplines of education are more embedded, and from the USA with its more diverse higher education system? In this book, leading scholars – including A.H. Halsey, David Bridges, John Furlong, Hugh Lauder, Martin Lawn and Sheldon Rothblatt – consider the changing fortunes of each discipline as education moved away from the dominance of psychology in the 1930s, 40s and 50s as a result of the growing importance of the other disciplines and new social questions, and how the changing epistemological and political debates of the last 20 years haves resulted in their progressive demise. Finally the book confronts the question as to whether the disciplines have a place in education in the twenty-first century. The book brings the coming crisis into the public view and to explores the issue of the past, current, and future relevance of the disciplines to the study of education. It will be of interest to all international academics and researchers in the field of education and the contributory disciplines and to students on educational research methods courses. August 2010: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-58205-6: $120.00 Pb: 978-0-415-58206-3: $39.95 eBook: 978-0-203-84413-7 For more information, visit: www.routledge.com/9780415582063
Does personalisation mark a new regulatory code for education, one which corresponds with both the new work-order of production and with the makeover-prone tendencies of consumers?
For nearly 200 years the school has prepared the worker for the factory of mass production and the ‘mass consumer’ content with accepting what was on offer. But now a ‘revised’ educational code appears to be emerging which centres on the concept of ‘personalisation’, with its new mode of public service delivery and its new flexibilities of structure and pedagogical process. In this book, David Hartley raises many questions about this new interest in personalisation, including: Why now? What are the theoretical foundations of personalisation? What are its pedagogical, curricular and organisational consequences? Does it portend new (and virtual) pedagogical spaces to be opened up by digital technologies? What are the consequences for social justice of personalisation? Does personalisation diminish the socialising function of the school, or does it simply mean that the only thing we share is that we have the right to personalised service? Does personalisation have its intellectual roots in marketing theory rather than educational theory? Is it simply the facilitator of ‘education for consumption’, allowing for the insinuation of the ‘market’ to suffuse even more the fabric of education, albeit under the democraticsounding clarion call of freedom of choice? The book will be of interest to postgraduate students and academics studying in the fields of education policy and the social foundations of education, and will also be relevant to students studying public policy, especially health care and social care, and public management. September 2011: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-59882-8: $128.00 Pb: 978-0-415-59883-5: $39.95 For more information, visit: www.routledge.com/9780415598835
Confronting Global Gender Justice contains a unique, interdisciplinary collection of essays that address some of the most complex and demanding challenges facing theorists, activists, analysts, and educators engaged in the tasks of defining and researching women’s rights as human rights and fighting to make these rights realities in women’s lives.
With thematic sections on Complicating Discourses of Victimhood, Interrogating Practices of Representation, Mobilizing Strategies of Engagement, and Crossing Legal Landscapes, this volume offers both specific case studies and more general theoretical interventions. Contributors examine and assess current understandings of gender justice, and offer new paradigms and strategies for dealing with the complexities of gender and human rights as they arise across local and international contexts. In addition, it offers a particularly timely assessment of the effectiveness and limits of international rights instruments, governmental and nongovernmental organization activities, grassroots and customary practices, and narrative and photographic representations. This book is a valuable resource for both undergraduate and graduate students in fields such as Gender or Women’s Studies, Human Rights, Cultural Studies, Anthropology, and Sociology, as well as researchers and professionals working in related areas. November 2010: 6-1/4 x 9-1/4: 352pp Hb: 978-0-415-78078-0: $140.00 Pb: 978-0-415-78079-7: $49.95 eBook: 978-0-203-83859-4 For more information, visit: www.routledge.com/9780415780797
The Problem with Boys’ Education
Reclaiming Childhood
Beyond the Backlash
Freedom and Play in an Age of Fear
Edited by Wayne Martino and Michael D. Kehler, both at The University of Western Ontario, Canada and Marcus B. Weaver-Hightower, University of North Dakota, USA
Helene Guldberg, The Open University, UK
The Problem with Boys’ Education: Beyond the Backlash offers an illuminating analysis of the theories, politics and realities of boys’ education around the world, providing an insightful and often disturbing account of various educational systems’ successes and failings in fostering intellectual and social growth in male students.
2009: 6 x 9: 312pp Hb: 978-1-56023-682-5: $103.00 Pb: 978-1-56023-683-2: $39.95 eBook: 978-0-203-87771-5
This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Helene Guldberg argues that we need to identify what the real problems are – and how much they matter.
2009: 6-1/4 x 9-1/4: 216pp Hb: 978-0-415-47722-2: $150.00 Pb: 978-0-415-47723-9: $31.95 eBook: 978-0-203-87041-9 For more information, visit: www.routledge.com/9780415477239
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Complimentary Exam Copy
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G lobal an d C ompar ati v e E ducat i o n
3rd Edition
NEW
The Disability Studies Reader
School Trouble
Edited by Lennard J. Davis, University of Illinois at Chicago, USA
Deborah Youdell, Institute of Education, University of London, UK
The Disability Studies Reader is the most comprehensive introduction to disability studies. Now in its third edition, it contains a wide range of seminal, cutting-edge and classic articles in the field. The collection covers cultural studies, identity politics, literary criticism, sociology, philosophy, anthropology, the visual arts, gender and race studies, as well as memoir, poetry, fiction, and prose non-fiction.
Series: Foundations and Futures of Education
March 2010: 7 3/8 x 9 1/4: 672pp Hb: 978-0-415-87374-1: $150.00 Pb: 978-0-415-87376-5: $59.95 For more information, visit: www.routledge.com/9780415873765
Handbook of School-Family Partnerships Sandra L. Christenson, University of Minnesota, USA and Amy L. Reschly, University of Georgia, USA
Family and community involvement are increasingly touted as a means of improving both student and school-level achievement. This has led to an increase in policies, initiatives, and goals designed to address family involvement in schools. Once recognized and implemented, such familyschool partnerships can lead to the following benefits: enhanced communication and coordination between parents and educators; continuity in developmental goals and approaches across family and school contexts; shared ownership and commitment to educational goals; increased understanding of the complexities of childrenís situations; and the pooling of family and school resources to find and implement quality solutions to shared goals.
2009: 7 3/8 x 9 1/4: 544pp Hb: 978-0-415-96375-6: $295.00 Pb: 978-0-415-96376-3: $114.95 eBook: 978-0-203-87604-6
Identity, Power and Politics in Education
Against a backdrop of political and economic flux, renewed attention is being paid to the questions of how politics might be rejuvenated, how societies might be made fair, and what role education might have in pursuing this. This book makes an important intervention into this terrain by bringing together theories of counter-politics and radical traditions in education to make sense of the politics of daily life inside schools and exploring a range of resources for thinking about and enacting political practices that make ‘school trouble’. It: • offers a solid introduction to the much-debated issues of “intersectionality”, the limits of identity politics, and the relationship between schooling and the wider policy and political context • pieces together a series of tools and tactics that might destabilize educational inequalities by unsettling the knowledges, meanings, practices, subjectivities and feelings that are normalized and privileged in the ‘business as usual’ of school life • provides examples of curriculum materials, teachers’ accounts of their pedagogy and ethnographic observations of school practices to investigate a range of critical action in school, from overt political action pursued by educators to day-to-day pedagogic encounters between teachers and students • draws on the work of key theorists to make sense of these practices and identify the political possibilities for educators who refuse to accept the everyday injustices and wide-reaching social inequalities that face us. By exploring a politics of discourse, an anti-identity politics, a politics of feeling, and a politics of becoming, this book shows how the education assemblage can be unsettled and education can be re-imagined. It should be of interest to advanced undergraduate and postgraduate students and scholars in the fields of education, sociology, cultural studies, and social and political science.
October 2010: 6-1/4 x 9-1/4: 200pp Hb: 978-0-415-47987-5: $120.00 Pb: 978-0-415-47988-2: $36.95 eBook: 978-0-203-83937-9 For more information, visit: www.routledge.com/9780415479882
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Global and Comparative Education NEW
Schooling Internationally Globalisation, Internationalisation and the Future for International Schools Richard Bates, Deakin University, Australia The emergence of international schools in significant numbers across the globe demands analysis of their purposes, their practices and outcomes, as well as an examination of their connections to global, economic, social and cultural movements. This book sets out to provide a critical perspective on the current issues facing international schooling, particularly the conflict between ”internationalising” and ”globalising” tendencies and to explore these as they affect teachers, students, learning, curriculum, pedagogy and assessment as well as the contribution international schools might make to the achievement of global citizenship. Issues addressed include: • the emergence of international education as a global industry • the relationships between international schools to global and local cultures, global markets and civil society • the role of international schools in global networking • the political economy of international schools • the micro-politics of international schools • teachers and teaching in international schools • teaching and learning in international schools • the prospects for an international curriculum • assessment and international schools • the growth, complexity and challenges facing the International Baccalaureate • the prospects and challenge of international education for global citizenship. The well-known international contributors to this book move beyond simply describing the issues, and instead suggest ways in which the complex and often contradictory tensions within the world of international schooling and its global contexts must be examined critically. This provocative book will be of great interest to those teaching in, leading and governing international schools in countries around the world, as well as those contemplating entering the rapidly expanding world of international schooling. November 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-58927-7: $128.00 Pb: 978-0-415-58928-4: $39.95 eBook: 978-0-203-83480-0 For more information, visit: www.routledge.com/9780415589284
Browse and order online: www.routledge.com/education
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G lo ba l and Comparative Educati on
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NEW
Linguistic Imperialism Continued Robert Phillipson, Copenhagen Business School, Denmark
This volume brings together key writings since the 1992 publication of Linguistic Imperialism – Robert Phillipson’s controversial benchmark volume, which triggered a major re-thinking of the English teaching profession by connecting the field to wider political and economic forces. Analyzing how the global dominance of English in all domains of power is maintained, legitimized and persists in the twenty-first century, Linguistic Imperialism Continued reflects and contributes in important ways to understanding these developments. *This book is not available for sale in India, Pakistan, Bangladesh, Sri Lanka, Nepal, and Butan.
January 2010: 5-1/2 x 8-1/2: 416pp Pb: 978-0-415-87201-0: $52.95 eBook: 978-0-203-85717-5 For more information, visit: www.routledge.com/9780415872010
Global Crises, Social Justice, and Education Edited by Michael W. Apple, University of Wisconsin-Madison, USA Global Crises, Social Justice, and Education looks into the ways we understand globalization and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world. This timely collection provides thorough and detailed analyses of four specific centers of global crisis: the United States, Japan, Israel/Palestine, and Mexico. Each chapter engages in a powerful and critical analysis of what exactly is occurring in these regions and counters with an equally compelling critical portrayal of the educational work being done to interrupt global dominance and subordination. Without settling for vague ideas or romantic slogans of hope, Global Crises, Social Justice, and Education offers real, concrete examples and strategies that will contribute to ongoing movements and counter-hegemonic struggles already active in education today.
2009: 6 x 9: 224pp Hb: 978-0-415-99596-2: $130.00 Pb: 978-0-415-99597-9: $38.95 eBook: 978-0-203-86144-8 For more information, visit: www.routledge.com/9780415995979
Globalizing Education Policy
Gender Education and Equality in a Global Context
Fazal Rizvi, University of Illinois, USA and Bob Lingard, University of Queensland, Australia
Conceptual Frameworks and Policy Perspectives
”Rizvi and Lingard’s account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects – structural and individual – and resistance to them. In the enormous body of writing on globalisation this book stands out and will become a basic text in education policy courses around the world.” – Stephen J. Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK
Edited by Shailaja Fennell and Madeleine Arnot, both at University of Cambridge, UK
Rizvi and Lingard explore the key global drivers of policy change in education and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that in many countries these precepts have become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise. These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced and negotiated by all countries. 2009: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-41625-2: $125.00 Pb: 978-0-415-41627-6: $45.95 eBook: 978-0-203-86739-6 For more information, visit: www.routledge.com/9780415416276
Globalizing Education, Educating the Local How Method Made us Mad Ian Stronach, Liverpool John Moores University, UK This book offers a critical and deconstructive account of global discourses on education, arguing that these overblown ”hypernarratives” are neither economically, technically nor philosophically defensible. Nor even sane. Their ”mythic economic instrumentalism” mimic rather than meet the economic needs of global capitalism in ways that the Crash of 2008 brings into vivid disarray. They reduce national education to the same ”hollowed out” state as national capitalisms, subject to global pseudo-accountancy and fads. The book calls for a philosophical and methodological revolution, arguing for more transformative narratives that remodel qualitative inquiry, particularly in addressing a more performative rather than representative ideal. 2009: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-43111-8: $125.00 eBook: 978-0-203-86362-6
Gender Education and Equality in a Global Context is an invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development. 2009: 6-1/4 x 9-1/4: 246pp Pb: 978-0-415-55205-9: $42.50 For more information, visit: www.routledge.com/9780415552059
NEW
Fabricating Quality in Education Data and Governance in Europe Edited by Jenny Ozga, University of Edinburgh, UK, Peter Dahler-Larsen, University of Southern Denmark, Denmark, Hannu Simola, University of Helsinki, Finland and Christina Segerholm, Mid Sweden University, Sweden This book argues that data and their use constitute a form of governance of education. It highlights the ways in which education is steered and managed so that a European education policy space is ”fabricated” through data which travel across national systems, and which enter and restructure provision to make it measurable, comparable and governable. December 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-58342-8: $125.00 For more information, visit: www.routledge.com/9780415583428
2nd Edition
World Bank Financing of Education Lending, Learning and Development Phillip W. Jones, University of Sydney, Australia Based on detailed analysis of thousands of confidential World Bank documents, this book demonstrates that the World Bank lies at the centre of the major changes in global education of our time. It outlines the evolution of World Bank lending policies in education, and assesses the policy impact of the Bank’s educational projects. Following on from the success of the first edition, this revised edition covers topical issues of globalisation and looks into the political debate concerning aid to developing countries. It will be of enormous value to those studying, or working in, educational policy in developing countries, international organisations and financial institutions, and aid agencies. 2009: 6-1/4 x 9-1/4: 318pp Pb: 978-0-415-56707-7: $39.95 For more information, visit: www.routledge.com/9780415567077
For more information, visit: www.routledge.com/9780415431118
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NEW IN 2011
The Handbook of Practice and Research in Study Abroad
Education, Poverty and International Development Series
Higher Education and the Quest for Global Citizenship
Series editors: Madeleine Arnot and Christopher Colclough, University of Cambridge, UK This series provides new analyses of the relationships between education, poverty and international development and offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.
Teacher Education and the Challenge of Development
Education Outcomes and Poverty in the Global South
A Global Analysis
A Reassessment
Edited by Bob Moon, The Open University, UK
Edited by Christopher Colclough, University of Cambridge, UK
Everyone remembers a good teacher. But across the world, in developing country contexts, millions of children, seventy-five million at the last estimate, have no access to schooling and no opportunity to engage with any teachers at all.
Based on highly innovative research that addressed common research questions across four countries in Africa and South Asia, the book presents new theoretical and empirical knowledge that will help to improve education and poverty reduction strategies in developing countries, through an enhanced recognition of education’s actual and potential role.
July 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-60071-2: $120.00 For more information, visit: www.routledge.com/9780415600712
October 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-58202-5: $125.00 For more information, visit: www.routledge.com/9780415582025
Education Quality and Social Justice in the Global South Challenges for Policy, Practice and Research Edited by Leon Tikly and Angeline Barrett, both at University of Bristol, UK Drawing on state of the art evidence about implementing education quality in low income countries, this book opens up the black box of the classroom and explores how practices of teaching and learning impact on different groups of learners in the global South. September 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-60354-6: $120.00 For more information, visit: www.routledge.com/9780415603546
Edited by Ross Lewin, University of Connecticut, USA Co-published with the Association for American Colleges and Universities (AAC&U)
The Handbook of Practice and Research in Study Abroad is a comprehensive survey of the field. Each chapter eloquently conveys an enthusiasm for study abroad alongside a critical assessment of the most up-to-date research, theory, and practice.
2009: 7 x 10: 608pp Hb: 978-0-415-99160-5: $155.00 Pb: 978-0-415-99161-2: $69.95 eBook: 978-0-203-87664-0 For more information, visit: www.routledge.com/9780415991612
Internationalisation and the Student Voice Higher Education Perspectives Edited by Elspeth Jones, Leeds Metropolitan University, UK
This groundbreaking volume seeks to take the first steps in analyzing the impact of internationalization initiatives from student perspectives. As programs are increasingly delivered overseas and we seek to offer domestic students an international experience, how do we know what works for students and what does not? Encompassing the fast-growing global imperative is a significant challenge for higher education and this collection identifies opportunities for enrichment of the learning environment, with all chapters based on direct research with students. The book provides essential reading for anyone engaged in internationalization and wishing to learn more about the impact on students of a range of initiatives in order to apply the lessons in their own contexts.
Order Yours Today! For simple and secure online ordering, please visit www.routledge.com/education Or use the order form at the back of this catalog.
Browse and order online: www.routledge.com/education
2009: 6 x 9: 240pp Hb: 978-0-415-87127-3: $140.00 Pb: 978-0-415-87128-0: $47.95 eBook: 978-0-203-86530-9 For more information, visit: www.routledge.com/9780415871280
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E du cat io nal Studies
16
Educational Studies
NEW
NEW in 2011
Foundations of Education
A Philosophy of Learning
The Essential Texts
Understanding the Essence of Being and Learning
Edited by Susan F. Semel, The City College of New York, Graduate Center, USA
New
Handbook of Research in the Social Foundations of Education Edited by Steven Tozer, University of Illinois, Chicago, USA, Bernardo P. Gallegos, National University, Los Angeles, USA, Annette Henry, University of Washington, Tacoma, USA, Mary Bushnell Greiner, Queens College, City University of New York, USA and Paula Groves Price, Washington State University, USA
Foundations of Education helps aspiring teachers interpret the craft of teaching within the historical, philosophical, cultural, and social contexts of education inside and outside of schools. This volume contains substantial selections from those works widely regarded as central to the development of the field. These are the ”essential texts” that lay the basis of further study for any serious student of education. The text is organized around the separate foundations disciplines – history, politics, sociology, philosophy – and includes extended selections from the works of John Dewey and W.E.B. DuBois to contemporary thinkers such as Maxine Greene and Diane Ravitch. Noted scholar and editor of this volume, Susan Semel, provides an introductory essay as well as questions for further discussion that contextualize the readings and highlight the selections’ continued importance and application to today’s most pressing educational issues.
Since the 1930s, scholars in the SFE have influenced the field of education in two major ways: first, through professional preparation and development of teachers and school leaders, and second, through research into the social contexts of education, teaching, and learning.
This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study. Key Features include: • Comprehensive – no other volume offers such a wide range of cross-disciplinary and theoretical approaches to inquiry and then demonstrates those approaches in applied research. • Leading-Edge Scholarship – chapter authors range from some of the most established and recognized names in the field to dynamic young scholars who are shaping the next generation of social foundations research. • Contemporary Focus – chapters throughout the volume provide in-depth examinations of current cultural and technological changes in communications media, youth culture, sexual orientations, and the environment. • Globalization Focus – authors examine the causes and consequences of globalization in contemporary life from various perspectives. This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction. July 2010: 8-1/2 x 11: 752pp Hb: 978-0-8058-4211-1: $295.00 Pb: 978-0-8058-4212-8: $119.95 eBook: 978-0-203-87483-7 For more information, visit: www.routledge.com/9780805842128
Complimentary Exam Copy
March 2010: 7 x 10: 232pp Hb: 978-0-415-80624-4: $150.00 Pb: 978-0-415-80625-1: $44.95 For more information, visit: www.routledge.com/9780415806251
Philosophy of Education The Essential Texts Edited by Steven M. Cahn, The City University of New York, Graduate Center, USA
Philosophy of education is a study both of the aims of education and the most appropriate means of achieving those aims. This volume contains substantial selections from those works widely regarded as central to the development of the field. These are the ”essential texts” that lay the foundation for further study. The text is historically organized, moving from classical thought (Plato, Aristotle), through the medieval period (Augustine), to modern perspectives (Locke, Rousseau, Wollstonecraft), and twentieth-century thinkers (Whitehead, Dewey). Each selection is followed by an extended interpretative essay in which a noted authority of our time highlights essential points from the readings and places them in a wider context.
Peter Jarvis, University of Surrey, UK This is not a philosophy of education – the perspective of this ground-breaking book is existential and its focus is human learning. The book is about human being and learning, the love of wisdom that locates learning in the person. At the same time in this exciting new book Peter Jarvis explores the differences between education, teaching and learning. As learning is increasingly being located in the person it means that it can be studied by any human discipline, This book is about much more than learning from an existentialist perspective. For under this surface there is another important theme running, that of evolution and adaptation as learning. It also has sub themes that address pre-conscious learning, embodied learning, and the mind/body relation. Carefully addressing each of the key issues about our understanding of learning the author looks in turn at: • What is learning? • What is a person? • Evolution • The importance of time • The importance of experience • Perception and skepticism • Thinking and reasoning • Knowledge and belief, and • The morality and learning. Finally by drawing together all the elements that constitute learning – existentialism, evolution and adaptation, individual and group, the limits of human learning itself – the author shows how learning is intrinsic to becoming and in some way it is one of the driving forces of becoming. The value of learning to the human being lies here and only when we disengage does our becoming slow down; since we always need to learn in order to be. April 2011: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-57131-9: $130.00 Pb: 978-0-415-57132-6: $42.95 For more information, visit: www.routledge.com/9780415571326
Exhibiting both breadth and depth, this text is ideal as a reader for courses in philosophy of education, foundations of education, and the history of ideas. 2009: 7 x 10: 512pp Hb: 978-0-415-99755-3: $155.00 Pb: 978-0-415-99440-8: $46.95 For more information, visit: www.routledge.com/9780415994408
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E ducati on al S tu d i es
Routledge Key Ideas in Education Series Series editors: Greg Dimitriadis, University at Buffalo, SUNY, USA and Bob Lingard, University of Queensland, Australia NEW in 2011
NEW in 2011
NEW in 2011
Globalization and Education
Gender and Education
Marx and Education
Madeleine Arnot, University of Cambridge, UK
Fazal Rizvi, University of Illinois, USA
Jean Anyon, City University of New York, Graduate Center, USA
Globalization and Education provides a critical introduction to various theories of globalization and the implications they are assumed to have for educational policy and practice. Using the current global financial crisis as a backdrop, internationally renowned author Fazal Rizvi examine a series of questions about the ways in which globalization has been variously represented in theoretical, policy and popular discourses. In clear, concise language, Rizvi argues that the problem is not the idea of globalization itself but a particular ideological representation of the manner in which educational policy and practice should be aligned to its dictates. Both an introduction to the topic and a fresh analysis designed to elicit wide-ranging discussions, the book opens with discussion of some of the key contemporary theories of globalization and education in order to show these are shaped by a neo-liberal social imaginary. The second half of the book describes some of the discontents such a social imaginary has produced among particular groups of people, relegating them to the edges of the global community and resulting in vast and unacceptably high levels of inequalities. Not content to accept the popular assumption that there is no alternative to a neoliberal view of globalization, the book concludes with an overview of the many alternatives already proposed and the role that education might need to play in articulating a better, more democratic and just, way of imagining the interconnected and interdependent world. Ideal for courses in education policy and education studies, this valuable teaching resource is essential reading for anyone who wishes to read more about the issues and controversies at the intersection of globalization, education, and society. January 2011: 6 x 9: 132pp Hb: 978-0-415-88124-1: $125.00 Pb: 978-0-415-88163-0: $31.95 For more information, visit: www.routledge.com/9780415881630
Understanding the field of gender and education today requires thinking more critically about paradigmatic models of gender and their goals for educational and social reform. It involves recognizing that the international project of the women’s movement of the 1960s and 1970s has had a deep influence in many countries, not just in those which are income rich. In this context, it is important to think critically and analytically about how gender is conceptualized in both international and national policy making and research and the ways in which gender analysis in education can now contribute to the creation of emancipatory forms of gender relations, and global gender justice. The aim of this introductory text from international authority Madeleine Arnot, is to understand where the field of gender and education is located at present, its strengths and weaknesses in terms of foci, its theoretical advance, its methodological sophistication and its policy relevance and impacts. It provides a concise but comprehensive introduction to the progressive discussions in feminist theory and the role of education in relation to the structuring of familial, institutional, political and economic sites. The book concludes by considering some of the contemporary challenges which gender and education as a field of scholarship and political action face in the context of international and global developments. Ideal for courses in education studies, sociology, gender studies, women’s studies, development studies, this valuable teaching resource is essential reading for anyone who wishes to read more about the controversies associated with gender issues in education and society.
There is one Karl Marx, and a multitude of Marxisms. Basic ideas expressed by Marx – for example, that capitalism is inherently contradictory and prone to crisis, that social class is central to personal exploitation and oppression, and that the industrial working class is key to revolutionary change – have been ignored or reworked by others calling themselves Marxists in ways that not only contradict each other, but contradict what Marx actually said. In this pithy, accessible book, internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been taken up in education studies as a guide to analysis, research, and practice. Beginning with a brief overview of Marxist ideas and terms, Anyon then moves to ways educational scholarship in a Marxian vein has typically flowed from three basic concepts: class as an explanatory social and educational variable; capitalism as a primary source of systemic social, economic, and educational inequality; and ideology critique as a model for alternative educational analysis and critical classroom pedagogy. The book concludes with a look toward current teaching and writing that attempts to exemplify what is relevant in Marx, and replace that which has been outdone by historical events. Drawing from examples of her own recent work with students, Anyon further provides concrete examples of how Marxist ideas and a redefined Critical Social Theory can transform empirical research. April 2011: 6 x 9: 132pp Hb: 978-0-415-80329-8: $125.00 Pb: 978-0-415-80330-4: $31.95 For more information, visit: www.routledge.com/9780415803304
April 2011: 6 x 9: 132pp Hb: 978-0-415-80331-1: $125.00 Pb: 978-0-415-80332-8: $31.95 For more information, visit: www.routledge.com/9780415803328
New
Freud and Education Deborah P. Britzman, York University, Canada
The concept of education – its dangers and promises and its illusions and revelations – threads throughout Sigmund Freud’s body of work. This introductory volume by psychoanalytic authority, Deborah P. Britzman, explores key controversies of education through a Freudian approach. It defines how fundamental Freudian concepts such as the psychical apparatus, the drives, the unconscious, the development of morality, and transference have changed throughout Freud’s oeuvre. An ideal text for courses in education studies, human development, and curriculum studies, Freud and Education concludes with new Freudian-influenced approaches to the old dilemmas of educational research, theory, and practice. September 2010: 5 x 7 3/4: 176pp Hb: 978-0-415-80225-3: $125.00 Pb: 978-0-415-80226-0: $31.95 eBook: 978-0-203-84150-1 For more information, visit: www.routledge.com/9780415802260
Browse and order online: www.routledge.com/education
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NEW
New
NEW
Hermeneutics, History and Memory
The History of U.S. Higher Education
The Struggle for the History of Education
Philip Gardner, University of Cambridge, UK
Methods for Understanding the Past
Edited by Marybeth Gasman, University of Pennsylvania, USA
Gary McCulloch, Institute of Education, University of London, UK
History is the true record of an absent past. The trust between historians and their readers has always been founded upon this traditional claim. In a postmodern world, that claim and that trust have both been challenged as never before, drawing either angry or apologetic responses from historians.
Hermeneutics, History and Memory answers differently. It sees the sceptical challenge as an opportunity for reflection on history’s key processes and practices, and draws upon methodological resources that are truly history’s own, but from which it has become estranged. In seeking to restore these resources, to return history to its roots, this book presents a novel contribution to topical academic debate, focusing principally upon: • the challenges and detours of historical methodology • hermeneutic interpretation in history • the work of Paul Ricoeur • the relation between history and memory.
Series: Core Concepts in Higher Education The History of U.S. Higher Education explores critical methodological issues in the history of American higher education, including often-overlooked issues such as race, class, gender, and sexuality.
Chapters include: Reflective exercises that combine theory and practice, Research Method Tips, and Further Reading Suggestions. The text allows students to understand the processes that historians use when conducting their own research. Leading historians and those at the forefront of new research explain how historical literature is discovered and written, and provide readers with the methodological approaches to conduct historical higher education research of their own. The contributors guide readers as they develop a rich appreciation for the craft of history and the importance of understanding higher education’s past.
Series: Foundations and Futures of Education In this book Gary McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including: • finding a set of common causes for the field as a whole; • engaging more effectively with social sciences and humanities while maintaining historical integrity; • forming a rationale of missions and goals for the field; • defining the overall content of the subject, its priorities and agendas; • and reassessing the relevance of educational history to current educational and social issues. Throughout this book the origins of unresolved debates and tensions about the nature of the field of history education are discussed and key examples are analyzed to present a new view of future development. Drawing on thirty years of experience as a researcher and teacher in the history of education, McCulloch presents a groundbreaking critique of the history of education in the modern world, which will appeal to both researchers and students in the field of education.
Hermeneutics, History and Memory will appeal to experienced historical researchers who seek to explore the theoretical and methodological foundations of their empirical investigations. It will also be highly beneficial to research students in history and the social sciences concerned with understanding the principles and practices through which documentary analysis and in-depth interview can be both validated and conducted.
May 2010: 7 x 10: 240pp Hb: 978-0-415-87364-2: $130.00 Pb: 978-0-415-87365-9: $43.95 eBook: 978-0-203-85244-6
January 2010: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-35337-3: $125.00 Pb: 978-0-415-35338-0: $45.95 eBook: 978-0-203-86012-0
New
Education Reconfigured
Introduction to American Higher Education
Culture, Encounter, and Change
Edited by Shaun R. Harper, University of Pennsylvania, USA and Jerlando F.L. Jackson, University of Wisconsin, USA
As philosophers throughout the ages have asked, what is justice? What is truth? What is art? What is law? The internationally acclaimed philosopher of education Jane Roland Martin asks what is education? In answer, she puts forward a unified theory that casts education in a brand new light. Responding to the call John Dewey made over a century ago for an enlarged outlook on education, Martin’s “theory of education as encounter” places culture alongside the individual at the heart of the educational process thus enabling us to see education as we never have. Look through her theory’s lens and you can see that education takes place not only in school but at home, on the street, in the mall: in other words, everywhere and all the time. Look through that lens and you can see that education does not always spells improvement; that, on the contrary, it can be for the better or the worse. Indeed, you can see that it is inevitably a maker and shaper of both individuals and cultures.
For more information, visit: www.routledge.com/9780415353380
2nd Edition
The School in the United States
For more information, visit: www.routledge.com/9780415873659
Introduction to American Higher Education is a groundbreaking collection that combines essential, classic contributions with the most cutting-edge thinking in the field.
A Documentary History Edited by James W. Fraser, New York University, USA
In this second edition of The School in the United States: A Documentary History, James W. Fraser once again provides the essential primary documents for a study of the history of education in the United States.
Comprehensive enough to be used as a main text, but brief enough to be used alongside another, The School in the United States remains an ideal resource and textbook for any student and teacher of the history of education in the United States. 2009: 7 x 10: 432pp Hb: 978-0-415-80210-9: $150.00 Pb: 978-0-415-80211-6: $54.95 For more information, visit: www.routledge.com/9780415802116
Complimentary Exam Copy
T he book is divided into five sections and contains 25 essential readings on the following topics: • college students • faculty • teaching, learning, and curriculum • administration, governance and leadership • higher education policy. Each section includes chapters on community colleges and four-year institutions, as well as substantive overviews. This impressive volume brings together the best scholarship in one comprehensive text. September 2010: 7 x 10: 452pp Hb: 978-0-415-80325-0: $180.00 Pb: 978-0-415-80326-7: $64.95 For more information, visit: www.routledge.com/9780415803267
December 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-56534-9: $128.00 Pb: 978-0-415-56535-6: $39.95 For more information, visit: www.routledge.com/9780415565356
NEW IN 2011
Jane Roland Martin, University of Massachusetts, Boston, USA
Above all, Martin’s new educational paradigm reveals that education is too important to be left solely to the professionals; that it is one of the great forces in human society and, as such, deserves the attention and demands the vigilance of every thoughtful person. April 2011: 6 x 9: 256pp Hb: 978-0-415-88962-9: $140.00 Pb: 978-0-415-88963-6: $37.95 For more information, visit: www.routledge.com/9780415889636
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Sociocultural, Political, and Historical Studies in Education Series Reclaiming Education for Democracy
NEW
NEW in 2011
The Politics of American Education
Teaching for EcoJustice Sustainability, Democracy, and Diversity
Thinking Beyond No Child Left Behind
Joel Spring, Queens College and the Graduate Center of the City University of New York, USA
Rebecca A. Martusewicz and Johnny Lupinacci, both at Eastern Michigan University, USA and Jeff Edmundson, Portland State University, USA
Paul Shaker, Simon Fraser University, Canada and Elizabeth E. Heilman, Michigan State University, USA
Designed for introductory social foundations or multicultural education courses, this text offers a powerful model for cultural ecological analysis and pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Teaching for Eco-Justice features:
Recipient: 2009 AERA Division K Award for Exemplary Research in Teaching and Teacher Education!
Turning his distinctive analytical lens to the politics of American education, Joel Spring looks at contemporary educational policy issues from theoretical, practical, and historical perspectives. This comprehensive overview documents and explains who influences educational policy and how, bringing to life the realities of schooling in the twenty-first century and revealing the ongoing ideological struggles at play. Coverage includes the influence of global organizations on American school policies and the impact of emerging open source and other forms of electronic textbooks. Thought-provoking, lucid, original in its conceptual framework and rich with engaging examples from the real world, this text is timely and useful for understanding the big picture and the micro-level intricacies of the multiple forces at work in controlling U.S. public schools. It is the text of choice for any course that covers or addresses the politics of American education. Companion Website: The interactive Companion Website accompanying this text includes relevant data, public domain documents, YouTube links, and links to websites representing political organizations and interest groups involved in education. December 2010: 6 x 9: 240pp Hb: 978-0-415-88439-6: $140.00 Pb: 978-0-415-88440-2: $44.95 eBook: 978-0-203-83899-0 For more information, visit: www.routledge.com/9780415884402
4th Edition
Political Agendas for Education From Change We Can Believe In To Putting America First Joel Spring, Queens College and the Graduate Center of the City University of New York, USA
Bringing up-to-date Joel Spring’s ongoing documentation and analysis of political agendas for education in the US, the fourth edition of Political Agendas for Education focuses on the Republican and Democratic parties in the 2008 national election and post-2008 election era, considered within the context of the evolution of the Republican and Democratic education agendas.
• an engaging writing style weaving together a depth of theoretical knowledge with personal and classroom experience of the authors • a Conceptual Toolbox in each chapter introducing important concepts students can use to reflect on their own assumptions and to develop their critical analytic powers in relation to important problems • pedagogical activities in each chapter: Examples of lessons and teacher reflections; suggested readings; annotated bibliography of resources. EcoJustice education is not an ”add-on” approach that simply adds the environment to a long list of social problems that need to be addressed. Rather, it presents a paradigm shift in thinking about the connections among all of these problems, education’s responsibilities relative to them, and how they can be addressed by teachers and teacher educators. Arguing that social justice must be understood within this larger ecological context, this text emphasizes the interrelationship among biological, cultural and linguistic diversity in an effort to introduce students to the principles and relationships necessary for educating future citizens for diverse, democratic, and sustainable communities. August 2011: 6 x 9: 248pp Hb: 978-0-415-87250-8: $135.00 Pb: 978-0-415-87251-5: $44.95 eBook: 978-0-203-83604-0 For more information, visit: www.routledge.com/9780415872515
Minority Status, Oppositional Culture, & Schooling Edited by John U. Ogbu, University of California, Berkeley, USA 2008: 6 x 9: 688pp Hb: 978-0-8058-5103-8: $165.00 Pb: 978-0-8058-5104-5: $53.95 eBook: 978-0-203-93196-7 For more information, visit: www.routledge.com/9780805851045
2009: 6 x 9: 208pp Hb: 978-0-415-80642-8: $135.00 Pb: 978-0-415-80643-5: $32.95 eBook: 978-0-203-86625-2 For more information, visit: www.routledge.com/9780415806435
Browse and order online: www.routledge.com/education
2008: 6 x 9: 256pp Hb: 978-0-8058-5841-9: $145.00 Pb: 978-0-8058-5842-6: $45.95 eBook: 978-0-203-89451-4 For more information, visit: www.routledge.com/9780805858426
NEW
Place- and CommunityBased Education in Schools Gregory A. Smith, Lewis and Clark College, USA and David Sobel, Antioch New England Graduate School, USA
This book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.
February 2010: 184pp Hb: 978-0-415-87518-9: $135.00 Pb: 978-0-415-87519-6: $36.95 eBook: 978-0-203-85853-0 For more information, visit: www.routledge.com/9780415875196
Indigenous Educational Models for Contemporary Practice In Our Mother’s Voice, Volume II Edited by Maenette Kape’ahiokalani Padeken Ah Nee-Benham, Michigan State University, USA 2008: 6 x 9: 304pp Hb: 978-0-8058-6402-1: $145.00 Pb: 978-0-8058-6403-8: $43.95 eBook: 978-1-4106-1855-9 For more information, visit: www.routledge.com/9780805864038
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Sociocultural, Political, and Historical Studies in Education Series
NEW
Radical Education and the Common School
Critical Pedagogies of Consumption
NEW IN 2011
Living and Learning in the Shadow of the ’Shopocalypse’
Foundations and Possibilities
Michael Fielding and Peter Moss, Thomas Coram Research Unit, Institute of Education, UK
Annette B. Hemmings
Series: Foundations and Futures of Education
Focused on critical and problematic elements of the urban high school, this theory-based text introduces readers to the historical, sociological, anthropological, and political foundations of urban public secondary schooling and also to possibilities for urban public school reform.
“Every now and then there comes a book on education to make the blood course through your veins and steel your resolve that ‘It doesn’t have to be like it is’; you know after reading it that something else better is possible. Paulo Freire’s Pedagogy of the Oppressed and John Holt’s How Children Fail spring to mind as well known examples. Well here’s another to stand alongside their work. Written with passion and incisiveness in equal measure, it will lift the spirits and re-energise all who are engaged in education not simply as a means of earning a living but as a way of changing the world for the better.” – Tim Brighouse, Visiting Professor at the Institute of Education, University of London, UK
Edited by Jennifer A. Sandlin, Arizona State University, USA and Peter McLaren, University of California, Los Angeles, USA ”Its focus on learning, education and pedagogy gives this book a particular relevance and significance in contemporary cultural studies. Its impressive authors, thoughtful structuring, wide range of perspectives, attention to matters of educational policy and practice, and suggestions for transformative pedagogy all provide for a compelling and significant volume.” – H. Svi Shapiro, University of North Carolina– Greensboro, USA
2009: 6 x 9: 304pp Hb: 978-0-415-99789-8: $140.00 Pb: 978-0-415-99790-4: $44.95 eBook: 978-0-203-86626-9 For more information, visit: www.routledge.com/9780415997904
Education and Hope in Troubled Times
Urban High Schools
Part I, Foundations, covers historical context, sociological basics, anthropological perspectives and explores the dynamics of power in urban education. Part II, Possibilities, looks at urban high school reforms, with analyses of key debates and discussions of various approaches to organizational and pedagogical change that promise possibilities for real and effective urban high school improvement. Designed to engage students in urban education courses and programs in thinking about, conducting research on, and applying concepts in their own practices, each chapter includes concept boxes summarizing key ideas, a summative commentary, and questions for discussion and student research. Urban High Schools: Foundations and Possibilities is an excellent resource for students, faculty, and policy makers wishing to inform their work with and within urban high schools from social, cultural, and political perspectives. September 2011: 6 x 9: 208pp Hb: 978-0-415-87870-8: $135.00 Pb: 978-0-415-87871-5: $39.95
Visions of Change for Our Children’s World
For more information, visit: www.routledge.com/9780415878715
Edited by H. Svi Shapiro, University of North Carolina at Greensboro, USA
Globalization of Education
Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction.
2009: 6 x 9: 304pp Hb: 978-0-415-99425-5: $140.00 Pb: 978-0-415-99426-2: $46.95 eBook: 978-0-203-88185-9 For more information, visit: www.routledge.com/9780415994262
An Introduction Joel Spring, Queens College and the Graduate Center of the City University of New York, USA 2008: 6 x 9: 264pp Hb: 978-0-415-98946-6: $130.00 Pb: 978-0-415-98947-3: $30.95 eBook: 978-0-203-88685-4 For more information, visit: www.routledge.com/9780415989473
A Democratic Alternative
What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardization, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a personcentered education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ”common school,” a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centered learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from a range of stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education – teachers and students, academics and policy makers, parents and politicians. December 2010: 6-1/4 x 9-1/4: 216pp Hb: 978-0-415-49828-9: $120.00 Pb: 978-0-415-49829-6: $39.95 For more information, visit: www.routledge.com/9780415498296
Complimentary Exam Copy
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New
NEW in 2011
Education, Politics and Religion
Changing Schools
Reconciling the Civil and the Sacred in Education James Arthur, University of Birmingham, UK Liam Gearon, University of Plymouth, UK and Alan Sears, University of New Brunswick, Canada
In recent years a number of popular books have savaged religion, arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularizing agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise. For the most part the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognizes that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularizing agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy. Education, Politics and Religion will be of value to any who are interested in exploring how democracies can include the voices of all their citizens: the religious and the secular.
June 2010: 6-1/4 x 9-1/4: 176pp Hb: 978-0-415-56548-6: $120.00 Pb: 978-0-415-56549-3: $39.95 eBook: 978-0-203-84657-5 For more information, visit: www.routledge.com/9780415565493
Alternative Approaches to Make a World of Difference Edited by Bob Lingard, University of Queensland, Australia, Pat Thomson, University of Nottingham, UK and Terry Wrigley, University of Edinburgh, UK The raising of standards in schools is a global challenge to policy makers. To overcome it means to remove the ongoing influence of poverty on school success. In an age of global mobility, economic polarization and unprecedented environmental and cultural challenges, the education of all children and young people to higher levels has become a key issue of international policy. This book presents new thinking and practice for progressing school change today, drawn from the works of authors around the world. Educational policy-making has been dominated by particular human capital oriented theories of school improvement, formulated and implemented in neo-liberal political environments. This book seeks to challenge this dominance. It draws both on contemporary innovations in practice and theory and long standing traditions of alternative thinking and practice. Linking together and articulating other ways of conceiving of and implementing school change, it bases its findings on values of equality and global citizenship. It shows how schools can work to make different knowledges, languages, narratives, truths and ways of being integral to mainstream curriculum, pedagogy, assessment, and school cultures and structures. January 2011: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-55859-4: $125.00 Pb: 978-0-415-55860-0: $42.95 For more information, visit: www.routledge.com/9780415558600
Teaching Critical Thinking Practical Wisdom bell hooks, Berea College, USA
In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today.
Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today. 2009: 6 x 9: 208pp Hb: 978-0-415-96819-5: $125.00 Pb: 978-0-415-96820-1: $24.95 eBook: 978-0-203-86919-2 For more information, visit: www.routledge.com/9780415968201
Educating for the Knowledge Economy Edited by Hugh Lauder, Harry Daniels, Maria Balarin and John Lowe, all at University of Bath, UK and Michael Young, University of London, UK Will the knowledge economy – as governments promise – provide knowledge workers with a degree of autonomy and permission to think which enables them to be creative and to attract high incomes? The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy makers and educationists across the world see education as central to economic competitiveness. However, this book asks fundamental questions about the relationship between the economy and education since, in contrast to policy makers’ rhetoric, the relationship between the two sectors is not straightforward. An unorthodox account of the knowledge economy and economic globalisation suggests that autonomy in the workplace and permission to think will be only given to the elite. In this view many aspirant well educated middle class young workers are doomed to disappointment. In this book, leading scholars from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. Even if we assume that the official view of the knowledge economy is correct are we educating young people to be autonomous, creative thinkers? Are current policies relating to knowledge, learning and assessment consistent with the kinds of workers and skills required for the knowledge economy? August 2011 Hb: 978-0-415-61506-8: $120.00 Pb: 978-0-415-61507-5: $39.95 For more information, visit: www.routledge.com/9780415615075
Knowledge, Values and Educational Policy A Critical Perspective Edited by Harry Daniels, Hugh Lauder and Jill Porter, all at University of Bath, UK Series: Critical Perspectives on Education In Knowledge, Values and Educational Policy internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform. Issues such as what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity are addressed. Policies and practices relating to schools and the influence of educational research are also considered.
Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today. 2009: 6-3/4 x 9-3/4: 320pp Hb: 978-0-415-49119-8: $160.00 For more information, visit: www.routledge.com/9780415491198
Browse and order online: www.routledge.com/education
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Critical Social Thought Series Series Editor: Michael W. Apple, University of Wisconsin, Madison, USA NEW in 2011
The New Political Economy of Urban Education Neoliberalism, Race, and the Right to the City Pauline Lipman, University of Illinois, Chicago, USA Urban education is changing everyday in powerful ways. The old paradigms describing urban education are being eclipsed by new realities such as global neoliberal forces, a new articulation of race and class, and a politics of fear. These factors and more set the stage for Pauline Lipman’s insightful analysis of the powerful relationship between education policy and the neoliberal economic and political processes that are reshaping cities in the United States and around the globe.
Race, Whiteness, and Education Zeus Leonardo, University of California, Berkeley, USA
Controversy in the Classroom
Series: Critical Social Thought
The Democratic Power of Discussion
Race, Whiteness, and Education reaffirms a critical appreciation of whiteness within race studies of education. It interrogates the racial center and produces insights into race relations and the common sense understandings that sustain it.
Using Chicago as a case study of the interconnectedness between neoliberal urban policies on housing, economic development, and education, Lipman explores the larger implications on equity, justice, and the restructuring of the city. The book draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race to offer a significant contribution to current arguments about urban schooling and how we think about the relations between neoliberal education reforms and the transformation of cities. By examining why and how these relationships resonate with people’s lived experience, Lipman pushes the analysis one step further in hopes of constructing an urban education based on true social justice. April 2011: 6 x 9: 240pp Hb: 978-0-415-80223-9: $130.00 Pb: 978-0-415-80224-6: $34.95 For more information, visit: www.routledge.com/9780415802246
Winner of the 2009 NCSS Exemplary Research in Social Studies Award!
2009: 6 x 9: 232pp Hb: 978-0-415-99316-6: $125.00 Pb: 978-0-415-99317-3: $37.95 eBook: 978-0-203-88037-1 For more information, visit: www.routledge.com/9780415993173
NEW in 2011
Critical Curriculum Studies Education, Consciousness, and the Politics of Knowing Wayne Au, California State University, Fullerton, USA Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing offers a novel framework for thinking about how curriculum relates to student understanding of the world around them. Here, author Wayne Au draws heavily upon critical traditions within curriculum theory, feminist theory, and teaching and learning to develop a ”critical standpoint theory” for understanding how the orientation of school curriculum relates to the development of student consciousness. Using evidence from struggles over standards, high-stakes testing, textbook adoptions, and the politics of classroom practice, the work done in Critical Curriculum Studies will help educators and educational theorists better understand how the politics of knowledge, as well as social relations, are embedded within the very structure of curricular knowledge itself as part of the environmental design of classrooms. In the process, Critical Curriculum Studies also explains how such curricular structures relate to ”critical consciousness” – a concept that has been of significant debate within education.
Diana E. Hess, University of Wisconsin, Madison, USA
”Teachers are tempted to avoid controversial issues in preference for ’safe’ knowledge and ’safe’ teaching practices. This book interrupts this dangerous trend, providing a spirited and detailed argument for why curricula and teaching based on controversial issues are crucial.” – The Social Studies Professional
In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for “safe” knowledge and “safe” teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities. 2009: 6 x 9: 216pp Hb: 978-0-415-96228-5: $125.00 Pb: 978-0-415-96229-2: $37.95 eBook: 978-0-203-87888-0 For more information, visit: www.routledge.com/9780415962292
April 2011: 6 x 9: 224pp Hb: 978-0-415-87711-4: $140.00 Pb: 978-0-415-87712-1: $37.95 For more information, visit: www.routledge.com/9780415877121
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
E ducati on al S tu d i es
Educational Theories, Cultures and Learning
Critical Social Thought Series (continued) Series Editor: Michael W. Apple, University of Wisconsin, Madison, USA
Advocacy Leadership
Hidden Markets
Toward a Post-Reform Agenda in Education
The New Education Privatization
Gary L. Anderson, New York University, USA
Patricia Burch, University of Wisconsin-Madison, USA
In this timely and important book, Gary L. Anderson provides a devastating critique of why a managerial role for educational leaders is counterproductive, especially for improving opportunities for low-income students and students of color, and instead proposes ways of re-theorizing educational leadership to emphasize its advocacy role. Advocacy Leadership lays out a post-reform agenda that moves beyond the neo-liberal, competition framework to define a new accountability, a new pedagogy, and a new leadership role definition in education.
Drawing on analytic tools, The New Educational Privatization examines specific domains that the education industry has had particular influence on – home schooling, remedial instruction, management consulting, test development, data management, and staff development.
2009: 6 x 9: 200pp Hb: 978-0-415-95566-9: $135.00 Pb: 978-0-415-95567-6: $37.95 eBook: 978-0-203-88394-5
2009: 6 x 9: 232pp Hb: 978-0-415-99427-9: $130.00 Pb: 978-0-415-99428-6: $37.95 eBook: 978-0-203-88061-6
For more information, visit: www.routledge.com/9780415955676
For more information, visit: www.routledge.com/9780415994286
Black Literate Lives
Critical Perspectives on bell hooks
Maisha T. Fisher, Emory University, USA
Edited by Maria del Guadalupe Davidson, Oklahoma University, USA and George Yancy, Duquesne University, USA
In Critical Perspectives on bell hooks, contributors in the field of education, philosophy, and social work offer critical reflections on bell hooks’ work where she has been most influential. This is a must-read for scholars, professors, and students interested in issues of race, class and gender.
Historical and Contemporary Perspectives 2008: 6 x 9: 200pp Hb: 978-0-415-95864-6: $130.00 Pb: 978-0-415-95865-3: $37.95 eBook: 978-0-203-89045-5 For more information, visit: www.routledge.com/9780415958653
Unequal By Design High-Stakes Testing and the Standardization of Inequality Wayne Au, California State University, Fullerton, USA 2008: 6 x 9: 216pp Hb: 978-0-415-99070-7: $145.00 Pb: 978-0-415-99071-4: $35.95 eBook: 978-0-203-89204-6
2009: 6 x 9: 256pp Hb: 978-0-415-98980-0: $145.00 Pb: 978-0-415-98981-7: $39.95 eBook: 978-0-203-88150-7
For more information, visit: www.routledge.com/9780415990714
For more information, visit: www.routledge.com/9780415989817
Rightist Multiculturalism Core Lessons on Neoconservative School Reform Kristen L. Buras, Emory University, USA 2008: 6 x 9: 240pp Hb: 978-0-415-96264-3: $145.00 Pb: 978-0-415-96265-0: $35.95 eBook: 978-0-203-93186-8 For more information, visit: www.routledge.com/9780415962650
A Critical Perspective Edited by Harry Daniels, Hugh Lauder and Jill Porter, all at University of Bath, UK Series: Critical Perspectives on Education In Educational Theories, Cultures and Learning internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching. Issues such as how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers – are addressed. The role of language and global influences on our understanding of education are also considered. Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today. 2009: 6-3/4 x 9-3/4: 256pp Hb: 978-0-415-49118-1: $160.00 For more information, visit: www.routledge.com/9780415491181
NEW in 2011
Learning Futures Imagining the Educational World to Come Keri Facer, Manchester Metropolitan University, UK Drawing on ten years of research into educational innovation, incorporating scientists, teachers, students, industry professionals and policy makers, this book challenges the often adopted notion of a single, linear educational future. Considering alternative strategies for conceptualising the future of education, Keri Facer takes into account the challenges that future decades may face, including: • the effects of climate change on technologies • socio-technical developments relevant to educators • changing relationships between humans and machines • ageing populations and intergenerational relationships • the theoretical and practical knowledge and tools needed. Approaching the subject from an educational standpoint, incorporating the accounts of educators, students and communities as active agents in shaping their educational futures, this book is positioned around key areas of interest in education, including: adult-child relationships, models of intelligence and workforce polarization. Packed with examples from around the world and utilizing vital research undertaken by the author while running The UK’s FutureLab the book helps to bring into focus the future that is just over the horizon. An important contribution to the debates surrounding educational futures, this book is compelling reading for all professionals involved in education, as academics, students and policy makers. March 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-58142-4: $130.00 Pb: 978-0-415-58143-1: $37.95 For more information, visit: www.routledge.com/9780415581431
Browse and order online: www.routledge.com/education
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E du cat io nal Studies
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The New Significance of Learning Imagination’s Heartwork Pádraig Hogan, University of Ireland, Maynooth The New Significance of Learning reviews the restricting consequences of older and newer forms of paternalism, in education, taking a historical perspective and offering a cohesive sustained argument. 2009: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-54967-7: $125.00 Pb: 978-0-415-54968-4: $39.95 eBook: 978-0-203-86448-7 For more information, visit: www.routledge.com/9780415549684
Curriculum Studies 3rd Edition
The Curriculum Studies Reader Third Edition Edited by David J. Flinders, Indiana University, USA and Stephen J. Thornton, University of South Florida, USA
Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.
New
Education – An ’Impossible Profession’? Psychoanalytic Explorations of Learning and Classrooms Tamara Bibby, Institute of Education, University of London, UK Series: Foundations and Futures of Education
In classrooms and lectures we learn not only about academic topics but also about ourselves, our peers and how people and ideas interact. Education – An ’Impossible Profession’? extends the ways in which we might think about these processes by offering 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. This book brings psychoanalysis to new audiences, graphically illustrating its importance to understandings of teaching, learning and classrooms. Drawing on the author’s original research, it considers the classroom context, including policy demands and professional pressures, and the complexity of peer and pedagogic relationships and interactions asking how these might be being experienced and what implications such experiences might have for learners and teachers. The discussions will be of interest not only to teachers, leading-learners and teacher-educators, but also to individuals interested in education policy, professional practice and theories of education. September 2010: 6-1/4 x 9-1/4: 170pp Hb: 978-0-415-55265-3: $120.00 Pb: 978-0-415-55266-0: $36.95 eBook: 978-0-203-84445-8 For more information, visit: www.routledge.com/9780415552660
2009: 7 x 10: 464pp Hb: 978-0-415-96321-3: $145.00 Pb: 978-0-415-96322-0: $43.95 For more information, visit: www.routledge.com/9780415963220
NEW in 2011
Curriculum, Syllabus Design and Equity A Primer and Model Edited by Allan Luke, Annette Woods and Katie Weir, all at Queensland University of Technology, Brisbane, Australia Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions of the ”technical form” of the syllabus, this volume advances a unified, principled approach to the design of syllabus documents that aims for high quality/ high equity educational outcomes. It introduces and unpacks definitions of curriculum, syllabus, the school subject, and ”informed professionalism”; presents principles of design that are key to equitable teaching and learning; discusses a range of approaches; and offers clear and practical guidelines for writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Examples from the US, Canada, Europe and Asia are included. The editors and contributors, all leading international scholars, stress throughout the need for syllabus design that enhances local curriculum development capacity and teachers’ professional responses to specific community and student contexts.
NEW
The Textbook as Discourse Sociocultural Dimensions of American Schoolbooks Edited by Eugene F. Provenzo, Jr., University of Miami, USA, Annis N. Shaver, Cedarville University, USA and Manuel Bello, Miami-Dade Community College, USA The central assumption of The Textbook as Discourse is this: Interpreted in the flow of history, textbooks can provide important insights into the nature and meaning of a culture and the social and political discourses in which it is engaged. This book is about the social, political and cultural content of elementary and secondary textbooks in American education. It focuses on the nature of the discourses – the content and context – that represent what is included in textbooks. The term ”discourse” provides the conceptual framework for the book, drawing on the work of the French social theorist Michel Foucault. The volume includes classic articles and book chapters as well as three original chapters written by the editors. To enhance its usefulness as a course textbook, each chapter includes an Overview, Key Concepts, and Questions for Reflection. December 2010: 6 x 9: 368pp Hb: 978-0-415-88646-8: $150.00 Pb: 978-0-415-88647-5: $53.95 eBook: 978-0-203-83602-6 For more information, visit: www.routledge.com/9780415886475
NEW
Sourcebook of Experiential Education Key Thinkers and Their Contributions Edited by Thomas E. Smith, Raccoon Institute, USA and Clifford E. Knapp, Northern Illinois University, USA This sourcebook provides a much-needed overview and foundation for the field of experiential education. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections: • Philosophers and Educational Theorists • Nature Educators and Outdoor Educators • Psychologists and Sociologists
• School and Program Founders. Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of 45 additional people whose contributions to experiential education deserve a closer look. December 2010: 7 x 10: 336pp Hb: 978-0-415-88441-9: $149.00 Pb: 978-0-415-88442-6: $58.95 eBook: 978-0-203-83898-3 For more information, visit: www.routledge.com/9780415884426
June 2011: 6 x 9: 232pp Hb: 978-0-415-80319-9: $135.00 Pb: 978-0-415-80320-5: $44.95 eBook: 978-0-203-83345-2 For more information, visit: www.routledge.com/9780415803205
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
C ur r i c ulum S tud i es
Studies in Curriculum Theory Series Series Editor: William F. Pinar, University of British Columbia, Canada NEW
NEW in 2011
NEW in 2011
2nd Edition
2nd Edition
Cultures of Curriculum
What is Curriculum Theory?
Engendering Curriculum History
Edited by Pamela Bolotin Joseph, University of Washington, Bothell, USA
William F. Pinar, University of British Columbia, Canada
Petra Munro Hendry, Louisiana State University, USA
Using ”cultures of curriculum” as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals.
This primer for teachers (prospective and practicing) presents curriculum theory as the interdisciplinary study of educational experience. It asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become ”educated.” The central concept of curriculum studies as a ”complicated conversation” is explored.
How can curriculum history be reinvisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks rememberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space.
Changes in the second edition: • four new chapters • ”narrowing the curriculum” (current trends of standardization and high-stakes testing) • ”educating through occupations” (Deweyan progressive and career/technical education) • ”sustaining indigenous traditions” (Native American/ indigenous education) • ”envisioning peace” (peace, global, human rights, environmental education) • updates and pertinent scholarship in all chapters reflecting recent events and discourses • curricular cultures all are examples of progressive alternatives to traditional education • new two-part structure: Curriculum Studies and Curricular Cultures. November 2010: 6 x 9: 336pp Hb: 978-0-415-99186-5: $140.00 Pb: 978-0-415-99187-2: $49.95 eBook: 978-0-203-83727-6 For more information, visit: www.routledge.com/9780415991872
Within this framework, William F. Pinar offers a compelling interpretation of contemporary ”school reform” policies and practices, and an explication of curriculum theoryís power to bring forth understanding, resistance, and change. His argument is this: Public education today is dominated by a conservative agenda based on a business model of education focused on the ”bottom line” (test scores). What is dangerously at stake is academic freedom and control of the curriculum – what teachers are permitted to teach, what children are permitted to study. Comprehensive and ground-breaking, What is Curriculum Theory? is indispensable for scholars and students worldwide. August 2011: 6 x 9: 320pp Hb: 978-0-415-80410-3: $135.00 Pb: 978-0-415-80411-0: $41.95 eBook: 978-0-203-83603-3 For more information, visit: www.routledge.com/9780415804110
April 2011: 6 x 9: 224pp Hb: 978-0-415-88566-9: $135.00 Pb: 978-0-415-88567-6: $44.95 eBook: 978-0-203-83900-3 For more information, visit: www.routledge.com/9780415885676
Curriculum Studies Handbook – The Next Moment Edited by Erik Malewski, Purdue University, USA
NEW in 2011
What Does Understanding Mathematics Mean for Teachers? Relationship as a Metaphor for Knowing Yuichi Handa, California State University, USA In a number of European languages, a distinction is made in ways of knowing that in English is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaitre sense is to know a person, a place, or even a thing – namely, an other – in such a way that one is familiar with, or in relationship with this other. In mathematics education the focus tends to be on how learners and teachers know mathematics in the savoir sense. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaitre knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image. It opens up alternative ways of thinking and talking about ways in which a person can ”know” a subject, leading to a reconsideration of what it may mean to be a teacher of that subject. March 2011: 6 x 9: 168pp Hb: 978-0-415-88597-3: $134.95 eBook: 978-0-203-83743-6 For more information, visit: www.routledge.com/9780415885973
Browse and order online: www.routledge.com/education
”Through an incredibly eclectic mix of junior and established scholars, this volume represents a uniquely current and diverse presentation of curriculum studies inquiry. The focus on emergent/junior scholars anticipates evolving lines of inquiry in the field, and brings those inquiries into direct dialogue with experts in the field/s. In this sense, this volume is current, progressive, and in some sense revolutionary.” – Michael P. O’Malley, Texas State University at San Marcos, USA What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies.
2009: 7 x 10: 584pp Hb: 978-0-415-98948-0: $250.00 Pb: 978-0-415-98949-7: $99.95 eBook: 978-0-203-87779-1 For more information, visit: www.routledge.com/9780415989497
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C u rricu lu m Studies
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Studies in Curriculum Theory Series (continued) Handbook of Public Pedagogy
2010 AERA Division B Outstanding Book Award
Education and Learning Beyond Schooling
2010 American Educational Studies Association Critics’ Choice
Edited by Jennifer A. Sandlin and Jake Burdick, both at Arizona State University, USA and Brian D. Schultz, Northeastern Illinois University, USA
Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.
Offering a wide range of differing, even diverging, perspectives on how the ”public” might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools. 2009: 7 x 10: 712pp Hb: 978-0-415-80126-3: $260.00 Pb: 978-0-415-80127-0: $114.95 eBook: 978-0-203-86368-8 For more information, visit: www.routledge.com/9780415801270
The Worldliness of a Cosmopolitan Education Passionate Lives in Public Service
2010 American Association for Teaching and Curriculum Distinguished Book Award
Teaching By Numbers Deconstructing the Discourse of Standards and Accountability in Education Peter M. Taubman, Brooklyn College, New York, USA Teaching By Numbers offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.
NEW in 2011
Beyond Learning by Doing Theoretical Currents in Experiential Education Jay W. Roberts, Earlham College, USA Offering a fresh and distinctive take on a progressive pedagogy, this book examines the notion of experience as it is used in the field of experiential education. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of ”learning by doing” and ”direct experience” in the educational process. For all the usage of such language, the terms themselves have generally become common sense and taken for granted in a way that belies the contradictions and conflict within the idea of experience itself. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book contributes theoretical coherence to the project of pushing the field of experiential education forward. May 2011: 6 x 9: 200pp Hb: 978-0-415-88207-1: $135.00 Pb: 978-0-415-88208-8: $41.95 eBook: 978-0-203-84808-1 For more information, visit: www.routledge.com/9780415882088
2009: 6 x 9: 256pp Hb: 978-0-415-96273-5: $140.00 Pb: 978-0-415-96274-2: $43.95 eBook: 978-0-203-87951-1 For more information, visit: www.routledge.com/9780415962742
William F. Pinar, University of British Columbia, Canada
In this intriguing, thoughtprovoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.
2009: 6 x 9: 240pp Hb: 978-0-415-99550-4: $135.00 Pb: 978-0-415-99551-1: $42.95 eBook: 978-0-203-87869-9 For more information, visit: www.routledge.com/9780415995511
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
Qual i tati v e Researc h Meth o d s
NEW in 2011 2nd Edition
Profound Improvement Building Capacity for a Learning Community Edited by Coral Mitchell, Brock University, Canada and Larry Sackney, University of Saskatchewan, Canada
Qualitative Research Methods
Series: Contexts of Learning
NEW in 2011
This revised and updated edition of Profound Improvement not only brings this important work up-to-date but also shows how the authors thinking has changed and developed since the book was originally written. The book discusses the idea of the learning community as a vehicle for professional learning and school development.
7th Edition
As the authors show, the learning community develops in response to building capacity in three domains: personal, interpersonal, and organizational. In the personal domain, educators deconstruct and reconstruct their professional narratives to enhance student learning and professional practice. In the interpersonal domain, educators generate norms and values that foster experimentation and critical analysis of educational practice and that promote collective and individual learning. In the organizational domain, visible and invisible structures are constructed that enable community members to enact educational practices in support of profound improvement in teaching and learning.
This seventh edition of the longrunning bestseller Research Methods in Education continues to cover the whole range of methods employed by educational researchers. It is an essential resource for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyze and use research.
The book focuses on the life of educators as it relates to professional learning and growth. It is concerned with human growth and development, human cognition and affect and human interactions and actions in the context of a school community. For the new edition the authors also:
Additional resources are provided online via the companion website. The textbook and website are closely integrated and the new two color design of the book highlights exactly when the reader can find related online resources ranging from international cases for consideration to practical exercises.
• elaborate more fully the notion of learning communities based on living systems and ecological perspectives
March 2011: 7-1/2 x 9-3/4: 730pp Hb: 978-0-415-58335-0: $150.00 Pb: 978-0-415-58336-7: $56.95
• develop their capacity building model. They show that building a learning community is a dynamic process that engages the individual, the group and the organization in embedded interdependencies and mutual influences. As the authors clearly demonstrate: education is a living system as opposed to a managed system. April 2011: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-58923-9: $130.00 Pb: 978-0-415-58924-6: $45.95 For more information, visit: www.routledge.com/9780415589246
Research Methods in Education Louis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, both at Macau University of Science and Technology, Macau
For more information, visit: www.routledge.com/9780415583367
Qualitative Educational Research Readings in Reflexive Methodology and Transformative Practice Edited by Wendy Luttrell, Graduate Center, City University of New York, USA
Qualitative Educational Research is a comprehensive anthology designed to deepen education students’ thinking about their qualitative research purposes, questions, and decision-making.
NEW
Video in Social Science Research Functions and Forms Kaye Haw, University of Nottingham, UK and Mark Hadfield, University of Wolverhampton, UK Ideally placed to offer guidance to developing researchers, this new text draws together the theoretical, methodological and practical issues of effectively using video across the social sciences. This book concentrates on how researchers can benefit from the use of video in their own research, whether it is: • video as representation • video as an aid to reflection • video that generates participation • video, voice and articulation, or • video that acts as a provocation. In turn each of these five central functions is discussed in relation to different stages of the research process, consisting of research design, fieldwork and data collection, analysis of data and findings, and dissemination. As a practical research tool this book shows how, why and when video should be used, representing an invaluable guide for postgraduate and doctoral students conducting research in the social sciences, as well as any researchers, academics or professionals interested in developing technologically informed research. November 2010: 6-1/4 x 9-1/4: 184pp Hb: 978-0-415-46785-8: $120.00 Pb: 978-0-415-46786-5: $31.95 eBook: 978-0-203-83911-9 For more information, visit: www.routledge.com/9780415467865
Causation in Educational Research Keith Morrison, Macau University of Science and Technology, Macau
Containing worked examples from both qualitative and quantitative research, Causation in Educational Research provides a manual for practice, underpinned by a rigorous analysis of key issues from philosophy, sociology and psychology. It will appeal to new and established researchers, readers of educational research, social science students and academics.
2009: 6-3/4 x 9-3/4: 256pp Hb: 978-0-415-49648-3: $125.00 Pb: 978-0-415-49649-0: $37.95 For more information, visit: www.routledge.com/9780415496490
2009: 7 x 10: 520pp Hb: 978-0-415-95795-3: $150.00 Pb: 978-0-415-95796-0: $46.95 For more information, visit: www.routledge.com/9780415957960
Browse and order online: www.routledge.com/education
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Q ualitat ive Research Methods
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NEW in 2011
New
NEW in 2011
Thinking with Theory in Qualitative Research
Actor-Network Theory in Education
Language, Ethnography, and Education
Using Epistemological Frameworks in the Production of Meaning
Tara Fenwick and Richard Edwards, both at University of Stirling, UK
Bridging New Literacy Studies and Bourdieu
Alecia Youngblood Jackson, Appalachian State University, USA and Lisa A Mazzei, Gonzaga University, USA
Thinking With Theory in Qualitative Research shows how by using various epistemological frameworks in practices of inquiry, researchers can open up the production of meaning in qualitative data analysis. In this book the authors use a common data set and then use various epistemological perspectives to interrogate, interpret and produce a variety of meanings through the application of: • phenomenology • critical theory • neo-marxism • material feminism • poststructuralism • postcolonialism. By presenting detailed examples of how one can think about research and data differently given these various frames the book demonstrates how researchers can open up meaning from their work. It challenges qualitative researchers to use their data to accomplish a rigorous, analytic reading of the data. This vital tool to help researchers understand and fully utilize their powers of data interpretation will prove invaluable to both student and experienced researchers across all of the social sciences.<I> August 2011: 6-3/4 x 9-3/4: 224pp Hb: 978-0-415-78099-5: $130.00 Pb: 978-0-415-78100-8: $37.95 For more information, visit: www.routledge.com/9780415781008
Qualitative Research in International Settings A Practical Guide
This book offers an introduction to actor-network theory for educators to consider in three modes. One mode is the introduction of concepts, approaches and debates around actor-network theory as a research approach in education. Another mode is a showcase of educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. A third mode is conversation with recent ”after-ANT” inquiries. These open an array of important new approaches to trace the ontological politics of socio-material phenomena in education, its messy and fluid objects, and its ambivalences and non-coherences. Across these diverse environments and uptakes, the authors trace how learning and practice – as assemblages of activity, actors and spaces – emerge, show what scales are at play, and demonstrate what this means for educational possibilities. June 2010: 6-1/4 x 9-1/4: 200pp Hb: 978-0-415-49296-6: $120.00 Pb: 978-0-415-49298-0: $38.95 eBook: 978-0-203-84908-8 For more information, visit: www.routledge.com/9780415492980
Researching Sex and Lies in the Classroom Allegations of Sexual Misconduct in Schools
David Stephens, University of Brighton, UK
Actor-network theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. ANT studies bring to the fore the material – objects of all kinds – and de-centre the human and the social in educational issues.
Professionals in the fields of education, health and the social services are increasingly required to carry out research, evaluation and reviews. Qualitative Research in International Settings will be an invaluable resource for all postgraduates
2009: 6-1/4 x 9-1/4: 168pp Hb: 978-0-415-28057-0: $125.00 Pb: 978-0-415-28058-7: $37.95 eBook: 978-0-203-46476-2 For more information, visit: www.routledge.com/9780415280587
Pat Sikes, University of Sheffield, UK and Heather Piper, Manchester Metropolitan University, UK
Mike Grenfell, University of Southhampton, UK, David Bloome, Ohio State University, USA, Kate Pahl, University of Shefffield, UK, Jennifer Roswell, Rutgers Graduate School of Education, USA and Brian Street, King’s College, London University, UK Offering an in-depth discussion of Bourdieu, New Literacy Studies and education, this frontline book provides a useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu’s ideas into their work. There is a well established tradition of using ethnographic perspectives to study classroom practice. What this volume contributes is two distinctive approaches to the social study of education in general and literacy in particular: New Literacy Studies and Bourdieusian sociology, both integrated with such ethnographic perspectives. The guiding principle behind the structure of this book is how it develops and unfolds dialogically. More than just a set of stand-alone chapters around social perspectives on language interactions in classrooms, this ”integrated text”: • provides practical examples of New Literacy Studies and Bourdieu used in ethnographic classroom contexts • offers a synthesis considering the practical examples in terms of the range of issues of theory and method presented • extends and develops many of the questions and issues raised in terms of a future practical research agenda. Beyond the field of education, language in education, classroom ethnography, and literacy, scholars and students across a wide range of disciplines in which Bourdieu attracts attention also will find this volume relevant. June 2011: 6 x 9: 192pp Hb: 978-0-415-87248-5: $135.00 Pb: 978-0-415-87249-2: $41.95 eBook: 978-0-203-83605-7 For more information, visit: www.routledge.com/9780415872492
Researching Sex and Lies in the Classroom draws on in-depth qualitative research exploring the experiences, perceptions and consequences for those who have been falsely accused of sexual misconduct with pupils.
2009: 6-1/4 x 9-1/4: 176pp Hb: 978-0-415-48117-5: $125.00 Pb: 978-0-415-48118-2: $42.95 eBook: 978-0-203-86405-0 For more information, visit: www.routledge.com/9780415481182
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
Routl e dg e Resea rc h
NEW
Activity Theory in Practice
Ethnography and Language Policy
Promoting Learning Across Boundaries and Agencies
Edited by Teresa L. McCarty, Arizona State University, USA Illuminating, through ethnographic inquiry, how individual agents ”make” language policy in everyday social practice, this volume advances the growing field of language planning and policy using a critical sociocultural approach. From this perspective, language policy is conceptualized not only as official acts and documents, but as language-regulating modes of human interaction, negotiation, and production mediated by relations of power. Using this conceptual framework, the volume addresses the impacts of globalization, diaspora, and transmigration on language practices and policies; language endangerment, revitalization, and maintenance; medium-of-instruction policies; literacy and biliteracy; language and ethnic/national identity; and the ethical tensions in conducting critical ethnographic language policy research. These issues are contextualized in case studies and reflective commentaries by leading scholars in the field. Ethnography and Language Policy extends previous work in the field, tapping into leading-edge interdisciplinary scholarship, and charting new directions. Recognizing that language policy is not merely or even primarily about language per se, but rather about power relations that structure social-linguistic hierarchies, the authors seek to expand policy discourses in ways that foster social justice for all.
Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK and Sten R. Ludvigsen, Intermedia, University of Oslo, Norway
This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition – moving toward collaboration in inter-organizational fields and continuous shaping of transformations.
2009: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-47724-6: $130.00 Pb: 978-0-415-47725-3: $42.95 For more information, visit: www.routledge.com/9780415477253
Rethinking Contexts for Learning and Teaching Communities, Activites and Networks
December 2010: 6 x 9: 336pp Hb: 978-0-415-80139-3: $140.00 Pb: 978-0-415-80140-9: $49.95 eBook: 978-0-203-83606-4
Edited by Richard Edwards and Gert Biesta, both at University of Stirling, UK and Mary Thorpe, The Open University, UK
For more information, visit: www.routledge.com/9780415801409
Researching Violence, Democracy and the Rights of People Edited by John Schostak, Manchester Metropolitan University, UK and Jill Schostak, University of East Anglia, UK
This book explores what is at stake methodologically for researchers seeking to expand opportunities for people to become visible upon the public stages of debate, decision making and action, making audible their experiences of wrongs and injustices.
Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research.
2009: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-46775-9: $150.00 Pb: 978-0-415-46776-6: $42.95 eBook: 978-0-203-88175-0 For more information, visit: www.routledge.com/9780415467766
2009: 6-1/4 x 9-1/4: 272pp Hb: 978-0-415-47877-9: $130.00 Pb: 978-0-415-47878-6: $47.95 eBook: 978-0-203-86360-2 For more information, visit: www.routledge.com/9780415478786
Browse and order online: www.routledge.com/education
Routledge Research Immigration, Diversity, and Education Edited by Elena L Grigorenko, Yale University, USA and Ruby Takanishi, Foundation for Child Development, USA This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants. 2009: 6 x 9: 320pp Hb: 978-0-415-45627-2: $140.00 eBook: 978-0-203-87286-4 For more information, visit: www.routledge.com/9780415456272
New
Intercultural and Multicultural Education Enhancing Global Interconnectedness Edited by Carl A. Grant, University of WisconsinMadison, USA and Agostino Portera, University of Verona, Italy Series: Routledge Research in Education This volume brings together the dynamic discussions and lively debate of intercultural and multicultural education taking place across the world. Contributors take readers to the countries, schools, and nongovernmental agencies where intercultural education and multicultural education, either collectively or singularly, are active (often central) concepts or practices in the daily educational undertaking and discourse of society. August 2010: 6 x 9: 385pp Hb: 978-0-415-87674-2: $95.00 eBook: 978-0-203-84858-6 For more information, visit: www.routledge.com/9780415876742
New
Education as a Political Tool in Asia Edited by Marie Lall and Edward Vickers, both at Institute of Education, University of London, UK This book offers a fresh and comparative approach in questioning what education is being used for and what the effects of the politicization of education are on Asian societies in the era of globalization. August 2010 Pb: 978-0-415-59536-0: $39.95 For more information, visit: www.routledge.com/9780415595360
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Education and Culture
NEW
NEW in 2011
Jocey Quinn, London Metropolitan University, UK
Race, Remembering, and Jim Crow’s Teachers
Basil Bernstein
Hilton Kelly, Davidson College, USA
Rob Moore, Cambridge University, UK
Series: Studies in African American History and Culture
The book provides a detailed yet clear introduction to the sociology of Basil Bernstein that will be accessible to those not already familiar with it, but also of interest to those who are. It locates his thinking within the history of the field of British sociology in his life-time, explores the classical sources in Durkheim and Marx, and shows how a world-wide network of scholars continues to apply and further develop his ideas.
Series: Routledge Research in Education Jocey Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture. Cultural perspectives and rich empirical data from a wide range of research with learners in university, voluntary, community and work settings are used to provide a bridge between cultural theory and the embodied worlds of learners. Drawing vivid links with other cultural evidence from literature and popular culture, this book convincingly shows how anti-realist theory can produce positive material changes both in education and society. March 2010: 6 x 9: 192pp Hb: 978-0-415-99405-7: $95.00 For more information, visit: www.routledge.com/9780415994057
NEW
Equity and Excellence in Education Edited by Kris Van den Branden, Katholieke Universiteit Leuven, Belgium, Piet Van Avermaet and Mieke Van Houtte, Ghent University, Belgium Series: Routledge Research in Education Taking an international perspective, this volume explores numerous issues – gender, socio-economic and linguistic background, teachers’ expectations, pedagogical approaches, parental support, educational policies (e.g. priority policies, multilingual policies, early start policies) – and their effects on equity in education. December 2010: 6 x 9: 240pp Hb: 978-0-415-88501-0: $105.00
Using oral history interviews with forty-four former teachers from the Jim Crow era, local and state archival materials, and secondary historical sources, Hilton Kelly examines the surprising counter-memories of students, teachers, and community members who recall these schools not as being inferior, but as being of sufficient quality. January 2010: 6 x 9: 154pp Hb: 978-0-415-80478-3: $95.00 eBook: 978-0-203-85235-4 For more information, visit: www.routledge.com/9780415804783
NEW IN PAPERBACK
Knowledge, Power and Educational Reform Applying the Sociology of Basil Bernstein Edited by Rob Moore, Madeleine Arnot and John Beck, all at University of Cambridge, UK and Harry Daniels, University of Bath, UK This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educational policy research by Basil Bernstein’s work on the sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures.
For more information, visit: www.routledge.com/9780415885010
2009: 6-1/4 x 9-1/4: 264pp Pb: 978-0-415-55972-0: $42.50 eBook: 978-0-203-96504-7
Class in Education
For more information, visit: www.routledge.com/9780415559720
Knowledge, Pedagogy, Subjectivity Edited by Deborah Kelsh, College of Saint Rose, USA, Dave Hill, University of Northampton, UK and Sheila Macrine, Montclair State University, USA
NEW
Class in Education argues for a materialist understanding of class in analyzing the structure of owning and power in social relations, and as a key element in the restructuring of society in a more egalitarian way.
Concepts and Applications in Bernstein’s Sociology
2009: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-45027-0: $150.00 eBook: 978-0-203-87093-8
Drawing on aspects of Bernstein’s work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatization and new forms of state regulation.
For more information, visit: www.routledge.com/9780415450270
Knowledge and Identity Edited by Gabrielle Ivinson, Brian Davies and John Fitz, all at Cardiff University, UK
This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses.
The Thinker and the Field
June 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-57703-8: $125.00 For more information, visit: www.routledge.com/9780415577038
New
Knowledge, Pedagogy and Society International Perspectives on Basil Bernstein’s Sociology of Education Edited by Daniel Frandji, Institut National de Recherche Pédagogique, France and Philippe Vitale, Université de Provence, France Knowledge, Pedagogy and Society seeks to clarify the broad brushstrokes of his theories, developed over the span of more than forty years, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examine Bernstein’s work against the backdrop of their own research. September 2010: 6-1/4 x 9-1/4: 272pp Hb: 978-0-415-56536-3: $128.00 For more information, visit: www.routledge.com/9780415565363
NEW in 2011
Gender, Race, and the Politics of Role Modeling The Influence of Male Teachers Wayne J. Martino and Goli Rezai-Rashti, both at University of Western Ontario, Canada Series: Routledge Research in Education Drawing on the perspectives of minority teachers and students, and utilizing feminist, queer and anti-racist frameworks, this book rejects role modeling as a basis for explaining or addressing boys’ disaffection with schooling. May 2011: 6 x 9: 256pp Hb: 978-0-415-87866-1: $95.00 For more information, visit: www.routledge.com/9780415878661
November 2010: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-58209-4: $120.00 eBook: 978-0-203-83785-6 For more information, visit: www.routledge.com/9780415582094
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
Routl e dg e Resea rc h
Education, Epistemology and Critical Realism
Women, Education, and Agency, 1600–2000
Globalization, the Nation-State and the Citizen
David Scott, University of London, UK
Edited by Jean Spence and Sarah Aiston, both at Durham University, UK and Maureen M. Meikle, University of Sunderland, UK
Dilemmas and Directions for Civics and Citizenship Education
Series edited by Roy Bhaskar, University of London, UK Series: New Studies in Critical Realism and Education This book addresses fundamental questions in relation to education and its epistemology. The position taken by the author is critical realist; and thus throughout the relationship between education and critical realism is foregrounded. Themes and issues that surface at different times in the book are: a critical realist view of education research; a resolution of the quantitative/ qualitative divide; criteria for judging the worth of educational texts and practices; differences between scientific and critical realisms; empirical research methods in education; structure-agency relationships; pragmatist views of educational research; foundations and paradigmatic differences; and educational critique and transformation.
Series: Routledge Research in Gender and History Women, Education, and Agency 1600–2000 explores a range of topics on the history of women in eductational settings around the world, from the strategies of individuals seeking a personal education, to organized efforts of women to pursue broader feminist goals in an educational context. 2009: 6 x 9: 296pp Hb: 978-0-415-99005-9: $103.00 eBook: 978-0-203-88261-0 For more information, visit: www.routledge.com/9780415990059
NEW
March 2010: 6-1/4 x 9-1/4: 160pp Hb: 978-0-415-47349-1: $130.00 eBook: 978-0-203-88309-9
Education and Development in Latin America
For more information, visit: www.routledge.com/9780415473491
Laurence Gale
NEW
Education, Professionalization and Social Representations On the Transformation of Social Knowledge Edited by Mohamed Chaib, Jönköping University, Sweden, Berth Danermark, Örebro University, Sweden and Staffan Selander, Stockholm University, Sweden Series: Routledge International Studies in the Philosophy of Education This book scrutinizes how social – common sense – knowledge is shared, transmitted and transformed in different social and psychological contexts, particularly in research related to education, social work and communication. October 2010: 6 x 9: 256pp Hb: 978-0-415-88506-5: $105.00 For more information, visit: www.routledge.com/9780415885065
NEW in 2011
Boys’ Experience of Schooling Becoming Someone Else John Whelen, Monash University, Australia Series: Routledge Research in Education
First published in 1969, this volume presents a survey of the contemporary national education system in Latin American countries. Laurence Gale describes the uneven provision of schools for different sections of the community and the problems which arise with the racial, cultural and geographical difficulties. He examines the main features in education throughout Latin America, areas of co-operation and agreement and differences of policy and provision. November 2010: 6-1/4 x 9-1/4: 194pp Hb: 978-0-415-59461-5: $95.00 For more information, visit: www.routledge.com/9780415594615
NEW
Education, Autonomy and Critical Thinking Christopher Winch, Kings College, University of London, UK Analyzing the concepts of autonomy and critical thinking, this book explores their roles in mortality and politics and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy. January 2010: 6-1/4 x 9-1/4: 208pp Pb: 978-0-415-54392-7: $34.00 eBook: 978-0-203-96386-9 For more information, visit: www.routledge.com/9780415543927
This book re-evaluates the debate over why so many boys are failing at school, moving it from a focus on gender construction and the panic about achievement to the broader question of what it is to experience being schooled as a boy in the new liberal educational environment. February 2011: 6 x 9: 240pp Hb: 978-0-415-87917-0: $95.00 For more information, visit: www.routledge.com/9780415879170
Browse and order online: www.routledge.com/education
Edited by Alan Reid and Judith Gill, both at University of South Australia, Australia and Alan Sears, University of New Brunswick, Canada Series: Routledge Research in Education The past decade has seen an explosion of interest in civics and citizenship education. There have been unprecedented developments in citizenship education taking place in schools, adult education centers, or in the less formally structured spaces of media images and commentary around the world. This book provides an overview of the development of civics and citizenship education policy across a range of nation states. The contributors, all widely respected scholars in the field of civics and citizenship education, provide a thorough understanding of the different ways in which citizenship has been taken up by educators, governments and the wider public. February 2010: 6 x 9: 264pp Hb: 978-0-415-87223-2: $95.00 eBook: 978-0-203-85511-9 For more information, visit: www.routledge.com/9780415872232
NEW in 2011
Postcolonial Perspectives on Global Citizenship Education Edited by Vanessa Andreotti, University of Canterbury, New Zealand and Lynn Mario de Souza, University of Sao Paulo, Brazil Series: Routledge Research in Education Applying postcolonial theory as a framework of analysis, this volume offers critiques of notions of development, progress, humanism, culture, representation, and identity, examining the implications of these critiques for pedagogical theory and educational practice. June 2011: 6 x 9: 240pp Hb: 978-0-415-88496-9: $105.00 For more information, visit: www.routledge.com/9780415884969
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New
New
Realizing the Rights of Children Citizenship, Education and Global Progress Towards Ending Physical Social Conflict Punishment
Edited by Anne Smith, University of Otago, New Zealand and Joan Durrant, University of Manitoba, Canada Series: Routledge Research in Education This book describes the unfolding of a global phenomenon: the legal prohibition of physical punishment of children. Documenting the stories of countries that have either prohibited corporal punishment of children or who are moving in that direction, this volume will serve as a sourcebook for scholars and advocates around the world who are interested in the many dimensions of physical punishment and its elimination. September 2010: 6 x 9: 240pp Hb: 978-0-415-87920-0: $95.00 eBook: 978-0-203-83968-3 For more information, visit: www.routledge.com/9780415879200
Israeli Political Education in Global Perspective Edited by Hanan A. Alexander and Halleli Pinson, both at Haifa University, Israel and Yossi Yonah, Ben Gurion University, Israel Series: Routledge Research in Education This volume provides new perspectives into the challenges of citizenship education in the age of globalization and in the context of multicultural and conflict-ridden societies. It calls on us to rethink the accepted liberal and national discourses that have long dominated the conceptualization and practice of citizenship and citizenship education in light of social conflict, globalization, terrorism, and the spread of an extreme form of capitalism.
Gerry Czerniawski, University of East London, UK Series: Routledge Research in Education This book explores the effects of globalization on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Gerry Czerniawski analyzes the impacts on teacher identity formation by national pedagogic traditions, national policy contexts and institutional settings. August 2010: 6 x 9: 208pp Hb: 978-0-415-87342-0: $95.00 eBook: 978-0-203-84184-6 For more information, visit: www.routledge.com/9780415873420
New
Changing Schools in an Era of Globalization
This collection of original work, within the sociology of education, draws on the ”spatial turn” in contemporary social theory. March 2010: 6 x 9: 298pp Pb: 978-0-415-88255-2: $39.95 For more information, visit: www.routledge.com/9780415882552
New
Language, Learning, Context Talking the Talk
For more information, visit: www.routledge.com/9780415991902
Series: Foundations and Futures of Education
New
Universities and Global Diversity Edited by Beverly Lindsay, Pennsylvania State University, USA and Wanda Blanchett, UMKC School of Education, USA Series: Routledge Research in Education This volume seeks to critically examine the nexus between globalization and diversity as it affects the preparation of professional educators on several continents, taking into account the extensive changes in economic, sociopolitical, and cultural dynamics within nations and regions that have occurred in the last decade. September 2010: 6 x 9: 240pp Hb: 978-0-415-88287-3: $95.00 eBook: 978-0-203-83969-0 For more information, visit: www.routledge.com/9780415882873
NEW
Education and Development
This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People’s Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia.
First published in 1984, this collection represents the combined contributions to an international conference helf at the University of Bristol in April 1983. In assessing the complex relationship between education and development, it covers a wide range of countries in its appraisal and presents pictures both of optimism and pessimism. All, however, encourage the reader to re-examine long-held beliefs, and presents a new starting point for fresh discussion of this vital subject.
For more information, visit: www.routledge.com/9780415993302
Edited by Kalervo N. Gulson, University of British Columbia, Canada and Colin Symes, Macquarie University, Australia
Wolff-Michael Roth, University of Victoria, British Columbia, Canada
John Chi-Kin Lee, The Chinese University of Hong Kong, Hong Kong and Brian Caldwell, University of Melbourne, Australia
July 2010: 6 x 9: 224pp Hb: 978-0-415-99330-2: $95.00
Policy and Geography Matters
August 2010: 6 x 9: 296pp Hb: 978-0-415-99190-2: $95.00 eBook: 978-0-203-84307-9
New
Emerging Teachers and Globalisation
Spatial Theories of Education
Edited by Roger M. Garrett
November 2010: 6-1/4 x 9-1/4: 286pp Hb: 978-0-415-59494-3: $115.00 For more information, visit: www.routledge.com/9780415594943
This innovative book focuses right at the heart of learning, arguing that current theories of speech in classrooms do not, and cannot, capture the essentially passive aspects of talking. Until now, these verbal and physical expressions of communication have been left untheorised, leaving the potential of an entire secondary area of language untapped. This invaluable book makes recommendations for the praxis of teaching and will appeal to students, researchers, and practising science and mathematics teachers, as well as those with interests in language and literacy. May 2010: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-55191-5: $125.00 For more information, visit: www.routledge.com/9780415551915
NEW
Collaboration in Education Edited by Judith J. Slater, Florida International University, USA and Ruth Ravid, National-Louis University, USA Series: Routledge Research in Education Collaboration in Education establishes a needed framework for school/university collaborations that will be critical for others wishing to reproduce and participate in these partnerships. The contributors explore the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. This volume will help readers to ask the correct questions in thinking through school/ university collaboration, such as: Does this collaboration make a true change in the way each parent organization operates in the future? Does it meet the needs of a more complex and changing work environment for universities and schools? Does it impact beyond the participant institutions and inform the field by producing knowledge of use to others? This volume also includes extensive analyses of ongoing school/university projects in the United States, Asia and Europe. February 2010: 6 x 9: 250pp Hb: 978-0-415-80621-3: $95.00 eBook: 978-0-203-85470-9 For more information, visit: www.routledge.com/9780415806213
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
M aj or Wo rk s
Liberalism, Neoliberalism, Social Democracy
NEW in 2011
Thin Communitarian Perspectives on Political Philosophy and Education
Learning Across the Diaspora, Indigenous, Minority Divide
Mark Olssen, University of Surrey, UK In moving beyond the theses of liberalism and neoliberalism that have provided philosophical support to free-market economics from the 1970s until the present, this book seeks to re-theorize social democracy by reconsidering issues such as totalitarianism, freedom, the role of the state, and the political arrangements needed for the future. March 2010: 6 x 9: 294pp Pb: 978-0-415-88263-7: $39.95 For more information, visit: www.routledge.com/9780415882637
Education and Sustainability Seonaigh MacPherson, British Columbia Institute of Technology, Canada Series: Routledge Research in Education This book critically explores the impact of migration, education, development, and the spread of English on global bio-linguistic and cultural diversity, examining the overlapping and distinctive sustainability challenges facing Indigenous and minority communities when they are connected by and within diasporas.
Edited by Peter Pericles Trifonas and Bryan Wright, both at University of Toronto, Canada Series: Routledge Research in Education This collection asks theorists and educational practitioners from around the world influenced by the schools of feminist pedagogy, critical pedagogy, anti-racist or postcolonial pedagogy, and gay and lesbian pedagogy to reflect upon the possibilities of articulating a â&#x20AC;?curriculum of differenceâ&#x20AC;? that critically examines the cross-cultural issues of peace and education that are at the forefront of global education issues today. This volume makes a significant contribution to the question of difference and its quintessential role in peace education for the new millennium. October 2010: 6 x 9: 160pp Hb: 978-0-415-87368-0: $95.00 eBook: 978-0-203-84485-4 For more information, visit: www.routledge.com/9780415873680
Major Themes in Education Series NEW
Multicultural Education Edited by James A. Banks, University of Washington, Seattle, USA
January 2011: 6 x 9: 240pp Hb: 978-0-415-88215-6: $95.00
VOLUME 1
For more information, visit: www.routledge.com/9780415882156
May 2010 Hb: 978-0-415-47135-0 For more information, visit: www.routledge.com/9780415471350
NEW
Critical Issues in Peace and Education
Major Works
NEW in 2011
Spirituality, Rights and Democracy Edited by Clive Erricker and Cathy Ota February 2011: 6-3/4 x 9-3/4: 128pp Hb: 978-0-415-55981-2: $125.00 For more information, visit: www.routledge.com/9780415559812
NEW in 2011
Commitment, Character, and Citizenship Religious Schooling in Liberal Democracy Edited by Hanan Alexander and Ayman K. Agbaria, both at Haifa University, Israel Series: Routledge Research in Education This book draws together leading educationalists, philosophers, theologians, and social scientists to explore issues, problems, and tensions concerning religious education in a variety of international settings. The contributors explore the possibilities and limitations of religious education in preparing citizens in multicultural and multi-religious democratic societies. February 2011: 6 x 9: 272pp Hb: 978-0-415-87974-3: $95.00 For more information, visit: www.routledge.com/9780415879743
Browse and order online: www.routledge.com/education
VOLUME 2 May 2010 Hb: 978-0-415-47136-7 For more information, visit: www.routledge.com/9780415471367
VOLUME 3 May 2010 Hb: 978-0-415-47137-4 For more information, visit: www.routledge.com/9780415471374
VOLUME 4 May 2010 Hb: 978-0-415-47138-1 For more information, visit: www.routledge.com/9780415471381
4 VOLUME SET May 2010: 1600pp Hb: 978-0-415-46868-8: $1295.00 For more information, visit: www.routledge.com/9780415468688
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Martin & Goodman: Women and Education Series NEW
Martin & Goodman: Women and Education
The Reviewer’s Guide to Quantitative Methods in the Social Sciences Edited by Gregory R. Hancock, University of Maryland, College Park, USA and Ralph O. Mueller, University of Hartford, USA
Edited by Jane Martin, University of London, UK and Joyce Goodman, University of Winchester, UK
VOLUME 1 December 2010: 6-1/4 x 9-1/4 Hb: 978-0-415-54940-0 For more information, visit: www.routledge.com/9780415549400
VOLUME 2 December 2010: 6-1/4 x 9-1/4 Hb: 978-0-415-54941-7 For more information, visit: www.routledge.com/9780415549417
VOLUME 3 December 2010: 6-1/4 x 9-1/4 Hb: 978-0-415-54942-4 For more information, visit: www.routledge.com/9780415549424
VOLUME 4 December 2010: 6-1/4 x 9-1/4 Hb: 978-0-415-54943-1 For more information, visit: www.routledge.com/9780415549431
4 VOLUME SET December 2010: 6-1/4 x 9-1/4: 1630pp Hb: 978-0-415-54939-4: $1075.00 For more information, visit: www.routledge.com/9780415549394
NEW
DD G GEE
The Reviewer’s Guide to Quantitative Methods in the Social Sciences is designed for evaluators of research manuscripts and proposals in the social and behavioral sciences, and beyond.
m m FFrroo
If a primary objective of feminism is to expose and challenge the social relations of power embedded in all spheres of life, then an exploration of the issues attached to female education is a vital aspect of such a project. Indeed, ‘women and education’ is now an established – and flourishing – domain of study. Edited by two leading scholars in the field, Women and Education is a four-volume collection of foundational and cutting-edge contributions further distinguished by the inclusion of autobiographical works to capture the experience of education as a broad societal process, and not simply as formal schooling.
R O TLE U
Key features INCLUDE: Comprehensive Coverage— Thirty-one chapters cover virtually all of the popular classic and emerging quantitative techniques, thus helping reviewers to evaluate a manuscript’s methodological approach and it’s data analysis. Unique Chapter Format— For ease of use, all chapters follow the same structure. Expert Chapter Authors— Chapters are written by methodological and applied scholars who are expert in the particular quantitative method being reviewed.
February 2010: 7 x 10: 432pp Hb: 978-0-415-96507-1: $199.00 Pb: 978-0-415-96508-8: $69.95 eBook: 978-0-203-86155-4
To read more about this title, view the table of contents or purchase a copy, please visit: www.routledge.com/9780415965088
Routledge... think about it www.routledge.com
Complimentary Exam Copy
e-Inspection New in Paperback Companion Website
S pe c i al Iss ues as B ook s / bac k l i s t ti t l es
Special Issues as Books Routledge publishes special issues of key journals as collections in our Special Issues as Books program. This is an initiative that incorporates journals from multiple disciplines across the humanities and social sciences. For further information on any of the below titles, please visit: www.routledge.com.
Special Issues as Books Title
Author
Date
Format & ISBN
Price
Education in Small States Global Imperatives, Regional Initiatives and Local Dilemmas www.routledge.com/9780415560399
Peter Mayo, University of Malta, Malta
2009
Hb: 978-0-415-56039-9
$125.00
Black and Postcolonial Feminisms in New Times Researching Educational Inequalities www.routledge.com/9780415571685
Edited by Heidi Safia Mirza, Institute of Education, UK and Cynthia Joseph, Monash University, Australia
March 2010
Hb: 978-0-415-57168-5
$125.00
Schools and the Urban Renaissance Edited by Ruth Lupton and Janet Smith www.routledge.com/9780415559935
February Hb: 978-0-415-55993-5 2011
$125.00
Women, War, Violence and Learning Edited by Shahrzad Mojab www.routledge.com/9780415559867
February Hb: 978-0-415-55986-7 2010
$125.00
Edited by Deirdre Raftery, University College Dublin, Ireland and Maryann Valiulis, Trinity College Dublin, Ireland
July 2010
Hb: 978-0-415-58256-8
$125.00
Author
Date
Format & ISBN
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Feminism and â&#x20AC;&#x2DC;The Schooling Scandalâ&#x20AC;&#x2122; Christine Skelton and Becky Francis 2008 www.routledge.com/9780415455107
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Abrams, Fran............................................................................ 11 Activity Theory in Practice......................................................... 29 Actor-Network Theory in Education.......................................... 28 Adams, Maurianne.............................................inside front cover Advocacy Leadership................................................................. 23 Against Common Sense.............................................................. 4 Agbaria, Ayman K..................................................................... 33 Aiston, Sarah............................................................................ 31 Alexander, Hanan..................................................................... 33 Alexander, Hanan A.................................................................. 32 Anderson, Gary L...................................................................... 23 Andreotti, Vanessa.................................................................... 31 Andrzejewski, Julie..................................................................... 5 Anyon, Jean........................................................................ 10, 17 Apple, Michael W................................................................... 6, 9 Arnot, Madeleine.................................................... 10, 14, 17, 30 Arthur, James............................................................................ 21 Au, Wayne...................................................................... 6, 22, 23
Balarin, Maria........................................................................... 21 Ball, Stephen J............................................................................ 9 Baltodano, Marta........................................................................ 5 Banks, James A......................................................................... 33 Barrett, Angeline....................................................................... 15 Basil Bernstein........................................................................... 30 Basterra, Maria del Rosario.......................................................... 7 Bates, Richard........................................................................... 13 Beck, John................................................................................ 30 Bell, Lee Anne................................................. inside front cover, 5 Bello, Manuel............................................................................ 24 Benham, Maenette Kape’ahiokalani Padeken Ah Nee-.............. 19 Bensimon, Estela......................................................................... 9 Bergoffen, Debra...................................................................... 12 Beyond Learning by Doing........................................................ 26 Bhaskar, Roy............................................................................. 31 Bibby, Tamara........................................................................... 24 Biesta, Gert............................................................................... 29 Black Literate Lives.................................................................... 23 Black Youth Matters.................................................................. 10 Blanchett, Wanda J................................................................... 32 Blumenfeld, Warren............................................inside front cover Boys’ Experience of Schooling................................................... 31 Brewer, Dominic.......................................................................... 9 Bridgeman, Jacquelyn L............................................................... 2 Britzman, Deborah.................................................................... 17 Buras, Kristen L......................................................................... 23 Burch, Patricia........................................................................... 23 Burdick, Jake............................................................................. 26 Bushnell Greiner, Mary.............................................................. 16
Cahn, Steven M........................................................................ 16 Caldwell, Brian J....................................................................... 32 Cammarota, Julio...................................................................... 10 Castaneda, Carmelita..........................................inside front cover Causation in Educational Research............................................ 27 Chaib, Mohamed...................................................................... 31 Changing Schools..................................................................... 21 Changing Schools in an Era of Globalization............................. 32 Chapman, Thandeka K............................................................... 7 Chicano School Failure and Success............................................. 8 Christenson, Sandra L............................................................... 13 Citizenship, Education and Social Conflict................................. 32 Class in Education..................................................................... 30 Classroom Communication and Diversity..................................... 4 Cohen, Louis............................................................................. 27 Colclough, Christopher............................................................. 15 Cole, Mike................................................................................ 11 Collaboration in Education........................................................ 32 Commitment, Character, and Citizenship.................................. 33 Confronting Global Gender Justice............................................ 12 Contexts of Learning (series)..................................................... 27 Controversy in the Classroom.................................................... 22 Core Concepts in Higher Education (series)................................ 18 Critical Curriculum Studies........................................................ 22 Critical Educator (series).................................................... 3, 4, 10 Critical Issues in Peace and Education........................................ 33 Critical Multiculturalism............................................................... 3 Critical Pedagogies of Consumption.......................................... 20 Critical Pedagogy and Cultural Studies in Urban Education.......... 6 Critical Perspectives on bell hooks............................................. 23 Critical Perspectives on Education (series)............................ 21, 23 Critical Race Theory Matters........................................................ 2 Critical Social Thought (series)............................................. 22, 23 Critical Youth Studies (series)..................................................... 10 Cultural Validity in Assessment.................................................... 7 Cultures of Curriculum.............................................................. 25 Curriculum Studies Handbook – The Next Moment................... 25 Curriculum Studies Reader, The................................................. 24 Curriculum, Syllabus Design and Equity..................................... 24 Czerniawski, Gerry.................................................................... 32
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Dahler-Larsen, Peter.................................................................. 14 Danermark, Berth..................................................................... 31 Daniels, Harry......................................................... 21, 23, 29, 30 Dantas, Maria Luiza.................................................................... 7 David, Gamage......................................................................... 11 Davidson, Maria del Guadalupe................................................ 23 Davies, Brian............................................................................. 30 Davis, Lennard J........................................................................ 13 de Souza, Lynn Mario............................................................... 31 Desai, Dipti................................................................................. 5 Designing Better Schools for Culturally and Linguistically Diverse Children..................................................................... 3 Developing Cultural Capability in International Higher Education.............................................................................. 8 Dillabough, Jo-Anne................................................................. 10 Disability Studies Reader, The.................................................... 13 Disciplines of Education............................................................ 12 Dismantling Contemporary Deficit Thinking................................ 4 Diversity in American Higher Education....................................... 8 Doing Multicultural Education for Achievement and Equity......... 2
Gabbard, David A..................................................................... 11 Gale, Laurence.......................................................................... 31 Gallagher, Karen......................................................................... 9 Gallagher, Tony......................................................................... 29 Gallegos, Bernardo P................................................................. 16 Gandin, Luis Armando............................................................ 6, 9 Gardner, Philip.......................................................................... 18 Garrett, Roger M...................................................................... 32 Gasman, Marybeth................................................................... 18 Gearon, Liam............................................................................ 21 Gender and Education.............................................................. 17 Gender Education and Equality in a Global Context................... 14 Gender, Race, and the Politics of Role Modeling........................ 30 Gilbert, Paula Ruth.................................................................... 12 Gill, Judith................................................................................ 31 Gillborn, David............................................................................ 3 Global Crises, Social Justice, and Education............................... 14 Globalization and Education..................................................... 17 Globalization of Education........................................................ 20 Globalization, the Nation-State and the Citizen......................... 31 Globalizing Education Policy...................................................... 14 Globalizing Education, Educating the Local............................... 14 Goodman, Diane J...................................................................... 5 Goodman, Joyce....................................................................... 34 Goodyear, Rodney...................................................................... 9 Grant, Carl A........................................................................ 2, 29 Grenfell, Mike........................................................................... 28 Griffin, Pat..........................................................inside front cover Grigorenko, Elena L.................................................................. 29 Groves Price, Paula.................................................................... 16 Guldberg, Helene...................................................................... 12 Gulson, Kalervo N..................................................................... 32
Immigration, Diversity, and Education....................................... 29 Indigenous Educational Models for Contemporary Practice....... 19 Intercultural and Multicultural Education................................... 29 Internationalisation and the Student Voice................................ 15 Introduction to American Higher Education............................... 18 Ivinson, Gabrielle...................................................................... 30
e Eccles, Jacquelynne S................................................................ 11 EcoJustice Education................................................................. 19 Ecopedagogy.............................................................................. 6 Edmundson, Jeff....................................................................... 19 Educating for the Knowledge Economy?................................... 21 Education - An ‘Impossible Profession’?.................................... 24 Education and Culture.............................................................. 30 Education and Development..................................................... 32 Education and Development in Latin America........................... 31 Education and Hope in Troubled Times..................................... 20 Education and Sustainability...................................................... 33 Education and the Culture of Consumption............................... 12 Education as a Political Tool in Asia........................................... 29 Education as Enforcement......................................................... 11 Education Outcomes and Poverty in the Global South............... 15 Education Quality and Social Justice in the Global South........... 15 Education Reconfigured............................................................ 18 Education, Autonomy and Critical Thinking............................... 31 Education, Epistemology and Critical Realism............................ 31 Education, Equality and Human Rights...................................... 11 Education, Politics and Religion................................................. 21 Education, Poverty and International Development (series)........ 15 Education, Professionalization and Social Representations......... 31 Educational Theories, Cultures and Learning............................. 23 Edwards, Anne......................................................................... 29 Edwards, Richard................................................................ 28, 29 Emerging Teachers and Globalisation........................................ 32 Engendering Curriculum History................................................ 25 Engeström, Yrjo........................................................................ 29 Equity and Excellence in Education............................................ 30 Erricker, Clive............................................................................ 33 Ethnography and Language Policy............................................. 29
f Fabricating Quality in Education................................................ 14 Facer, Keri................................................................................. 23 Fennell, Shailaja........................................................................ 14 Fenwick, Tara............................................................................ 28 Fergus, Edward........................................................................... 7 Fielding, Michael....................................................................... 20 Fine, Michelle............................................................................ 10 Fisher, Maisha T......................................................................... 23 Fitz, John.................................................................................. 30 Flinders, David J........................................................................ 24 Foundations and Futures of Education (series)... 13, 18, 20, 24, 32 Foundations of Critical Race Theory in Education........................ 3 Foundations of Education......................................................... 16 Frandji, Daniel........................................................................... 30 Fraser, James W......................................................................... 18 Freud and Education................................................................. 17 Fruja, Ramona............................................................................. 6 Furlong, John............................................................................ 12
h Hackman, Heather W..........................................inside front cover Hadfield, Mark.......................................................................... 27 Halpern, Robert........................................................................ 10 Hamlin, Jessica............................................................................ 5 Hancock, Gregory R.................................................................. 34 Handa, Yuichi........................................................................... 25 Handbook of Asian Education................................................... 11 Handbook of Latinos and Education............................................ 8 Handbook of Practice and Research in Study Abroad, The......... 15 Handbook of Public Pedagogy.................................................. 26 Handbook of Research in the Social Foundations of Education............................................................................ 16 Handbook of Research on Schools, Schooling and Human Development....................................................................... 11 Handbook of School-Family Partnerships................................... 13 Harper, Shaun R........................................................................ 18 Hartley, David........................................................................... 12 Harvey, Tamara......................................................................... 12 Haw, Kaye................................................................................ 27 He, Ming Fang.......................................................................... 11 Heilman, Elizabeth E............................................................. 6, 19 Hema, Ramanathan.................................................................. 11 Hemmings, Annette B............................................................... 20 Hendry, Petra............................................................................ 25 Henry, Annette......................................................................... 16 Hermeneutics, History and Memory.......................................... 18 Hess, Diana E............................................................................ 22 Hidden Markets........................................................................ 23 Hill, Dave.................................................................................. 30 History as Art, Art as History....................................................... 5 History of U.S. Higher Education, The....................................... 18 Hobbel, Nikola............................................................................ 7 Hogan, Pádraig......................................................................... 24 Home-School Connections in a Multicultural Society................... 7 hooks, bell................................................................................ 21 Hurtado, Aída............................................................................. 7
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j Jackson, Jerlando F.L................................................................. 18 Jarvis, Peter............................................................................... 16 Jeynes, William........................................................................... 2 Jones, Elspeth........................................................................... 15 Jones, Phillip W......................................................................... 14 Joseph, Pamela Bolotin............................................................. 25
k Kahn, Richard............................................................................. 6 Kant’s Questions (series)............................................................ 17 Katie Weir................................................................................. 24 Kehler, Michael D...................................................................... 12 Kelly, Hilton.............................................................................. 30 Kelsh, Deborah......................................................................... 30 Kennelly, Jacqueline.................................................................. 10 Knapp, Clifford E...................................................................... 24 Knowledge and Identity............................................................ 30 Knowledge, Pedagogy and Society............................................ 30 Knowledge, Power and Educational Reform.............................. 30 Knowledge, Values and Educational Policy................................ 21 Kumashiro, Kevin........................................................................ 4
l L. McCarty, Teresa..................................................................... 29 Ladson-Billings, Gloria............................................................. 3, 4 Lall, Marie................................................................................. 29 Language and Minority Rights..................................................... 7 Language, Culture, and Teaching................................................ 7 Language, Culture, and Teaching Series (series)........................... 7 Language, Ethnography, and Education.................................... 28 Language, Learning, Context.................................................... 32 Lauder, Hugh...................................................................... 21, 23 Lawn, Martin............................................................................ 12 Learning Futures....................................................................... 23 Learning to Fail......................................................................... 11 Lee, John C. K........................................................................... 32 Lei, Jing.................................................................................... 11 Leonardo, Zeus......................................................................... 22 Lesko, Nancy............................................................................... 9 Lewin, Ross............................................................................... 15 Li, Guofang............................................................................... 11 Liberalism, Neoliberalism, Social Democracy.............................. 33 Lindsay, Beverly......................................................................... 32 Lingard, Bob....................................................................... 14, 21 Linguistic Imperialism Continued............................................... 14 Lipman, Pauline........................................................................ 22 Lopez, Gerardo R...................................................................... 10 Lost Youth in the Global City..................................................... 10 Lowe, John............................................................................... 21 Ludvigsen, Sten R...................................................................... 29 Luke, Allan................................................................................ 24 Lupinacci, John......................................................................... 19 Luttrell, Wendy......................................................................... 27
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Machado-Casas, Margarita......................................................... 8 MacPherson, Seonaigh.............................................................. 33 Macrine, Sheila......................................................................... 30 Major Themes in Education (series)..................................... 33, 34 Malewski, Erik........................................................................... 25 Manion, Lawrence.................................................................... 27 Manyak, Patrick C....................................................................... 7 Martin & Goodman: Women and Education, Vol. I.................... 34 Martin & Goodman: Women and Education, Vol. II................... 34 Martin & Goodman: Women and Education, Vol. III.................. 34 Martin & Goodman: Women and Education, Vol. IV.................. 34 Martin, Jane.............................................................................. 34 Martin, Jane Roland.................................................................. 18 Martínez, Corinne....................................................................... 8 Martino, Wayne J................................................................ 12, 30 Martusewicz, Rebecca A........................................................... 19 Marx and Education.................................................................. 17 Mattson, Rachel.......................................................................... 5 May, Stephen.......................................................................... 3, 7 Mazzei, Lisa A........................................................................... 28 McCulloch, Gary....................................................................... 18 McLaren, Peter.......................................................................... 20 McNaughton, Stuart................................................................... 3 McNeely, Connie L.................................................................... 12 Means to Grow Up, The............................................................ 10 Meece, Judith L......................................................................... 11 Meikle, Maureen M.................................................................. 31 Minority Status, Oppositional Culture, & Schooling................... 19 Missias, Matthew........................................................................ 6 Mitchell, Coral.......................................................................... 27 Moon, Bob............................................................................... 15 Moore, Rob.............................................................................. 30 Morrell, Ernest............................................................................ 6 Morrison, Keith......................................................................... 27 Moss, Peter............................................................................... 20 Mueller, Ralph O....................................................................... 34 Multicultural Education, Vol. 1.................................................. 33 Multicultural Education, Vol. 2.................................................. 33 Multicultural Education, Vol. 3.................................................. 33 Multicultural Education, Vol. 4.................................................. 33 Muñoz, Juan Sánchez................................................................. 8 Murillo Jr., Enrique G.................................................................. 8
Pabon Lopez, Maria.................................................................. 10 Parental Involvement and Academic Success............................... 2 Patel, Tina................................................................................. 10 Persistent Inequality.................................................................. 10 Peters, Madeline L...............................................inside front cover Phillipson, Robert...................................................................... 14 Philosophy of Education............................................................ 16 Philosophy of Learning, A......................................................... 16 Pinar, William F................................................................ 4, 25, 26 Pinson, Halleli........................................................................... 32 Piper, Heather........................................................................... 28 Place- and Community-Based Education in Schools................... 19 Political Agendas for Education................................................. 19 Politics of American Education, The........................................... 19 Porter, Jill............................................................................ 21, 23 Portera, Agostino...................................................................... 29 Positions: Education, Politics, and Culture (series)........................ 6 Postcolonial Perspectives on Global Citizenship Education......... 31 Powell, Dana............................................................................... 4 Powell, Robert G......................................................................... 4 Problem with Boys’ Education, The........................................... 12 Profound Improvement............................................................. 27 Promoting Diversity and Social Justice......................................... 5 Provenzo, Jr., Eugene F.............................................................. 24
Sackney, Larry........................................................................... 27 Sadovnik, Alan R......................................................................... 9 Saltman, Kenneth J................................................................... 11 Sandlin, Jennifer A.............................................................. 20, 26 School in the United States, The................................................ 18 School Trouble.......................................................................... 13 Schooling Internationally........................................................... 13 Schostak, Jill............................................................................. 29 Schostak, John.......................................................................... 29 Schultz, Brian D........................................................................ 26 Scott, David.............................................................................. 31 Sears, Alan.......................................................................... 21, 31 Segerholm, Christina................................................................. 14 Selander, Staffan....................................................................... 31 Semel, Susan F.......................................................................... 16 Shaker, Paul.............................................................................. 19 Shapiro, H. Svi.......................................................................... 20 Shaver, Annis N......................................................................... 24 Sikes, Pat.................................................................................. 28 Simola, Hannu.......................................................................... 14 Slater, Judith J........................................................................... 32 Sleeter, Christine E.................................................................. 2, 3 Smith, Gregory A...................................................................... 19 Smith, Thomas E....................................................................... 24 Sobel, David.............................................................................. 19 Social Inequalities (Re)formed.................................................... 10 Social Justice Pedagogy Across the Curriculum............................ 7 Social Justice, Peace, and Environmental Education..................... 5 Social Studies and Diversity Education......................................... 6 Social Theory, Education, and Cultural Change (series)................ 6 Sociocultural, Political, and Historical Studies in Education (series)........................................................................... 19, 20 Sociology of Education................................................................ 9 Solano-Flores, Guillermo............................................................. 7 Sourcebook of Experiential Education....................................... 24 Spatial Theories of Education.................................................... 32 Speak Out................................................................................... 5 Spence, Jean............................................................................. 31 Spirituality, Rights and Democracy............................................. 33 Spring, Joel......................................................................... 19, 20 Standen, P. J............................................................................. 10 Stephens, David........................................................................ 28 Storytelling for Social Justice....................................................... 5 Stronach, Ian............................................................................ 14 Struggle for the History of Education, The................................. 18 Studies in African American History and Culture (series)............ 30 Studies in Curriculum Theory Series (series)......................... 25, 26 Stulberg, Lisa.............................................................................. 8 Symcox, Linda............................................................................. 5 Symes, Colin............................................................................. 32
n Nagwa, Megahed..................................................................... 11 New Museum............................................................................. 2 New Political Economy of Urban Education, The........................ 22 New Significance of Learning, The............................................ 24 New Studies in Critical Realism and Education (series)............... 31 Nieto, Sonia................................................................................ 7 Noguera, Pedro........................................................................... 7
o Ogbu, John U........................................................................... 19 Okano, Kaori............................................................................ 11 Olssen, Mark............................................................................. 33 Ota, Cathy................................................................................ 33 Oyler, Celia................................................................................. 5 Ozga, Jenny.............................................................................. 14
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q Qualitative Educational Research............................................... 27 Qualitative Research in International Settings............................ 28 Quinn, Jocey............................................................................. 30
r Race, Remembering, and Jim Crow’s Teachers........................... 30 Race, Whiteness, and Education................................................ 22 Radical Education and the Common School.............................. 20 Ravid, Ruth............................................................................... 32 Readings for Diversity and Social Justice..............inside front cover Reay, Diane............................................................................... 10 Reclaiming Childhood............................................................... 12 Reclaiming Education for Democracy........................................ 19 Reid, Alan................................................................................. 31 Reschly, Amy L.......................................................................... 13 Research Methods in Education................................................ 27 Researching Sex and Lies in the Classroom................................ 28 Researching Violence, Democracy and the Rights of People....... 29 Rethinking Contemporary Art and Multicultural Education.......... 2 Rethinking Contexts for Learning and Teaching......................... 29 Reviewer’s Guide to Quantitative Methods in the Social Sciences, The............................................................. 34 Revolutionizing Education......................................................... 10 Rezai-Rashti, Goli...................................................................... 30 Rightist Multiculturalism............................................................ 23 Rios, Francisco............................................................................ 2 Rizvi, Fazal.......................................................................... 14, 17 Roberts, Jay W.......................................................................... 26 Roth, Wolff-Michael.................................................................. 32 Routledge Communication Series (series).................................... 4 Routledge International Companion to Multicultural Education, The........................................................................................ 3 Routledge International Handbook of Critical Education, The...... 6 Routledge International Handbook of the Sociology of Education, The....................................................................... 9 Routledge International Handbooks of Education (series).... 3, 6, 9 Routledge International Studies in the Philosophy of Education (series)................................................................................. 31 Routledge Key Ideas in Education (series).................................. 17 Routledge Research in Education (series)........... 29, 30, 31, 32, 33 Routledge Research in Gender and History (series).................... 31 Russell, Christopher.................................................................... 2
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index
t Takanishi, Ruby......................................................................... 29 Talburt, Susan............................................................................. 9 Taubman, Peter M..................................................................... 26 Taylor, Edward............................................................................. 3 Teacher Education and the Challenge of Development.............. 15 Teacher Education and the Struggle for Social Justice.................. 6 Teaching By Numbers................................................................ 26 Teaching Critical Thinking......................................................... 21 Teaching for Diversity and Social Justice..............inside front cover Teaching/Learning Social Justice (series)....................................... 5 Textbook as Discourse, The....................................................... 24 Theory and Educational Research.............................................. 10 Thinking with Theory in Qualitative Research............................ 28 Thomson, Pat............................................................................ 21 Thornton, Stephen J................................................................. 24 Thorpe, Mary............................................................................ 29 Tikly, Leon................................................................................. 15 Tozer, Steven............................................................................. 16 Trahar, Sheila.............................................................................. 8 Trifonas, Peter Pericles............................................................... 33 Trinidad-Galvan, Ruth................................................................. 8 Trumbull, Elise............................................................................. 7
u Understanding the Disenfranchisement of Latino Males.............. 7 Unequal By Design.................................................................... 23 Universities and Global Diversity................................................ 32 Urban Education......................................................................... 9 Urban High Schools.................................................................. 20
v Valencia, Richard R.................................................................. 4, 8 Van Avermaet, Piet................................................................... 30 Van den Branden, Kris............................................................... 30 Van Houtte, Mieke.................................................................... 30 Vickers, Edward........................................................................ 29 Video in Social Science Research............................................... 27 Villenas, Sofia............................................................................. 8 Vitale, Philippe.......................................................................... 30
w Weaver-Hightower, Marcus B.................................................... 12 Weinberg, Sharon....................................................................... 8 What Does Understanding Mathematics Mean for Teachers?.... 25 What is Curriculum Theory?...................................................... 25 Whelen, John............................................................................ 31 Winch, Christopher................................................................... 31 Women, Education, and Agency, 1600â&#x20AC;&#x201C;2000............................ 31 Woods Annette........................................................................ 24 World Bank Financing of Education........................................... 14 Worldliness of a Cosmopolitan Education, The.......................... 26 Wright, Bryan........................................................................... 33 Wright, Cecile........................................................................... 10 Wrigley, Terry............................................................................ 21
y Yancy, George........................................................................... 23 Yonah, Yossi............................................................................. 32 Youdell, Deborah...................................................................... 13 Young, Michael......................................................................... 21 Youngblood Jackson, Alecia...................................................... 28 Youth Studies............................................................................. 9
z Zamudio, Margaret..................................................................... 2 Zeichner, Kenneth M................................................................... 6 Zhao, Yong............................................................................... 11 Zuniga, Ximena...................................................inside front cover
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