Education New Books January-March 2026 by Bloomsbury Publishing

JANUARY - MARCH 2026

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COLLECTIONS

Available for institutions to purchase on www.bloomsburycollections.com

Bloomsbury

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OPEN ACCESS

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Global Teacher Education

UK March 2026 • US January 2026

208 Pages • 2 bw photos 7 bw line art

HB 9781538193914

• £70 00 / $130 00

PB 9781538193921

• £30 00 / $39 95

ePDF 9798881854669 • £27 00 / $35 95

ePub 9781538193938 • £27 00 / $35 95

Bloomsbury Academic

Borderless Education

A Pedagogical Framework for Cultural Responsiveness and Global Competence

Edited by Christina Wright Fields, Novea McIntosh & Rochonda Nenonene

Borderless Education serves as a conduit between global and domestic diversity by bridging the gap between global and cultural competence

This book builds on the work of scholars who have called for culturally relevant, responsive, and sustaining teaching and pedagogies in education The goal of this text is to provide an intersectional global and culturally responsive teaching approach that offers futuristic possibilities of reimagining learning without borders Opening the conversation for readers to consider dialogue, collaboration, and research between two fundamentally important pedagogical frameworks, that each have a long-standing legacy and impact in teacher education In light of our educational ecosystem, now is a time for the convergence of these frameworks to fully incorporate the principles and practices of culturally responsive and sustaining pedagogy (CRSP) with the multifaceted elements of global competencies The authors share a new globalized pedagogical framework that bridges the gap between CRSP and international teacher education

Global awareness, social justice, diversity, and equitable practices are critical issues necessary for today’s educators This book encourages educators and practitioners to implement an intersectional globally and culturally responsive teaching approach that not only recognize but sustain students’ cultural identities to enhance their academic achievement

COLLECTIONS 2ND EDITION

UK January 2026 • US January 2026

320 Pages

HB 9781350441460 • £75 00 / $100 00

PB 9781350441477 • £24 99 / $34 95

ePDF 9781350441453 • £22 49 / $31 45

ePub 9781350441484 £22 49 / $31 45

Bloomsbury Academic

Global Citizenship Education

A Critical Introduction to Key Concepts and Debates

Edda Sant, Manchester Metropolitan University, UK, Karen Pashby, Manchester Metropolitan University, UK & Lynette Shultz, University of Alberta, Canada

Fully updated in its second edition, Global Citizenship Education introduces the concepts, frameworks, issues, and debates which are critical to interrogate Global Citizenship Education The new edition includes 10 new chapters, a new third section to the book looking at key issues and debates, and updates to all existing chapters The new chapters cover: global citizenship as an ethical position; global competences; ethical global issues pedagogies; and digital literacy education; global responses to climate change; migration and refugees; populism; democracy; transnational activism; and the curriculum

Global citizenship education is contextualized within key educational frameworks, including citizenship education, global education, development education and peace education The authors explore the different ways in which global citizenship can be taught, learned and assessed in formal and informal contexts Each chapter includes a summary of key issues, an annotated list of key resources, an exercise for students and a further reading list

COLLECTIONS

UK January 2026 • US January 2026

344 Pages

HB 9781350473843 • £75 00 / $100 00

PB 9781350473836 £24 99 / $34 95

ePDF 9781350473867 • £22 49 / $31 45

ePub 9781350473850 • £22 49 / $31 45

Bloomsbury Academic

Education for Social Change Perspectives on Global Learning

Douglas Bourn, IOE, UCL’s Faculty of Education and Society, University College London, UK

Fully updated throughout, this 2nd edition of Education for Social Change introduces students to education as a vehicle for social change in both theory and practice

The new edition features a new theme of peace which is woven into each chapter, reflecting the rise of international conflicts since 2022 The linkages between peace, social justice, sustainability, and global learning are emphasised in a new chapter entitled Education for a Peaceful, Just and Sustainable World Other updates include an increased focus on the work of UNESCO and the Global Education to 2050 Declaration, additional discussion of gender, sexuality and LGBTQ education, and more critical engagement with the sustainable development goals

Throughout the book the case studies have either been updated or changed, including more from the Global South and including the Middle East and East Asia, to reflect recent global challenges Key theorists are introduced, including John Dewey, Henry Giroux, bell hooks, Antonio Gramsci, and Paulo Freire Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list The book includes an updated foreword written by Tania Ramalho (State University of New York, USA)

COLLECTIONS

Peace and Human Rights Education

UK March 2026 • US March 2026

168 Pages

• 10 bw illus

HB 9781350376120

• £90 00 / $120 00

PB 9781350376168 • £28 99 / $39 95

ePDF 9781350376137 • £81 00 / $108 00

ePub 9781350376144 • £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

UK January 2026 • US January 2026

192 Pages • 1 b/w illus

PB 9798216376392 • £28 99 / $39 95

HB 9781666916096 • £80 00 / $110 00

ePDF 9798216266587 • £72 00 / $99 00

ePub 9781978771604 £72 00 / $99 00

Bloomsbury Academic

COLLECTIONS

UK January 2026 • US January 2026

288 Pages 1 bw illus

PB 9798216388678 • £28 99 / $39 95

HB 9781666956597 £85 00 / $115 00

ePDF 9798216260165 • £76 50 / $103 50

ePub 9781978764682 • £76 50 / $103 50

Bloomsbury Academic

Decolonial Underground Pedagogy

Unschooling and Subcultural Learning for Peace and Human Rights

Noah Romero, University of Nevada Las Vegas, USA

This book explores how minority-led skateboarding, punk rock, and unschooling communities engage in collective efforts to humanize education and construct kinder social frameworks. Noah Romero examines the roles of informal and community-embedded learning in actualizing transformative education and shows how decolonizing education can take place outside of school settings

Grounded in the author ’s own experience in minority-led Filipino subcultures, the book introduces a conceptual framework of subcultural learning and decolonizing education centred on the Philippines and its diaspora in Australia, New Zealand, and the United States Romero argues that educational paradigms with peace, human rights, multiculturalism, social justice, and decolonization at the centre can extend beyond the classroom, curriculum, and teaching and into communities By showing how minoritized people are redefining identity and knowledge through embodied community-responsive pedagogies, the book contributes to wider debates on Indigeneity, gender justice, human rights, peace studies, and decolonizing education

Equity and Inclusion through Policy and Practice

Farhana Loonat

Under the hubris of equity and inclusion, Black, Indigenous and other employees and students of color (BIPoC) enter historically white institutions of education where they find white supremacy infused into the institutions’ policies and colleagues’ practices – in hiring, service demands on faculty of color, faculty evaluations, tenure decisions, student grievance processes, speech and deliberation, accent-based discrimination, faculty contracts, etc BIPoC find themselves simultaneously subject to policies and practices steeped in white supremacy and race-lighted by a façade of equality

Despite their institutions’ avowed commitment to equity and inclusion, white and structurally white employees apply equality frameworks to enact white supremacist policies and practices, and to make decisions that negatively affect the mental and physical health, wellbeing and progress of BIPoC in U S higher education In Equity and Inclusion through Policy and Practice, Farhana Loonat exposes white liberals’ opportunism and hypocrisy in the equity and inclusion brigade, unpacks the consequences of the diversity, equity, inclusion illusion on BIPoC, and provides equitable solutions to the historical inequities and exclusion of BIPoC on U S college campuses This book is important for scholars interested in equity and inclusion in education, inclusive pedagogy, critical race theory, whiteness studies, the politics of race and gender, ethnic studies, educational leadership and human and organizational development

Unmasking the Experiences of Racialized Women in Academia

Stronger Together

Edited by Sandra Dixon & Cecille DePass

Showcases the lived experiences of racialized women in academia in their respective higher education institutions

Through a collection of comprehensive, accessible essays, this volume discusses the key challenges that women of color in academia faculty, administrators, and graduate students face The arguments presented in these chapters are based on multi-disciplinary empirical research and theoretical frameworks rooted in a variety of disciplines such as Indigenous studies, social work, psychology, health sciences, and education This volume offers tangible remedies and approaches to address systemic inequities and promote meaningful institutional change for educators, administrators, and stakeholders in higher education on a national level

Enhancing Reflective Teaching in Higher Education

UK January 2026

• US January 2026

• 10 b/w

152 Pages

HB 9781350535794

• £80 00 / $110 00

PB 9781350535787

• £26 99 / $36 95

OPEN ACCESS

GenAI in Higher Education

Redefining

Teaching and Learning

Sam Illingworth, Edinburgh Napier University, UK & Rachel Forsyth, Lund University, Sweden

This open access book provides practical guidance for higher education professionals looking to use Generative AI technologies Blending theoretical grounding with real-world examples and case studies, it gives step by step guidance on how to evaluate, select, and implement generative AI technologies in teaching, learning, assessment, and student support It covers topics including creating original artificial writing, images, audio and video content, automating administrative processes, adapting learning resources, and augmenting teaching practices Each chapter includes reflective exercises and further reading lists and shows how AI can enhance accessibility, personalization, efficiency and creativity in higher education Alongside this, the many challenges and ethical considerations of using AI are introduced, including issues around plagiarism, quality control, and the need to establish governance protocols

The ebook editions of this book are available open access under a CC BY-NC-ND 4 0 licence on bloomsburycollections com Open access was funded by Lund University

Bloomsbury Academic

ePDF 9781350535817 • £0.00 / $0.00

ePub 9781350535800 • £0.00 / $0.00

Bloomsbury Academic

UK January 2026 • US January 2026

248 Pages

HB 9798881802844

• £65 00 / $90 00

PB 9798881802851 • £29 99 / $29 95

ePDF 9798881862152

• £26 99 / $26 95

ePub 9798881802868 £26 99 / $26 95

Bloomsbury Academic

Gamification Made Simple A Guide for Higher Education Professionals

Glennda McKeithan & Ann Marshall

Gamification Made Simple: A Guide for Higher Education Professionals is designed to be a practical, approachable, and experience-driven resource for instructors who may be new to the concept of gamification or are already experimenting with game-based learning Written by educators from different disciplines special education and speech-language pathology the book includes the perspectives of game designers, game players, and game masters What began as a basic roleplaying activity in a graduate course has evolved into an instructional framework that transforms student engagement by enabling them to apply what they are learning in a safe, real-world setting Glennda McKeithan and Ann Marshall provide readers with a step-by-step guide for planning, designing, and implementing simple, game-based learning experiences through role-playing games (RPGs)

COLLECTIONS

Bloomsbury Gender and Education

UK March 2026

• US March 2026

240 Pages • 10 bw illus

PB 9781350528703 • £28 99 / $39 95

HB 9781350528666 • £90 00 / $120 00

ePDF 9781350528673 • £81 00 / $108 00

ePub 9781350528680 • £81 00 / $108 00

Bloomsbury Academic

Women, "Failure" and Academia

Activism, Creativity and Critique in the Contemporary University

Edited by Marina Cano, Independent Researcher & Rosa García-Periago, University of Murcia, Spain

Women, “Failure” and Academia examines failures in contemporary academia, and especially the intersections between gender and academic failure

It argues that academic failure is political, and that seemingly personal failures to achieve a standard or expected academic career (tenure, funding, publications, etc ) should be understood in the context of institutional failures and systemic inequalities Through theoretical discussions and/or personal reflections on their individual experiences of failure, contributors to the volume address how academic failure can illuminate, and sometimes subvert, the institutional barriers often faced by women and women-identifying scholars in the contemporary university

The collection is interdisciplinary, intersectional and international and covers topics such as Covid-19, precarity and job hunting, ethnic diversity, accounts of incomplete research, motherhood and disability within the academy Contributors include established and emerging scholars in Australia, New Zealand, Spain, the UK and the USA Conceived as scholarly activism, Women, “Failure” and Academia aims to interrogate the future of universities and challenge perceptions of failure, especially with regard to women and women-identifying academics

COLLECTIONS

Bloomsbury Higher Education Research

UK February 2026 • US January 2026

336 Pages • 10 bw illus

PB 9781350540101 • £28 99 / $39 95

HB 9781350540064 • £85 00 / $115 00

OPEN ACCESS

Global Higher Education in Times of Upheaval On Common Goods, Geopolitics and Decolonization

Simon Marginson, University of Oxford, UK

In this open access book, leading scholar Simon Marginson discusses the major trends, events, issues and dilemmas that have shaped and are still shaping global higher education

Higher education and research have grown rapidly, becoming more international and embroiled in the politics and economics of an increasingly conflicted world In a tumultuous and unstable time in which old certainties are crumbling, Marginson makes an original and probing argument, supported by data-based review, theorising, and critical analysis, that pushes in a radically different direction to both neoliberalism and Trumpism It is an ambitious call to sweep away the accumulativecompetitive model of society and education, which positions us as sovereign individuals without collective responsibility, in nations likewise driven solely by self-interest (sovereign nationalism) in a war of all against all The book pulls apart policies on student fees, human capital and employability, calling for negotiated education-work partnerships It unpicks the neocolonial mindset in Western science and international education, suggesting that no single culture has all the answers; that respect for diversity and cooperation on shared problems are integral to the global common good

Bloomsbury Academic

ePDF 9781350540071 • £0.00 / $0.00

ePub 9781350540088 • £0.00 / $0.00

Bloomsbury Academic

COLLECTIONS

UK January 2026

• US January 2026

208 Pages • 11 bw illus

PB 9798216387404 • £28 99 / $39 95

HB 9781666979282 • £85 00 / $115 00

ePDF 9798216255628 • £76 50 / $103 50

ePub 9781978770607 £76 50 / $103 50 Bloomsbury Academic

The ebook editions of this book are available open access under a CC BY-NC-ND 4 0 licence on bloomsburycollections com Open access was funded by UKRI

Global Engagement as Professional Development in Higher Education

Edited by Delane A Bender-Slack

Students in higher education should be given tools to navigate the dissolution of geographical and cultural boundaries that has been brought on by media and technology

This project is based on three iterations of Faculty Learning Communities (FLC) that explored international immersions as a tool for university faculty and staff professional development as well as numerous international virtual exchanges and study abroad programs The contributors explore how faculty and staff in higher education can use international immersion experiences and global virtual collaborations as professional development opportunities to become global educators These contributions explore questions relating to how educators can become better global citizens in their research methods, projects, and agendas; questions such as: What is internationalization in the university setting? What justice issues arise with internationalization of curriculum and campuses? How does internationalization help or hinder interdisciplinary learning and teaching? What global frameworks are most helpful in this work? This volume presents opportunities to develop the cultural competencies of faculty and staff in higher education to provide meaningful professional development

COLLECTIONS

UK November 2025

• US November 2025

286 Pages 6 bw illus

PB 9781666952452 • £28 99 / $39 95

HB 9781666952438 £90 00 / $120 00

ePDF 9798216265894 • £81 00 / $108 00

ePub 9781978761872 • £81 00 / $108 00

Bloomsbury Academic

Until Every Woman Is Free Equity and Belonging in the Academy Through Duoethnography

Edited by Christina L Dobbs & Christine Montecillo Leider,

University of Massachusetts Lowell, USA

In this volume, women in academia use autoethnographic methods to document and unpack their experiences as women of color in the academy

Many higher education institutions have made public-facing, explicit commitments to diversifying and retaining faculty of color, yet research continues to document how, even under these changes, the experiences of faculty especially women of color have changed minimally, if at all Through the use of duoethnography and other autoethnographic methods, this edited collection highlights the voices of women of color in academia from a range of university settings, developmental career stages, and professional trajectories, providing a space for women of color to process their own experiences navigating, surviving, and thriving in white male-dominated academia The contributors featured in this volume offer important insights into how institutions of higher education could better support women of color professors

OPEN ACCESS

COLLECTIONS

Bloomsbury Handbooks

Bloomsbury Higher Education

Research

UK February 2026

• US February 2026

UK February 2026

648 Pages • 10 bw illus

• US February 2026

HB 9781350375970

224 Pages

PB 9781350511613

PB 9781350376014

HB 9781350511576

• £130 00 / $175 00

• £28 99 / $39 95

• £39 99 / $54 95

• £90 00 / $120 00

Bloomsbury Academic

ePDF 9781350511583

ePub 9781350511590

Bloomsbury Academic

• £0 00 / $0 00

COLLECTIONS

UK March 2026 • US March 2026

296 Pages • 24 bw illus

HB 9781350450868 • £90 00 / $120 00

PB 9781350450875 • £28 99 / $39 95

ePDF 9781350450882 • £81 00 / $108 00

ePub 9781350450899 £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

Bloomsbury Handbooks

UK February 2026 • US February 2026

648 Pages • 10 bw illus

HB 9781350375970

• £130 00 / $175 00

PB 9781350376014 • £39 99 / $54 95

The Bloomsbury Handbook of Student Politics and Representation in Higher Education

Realising the Educational Potential of Mass Higher Education

Edited by Manja Klemencic, Harvard University, USA

Paul Ashwin, Lancaster University, UK, Margaret Blackie, Jennifer Case, Virginia Tech, USA, Jan McArthur, Lancaster University, UK, Nicole Pitterson, Virginia Tech, USA, Reneé Smit, University of Cape Town, South Africa, Ashish Agrawal, Rochester Institute of Technology, USA, Kayleigh Rosewell, Lancaster University, UK, Alaa Abdalla, Eindhoven University of Technology, the Netherlands & Benjamin Goldschneider, University of Virginia, USA

This open access book addresses the current disillusionment with mass higher education and argues that it is based on a profound misunderstanding of its educational potential

This open access handbook offers a unique and unprecedented global comparative account of student politics and representation in higher education It provides a systematic and structured range of specially commissioned chapters reflecting on the history, contemporary practices and current debates on student political agency and collective action in higher education The chapters analyse the organisational characteristics and political activities of student governments, and map opportunities for students to intervene in and influence higher education institutions and higher education policies

The authors analyse a seven-year longitudinal research project that tracked participants who studied chemistry or chemical engineering from their first year of university until up to three years after they graduated Drawing on over 700 interviews with students/graduates from two English, two South African and two American universities, the book explores the educational intentions of their degree programmes, what participants wanted to get out of going to university and studying for a degree, how their views of knowledge and the world changed, and what they felt they had gained from going to university

The handbook re-examines and further develops the existing theoretical concepts on student agency and student impact on higher education, and analytical lenses on systems of student representation and organisational models of student governments It depicts empirical insights from 25 countries from all world regions, 4 transnational regional student federations and the Global Student Forum The volume is unique in bringing together established scholars with a highly diverse group of current and former student leaders, specially trained and empowered to conduct research for this handbook

The ebook editions of this book are available open access under a CC BY-NC-ND 4 0 licence on bloomsburycollections com Open access was funded by UKRI

The ebook editions of this book are available open access under a CC BY-NC-ND 4 0 licence on bloomsburycollections com

Realizing the Ecological University

Eight Ecosystems, Their Antagonisms and a Manifesto

Ronald Barnett, IOE, UCL's Faculty of Education and Society, University College London, UK

The ecological university takes its interconnectedness with the world seriously This is challenging, for the world is in difficulty and is shot through with antagonism The university is partly culpable for those difficulties and so has responsibilities towards the world Realizing the Ecological University spells out this thesis by charting the university’s entanglements with eight ecosystems – knowledge, learning, persons, social institutions, culture, the economy, the polity and nature The book identifies ways in which each of the eight ecosystems is impaired and points to possibilities through which universities can help in repairing those ecosystems This book also sets out broad principles in helping to realize the ecological university in each of the eight ecosystems Wearing his scholarship lightly, Ronald Barnett draws widely from philosophy, social theory, comparative higher education and ethics, and advances a particular form of the philosophy of higher education, at once realist, societal, critical, worldly and Earthly Written with wit and lots of examples – actual and fictional – the text has a compelling vibrancy, made manifest in its concluding Manifesto

OPEN ACCESS

The Bloomsbury Handbook of Student Politics and Representation in Higher Education Edited by Manja Klemencic, Harvard University, USA

Bloomsbury Academic

ePDF 9781350375987 • £0.00 / $0.00

ePub 9781350375994 • £0.00 / $0.00

Bloomsbury Academic

The ebook editions of this book are available open access under a CC BY-NC-ND 4 0 licence on bloomsburycollections com

COLLECTIONS

UK January 2026 US January 2026

200 Pages

HB 9781350471696

£75 00 / $100 00

PB 9781350471689 • £24 99 / $34 95

ePDF 9781350471719 £22 49 / $31 45

ePub 9781350471702 • £22 49 / $31 45

Bloomsbury Academic

COLLECTIONS

Postdevelopmental Approaches to Childhood

• US March 2026

UK March 2026

240 Pages • 40 bw illus

PB 9781350539327 • £28 99 / $39 95

HB 9781350539280 • £90 00 / $120 00

ePDF 9781350539297 • £81 00 / $108 00

ePub 9781350539303 • £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

UK February 2026 • US February 2026

144 Pages 10 bw illus

PB 9781350518827 • £28 99 / $39 95

HB 9781350518780 £90 00 / $120 00

ePDF 9781350518797 • £81 00 / $108 00

ePub 9781350518803 • £81 00 / $108 00

Bloomsbury Academic

Supporting Educational Transitions for Ages 3-19

Edited by Elizabeth Gregory, University of Manchester, UK & Liz Stevenson, Birmingham Education Partnership, UK

This book offers research-based evidence and advice on supporting educational transitions across all educational stages from ages 3-19 It introduces the key issues and debates, processes, assessments, cultures and curricula, from preschool to tertiary education

The book is divided into two parts, with part one covering the curriculum as a means of exploring academic aspects of transition, and part two taking a holistic approach, considering the social and environmental elements of transition, including factors such as disadvantage, and parental and community support Each chapter includes case studies and practical tips and advice that educators can implement in their own practice, as well as suggestions for further reading The topics covered include the role of SENDCOs, behaviour, diversity and equality, and emotional well-being The book includes an introduction from the author and researcher Emma Turner (Discovery Trust, UK)

Postdevelopmental Approaches to Challenging Myths and Misconceptions in Early Childhood Art

Edited by Heather G Kaplan, University of Texas at El Paso, USA & Christine Marmé Thompson, Pennsylvania State University, USA

This book examines the role that adults play in shaping children’s earliest experiences of art making and challenges common myths and misconceptions around early childhood art

Written from a postdevelopmentalist position, it offers new approaches to teaching that foster children’s agency and participation with art Drawing on the works of Gilles Deleuze and Felix Guattari, Jacques Ranciére, Lauren Berlant and Elizabeth Grosz, the authors explore a range of theoretical perspectives, including childism/adultism, epistemic injustice, postdevelopmentalism, posthumanism, motherscholarship and new materialism to present an alternative vision of young children The book includes chapters from academics and practitioners based in Canada, Finland, the UK and the US, and makes use of rich photographic documentations and vivid case studies of practice to illustrate different approaches and teaching of art in early childhood By sharing artmaking experiences from different cultures and contexts the contributors reconceptualise the art studio as somewhere to reimagine the cultural identity of young learners

Child-Friendly Computer Science

Fostering Computational Thinking, Engineering Thinking, and AI Literacy

Weipeng Yang & Jiahong Su

This book offers new insights and critical perspectives on the integration of computational thinking, engineering design process, and AI literacy into early childhood education

The authors draw on research from around the world in early childhood education and computer science education (CSE) to explore the possibilities, benefits and challenges of incorporating emerging technologies into the formal and informal learning settings for young children aged 3-8 years They offer strategies and research insights for designing and implementing curricula, selecting appropriate tools, and engaging families, drawing upon a wide range of research and pedagogical approaches With a strong emphasis on equity and inclusion the authors suggest developmentally appropriate CSE activities to develop skills like literacy, maths and problem-solving, while adhering to appropriate screen time guidelines It is written for researchers, policy-makers and educators interested in advancing the field of early childhood education and empowering young children in the rapidly evolving digital society

COLLECTIONS

Bloomsbury Handbooks

UK February 2026 • US February 2026

392 Pages

PB 9781350383135

• £39 99 / $54 95

HB 9781350383098

• £130 00 / $175 00

ePDF 9781350383104

ePub 9781350383111

Bloomsbury Academic

• £117 00 / $157 50

COLLECTIONS

UK January 2026 • US January 2026

268 Pages

HB 9781350120273 • £90 00 / $120 00

PB 9781350226838 • £28 99 / $39 95

ePDF 9781350120280 • £81 00 / $108 00

ePub 9781350120297 £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

UK January 2026 • US January 2026

282 Pages 10 bw illus

HB 9781350257825

• £90 00 / $120 00

PB 9781350257856 £28 99 / $39 95

ePDF 9781350257832 • £0 00 / $0 00

ePub 9781350257818 • £0 00 / $0 00

Bloomsbury Academic

The Bloomsbury Handbook of Children’s and Young Adult Literature in Education

Edited

Katrina Bartow Jacobs,

University of Pittsburgh, USA & Patricia Crawford, University of Pittsburgh, USA

This handbook provides a comprehensive review of the research and practice of engaging with children's and young adult literature in education Drawing across scholarship focused on genre, creation, and utilization of children's literature, it provides a unique perspective on the role that children's literature can play in educational spaces from age 2 to 18, and from picture books to YA literature

The volume is divided into two main sections: first, a review of the history of children's literature and its application in education; and second, a discussion of methodological approaches for studying children's literature in educating young people - particularly in relation to critical literacy and multimodality The chapters cover a range of topics including diversity, intersectionality, transactional theory, representation, trauma-informed pedagogy, anti-racism, immigration, folk and fairy tales and more

Written by leading scholars based in Australia, the US, Norway, South Korea, and the UK, the handbook represents the global use of children's literature in schools, revealing connections across international contexts while also honoring the differences in how literature is conceptualized and utilized across the world

Digital Media Use in Early Childhood

Birth to Six

Lelia Green, Edith Cowan University, Australia, Leslie Haddon, London School of Economics, UK, Sonia Livingstone, London School of Economics, UK, Brian O’Neill, Technological University Dublin, Ireland, Kylie Stevenson, Edith Cowan University, Australia & Donell Holloway, Edith Cowan University, Australia

The easy interface of touchscreen technologies like tablets and smartphones has enabled children to access the digital world from a very young age But while some commentators are enthusiastic about how this can open a new world for fun, learning, and developing digital skills, others see the dangers of yet more screens, inauthentic play, and time spent isolated with electronic babysitters that detract from interaction with parents and learning social skills Taking five as the age when children transition into formal education, this book draws on a three-year research project examining the realities of under six-year-olds’ experiences of these technologies in the UK and Australia With a theoretical context including Vygotsky, Bruner, Bronfenbrenner and Flewitt, the book examines how parents of young children evaluate the opportunities and risks of children’s digital media use in the context of other significant influences such as children’s time with grandparents, early childhood care and education Drawing on in-depth interviews with 22 families, and rich ethnographic data from observation and exchanges with their 29 children, aged four months to five years, the book reveals how digital technologies complement and challenge important aspects of daily life for infants, toddlers and preschoolers

OPEN ACCESS

Early Childhood Education in Social and Political Transitions

The Legacy of the Open Society Foundations Step by Step Program

Sarah Klaus, Georgetown University, USA, Jan Peeters & Tatjana Vonta

This open access book is about the successes and challenges of the institutions and individuals who transformed early child education in Central, Eastern and Southern Europe (CEE) and Eurasia in response to the political transitions to democracy in the 1990’s Through new interviews and unpublished reports, the book gives voice to committed practitioners, researchers and policymakers who are developing inspiring services for and with young children and their families, including children who live in very difficult circumstances They work with children affected by war, refugee families with young children, children who live in poverty, children of minorities, and children with disabilities and developmental delays The voices of these pedagogues, experts and NGO leaders, who were supported by the Open Society Foundations Early Childhood Program, bring inspiring messages to those in the field of early childhood seeking to promote democratic values and social inclusion The book traces the extension of programs to Africa and Asia and explores how strategies used to transform early childhood education following the political and social transformations in Europe and Eurasia can inform responsive reforms and innovations in early childhood education today and in the future

The ebook editions of this book are available open access under a CC BY-NC-ND 4 0 licence on bloomsburycollections com Open access was funded by Open Society Foundation (OSF)

UK November 2025 US November 2025

312 Pages

HB 9798881801229 £95 00 / $130 00

PB 9798881801236 • £28 99 / $37 95

ePDF 9798881862770 £26 09 / $34 15

ePub 9798881801243 • £26 09 / $34 15

Bloomsbury Academic COLLECTIONS

AASA The School Superintendents

Association

UK January 2026 • US January 2026

200 Pages

HB 9798765148778 • £55 00 / $100 00

PB 9798765148761 • £22 9 / $34 95

ePDF 9798765148785 • £20 61 / $31 45

ePub 9798765148792 • £20 61 / $31 45 Bloomsbury Academic

AASA The School Superintendents

Association

UK March 2026 • US March 2026

144 Pages • 2 v/w figures, 24 textboxes

HB 9781475875287 • £65 00 / $90 00

PB 9781475875294 • £24 99 / $34 95

ePDF 9798765164938 • £22 49 / $31 45

ePub 9781475875300 • £22 49 / $31 45

Bloomsbury Academic

Becoming a Transformative Leader from the Inside Out

A Guide for Educators

Renee Owen & Christine Mason

Becoming a Transformative Leader from the Inside Out: A Guide for Educators is written for both emerging and veteran school leaders who want to transform our education system to one where everyone thrives The Inside Out Transformative Leadership Model is a journey of development, starting with self-transformation and expanding outward to transform our schools and positively influence society Along the way, Dr Owen and Dr Mason share authentic and vulnerable stories of leading schools, making the lessons memorable Written to be used in leadership courses and professional development, Becoming a Transformative Leader from the Inside Out is based on neuroscience, systems thinking, and holistic philosophy But it is so much more than theory Filled with activities and directly applicable directions and actionable ideas, it will change your life, improve your relationships, and impact your school and community

Relationships,

Results, and Refocus

A Journey in Educational Leadership

Rupak Gandhi, Wendy Birhanzel & Zahabu Christine

In the evolving landscape of educational leadership, there is a critical need for a holistic approach that integrates student voices and emphasizes inclusivity "Relationships, Results, and Reflections" addresses this need by offering practical insights and strategies for building strong relationships, achieving educational results, and reflecting on leadership journeys from both educator and student perspectives This book serves as a guide for educational leaders, administrators, teachers and policy makers who are dedicated to fostering effective and inclusive learning environments

Navigating the Superintendency

Lessons from the Field on Increasing Longevity and Success

Derrick D Jordan & Dionne V McLaughlin

This book will leverage the extant literature and wisdom of 19 veteran, successful superintendents who have served for five or more consecutive years in a district wherein a majority of the schools under their direction are meeting or exceeding the state’s expectations for student performance The target audience would be novice (i e , those with less than three years of experience) and veteran superintendents, especially those who are desiring more stability and seeking improved outcomes Professors of educational leadership/superintendent preparation programs and aspiring (doctoral students in particular) will also find the book to be of interest of them Through structured interviews, the authors have identified lessons, skills, practices and dispositions that have led to successful outcomes, all of which could have a positive impact on the readers’ longevity and overall efforts to support their students, staff, and communities in quality ways

128 Pages

HB 9781475872880 £110 00 / $150 00

PB 9781475872897 • £24 99 / $34 95

ePDF 9798216383147 £22 49 / $31 45

ePub 9781475872903 • £22 49 / $31 45

Bloomsbury Academic

Leveraging Today’s Social Media

Its Role in School District Improvement

and Success

Mark D Benigni, Barbara A Haeffner, Meriden Public Schools, Susan O Moore & Jeffrey F Solan

Leveraging Today’s Social Media: Its Role in School District Improvement and Success chronicles the experiences of two superintendents, Mark Benigni and Jeff Solan, as they navigate the challenges and opportunities of social media in their respective school districts Acknowledging the concerns surrounding online safety and digital citizenship, the authors emphasize the crucial role of education in empowering students to thrive in the digital age

Explore how schools can leverage social media to enhance student learning, from showcasing student work and facilitating college connections to improving communication with families and fostering community engagement It provides practical guidance on implementing digital citizenship programs, developing appropriate social media policies, and harnessing the power of online platforms for recruitment, professional development, and operational efficiency

Through their shared insights and real-world examples, Benigni and Solan offer a valuable resource for educators seeking to navigate the complexities of social media and unlock its potential to transform teaching and learning They encourage exploring social media's potential in various school functions before jumping on the “ban” wagon

2ND EDITION

UK January 2026 • US December 2025

152 Pages

HB 9798765188569 • £55 00 / $75 00

PB 9798765188576 • £24 99 / $34 95

ePDF 9798216380924 • £22 49 / $31 45

ePub 9798765188606 £22 49 / $31 45

Bloomsbury Academic

Moving

into the Superintendency

How to Succeed in Making the Move

Thomas Kersten & Kara Coglianese

Too often, new superintendents even if they have succeeded in other administrative positions can undermine their successes by making critical novice mistakes, such as failing to recognize political stumbling blocks or unintentionally inviting school board member micromanagement Moving into the Superintendency: How to Succeed in Making the Move provides novice superintendents with the knowledge and skills needed to succeed in their new roles Thomas Kersten, a highly experienced school administrator with eleven years of superintendent experience, shares the most practical and useful strategies that will help new superintendents optimize their early successes Guiding beginning superintendents throughout their telling first year, Kersten’s professional advice will shorten the office’s initial learning curve, guarantee a smooth transition into this role, and set a foundation of professional skills upon which superintendents will build their careers

UK January 2026 • US January 2026

304 Pages 34 b/w images, 5 tables

HB 9781538195161 • £65 00 / $90 00

PB 9781538195178 £26 99 / $36 95

ePDF 9798765154120 • £24 29 / $33 25

ePub 9781538195185 • £24 29 / $33 25

Bloomsbury Academic

A Network for Instructional Improvement

How Teachers and Leaders Made It Work

Sara DeMartino, Anthony Petrosky & Glenn Nolly

We face vast challenges in education, but districts and schools are full of educators ready to take on problems of practice that can’t be solved quickly or alone When we support schools and districts to become continuous improvement organizations, we create space for educators to come together as a network to understand challenges to high-quality instruction and to spread promising practice so all students benefit

A Network for Instructional Improvement: How Teachers and Leaders Made it Work tells the story of how a community of educators in a large urban district, with support from the University of Pittsburgh, worked as a network for six years to change literacy teaching and learning for students who are furthest from opportunity The authors take readers into the heart of the project the classrooms, the practices, the learning walks, the deep collaborative work of continuous improvement and show how student achievement rose as a result Using the stories of these educators and their schools, this book shares research-based, actionable examples of how teachers and leaders centered literacy teaching and learning on students

COLLECTIONS

Educational Leadership: Innovative, Critical and Interdisciplinary Perspectives

UK February 2026

• US February 2026

224 Pages • 10 bw illus

PB 9781350382978 • £28 99 / $39 95

HB 9781350382930 • £90 00 / $120 00

ePDF 9781350382947 • £81 00 / $108 00

ePub 9781350382954 • £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

Social Theory and Methodology in Education Research

UK January 2026 • US January 2026

320 Pages • 10 bw illus

PB 9781350471924 • £28 99 / $39 95

HB 9781350471887 • £90 00 / $120 00

ePDF 9781350471894 • £81 00 / $108 00

ePub 9781350471900 • £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

UK December 2025 • US November 2025

222 Pages 1 bw illus

PB 9798765145470 • £28 99 / $39 95

HB 9798765145449 £85 00 / $115 00

ePDF 9798765145432 • £76 50 / $103 50

ePub 9798765145456 • £76 50 / $103 50

Bloomsbury Academic

Socialization of School Leaders in Sub-Saharan Africa

Reimagining the Landscape

Pontso Moorosi, University of Warwick, UK & Callie Grant, Rhodes University, South Africa

This book provides insights into the experiences of leadership socialisation for school leaders in four sub-Saharan African countries.

The chapters present case studies of school leaders in Botswana, Lesotho, Namibia and South Africa, before offering a contextually grounded framework for school leadership socialisation In contrast to other studies which focus on experiences of newly appointed school principals, this book presents lived experiences of school leadership against a complex backdrop of social, political and economic trends in the postcolonial African context Drawing on socialisation theory to re-imagine the school leadership preparation and development landscape, the authors go beyond experiences of role learning by new school principals Moorosi and Grant ask critical questions about the contextual realities in which would-be school leaders develop leadership attributes, skills and knowledge, and dispositions that prepare them for, and socialise them into, leadership Country case studies allow the authors to focus on lived experiences of school leaders, preserving the contextual uniqueness while allowing for comparative analysis, cross-cultural learning and discussion

Thinking with Michel Foucault in Educational Leadership Methodological and Conceptual Challenges

Edited by Richard Niesche, University of New South Wales, Sydney, Australia & Denise Mifsud, University of Bath, UK

This book brings together key scholars using Foucault in educational leadership to provide an overview of his methodologies, concepts, and examples of applications Written for both those new to and experienced with Foucault's work, this book explores new avenues to understand, critique and explore relevant issues in educational leadership The book features chapters from academics and practitioners based in Australia, Denmark, Italy, the UK and the USA, and includes chapters on global education leadership, decolonial leadership, gender, and digital education governance

Voices of Women of Color Community College CEOs

CharMaine Hines

Centering the voices and experiences of women of color in community college leadership is a mandate for meaningful institutional change In doing so, we not only deepen our understanding but also empower a more inclusive and effective leadership model.

This book highlights the perspectives of 17 leaders from diverse backgrounds including African American, Asian Pacific Islander, and Latino/Hispanic communities By sharing the reflections of current and former community college chancellors and presidents the book enriches our understanding of the unique challenges and opportunities faced by these women leaders By revealing how they perceive themselves, as well as how they are perceived by their peers, women of color illuminate their experiences as community college leaders, including navigating the intersections of race, ethnicity, and gender

The book is divided into four parts, with chapters examining the unique pressures faced by women of color leaders in their roles in academia and emphasizing the importance of having a “voice at the table ” It considers the dynamics of the proverbial glass ceiling as bent, cracked, broken, or shattered and offers valuable insights from this diverse group of women leaders while crystalizing the "hidden curriculum" that leaders of color must navigate within higher education

UK November 2025 • US November 2025

168 Pages

HB 9798881800192 • £60 00 / $80 00

PB 9798881800208 • £18 99 / $25 95

ePDF 9798881856861 • £17 09 / $23 35

ePub 9798881800215 • £17 09 / $23 35

Bloomsbury Academic

Reimagining Early Childhood Education for Dual Language Preschoolers

Enhancing Children’s Agency Through Inquiry, Writing, and Reading

Iliana Alanís & Irasema Salinas-González

Reimagining Early Childhood Education for Dual Language Preschoolers: Enhancing Children’s Agency through Inquiry, Writing, and Reading introduces the Interdisciplinary Biliteracy Sequence (IBS), a framework designed to support bilingual learning in preschool classrooms The authors share insights from a year-long research project where dual language teachers implemented the IBS with preschool emergent bilinguals Through classroom examples, they illustrate how this approach integrates active exploration, knowledge-building, and biliteracy development Emphasizing the power of play and multimodal learning, they highlight how educators can leverage children’s cultural and linguistic assets to foster meaningful learning

COLLECTIONS

Advances in Digital Language Learning and Teaching

UK February 2026 US February 2026

240 Pages • 10 bw illus

PB 9781350415935 £29 99 / $40 95

HB 9781350415928 • £95 00 / $130 00

ePDF 9781350415942 £85 50 / $117 00

ePub 9781350415959 • £85 50 / $117 00

Bloomsbury Academic

Digital Gaming in the Language Classroom Designing Effective Curricula

Kevin R Wrobetz, Kobe Gakuin University, Japan

This book examines how single-player role-playing digital games can promote foreign language acquisition and looks at how they can be integrated into the curricula of foreign language classrooms.

As the commercialization of digital games continues to expand some research in digital game-based learning has shifted from creating digital games with pedagogical applications to adopting commercial off-the-shelf digital games for pedagogical purposes Relevant literature has continually identified massively multi-player online role-playing games (MMORPGs) as a specific genre which may benefit second language acquisition (SLA), primarily through a sociocultural perspective whereby language learners interact with linguistically more capable peers within the context of the game However, there is a gap in research regarding whether these benefits to SLA are limited to social gameplay mechanics

Wrobetz addresses this gap in research by using the smartphone edition of the single-player role-playing game (RGP) Life Is Strange in a mixed-methods study, measuring vocabulary acquisition and long-term retention from gameplay relative to controls He also examines how the perception of both smartphone gaming as a language-learning tool and the target language culture shifted throughout the study

This volume helps guide future research in digital games-based language learning to broaden the scope of games identified as being conducive to SLA

COLLECTIONS

Bloomsbury Guidebooks for Language Teachers

UK January 2026 • US January 2026

256 Pages

HB 9781350412750 • £90 00 / $120 00

PB 9781350412743 • £28 99 / $39 95

ePDF 9781350412767 • £26 09 / $35 95

ePub 9781350412774 • £26 09 / $35 95

Bloomsbury Academic

Pedagogical Translation for Language Teaching

Literacy-Based Strategies for Emergent Bilingual, Bilingual, and World Language Learners

Sarah Albrecht, University of Houston- Downtown, US

This book combines translation and second language acquisition with literacy as a social practice for a powerful new approach to language teaching and learning It provides the reader with transdisciplinary theoretical grounding, an overview of translation benefits and approaches, and sample translation activities as guidance for applying translation as a collaborative pedagogical tool in K-12 and postsecondary language-learning environments These environments may range from monolingual with emergent bilinguals, bilingual, heritage, or world language (including English as a Foreign Language)

Recommended texts for translation across languages range from oral, written, and multimodal Alongside these, all of the book’s translation activities include suggestions for modification according to age, language level, and language-learning environment Flexibility in formulation of language and literacy objectives and assessments is a key component, with potential modifications according to varying standards, such as CEFR, ACTFL, Common Core, and standards for biliteracy

Readers from all language instruction environments will be able to understand the benefits of and need for pedagogical translation, incorporate pedagogical translation activities into already-established content, design and modify pedagogical translation activities, and develop standards-based objectives and evaluations for translation-based activities

COLLECTIONS

Bloomsbury Guidebooks for Language Teachers

UK February 2026 US February 2026

232 Pages

HB 9781350453579 £75 00 / $100 00

PB 9781350453586 • £24 99 / $34 95

ePDF 9781350453609 £22 49 / $31 45

ePub 9781350453593 • £22 49 / $31 45

Bloomsbury Academic

Translanguaging in Action in English-Medium Classrooms A Resource Book for Teachers

Edited by Zhongfeng Tian, Rutgers University–Newark, USA & Sunny Man Chu Lau, Bishop’s University, Canada

This book explores evidence-based, research-informed practical applications of translanguaging pedagogies in a variety of TESOL contexts, including perspectives from scholars in the Global South Providing insights for teachers and educators into the strategic development of concrete, situated translanguaging approaches, it also explores the challenges of implementing equitable and effective language teaching and learning

Starting by asking, 'What is translanguaging as theory and pedagogy?' and 'Why does it matter in TESOL?' this book considers translanguaging at various educational levels from elementary and secondary classrooms to teacher education Global contributors examine practices for an international understanding of translanguaging pedagogy, with case studies from Africa, Asia, Europe, and North and Southern America

Through offering both general guidelines and concrete translanguaging-in-action examples, each chapter encourages teachers and educators to reimagine and redesign their classroom spaces They are also given self-guided resources for professional development, making this book ideal as a introductory resource for teacher education programmes

COLLECTIONS

Critical Approaches and Innovations in Language Teacher

Education

UK February 2026

• US February 2026

200 Pages • 20 bw illus

PB 9781350454255 • £28 99 / $39 95

HB 9781350454248 • £90 00 / $120 00

ePDF 9781350454286 • £81 00 / $108 00

ePub 9781350454279 • £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

Critical Approaches and Innovations in Language Teacher

Education

UK January 2026 • US January 2026

232 Pages • 10 bw illus

PB 9781350502857 • £28 99 / $39 95

HB 9781350497191 • £90 00 / $120 00

ePDF 9781350502826 • £81 00 / $108 00

ePub 9781350502833 • £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

Critical Approaches and Innovations in Language Teacher

Education

UK February 2026

• US February 2026

216 Pages • 10 bw illus

PB 9781350525740 • £28 99 / $39 95

HB 9781350525665 • £85 00 / $115 00

ePDF 9781350525689 • £76 50 / $103 50

ePub 9781350525696 • £76 50 / $103 50

Bloomsbury Academic

Telecollaboration in Language Teacher Education

Professional Learning, Identities and Ideologies

Edited by Sedat Akayoglu, Bolu Abant Izzet Baysal University, Turkey, Bedrettin Yazan, University of Texas at San Antonio, USA & Baburhan Uzum, Sam Houston State University, USA

This exploration of telecollaboration (or virtual exchange) studies in language teacher education considers its potential role in preparing teachers to work in linguistically and culturally diverse settings

More and more language teacher educators are using telecollaboration as an essential component in their courses in order to connect teacher candidates from different geographical locations and ethnolinguistic backgrounds Part I looks at the foundation of telecollaboration in language teacher education Part II includes empirical evidence and global case examples related to telecollaboration to illustrate the benefits and challenges of incorporating telecollaboration to support interaction between the non-native speakers Finally, Part III provides insights into employing telecollaboration for intercultural professional development This book explores teacher candidates’, teachers’, and teacher educators’ professional learning, identities, and ideologies during their participation in transnational telecollaborative projects

Transcending Language Education in Japan

Borderland Accounts of Being, Becoming, and Belonging

Edited by Madoka Hammine, Meio University, Japan & Nathanael Rudolph, Kindai University, Japan

This edited volume explores how language educators and other stakeholders wrestle with notions of being, becoming and belonging in and beyond educational spaces in Japan The volume contends for critical, transformational approaches to “language education” to be contextualized, sociohistorically sensitive and community-based As such, the volume challenges critically-oriented stakeholders in language teacher education to revisit how they conceptualize and approach identity, experience and injustice manifesting in communities and language education (including theory, research, teacher education, policy, curriculum, materials development, teaching, assessment and hiring practices) The volume serves as a catalyst for readers to revisit what frames their own “seeing,” and as a foundation to engage with their own contexts and communities

Humanizing Language Teaching and Teacher Education in Transnational Spaces

Critical Perspectives on Identities, Pedagogies, and Research

Edited by Rashi Jain, Montgomery College, USA, Julian Chen, Curtin University, Australia & Ethan Trinh, Atlanta Global Studies Center, USA

This collection sits at the intersection of transnationalism, queer studies, and feminist theories, bringing refreshing perspectives on transnational language teaching and teacher education by amplifying voices from the Global South Spanning the transnational ELT field, its pedagogical, theoretical, and empirical inquiries cover K-16+ settings across Australasia, Africa, and the Americas

Creating a critical and dialogic space to re-think the challenges and agency, struggles and growth of language teachers’ transnational identities, contributors cover topics from translingual identity and critical pedagogy to diversity advocacy and collaborative policymaking As well as restorying the transnational identities of language teachers and teacher educations from the global south, this is a collective study in disrupting binarisms and rehumanizing pedagogy and research in global academia

COLLECTIONS

Critical Approaches and Innovations in Language Teacher Education

UK February 2026 US February 2026

184 Pages • 10 bw illus

PB 9781350453128

£28 99 / $39 95

HB 9781350453081 • £90 00 / $120 00

ePDF 9781350453098 £81 00 / $108 00

ePub 9781350453104 • £81 00 / $108 00 Bloomsbury Academic

Becoming Language Teacher Educators Critical Friendships and Communities

Christine Montecillo Leider, University of Massachusetts Lowell, USA & Johanna M Tigert

An exploration of how criticality can be developed among language teachers This book is designed for teacher educators who are preparing teachers to work in a variety of global language education settings including pre-kindergarten through 12 bilingual classrooms and Sheltered English Immersion (SEI), as well as adult and community TESOL courses

Through vignettes that highlight their own journey as critical teacher educators, Christine Montecillo Leider and Johanna M Tigert provide insight into how they address various challenges of language teacher education, including a banking model approach to language education and the need to de-center both the English language and American approach to language education

Each chapter offers a variety of reflective activities that both early career and veteran teacher educators can use to enhance their own development as critical teacher educators Further, the authors provide a roadmap for how these reflective activities can be adopted to foster criticality among language teachers Grounded in critical pedagogy and critical friendship, this book translates critical theory to praxis, providing a guide for teacher educators who seek to transform their approach to teacher education practice

COLLECTIONS

Critical Approaches and Innovations in Language Teacher

Education

UK March 2026 • US March 2026

200 Pages • 10 bw illus

HB 9781350408289 • £90 00 / $120 00

PB 9781350408326 • £28 99 / $39 95

ePDF 9781350408296 • £81 00 / $108 00

ePub 9781350408302 • £81 00 / $108 00

Bloomsbury Academic

Language Teacher Education Beyond Borders Multilingualism, Transculturalism, and Critical Approaches

Edited by Fernando Zolin Vesz, Federal University of Mato Grosso, Brazil, Darío Luis Banegas, University of Edinburgh, UK & Luciana C de Oliveira, Virginia Commonwealth University, USA

This volume looks at the preparation of future critical language teachers in the face of an increasingly multilingual and transcultural contemporary world This is seen through the lens of the collapse of Nation-State borders that crumble in the face of migration and the intense flow of languages that comes with it It brings together international research that problematizes, theorizes, re-positions and re-conceptualizes myriad structural, systemic, ideological, political and pedagogical issues that intersect with the possibilities and impossibilities of the development of language teachers’ agency

The volume examines the needs of linguistically diverse student populations and considers the socio-cultural and sociopolitical barriers that interfere with the exercise of teacher agency for social justice in language classrooms It offers a theoretical and empirical overview of how language teacher education has addressed multilingualism and transculturalism in critical approaches in many complex countries in their diversity and/or postcolonial history, including Brazil, Qazaqstan, Scotland, and Thailand

COLLECTIONS

UK January 2026 US January 2026

224 Pages • 20 bw illus

PB 9781350454385 £28 99 / $39 95

HB 9781350454347 • £90 00 / $120 00

ePDF 9781350454354 £81 00 / $108 00

ePub 9781350454361 • £81 00 / $108 00 Bloomsbury Academic

COLLECTIONS

UK January 2026 • US January 2026

272 Pages • 10 bw illus

PB 9781350344822 • £28 99 / $39 95

HB 9781350344785 • £90 00 / $120 00

ePDF 9781350344792 • £81 00 / $108 00

ePub 9781350344808 £81 00 / $108 00

Bloomsbury Academic

COLLECTIONS

UK February 2026 • US January 2026

208 Pages 2 bw illus

PB 9798216389286 • £28 99 / $39 95

HB 9781666947847 £85 00 / $115 00

ePDF 9798765155035 • £76 50 / $103 50

ePub 9781666947854 • £76 50 / $103 50

Bloomsbury Academic

Acquiring Pragmatic and Intercultural Communicative Competences in the Digital Era A Telecollaboration Study

Sofia Di Sarno-García, Polytechnic University of Madrid, Spain

This book explores second language pragmatic development and intercultural communicative competence acquisition through telecollaboration. It shows how telecollaborative environments are appropriate for the development of these two competences and how they are inextricably interrelated

Acquiring Pragmatic and Intercultural Communicative Competences in the Digital Era draws a comparison between the effects of telecollaboration projects and traditional face-to-face instruction within the foreign language classroom for developing pragmatic competence and intercultural communicative competence Analysis is based on research into how undergraduate Spanish learners of English engage in telecollaboration projects with first language or highly proficient speakers of English and in traditional face-to-face instruction with their Spanish partners Using synchronous (Zoom) and asynchronous (MeWe) digital tools, the book explores the beneficial role of telecollaboration projects in second and foreign language settings, offering researchers and teachers an example of how to implement this kind of project in their language teaching practices

English-Medium Instruction in Higher Education in Hong Kong Policy, Research and Practice in STEM Classrooms

Jack Pun, Chinese University of Hong Kong, Hong Kong & Wenyun Jia, City University of Hong Kong, Hong Kong

This book explores issues of teaching science, technology, engineering and math (STEM) through the medium of English in the context of higher education in Hong Kong

It analyses policy issues and language challenges faced by university students and pedagogical strategies for the professional development of English-Medium of Instruction (EMI) teachers

Hong Kong as a focus case is valuable because nearly 60% of government-funded university programmes are STEM or science-related, while over 90% of the student population speaks Chinese as a first language but also speak and write English due to local language policies and Hong Kong’s colonial history, making it a useful site for EMI research By providing an evidence-based, pedagogically-focused analysis of teacher and student classroom practices and their perceptions, this book sheds light on ways to improve the quality of instructional practices and effective scaffolding in different types of EMI classrooms in Hong Kong and in similar contexts around the world

Successful Research-Based Somatic and Linguistic Instructional Strategies for Multilingual K–12 and Adult Learners

Maryann Hasso

This book provides educators with the necessary tools and strategies to help English learners succeed

Drawing from feedback from dual-language learners and teachers on improving assessments, Maryann Hasso develops and details strategies for the education of English learners (ELs) and covers how educators can help students complete assignments and engage with lessons The instructional strategies outlined in this book include offering students multiple options for taking tests, ensuring each assessment is translated into the languages represented in the classroom, and allowing students to take assessments in groups or pairs

Critical Perspectives on Language, Mobility and International Education

UK February 2026 • US February 2026

288 Pages • 10 bw illus

HB 9781350211711 • £90 00 / $120 00

PB 9781350211759 • £28 99 / $39 95

ePDF 9781350211728 • £81 00 / $108 00

ePub 9781350211735 • £81 00 / $108 00

Bloomsbury Academic

Language, Culture, and Education in an Internationalizing University Perspectives and Practices of Faculty, Students, and Staff

Edited by Kumari Beck, Simon Fraser University, Canada & Roumiana Ilieva, Simon Fraser University, Canada

This book offers a multi-dimensional analysis of the experiences of faculty, students, and staff at a Canadian university that emphasizes international education, providing an ethnographic lens for understanding globalization and internationalization of higher education on a wider, global scale

The collaborative work of multiple authors based in different departments and roles within the university offers a holistic picture of current international education policies and practices, and how they coalesce to shape the experiences of all affected stakeholders The book focuses on questions of cultural difference and the development of intercultural capital and highlights engagement with English dominance, language matters and multilingualism in everyday experiences and pedagogical practices in the institution The contributors address implications for attending to linguistic and cultural diversity in the policies and practices of an Anglo-dominant university that are applicable to similar contexts worldwide

As a self-study from a reputed university, the book provides valuable insights for higher education program leaders and decision makers to strategically rethink the value and quality of the internationalization activities they engage in, their scholarship and creative activities, and, above all, their commitment to ethical internationalization

• US December 2025

UK January 2026

128 Pages

HB 9781475865097 • £55 00 / $130 00

PB 9781475865103 • £13 99 / $30 95

ePDF 9798765160985 • £12 59 / $27 85

ePub 9781475865110 • £12 59 / $27 85

Bloomsbury Academic

Let's Normalize Seeing Humanity First

An Anti-Racist Guide for Working with Parents and Families in Schools

Dani Parker Moore

Let's Normalize Seeing Humanity First: An Anti-Racist Guide for Working with Parents and Families in Schools serves as a critical guide for educators seeking to develop anti-racist practices that center on the humanity of students and their families Too often, schools view parent engagement through a deficit lens, failing to recognize the cultural wealth and resilience within communities of color Drawing from historical contexts, national uprisings, and the renewed urgency for justice, this book explores how educators can move beyond traditional notions of “parent involvement” and instead foster authentic partnerships with families Through a framework of anti-racist praxis, the book challenges educators to interrogate their biases, recognize systemic barriers, and build meaningful relationships that empower students and their caregivers Essential for teachers, administrators, afterschool workers and school leaders, this book offers a necessary roadmap for creating educational spaces rooted in justice, equity, and collective liberation

UK February 2026

• US February 2026

272 Pages

HB 9798881806859 • £25 00 / $30 00

ePDF 9798881867645 • £22 50 / $27 00

ePub 9798881806866 • £22 500 / $27 00

Bloomsbury Academic

Creativity's Edge

Unleashing Humanity’s Greatest Advantage in the Age of AI

Susan M Riley

In an AI world that can write, code, and design, what's left for humans? Everything that matters

The world is changing fast Are you ready for what's next? Technical skills alone won't keep you ahead anymore Creativity has now become the dividing line between those who will lead the future and those who will be automated out of it

This book shows you how to build the creative abilities AI can't touch: finding problems worth solving, linking ideas in new ways, and infusing work with meaning that only humans understand These aren't vague ideas - they're real skills you can start building today

Inside, you'll discover how your brain changes during creative work and learn to trigger the mental states where your best thinking happens You'll master a simple system that turns you from someone waiting for inspiration into someone who creates it on demand And you'll break free from systems designed to standardize rather than innovate, unlocking the irreplaceable human potential that defines our future

Whether you're an educator preparing students for tomorrow or a professional building your competitive edge, this book is your roadmap to thriving in the age of AI

COLLECTIONS

UK January 2026 • US December 2025

456 Pages • 34 bw illus

PB 9781666921731 • £28 99 / $39 95

HB 9781666921717 • £100 00 / $150 00

ePDF 9798216267157 • £90 00 / $135 00

ePub 9781978766181 • £90 00 / $135 00

Bloomsbury Academic

Music Education in America's Public Normal Schools

Celebratory and Troubled Beginnings of Music Teacher Education

Edited by Danelle D Larson & Jill M Sullivan

Capturing the beginning of music participation and engagement in many of the public universities that started as normal schools, this book provides a history of American music education in the 19th and 20th centuries

American music-teacher education evolved from teacher education in public normal schools, many of which eventually became state universities For social and religious reasons, students learned hymns, European art music, folk songs, and military music; segregated Black and Native American normal schools included Jubilee choirs and powwow music Studentand teacher-led music ensembles were ubiquitous, mirroring music-making in American society Eventually, normal schools educated music teachers and music supervisors In this book, the contributing authors discuss the early history of arts education, specifically music, in the first public normal schools in America through the lenses of class, gender, and race, revealing both celebratory and troubling beginnings Schools were built on confiscated Native lands and segregated by race, and separate spheres existed for men and women The embodied experiences of teacher-education students would live on to influence music teaching and learning curricula not only in the K–12 schools where they taught, but also nearly two centuries of music education in the colleges and universities from which they stem

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Teaching Religions and Worldviews

UK May 2026 • US March 2026

224 Pages • 20 bw illus

HB 9781350477544

• £65 00 / $90 00

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Bloomsbury Academic

COLLECTIONS

UK March 2026 • US March 2026

• 17 BW illustrations

240 Pages

HB 9798881803070

• £25 00 / $32 00

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Bloomsbury Academic

Understanding Judaism

A Guide for Teachers

James D Holt, University of Chester, UK

This book explores the beliefs and practices of Judaism as a lived religion in the United Kingdom and addresses issues of representation. This book engages with Jewish beliefs and practices in a way that is accurate, accessible and engaging for teachers of all phases Aspects of Judaism explored include the concepts that form the central beliefs of Judaism, and then the expression of these beliefs in worship, daily life, and the ethics of Jews in the modern day Each chapter utilises the authentic voice of believers today and invites the reader to consider the concepts and how they can be taught in the classroom

One of the distinctive features of this book is its engagement with diversity in the Jewish world How are the teachings of Judaism understood and lived in different circumstances in the UK today? Written by an expert in Religious Studies, this book provides immediate applicability for the classroom, and helps the reader deepen their knowledge of Judaism

Empower Your Kids

A Professor's Guide to Make Learning Fun Every Day

Noah Charney, Art historian, author

An entertaining, imaginative guide to teaching your kids while having fun

You would do anything for your kids, right? What if you could do something meaningful for them in less than 15 minutes a day? You can And you can do it through a combination of imparting knowledge, boosting confidence, and having fun

In Empower Your Kids, bestselling author Noah Charney encourages parents to teach their kids something new every day while playing To help today’s busy families, Charney shows parents how to keep these fun lessons short and adaptable with professional tricks to make them memorable Examples are sprinkled throughout for inspiration, such as reading If I Ran the Zoo by Dr Seuss and then designing your own zoo, taking a virtual online tour of the tomb of pharaoh Ramses VI and talking about mummies and hieroglyphics, or turning a museum visit into a treasure hunt

COLLECTIONS

UK March 2025 • US March 2025

394 Pages 31 BW Photos, 49 Textboxes

HB 9798881801847 • $32 00

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ePub 9798881801854 • £23 14 / $28 80 Rowman & Littlefield Publishers

The Everywhere Classroom How One Family Turned Wanderlust into Worldschooling and How You Can Too Andi Almond

The story of one family’s worldschooling adventure, with tips and inspiration for anyone who wants to embrace travel as an immersive learning opportunity

In The Everywhere Classroom: How One Family Turned Wanderlust into Worldschooling and How You Can Too, Andi Almond recounts her family’s experiences traveling the globe for a year, revealing the rich educational opportunities the world offers beyond traditional classrooms Through the engaging and often humorous stories of the Almond family's adventures--from an impromptu expedition to Antarctica to a solo teen homestay in Taiwan--the book captures how travel off the tourist trail offers profound lessons that push comfort zones and foster growth and global awareness

Each chapter weaves a vivid tapestry of encounters that illustrate how families can make the most of their travels, whether on a weekend getaway close to home or extended adventure far afield Supplemented with practical tips, curriculum ideas, and strategies for incorporating worldschooling into trips of any length and budget, The Everywhere Classroom goes beyond being a mere travelogue It serves as a catalyst for change, inspiring families to explore purposefully and discover boundless learning in the world

COLLECTIONS

Bloomsbury Handbooks

UK February 2026 • US February 2026

352 Pages

HB 9781350331815 • £135 00 / $190 00

PB 9781350331853 • £39 99 / $54 95

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Bloomsbury Academic

The

Bloomsbury

Handbook of Hip Hop Pedagogy

Edited by Lauren Leigh Kelly, Rutgers University, USA & Daren Graves, Simmons University, USA

The Bloomsbury Handbook of Hip Hop Pedagogy is the first reference work to cover the theory, history, research methodologies, and practice of Hip Hop pedagogy Including 20 chapters from activist-oriented and community engaged scholars, the handbook provides perspectives and studies from across the world, including Brazil, the Caribbean, Scandinavia, and the USA Organized into four topical sections focusing on the history and cultural roots of Hip Hop; theories and research methods in Hip Hop pedagogy; and Hip Hop pedagogy in practice, the handbook offers theoretical, analytical, and pedagogical insights emerging across sociology, literacy, school counselling and youth organizing The chapters reflect the impact of critical Hip Hop pedagogies and Hip Hop-based research for educators and scholars interested in radical, transformative approaches to education Ultimately, the many voices included in the handbook show that Hip Hop pedagogy is a humanizing and emancipatory approach which is redefining the purposes and practices of education

• US December 2025

UK April 2026

192 Pages

• 7 b/w figures

HB 9781538182185 • £60 00 / $80 00

PB 9781538182192 • £21 99 / $29 95

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Bloomsbury Academic

Students' Sense of Belonging and Involvement in College

Key Insights from Research for Practice

Edited by Terrell L Strayhorn

Students' Sense of Belonging and Involvement in College presents riveting information from data-driven chapters by leading scholars and practitioners that uncover and affirm a sense of belonging as vital for student success, revealing how deep involvement catalyzes such connections This book offers valuable insights for educators and students alike, emphasizing the transformative power of campus involvement, community, and connections in higher education

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Alternative | Education

UK March 2026 • US March 2026

304 Pages 10 bw illus

PB 9781350528642 • £28 99 / $39 95

HB 9781350528604 • £90 00 / $120 00

ePDF 9781350528611 • £81 00 / $108 00

ePub 9781350528628 • £81 00 / $108 00

Bloomsbury Academic

Unschooled Futures

Pluriversal Speculations

Edited by Petra Mikulan, University of British Columbia, Canada & Nathalie Sinclair, Simon Fraser University, Canada

This volume stages a series of radical provocations that seek to reorient the very conditions under which learning becomes thinkable Refusing the redemptive pull of schooling as a salvageable public good, the collection foregrounds the necessity of undisciplining education, dislodging it from its colonial grammars, disciplinary enclosures, and anthropocentric imaginaries

Schools, far from neutral spaces of knowledge transmission, are infrastructural technologies of late capitalist governance: disciplining bodies, managing time, and sustaining the ongoing occupation of Indigenous lands under the guise of progress and order Drawing from grotesque materialisms, Indigenous epistemologies, and speculative philosophies, the volume positions pluriversal indeterminacy as a generative ontological condition, contesting the closure-driven logics of Western educational taxonomy If schools operate as entropy-displacement machines, maintaining systemic stability through the externalization of collapse, then what is required is not critique alone, but a methodological insurgency capable of abolishing education’s epistemic foundations To this end, contributors traversing anthropology, architecture, mathematics, biology, Indigenous studies, art, philosophy, and literature articulate a constellation of non-disciplined pedagogical experiments that emerge from the current unraveling of education itself Through deliberate acts of epistemic undoing, authors inhabit a space where fixed categories, such as human/nonhuman, past/future, knowledge/ignorance are rendered inoperative, making room for learning that reconfigures the possible

COLLECTIONS

Alternative | Education

UK January 2026 • US January 2026

352 Pages • 40 bw illus

PB 9781350477216 • £28 99 / $39 95

HB 9781350477179 • £90 00 / $120 00

ePDF 9781350477186 • £81 00 / $108 00

ePub 9781350477193 • £81 00 / $108 00

Bloomsbury Academic

Space, Time and Encounter in the University Classroom

Elizabeth Hauke, Imperial College, UK

This book explores space, time and encounter in an interdisciplinary higher education classroom during a typical academic year, considering how they might present as protagonists of authenticity In this ethnography, the author is both the researcher and the teacher, delivering highly interactive and student centred modules for undergraduate students at a leading science and engineering university in the UK

Chasing the spirit of authenticity throughout the writing, the book demonstrates a remarkable alignment between the design and aspirations of the teaching, the experiences within the classroom, and the conduct of the research Revealing the inner thoughts and inspirations of the researcher, the book includes insights from philosophy, anthropology, education, neuroscience, music, architecture, photography and popular culture

This examination of both the classroom experiences and the research itself reveals the messy, uncertain, imperfect – and yet fascinating nature of these very human experiences with an engaging richness This book supports the reader to find their own version of ‘authentic’, evoked by being immersed in the story world of this research and the classrooms contained within Readers are invited to reflect along with the researcher, and apply the insights revealed to their own teaching, learning or life experiences and take the spirit of authentic encounter into their own future

Navigating

Bloomsbury Inquiries in Philosophy and Education

UK January 2026 • US January 2026

208 Pages • 10 bw illus

PB 9781350532205 • £28 99 / $39 95

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ePDF 9781350532175 • £81 00 / $108 00

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Bloomsbury Academic

the Moral Landscape of Youth

Community Education

Development and

A Philosophical Analysis of Nonformal Youth Education

Ilya Zrudlo, University of Quebec, Canada

This book analyses the language used and approaches employed by community education organizations, focusing on the values that educators and practitioners promote among the young people in their care

Young people participating in nonformal community education programs are encouraged by staff to identify with certain ideas or values: “Acquire life skills, become an entrepreneur!” “Fight for your rights!”, “Discover your true self!”, “Get out of the house and re-establish your connection with nature!” Whether implicitly or explicitly, these messages are imbued with values

Based on a study of 12 community organizations in North America, this book identifies four “ethical frames”: the ethical frame of the entrepreneur, of the activist, the artist, and the naturalist Ilya Zrudlo argues that while each of these frames brings strengths to community education, they also carry certain ethical and educational ambiguities that render them ultimately inadequate, whether alone or in combination Drawing on the work of philosophers including Hannah Arendt, Simone Weil, Iris Murdoch, Mary Midgeley and Charles Taylor, Zrudlo offers guidance for community organizations, policy makers, and researchers when navigating the moral landscape of nonformal youth education

COLLECTIONS

UK January 2026 US January 2026

160 Pages • 10 bw illus

PB 9781350540699 • £28 99 / $39 95

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Bloomsbury Academic

Sen, Dewey, and Education

Edited by Robert Karaba, New Mexico Highlands University, USA

This book explores affinities between Amartya Sen’s capabilities approach and John Dewey’s notions of education for democracy and offers new implications for educational policy and practice

Written by Senian and Deweyan scholars, this collection compares, contrasts and combines the works of Sen and Dewey to flesh out the implications for educational policies, curriculum, and pedagogies that can help build a more cohesive society and stronger democracy This book applies Sen’s work to Deweyan ideas of education for democracy, and examines the ways in which education can nurture individuals' skills for meaningful participation in the economy and society The chapters cover a range of topics, including human well-being and economic development, experiential education, children and schooling, cultural conceptions of freedom and democracy, and educational policy and practice It also includes a critical literacy perspective of the moral implications of Dewey’s democratic education and Sen’s capabilities approach, exploring questions of power, privilege, and social justice

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Race and Education in the Twenty-First Century

UK January 2026 • US December 2025

162 Pages • 10 tables

PB 9798216382447 • £28 99 / $39 95

HB 9781666975802 • £75 00 / $100 00

ePDF 9798216251934 • £67 50 / $90 00

ePub 9781978766426 • £67 50 / $90 00

Bloomsbury Academic

Black College Blueprint

The Next Frontier for HBCUs

Darryl Scriven

With a focus on the changing political landscape, this book offers a fresh approach to increasing the HBCU value proposition for the next century.

While HBCUs are individually unique, they have similar missions, audiences, threats, and aspirations This commonality suggests that they should unify in a way that preserves the identity of each, leverages shared resources, and strengthens their standing as an institution class In this book, special attention is given to the opportunity for HBCUs to leverage Artificial Intelligence enterprise wide Written for wide stakeholder engagement, Black College Blueprint proposes that the best way to accomplish collective HBCU advancement is to create an HBCU Consortium and an HBCU Think Tank to help structure and lead a new expression of Black college education nationally and globally

COLLECTIONS

Bloomsbury Handbooks

UK February 2026 US February 2026

400 Pages

HB 9781350349162 • £130 00 / $175 00

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Bloomsbury Academic

The Bloomsbury Handbook of Bourdieu and Educational Research

Edited by Garth Stahl, University of Queensland, Australia, Guanglun Michael Mu, University of South Australia, Australia, Pere Ayling, University of Suffolk, UK & Elliot B Weininger, SUNY Brockport, USA

This book is the first international reference work to showcase the diversity of ways of using Bourdieu’s sociological toolkit in educational research Written by scholars based in Australia, Brazil, Canada, China, Indonesia, Hong Kong, the UK, and the USA, the handbook provides a unique and cutting-edge picture of how Bourdieu has been both used and adapted in educational research globally

The book will be useful for those who may only have a cursory knowledge of Bourdieu’s tools as well as those who are already familiar with Bourdieu’s work

The chapters cover a wide range of topics including educational leadership, teacher preparation, space/place, educational policy, literacy education, marginalised students, and student mobility

COLLECTIONS

UK January 2026 US January 2026

264 Pages • 10 bw illus

PB 9781350520561 £28 99 / $39 95

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COLLECTIONS

UK March 2026 • US March 2026

288 Pages • 30 bw illus

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Bloomsbury Academic

COLLECTIONS

UK November 2025 • US November 2025

408 Pages

HB 9781666949766 • £104 00 / $135 00

PB 9798216380375 £19 99 / $26 95

ePDF 9798216338048 • £93 60 / $121 50

ePub 9781666949773 • £93 60 / $121 50 Lexington Books

Global Perspectives on Recovery from Learning Disruption

Educational Responses to the Covid-19 Pandemic

Edited by Marta Cristina Azaola, University of Southampton, UK

This book considers the effects of the Covid-19 pandemic on education, focusing on learning disruption and recovery from that disruption.

Written by academics, research analysts and policy consultants based in the UK, Mexico, China, the USA, South Africa and Spain, the book explores, through regional and national case studies, how diverse societies across the globe coped during and after the pandemic The chapters cover a wide range of topics such as the causes and consequences of school closures, pre-existing inequalities within and between countries, scientific misinformation as a consequence of the pandemic, teacher burnout and resilience and alternative ways of learning and collaboration that took place during the pandemic

The first three chapters offer policy analyses on learning disruption at different regional levels The subsequent chapters are a compilation of eight national case studies transitioning from analyses of learning disruption to responses of recovery The book’s evidence-based research has implications for policy, research, and practice in both formal and informal education settings from early childhood to higher education

Culture and Science Education

Towards More Inclusive Practice

Edited by Wilton Lodge, IOE, UCL’s Faculty of Education and Society, University College London, UK & Justin Dillon, IOE, UCL’s Faculty of Education and Society, University College London, UK

This edited book, containing 15 chapters from some of the leading figures in the field, aims to bring in voices, communities and perspectives that are not often presented in mainstream science education

Providing an international spread of contributions reflecting the field, including Australia, Canada, Chile, China, New Zealand, Singapore, the UK and the USA, it also includes research in areas where mainstream science education is sensitive to the complexities that a culturally inclusive education calls for The book encourages academics and educators to think beyond the current science education paradigm that schools have adopted in many parts of the world

New Era – New Urgency

The Case for Repurposing Education

F Joseph Merlino & Deborah Pomeroy

New Era – New Urgency: The Case for Repurposing Education explores the unprecedented realities and challenges associated with entering a new era, such as catastrophic climate changes, advanced artificial intelligence, massive demographic shifts, and worldwide digital disinformation campaigns This era calls for a new urgency in thinking about how we will educate present and future generations of young people This book is divided into four parts; Part I describes the profound social, technological, and demographic changes that have occurred over four hundred years since the first English settlements in Massachusetts and Virginia Part II describes four shadows that have served to corrupt these purposes of education: extreme wealth inequality, nativism, white supremacy, and anti-intellectualism Part III explores the illusions of educational reform that have over-promised college and career success, created an idolatry of math test scores, conflated memorization of facts with conceptual understanding, and confused multiple layers of policy agendas with progress Part IV depicts F Joseph Merlino and Deborah Pomeroy’s 12 years of experience in Egypt, Bosnia-Herzegovina, Turkey, and the U S in helping to craft new purposes of education for model schools in their countries that reflect their aspirations for a new generation

COLLECTIONS

UK January 2026 US January 2026

288 Pages • 6 bw illus

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COLLECTIONS

UK December 2025 • US November 2025

284 Pages • 3 figures, 5 tables

PB 9781666958416 • £28 99 / $39 95

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Bloomsbury Academic

Building Inclusive Scientific Communities and Leadership

Case Studies from Professional Societies

Edited by Verónica A Segarra, Mercy Mugo & Simone Soso

Highlights scientific and professional communities as agents of change for more inclusive STEM communities and leadership.

This volume focuses on organizations that nurture diversity and inclusivity, as well as their intentional efforts toward fostering inclusive environments and creating lasting cultural change Each chapter features a case study spearheaded by a team of authors chronicling one aspect of a scientific community in their efforts to become a more inclusive and diverse collective These case studies facilitate discussion and reflection, as well as provide powerful tools to reveal process and implementation details that can help societies take action towards more inclusive STEM communities

Not Token Gestures

Practical DEI Strategies in 21st-Century Higher Education

Edited by Roberta Hurtado

Contributors from various backgrounds offer insights for practices that move DEI efforts from the superficial and into the very fabric of how academia functions

This volume offers practical strategies to support inclusive campus development in 21st century US higher education Administrators, artists, and faculty from across the country provide tips for constructing curriculum, how to intervene in administrative procedures, and ways of enacting preliminary shifts to encourage a rich understanding of “academic excellence” for higher education This collection emphasizes the human costs of decision making in higher education, and the need to draw from knowledges created by different communities to support learning spaces conducive to student growth Born in a moment when DEI is under attack, contributors consider the immediacy that many members of US higher education find themselves in right now to construct tactical practices that can be taken up with expediency and rigor Yet, contributors do not sacrifice quality for stealth Indeed, contributors show that foundational to this era is an opportunity to move “DEI from a side-project and into the fabric of academia

COLLECTIONS

Studies in Urban–Rural Dynamics

UK February 2026 • US February 2026

192 Pages • 10 tables

PB 9781666929959 • £28 99 / $39 95

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Bloomsbury Academic

Settling Conflict in Rural New York Schools

Case Studies of Education Reform

Casey Thomas Jakubowski

This book examines the history of conflict in education through the lens of specific case studies from schools in rural areas of New York

Education has historically been a major source of conflict among citizens, voters, and residents in the United States From the colonists in New England’s efforts to educate their children in the late 1800s, to the debates over mask mandates at schools emerging from Covid-19, the dissonance between pro-local democracy national narratives and the active suppression of community rights exists in every state Contemporary conflicts in education and politics include the question of what and how to teach history, with some politically motivated groups demonizing critical race theory, inclusive civics, and history education Utilizing local and state archives, newspapers, and eyewitness accounts, and challenging the consensus narrative that prioritizes the elite’s viewpoints, this book expands research on the history of educational reform post-World War II outside of the urban focus predominant in the field and challenges the traditional rural deficit narrative

COLLECTIONS

Bloomsbury Critical Education

UK February 2026

• US February 2026

280 Pages 10 bw illus

HB 9781350332119 • £90 00 / $120 00

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Bloomsbury Academic

Nurturing ‘Difficult Conversations’ in Education Empowerment, Agency and Social Justice in the UK

Edited by Katarzyna Fleming, Sheffield Hallam University, UK & Fufy Demissie, Shefield Hallam University, UK

This book offers a critical discussion on the necessity for 'difficult conversations' to take place in education, drawing on studies from across the UK The editors and contributors address three key questions:

- How can 'difficult conversations' be theorised?

- What transformations in thinking and practice can occur through 'difficult conversations'?

- What value do 'difficult conversations' have in enabling understanding and compassion between the diverse communities of today?

The chapters cover a range of topics including supporting children with SEND, parent and carer engagement, childhood trauma, race, disability, the climate emergency, and the researcher's positionality The contributors draw on the theoretical work of bell hooks, Linda Alcoff, Paulo Freire, Victor Turner, Homi Bhabha, Nel Nodings, Melanie Nind, Emile Bojesen, Gayatri Chakravorty Spivak, Mathew Lipman, and other contemporary theories They argue against the prevailing deficitbased perspectives about marginalized communities and invite deep thinking about the nature of oppression experienced in many spheres of education and therefore in our society Ultimately, the book advocates for the empowerment and agency of anyone facing social inequalities through engagement in 'difficult conversations' as a means of transformation and social change

COLLECTIONS

Bloomsbury Critical Education

UK January 2026 • US January 2026

288 Pages • 10 bw illus

HB 9781350292987 • £90 00 / $120 00

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Bloomsbury Academic

Itinerant Curriculum Theory

A Declaration of Epistemological Independence

Edited by João M Paraskeva, University of Massachusetts Dartmouth, USA

This book advances new ways of thinking about emergence and impact of Itinerant Curriculum Theory (ICT)

Written by authors based in Algeria, Brazil, Chile, China, Estonia, South Korea, Spain and the USA, the chapters examine the opportunities and challenges paved by ICT in the struggle to open up and decolonize curriculum policies The contributors show how ICT can help us to pave a new way to think about and to do curriculum theory and announce ICT as a declaration of epistemological liberation, one that helps to resist Eurocentric dominance The chapters cover topics including, ecologies of the Global South, education discourse in South Korea, China’s Curriculum Reform, and the history of colonialism in the Middle East

Building on the work of Antonia Darder, Boaventura de Sousa Santos and others, this book posits that the future of the field is the struggle against curriculum epistemicides and this is ultimately a struggle for social justice The book includes a Foreword by the leading curriculum historian William Schubert, Professor Emeritus of Curriculum and Instruction at the University of Illinois at Chicago, USA

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BLOOMSBURY OPEN COLLECTIONS?

A new open access model for books

BLOOMSBURY OPEN COLLECTIONS is a collective-action approach to funding open access (OA) books. Through this model, we aim to make OA publication available to a wider range of authors by spreading the cost across multiple organisations, while providing additional benefits to participating libraries. By prioritising authors that are often underrepresented in scholarly publishing, including early-career and unaffiliated researchers and those based in/writing about low- and lower-middle- income countries, we hope to engage a more diverse author base, bringing their work to a wider global audience.

THE BOOKS

Following the success of our 2024-25 expansion, in 2025-26 we have continued to offer three collections of 20 titles each in:

• African Studies & International Development

• Environment & Climate Change

• Gender & Sexuality

BENEFITS TO LIBRARIES

• Contribute to a progressive OA funding model that aims to make 60 research titles available open access immediately on publication at no cost to the authors

• Receive guaranteed perpetual access to the 20 titles in each Open Collection you participate in

• Receive 1 year’s access to ~150 backlist titles in related areas for each Open Collection you participate in

• Be publicly acknowledged on our website

FIND OUT MORE

bloomsbury.com/bloomsbury-open-collections

We want students to make the most of their time at university; to discover opportunities, succeed in their studies – and to enjoy the journey. Our books and resources support students in developing essential skills and empower them to achieve their goals.

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 Original thought from our insightful authors

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And much more!

There’s plenty to discover including:

 Day in the Life of a Global Website Manager

 A personal take on why open access for academic books ma�ers

 The 18th-century publicity stunt that turned the house where Shakespeare was born into the tourist a�raction it is today

 An exploration of how love has changed over the centuries bloomsbury.com/academicblog