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R o u t l e d g e e d u c at i o n

Educational Studies

New Titles and Key Backlist 2010

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Educational Studies New Titles and Key Backlist 2010

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Related Journals from Routledge NEW TO ROUTLEDGE IN 2010! British Journal of Educational Studies Editor: Professor James Arthur Univerisity of Birmingham, UK Volume 59, 2010, 4 issues per year Print ISSN: 0007-1005 Online ISSN: 1467-8527 www.tandf.co.uk/journals/rbje

Educational Studies Editor: Derek Cherrington University of Gloucestershire, UK Volume 36, 2010, 5 issues per year Print ISSN: 0305-5698 Online ISSN: 1465-3400 www.tandf.co.uk/journals/EdStudies

Educational Studies: A Journal of the American Educational Studies Assoc. Editor: Rebecca A. Martusewicz Eastern Michigan University Volume 47, 2010, 6 issues per year Print ISSN: 0013-1946 Online ISSN: 1532-6993 www.tandf.co.uk/journals/heds

Irish Educational Studies Editor: Dr. Dympna Devine University College Dublin Volume 29, 2010, 3 issues per year Print ISSN: 0332-3315 Online ISSN: 1747-4965 www.tandf.co.uk/journals/ies

Multicultural Perspectives

Editor: Penelope L. Lisi Central Connecticut State University Volume 12, 2010, 4 issues per year Print ISSN: 1521-0960 Online ISSN: 1532-7892 www.tandf.co.uk/journals/hmcp

To request a free print sample copy, please email: customerservice@taylorandfrancis.com or call 1-800-354-1420, press “4” Visit the Routledge Education Arena at: www.educationarena.com

International Studies in Catholic Education Editor: Gerald Grace University of London Volume 2, 2010, 2 issues per year Print ISSN: 1942-2539 Online ISSN: 1942-2547 www.tandf.co.uk/journals/rice


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EDUCATIONAL STUDIES

Educational Studies

NEW

NEW TEXTBOOK 2ND EDITION

FORTHCOMING

Education, Epistemology and Critical Realism David Scott, University of London, UK

A Documentary History

Foundations of Education The Essential Texts Edited by Susan Semel, University of London, UK Foundations of Education helps aspiring teachers interpret the craft of teaching within the historical, philosophical, cultural, and social contexts of education, both within and outside of, schools. This volume contains substantial selections from those works widely regarded as central to the development of the Foundations field. These are the ”essential texts” that lay the basis of further study for any serious student of education. The text is organized around the separate foundations disciplines politics, history, philosophy, sociology and includes extended selections from the works of Horace Mann and W.E.B. DuBois to contemporary thinkers like Michael Apple and Diane Ravitch. A comprehensive introduction from noted scholar Susan Semel outlines the field of study and questions for further study follow each selection to highlight their continued importance and application to today’s most pressing educational issues.

The School in the United States

Series: New Studies in Critical Realism and Education

James W. Fraser, New York University, USA

This book addresses fundamental questions in relation to education and its epistemology. The position taken by the author is critical realist; and thus throughout the relationship between education and critical realism is foregrounded. Themes and issues that surface at different times in the book are: a critical realist view of education research; a resolution of the quantitative/qualitative divide; criteria for judging the worth of educational texts and practices; differences between scientific and critical realisms; empirical research methods in education; structure-agency relationships; pragmatist views of educational research; foundations and paradigmatic differences; and educational critique and transformation.

In this second edition of The School in the United States: A Documentary History, James W. Fraser once again provides the essential primary documents for a study of the history of education in the United States. Consisting of expertly-chosen excerpts from important educational documents from the colonial era to the present, this updated edition features:

March 2010: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-47349-1: $131.00 www.routledge.com/9780415473491

•additional material on Noah Webster’s Speller, McGuffey’s Reader, debates over black education during Reconstruction •a new chapter on the emergence of high school and the role of vocational education •a new chapter on education in the Era of No Child Left Behind •over a dozen black and white photos to further enhance students’ experience with the texts. Each chapter begins with an introduction that places the selections into context and provides the necessary background to the issues being discussed. Comprehensive enough to be used as a main text, but brief enough to be used alongside another, The School in the United States remains an ideal resource and textbook for any student and teacher of the history of education in the United States.

March 2010: 6 x 9: 384pp Hb: 978-0-415-80624-4: $150.00 Pb: 978-0-415-80625-1: $43.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415806251

November 2009: 7 x 10: 448pp Hb: 978-0-415-80210-9: $150.00 Pb: 978-0-415-80211-6: $49.95 • AVAILABLE AS A COMPLIMENTARY COPY

FORTHCOMING

Handbook of Research in the Social Foundations of Education Edited by Steven Tozer, University of Illinois - Chicago, USA, Bernado P. Gallegos, National University, Los Angeles Campus, USA, Annette M. Henry, University of Washington, Tacoma, USA, Mary Bushnell Greiner, Queens Coleege, CUNY, USA, and Paula Groves-Price, Washington State University, USA Since the 1930s, scholars in the Social Foundations of Education have influenced the field of education in two major ways: first, through professional preparation and development of teachers and school leaders, and second, through research into the social contexts of education, teaching and learning. Since the 1930’s scholars in the social foundations of education have influenced the field of education in two major ways: first, through professional preparation and development of teachers and school leaders, and second, through research into the social contexts of education, teaching, and learning. Parts I and II present the theoretical lenses used to study the social contexts of education. Parts III, IV, and V demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wideranging, often misunderstood, and increasingly important field of study. Key Features include: Comprehensive – No other volume offers such a wide range of cross-disciplinary and theoretical approaches to inquiry and then demonstrates those approaches in applied research Leading Scholarship – Chapter authors include the most established and recognized names in the field and dynamic young scholars Contemporary focus – In-depth examinations of current cultural and technological changes in communications media, youth culture, sexual orientations, and the environment Globalization focus – Authors examine the causes and consequences of globalization in contemporary life from various perspectives.

www.routledge.com/9780415802116

NEW

Habermas, Critical Theory and Education Edited by Mark Murphy, University of Chester, UK and Ted Fleming, National University of Ireland Maynooth, Ireland Series: Routledge International Studies in the Philosophy of Education This book delivers a definitive contribution to the understanding of Habermas’ oeuvre as it applies to education. The authors examine Habermas’ contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability. November 2009: 6 x 9: 240pp Hb: 978-0-415-80617-6: $95.00 eBook: 978-0-203-86489-0 www.routledge.com/9780415806176

Appropriate as a reference volume not only for those in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction. April 2010: 8-1/2 x 11 Hb: 978-0-8058-4211-1: $295.00 Pb: 978-0-8058-4212-8: $114.95 eBook: 978-0-203-87483-7 www.routledge.com/9780805842128

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EDUCATIONAL STUDIES

NEW TEXTBOOK

NEW

NEW

4TH EDITION

Education and Climate Change

Teaching Critical Thinking

Political Agendas for Education

Living and Learning in Interesting Times

Practical Wisdom

From Change We Can Believe in to Putting America First

Edited by Fumiyo Kagawa and David Selby, both at University of Plymouth, UK

bell hooks

Joel Spring, Queens College/City University of New York, USA

Series: Routledge Research in Education There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already in motion. In this volume, contributors review and reflect upon social learning from and within their field of educational expertise in response to the concerns

Series: Sociocultural, Political, and Historical Studies in Education Bringing up-to-date Joel Spring’s ongoing documentation and analysis of political agendas for education in the US, the fourth edition focuses on the Republican and Democratic parties in the 2008 national election and post-2008 election era. In order to consider the similarities and differences in the evolution of the Republican and Democratic education agendas, this edition includes updated and new chapters on the Democratic education agenda, and updated discussions of the Republican education agenda. Changes in the fourth edition: •relates previous Democratic education policies to President Obama’s concerns with the global economy and human capital theory •highlights how Democrats came to support No Child Left Behind as a solution to civil rights issues related to schooling and Obama’s quest to close the achievement gap •deals with the Democratic side of the culture wars dividing the two political parties, particularly regarding multicultural education and language issues •includes a completely new chapter on ”Teacher Agendas: Republicans and Democrats” •shows how the education agendas from the 2008 campaign of John McCain and Sarah Palin are compatible with previous Republican desires to protect socially conservative values in schools. Political Agendas for Education is essential reading for courses dealing with the politics of education, foundations of education, educational leadership, and curriculum studies, and for educational scholars, professionals, policymakers, and all those concerned with the politics of education in the US and its consequences for schools and society. October 2009: 6 x 9: 208pp Hb: 978-0-415-80642-8: $135.00 Pb: 978-0-415-80643-5: $32.95 eBook: 978-0-203-86625-2 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415806435

over climate change. October 2009: 6 x 9: 281pp Hb: 978-0-415-80585-8: $95.00 eBook: 978-0-203-86639-9 www.routledge.com/9780415805858

FORTHCOMING

Beauty and Education Joe Winston, University of Warwick, UK Series: Routledge International Studies in the Philosophy of Education Beauty is something we value instinctively. We find it in art and in nature, in words, images and ideas, seeking it through our senses and through our intellect, in others and in ourselves. This book seeks to re-awaken educators to the power of beauty as an educational concept, to its relevance for schools and the current needs of students and teachers. Drawing upon a range of practical examples, Joe Winston considers the nature and meaning of the experience of beauty, analysing its cognitive, affective and moral energies in order to demonstrate how beauty can provide young minds with some of their most powerful educational experiences. Incorporating examples across the curriculum at all levels of schooling, Winston argues that a due consideration of beauty in education can address some of the more fundamental problems that continue to bedevil policy and practice. With its clarity of style and wealth of practical examples, it will be of great interest to academics, teachers and education students at graduate and postgraduate level. February 2010: 6 x 9: 128pp Hb: 978-0-415-99490-3: $95.00 www.routledge.com/9780415994903

In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today. In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous best-selling volumes in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. One professor, for example, asked how black female professors can maintain positive authority in a classroom without being seen through the lens of negative racist, sexist stereotypes. One teacher asked how to handle tears in the classroom, while another wanted to know how to use humor as a tool for learning. Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today. September 2009: 6 x 9: 208pp Hb: 978-0-415-96819-5: $125.00 Pb: 978-0-415-96820-1: $24.95 eBook: 978-0-203-86919-2 www.routledge.com/9780415968201

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EDUCATIONAL STUDIES

Educational Theories, Cultures and Learning A Critical Perspective Edited by Harry Daniels, Hugh Lauder and Jill Porter, all at University of Bath, UK

Transforming Thinking

Contemporary Theories of Learning

Philosophical Inquiry in the Primary and Secondary Classroom

Learning Theorists in Their Own Words

Catherine C. McCall, University of Strathclyde, UK Essential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in

Series: Critical Perspectives on Education Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education–learners and teachers. March 2009: 6-3/4 x 9-3/4: 256pp Hb: 978-0-415-49118-1: $160.00 www.routledge.com/9780415491181

Knowledge, Values and Educational Policy A Critical Perspective Edited by Harry Daniels, Hugh Lauder and Jill Porter, all at University of Bath, UK Series: Critical Perspectives on Education Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Finally policies and practices relating to schools are considered.

the wider world. Readers are guided through the creation of a Community of Philosophical Inquiry (CoPI) in the kindergarten, the classrooms of primary and secondary schools, the community centre and beyond, with practical ideas to make CoPI work. With examples ranging from five year old children to underachieving teenagers, and even senior citizens, the book shows how participation in a CoPI develops: •the skills of reasoning, critical and creative thinking •concept formation and judgment •the virtues of intellectual honesty and bravery. Including chapters on the theory and development of Philosophical Inquiry, the creation of a community, and using CoPI with groups of different ages, this book forms essential reading for teachers, professionals, and community workers. March 2009: 6-1/4 x 9-1/4: 240pp Pb: 978-0-415-47668-3: $35.95 www.routledge.com/9780415476683

Edited by Knud Illeris, Danish University of Education In this definitive collection of today’s most influential learning theorists, sixteen world-renowned experts present their understanding of what learning is and how human learning takes place. Knud Illeris has collected chapters that explain both the complex frameworks in which learning takes place and the specific facets of learning, such as the acquisition of learning content, personal development, and the cultural and social nature of learning processes. Each international expert provides either a seminal text or an entirely new précis of the conceptual framework they have developed over a lifetime of study. Elucidating the key concepts of learning, Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students. It will prove an authoritative guide for researchers and academics involved in the study of learning, and an invaluable resource for all those dealing with learning in daily life and work. It provides a detailed synthesis of current learning theories … all in the words of the theorists themselves. The theories of: Knud Illeris, Peter Jarvis, Robert Kegan, Yrjö Engeström, Bente Elkjaer, Jack Mezirow, Howard Gardner, Peter Alheit, John Heron, Mark Tennant, Jerome Bruner, Robin Usher, Thomas Ziehe, Jean Lave, Etienne Wenger, Danny Wildemeersch and Veerle Stroobants. January 2009: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-47343-9: $150.00 Pb: 978-0-415-47344-6: $37.95 eBook: 978-0-203-87042-6

March 2009: 6-3/4 x 9-3/4: 320pp Hb: 978-0-415-49119-8: $160.00 www.routledge.com/9780415491198

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EDUCATIONAL STUDIES

Philosophy of Education The Essential Texts Edited by Steven M. Cahn, The City University of New York, USA Philosophy of Education is a study both of the aims of education and the most appropriate means of achieving those aims. This volume contains substantial selections from those works widely regarded as central to the development of the field. These are the “essential texts” that lay the foundation for further study. The text is historically organized, moving from classical thought (Plato, Aristotle), through the medieval period (Augustine), to modern perspectives (Locke, Rousseau, Wollstonecraft), and twentieth-century thinkers (Whitehead, Dewey). Each selection is followed by an extended interpretative essay in which a noted authority of our time highlights essential points from the readings and places them in a wider context. Exhibiting both breadth and depth, this text is ideal as a reader for courses in philosophy of education, foundations of education, and the history of ideas. January 2009: 7 x 10: 512pp Hb: 978-0-415-99755-3: $150.00 Pb: 978-0-415-99440-8: $46.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415994408

Creating and Sustaining Arts-Based School Reform The A+ Schools Program George W. Noblit, University of North Carolina at Chapel Hill, USA, H. Dickson Corbett and Bruce L. Wilson, both at Wilson Corbett Associates and Monica B. McKinney, Meredith College, USA This comprehensive, longitudinal analysis of arts in education initiatives, based on the A+ School Program, discusses the political, fiscal, and curricular implications inherent in taking the arts seriously and offers a model for implementation and evaluation that can be widely adapted in other schools and school districts. 2008: 6 x 9: 208pp Hb: 978-0-8058-6150-1: $135.00 Pb: 978-0-8058-6149-5: $41.95 eBook: 978-0-203-88735-6 www.routledge.com/9780805861495

NEW

Science, Society and Sustainability Education and Empowerment for an Uncertain World Edited by Donald Gray and Laura Colucci-Gray, both at University of Aberdeen, UK and Elena Camino, Accademia Albertina, Italy

Visible Learning

Series: Routledge Research in Education

A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Recent work in science and technological studies has provided a clearer understanding of the way in which science functions in society and the interconnectedness among different strands of science, policy, economy, and environment. It is well acknowledged that a different way of thinking is required in order to address problems facing the global community, particularly in relation to issues of risk and uncertainty, which affect humanity as a whole. However, approaches to education in science tend to perpetuate an outmoded way of thinking that is incommensurable with preparing individuals for participation and decision-making in an uncertain, complex world. Drawing on experiences of interdisciplinary dialogue and practice in a higher education context, this book illustrates how reformulating the agenda in science and technology can have a revolutionary impact on learning and teaching in the classroom at all levels. This exceptional study will interest scholars in Education, Science, Technology, and Society, and those looking to further deliberative democracy and civic participation in their students.

John Hattie, University of Auckland, New Zealand ”It is perhaps education’s equivalent to the search for the Holy Grail–or the answer to life, the universe and everything.” –Times Educational Supplement, November 21, 2008 This unique and groundbreaking book is the result of fifteen years research and synthesises over 800 metaanalyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. 2008: 6-3/4 x 9-3/4: 392pp Hb: 978-0-415-47617-1: $160.00 Pb: 978-0-415-47618-8: $47.95 eBook: 978-0-203-88733-2 www.routledge.com/9780415476188

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TEXTBOOK 3RD EDITION

Education and Social Change Contours in the History of American Schooling John L. Rury, University of Kansas, USA In this brief, interpretive history of American schooling, John L. Rury focuses on the evolving relationship between education and social change. This revised edition considers the impact of social forces such as industrialization, urbanization, immigration and cultural conflict on the development of schools and other educational institutions. It also examines the various ways that schools have contributed to social change, particularly in enhancing the status and accomplishments of certain social groups and not others. Detailed accounts of the experiences of women and minority groups in American history consider how their lives have been affected by education. 2008: 6 x 9: 288pp Hb: 978-0-415-99564-1: $135.00 Pb: 978-0-415-99544-3: $39.95 eBook: 978-0-203-88841-4 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415995443

Creating a Learner-centred Primary Classroom Learner-centered Strategic Teaching Kath Murdoch and Jeni Wilson, both at University of Melbourne, Australia Creating a Learner-centred Primary Classroom is an essential resource to improve teaching practice, examining the key elements that contribute to a learnercentred classroom and offering strategies to encourage children to take a shared role in their learning.

2008: 8-1/4 x 11-3/4: 128pp Pb: 978-0-415-45432-2: $31.95 eBook: 978-0-203-93112-7 www.routledge.com/9780415454322

June 2009: 6 x 9: 246pp Hb: 978-0-415-99595-5: $95.00 eBook: 978-0-203-87512-4 www.routledge.com/9780415995955

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EDUCATIONAL STUDIES

TEXTBOOK

TEXTBOOK

The American Teacher

4TH EDITION

Foundations of Education

American Education

Donald H. Parkerson, East Carolina University, USA and Jo Ann Parkerson, Methodist University, USA

A History

The American Teacher is a comprehensive education foundations text with an emphasis on the historical continuity of educational issues and their practical application in the classroom. Aspiring teachers enter the classrooms with an innate optimism, and the challenge of The American Teacher is to engage them and to provide meaningful direction to channel their idealism. 2008: 7 x 10: 352pp Hb: 978-0-415-96386-2: $140.00 Pb: 978-0-415-96387-9: $44.95 eBook: 978-0-203-89512-2 •AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415963879

2ND EDITION

Critical Perspectives on Harry Potter Edited by Elizabeth E. Heilman, Michigan State University, USA

Jennings L. Wagoner, Jr., University of Virginia, USA and Wayne J. Urban, University of Alabama, USA American Education: A History is a comprehensive, highly-regarded history of American education from precolonial times to the present. Chronologically organized, it provides an objective overview of each major period in the development of American education, setting the discussion against the broader backdrop of national and world events. The first text to explore Native American traditions (including education) prior to colonization, it also offers strong, ongoing coverage of minorities and women.

(“DISCLAIMER: This book is not authorized, approved, licensed, or endorsed by J.K. Rowling, Warner Bros. Entertainment Inc., or anyone associated with the Harry Potter books or movies.”)

Key features include: •balanced perspective – the authors provide contrasting views of American educational traditions, reforms, and theories in order to maintain a balanced view of events. •pre-colonial focus – a unique and much praised opening chapter discusses the educational traditions of Native Americans and the two-way learning exchanges that occurred between two distinct ’old world’ cultures. •readability – reviewers have labeled this the ’best written text on the market’ in terms of style, clarity and interest. •changes – the fourth edition will include more visual illustrations as well as substantial new material. 2008: 6-1/8 x 9-1/4: 496pp Pb: 978-0-415-96529-3: $54.95 eBook: 978-0-203-87224-6 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415965293

This thoroughly revised edition includes updated essays on cultural themes and literary analysis, and its new essays analyze the full scope of the seven-book series as both pop cultural phenomenon and as a set of literary texts. Critical Perspectives on Harry Potter draws on a wider range of intellectual traditions to explore the texts, including moral-theological analysis, psychoanalytic perspectives, and philosophy of technology. The Harry Potter novels engage the social, cultural, and psychological preoccupations of our times, and Critical Perspectives on Harry Potter examines these worlds of consciousness and culture, ultimately revealing how modern anxieties and fixations are reflected in these powerful texts.

2008: 6 x 9: 368pp Pb: 978-0-415-96484-5: $36.95 eBook: 978-0-203-89281-7 www.routledge.com/9780415964845

2ND EDITION

Philosophy of Education: The Key Concepts John Gingell, University of Northampton, UK and Christopher Winch, Kings College, University of London, UK Series: Routledge Key Guides This new edition of Philosophy of Education: The Key Concepts is an easy to use A-Z guide summarizing all the key terms, ideas, and issues central to the study of educational theory today. Fully updated, the book is crossreferenced throughout and contains pointers to further reading, as well as new entries on such topics as: Liberalism, Capability, Well-being, Patriotism, Globalisation, Open-mindedness, Creationism, and Intelligent Design. Comprehensive and authoritative this highly accessible guide provides all that a student, teacher or policy-maker needs to know about the latest thinking on education in the twenty-first century. 2008: 5-1/2 x 8-1/2: 272pp Hb: 978-0-415-42892-7: $110.00 Pb: 978-0-415-42893-4: $26.95 eBook: 978-0-203-92758-8 www.routledge.com/9780415428934

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EDUCATIONAL STUDIES

Series: Sociocultural, Political, and Historical Studies in Education Series Editor: Joel Spring Education and Hope in Troubled Times Visions of Change for Our Children’s World Edited by H. Svi Shapiro, University of North Carolina at Greensboro, USA Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction. This is a time of crisis, but also of renewed possibility – one that offers the opportunity to radically reconsider what is the meaning of education for a generation that will bear the brunt of grappling with the extraordinary dangers and challenges we confront today. At its core this volume questions what will it mean to be an educated human being in the twenty-first century compelled to confront and address so much that threatens the very basis of a decent and hopeful human existence. Carrying forward a project of redefining and reshaping public discourse on education in the US, it is a critical catalyst and focus for re-thinking public policy on education. March 2009: 6 x 9: 304pp Hb: 978-0-415-99425-5: $135.00 Pb: 978-0-415-99426-2: $44.95 eBook: 978-0-203-88185-9 www.routledge.com/9780415994262

Reclaiming Education for Democracy Thinking Beyond No Child Left Behind Paul Shaker, Simon Fraser University, Canada and Elizabeth E. Heilman, Michigan State University, USA This book subjects the prophets and doctrines of educational neoliberalism to scrutiny in order to provide a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in-depth analysis of the origins of such policy and its impact on professional educators. 2008: 6 x 9: 256pp Hb: 978-0-8058-5841-9: $140.00 Pb: 978-0-8058-5842-6: $43.95 eBook: 978-0-203-89451-4 www.routledge.com/9780805858426

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NEW

Critical Pedagogies of Consumption Living and Learning in the Shadow of the ’Shopocalypse’

Minority Status, Oppositional Culture, & Schooling Edited by John U. Ogbu, formerly of University of California, Berkeley, USA This book is the definitive and final presentation of John U. Ogbu’s cultural ecological model and the many debates that his work has sparked during the past decade. Organized as a dialogue between John Ogbu and the scholarly community, it is essential reading for anyone interested in the study of the academic achievement gap.

Edited by Jennifer A. Sandlin, Arizona State University, USA and Peter McLaren, University of California, Los Angeles, USA Distinguished international scholars from a wide range of disciplines (including curriculum studies, foundations of education, adult education, higher education, and consumer education) come together in this book to explore consumption and its relation to learning, identity development, and education. Readers will learn about a variety of ways in which learning and education intersect with consumption. This volume is unique within the literature of education in its examination of educational sites – both formal and informal – where learners and teachers are resisting consumerism and enacting a critical pedagogy of consumption. October 2009: 6 x 9: 304pp Hb: 978-0-415-99789-8: $140.00 Pb: 978-0-415-99790-4: $44.95 eBook: 978-0-203-86626-9 www.routledge.com/9780415997904

2008: 6 x 9: 688pp Hb: 978-0-8058-5103-8: $160.00 Pb: 978-0-8058-5104-5: $51.95 eBook: 978-0-203-93196-7 www.routledge.com/9780805851045

VOLUME II

Indigenous Educational Models for Contemporary Practice In Our Mother’s Voice, Volume II Edited by Maenette Kape’ahiokalani Padeken Ah Nee- Benham, Michigan State University, USA

Globalization of Education An Introduction Joel Spring, Queens College/City University of New York, USA Continuing Joel Spring’s reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Spring introduces readers to the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts.

The book challenges teachers, researchers, educational leaders, and community stakeholders to build dynamic learning environments through which indigenous learners can be ”Boldly Indigenous in a Global World!” It honors the wisdom of ancestors, highlights the diversity of indigenous stories, and illuminates the passion of forward-looking scholars. 2008: 6 x 9: 304pp Hb: 978-0-8058-6402-1: $140.00 Pb: 978-0-8058-6403-8: $41.95 eBook: 978-1-4106-1855-9 www.routledge.com/9780805864038

Designed for courses on globalization and education, international and comparative education, educational foundations, multicultural education, and educational policy, the text is written in a clear narrative style to engage readers in thoughtful consideration of topics discussed. 2008: 6 x 9: 264pp Hb: 978-0-415-98946-6: $125.00 Pb: 978-0-415-98947-3: $29.95 eBook: 978-0-203-88685-4 •AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415989473

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EDUCATIONAL STUDIES

Series: Sociocultural, Political, and Historical Studies in Education

2ND EDITION

A Student’s Guide to Education Studies Edited by Stephen Ward, Bath Spa University, UK

Series Editor: Joel Spring 2ND EDITION

Knowledge and Power in the Global Economy

A New Paradigm for Global School Systems Education for a Long and Happy Life

The Effects of School Reform in a Neoliberal/Neoconservative Age

Joel Spring, City University of New York/Queens College, USA

Edited by David Gabbard, East Carolina University, USA

This volume offers a new paradigm for global school systems. Education for global economic competition is the prevailing goal of most national school systems. Joel Spring argues that recent international studies by economists, social psychologists, and others on the social factors that support subjective well-being and longevity should serve as a call to arms to change education policy; the current industrial-consumer paradigm is not supportive of either happiness or long life.

The second edition of Knowledge and Power in the Global Economy examines how neoliberal and neoconservative policies are working in tandem to privatize and commercialize public schools. It looks at how these policies and the agendas behind them have impacted the internal dynamics of school management, teaching, and learning, as well as how they have transformed the external dynamics of education from a public good or service offered to serve public interests to a private enterprise primarily serving private interests. 2007: 6 x 9: 608pp Hb: 978-0-8058-5938-6: $115.00 Pb: 978-0-8058-5939-3: $41.95 eBook: 978-1-4106-1822-1 www.routledge.com/9780805859393

2007: 6 x 9: 232pp Hb: 978-0-8058-6123-5: $75.00 Pb: 978-0-8058-6124-2: $28.95 eBook: 978-1-4106-1479-7 www.routledge.com/9780805861242

With a distinctive international and global focus, A Student’s Guide to Education Studies continues to be a valuable resource for all students of Education Studies as well as students on initial teacher training courses.

Textbook

Wheels in the Head 4TH EDITION

The Intersection of Cultures Multicultural Education in the United States and the Global Economy Joel Spring, Queens College/City University of New York, USA This book offers a unique, problem-solving approach to the complex issues involved in educating culturally and linguistically diverse students. A particular focus in this edition is the current global migration of peoples, and the tension between local and global cultures. Perfect for any course devoted wholly or in part to the study of multicultural education, all chapters include model multicultural lessons for elementary through college classes. And conclude with ”Personal Frames of Reference” section designed to engage students in relating multiculturalism to their own lives. 2007: 6 x 9: 336pp Pb: 978-0-8058-6139-6: $41.95 eBook: 978-1-4106-1494-0 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805861396

The chapters are divided between three sections: Education Policy and Politics; Global and Environmental Education; and Learning, Knowledge and the Curriculum. Each chapter contains introductions, summary points, questions for discussion, and annotated suggestions for further reading.

3RD EDITION

TEXTBOOK

Written specifically for students on Education Studies courses, yet also relevant for students on teacher training courses, A Student’s Guide to Education Studies (originally published as Education Studies: A Student’s Guide) covers a diverse range of topics and issues. With a revised structure, new chapters, and fully updated content, this second edition continues to introduce alternative visions of education theory and practice.

Educational Philosophies of Authority, Freedom, and Culture from Confucianism to Human Rights

2008: 6-3/4 x 9-3/4: 216pp Pb: 978-0-415-46537-3: $42.50 www.routledge.com/9780415465373

Joel Spring, Queens College/City University of New York, USA In this popular text Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophies from Confucianism to human rights regarding the contribution of education to the creation of a democratic society. The goal is to explore how governments use education to control and manage their populations, and to examine forms of education that claim to free people from authoritarian control. A critically original work, now in its third edition, it is widely used as a text for courses on philosophical, social, political, and historical foundations of education, and critical issues in education. 2007: 6 x 9: 272pp Hb: 978-0-8058-6132-7: $130.00 Pb: 978-0-8058-6133-4: $36.95 eBook: 978-0-203-385718-2 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805861334

Want More Information on a Book? Visit the direct URL found at the bottom of each title description

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EDUCATIONAL STUDIES

Researching History Education Theory, Method, and Context Linda S. Levstik, University of Kentucky, USA and Keith C. Barton, Indiana University, USA Researching History Education combines a selection of Linda S. Levstik’s and Keith C. Barton’s previous work on teaching and learning history with their reflections on the process of research. These studies address students’ ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students’ and teacher’s thinking. 2008: 6 x 9: 440pp Hb: 978-0-8058-6270-6: $150.00 Pb: 978-0-8058-6271-3: $51.95 eBook: 978-1-4106-1676-0 www.routledge.com/9780805862713

Small Schools Public School Reform Meets the Ownership Society Michael Klonsky, Director of the Center for Innovative Schools, USA and Susan Klonsky, Small Schools Workshop, USA Series: Positions: Education, Politics, and Culture Michael and Susan Klonsky tell the story of how a promising model of creating small schools has been used by the neocons to reproduce old inequities. This is the story of what happens when the small-schools movement meets the Ownership Society.

Civic Education for Diverse Citizens in Global Times

What Is Authentic Educational Reform?

Rethinking Theory and Practice

Pushing Against the Compassionate Conservative Agenda

Edited by Beth C. Rubin and James M. Giarelli, State University of New Jersey, USA Series: Rutgers Invitational Symposium on Education This book explores four interrelated themes: rethinking civic education in light of the diversity of US society; re-examining these notions in an increasingly interconnected global context; reconsidering the ways that civic education is researched and practiced; and taking stock of where we are currently through use of an historical understanding of civic education. 2007: 6 x 9: 296pp Hb: 978-0-8058-5159-5: $95.00 eBook: 978-1-4106-1629-6 www.routledge.com/9780805851595

Edited by Helen L. Johnson and Arthur Salz, both at Queens College, City University of New York, USA Challenging the compassionate conservative agenda for educational reform – an agenda which seeks to improve American education through a business model focused on scripted lessons, lock-step approaches to teaching, high stakes-testing, and rigid accountability measures – this book critiques the assumptions of this agenda, examining the problems that have riddled its implementation in schools, and suggesting constructive alternatives. 2007: 6 x 9: 256pp Hb: 978-0-8058-6049-8: $67.95 eBook: 978-1-4106-1478-0 www.routledge.com/9780805860498

Cosmopolitanism and the Age of School Reform Science, Education, and Making Society by Making the Child Thomas S. Popkewitz, University of WisconsinMadison, USA Thomas S. Popkewitz highlights how policies that include ”all children” and leave “no child behind” are rooted in a philosophy of cosmopolitanism not just in salvation themes of human agency, freedom, and empowerment, but also in the processes of abjection and the differentiation of the disadvantaged, urban, and child left behind as ”Other.” This groundbreaking text explores the dramatic history and politics of schooling in pedagogy, teacher education, and research.

Making Minds What’s Wrong with Education - and What Should We Do about It? Paul Kelley, Monkseaton Language College, UK Inciting debate, this book gives a controversial critique of our education systems. It maintains an upbeat message that things can change for the better and clearly outlines what can be done to improve children’s learning. 2007: 6-1/4 x 9-1/4: 200pp Hb: 978-0-415-41410-4: $170.00 Pb: 978-0-415-41411-1: $35.95 eBook: 978-0-203-94680-0 www.routledge.com/9780415414111

2007: 6 x 9: 224pp Hb: 978-0-415-95814-1: $140.00 Pb: 978-0-415-95815-8: $34.95 eBook: 978-0-203-93881-2 www.routledge.com/9780415958158

2008: : 224pp Hb: 978-0-415-96122-6: $140.00 Pb: 978-0-415-96123-3: $27.95 eBook: 978-0-203-93185-1 www.routledge.com/9780415961233

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EDUCATIONAL STUDIES

Critical Social Thought Series Series Editor: Michael W. Apple Unequal By Design

Advocacy Leadership

Race, Whiteness, and Education

High-Stakes Testing and the Standardization of Inequality

Toward a Post-Reform Agenda in Education

Zeus Leonardo, University of California, USA

Gary L. Anderson, New York University, USA

Wayne Au, California State University, USA

In this timely and important new book, Gary L. Anderson provides a devastating critique of why a managerial role for educational leaders is counterproductive, especially for improving opportunities for low-income students and students of color, and instead proposes ways of retheorizing educational leadership to emphasize its advocacy role. Advocacy Leadership lays out a postreform agenda that moves beyond the neo-liberal, competition framework to define a new accountability, a new pedagogy, and a new leadership role definition. Drawing on personal narrative, discourse analysis, and interdisciplinary scholarship, Anderson delivers a compelling argument for the need to move away from current inauthentic and inequitable approaches to school reform in order to jump-start a conversation about an alternative vision of education today.

In the colorblind era of PostCivil Rights America, race is often wrongly thought to be irrelevant or, at best, a problem of racist individuals rather than a systemic condition to be confronted. Race, Whiteness, and Education interrupts this dangerous assumption by reaffirming a critical appreciation of the central role that race and racism still play in schools and society. Author Zeus Leonardo’s conceptual engagement of race and whiteness asks questions about its origins, its maintenance, and envisages its future. This book does not simply rehearse exhausted ideas on the relationship among race, class, and education, but instead offers new ways of understanding how multiple social relations interact with one another and of their impact in thinking about a more genuine sense of multiculturalism. By asking fundamental questions about whiteness in schools and society, Race, Whiteness, and Education goes to the heart of race relations and the common sense understandings that sustain it, thus painting a clearer picture of the changing face of racism.

Unequal By Design critically examines high-stakes standardized testing in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. This thoughtful analysis traces standardized testing’s origins in the Eugenics and Social Efficiency movements of the late nineteenth and early twentieth century through its current use as the central tool for national educational reform via No Child Left Behind. By exploring historical, social, economic, and educational aspects of testing, Wayne Au demonstrates that these tests are not only premised on the creation of inequality, but that their structures are inextricably intertwined with social inequalities that exist outside of schools. 2008: 6 x 9: 216pp Hb: 978-0-415-99070-7: $140.00 Pb: 978-0-415-99071-4: $34.95 eBook: 978-0-203-89204-6 www.routledge.com/9780415990714

March 2009: 6 x 9: 232pp Hb: 978-0-415-99427-9: $125.00 Pb: 978-0-415-99428-6: $36.95 eBook: 978-0-203-88061-6 www.routledge.com/9780415994286

March 2009: 6 x 9: 232pp Hb: 978-0-415-99316-6: $125.00 Pb: 978-0-415-99317-3: $36.95 eBook: 978-0-203-88037-1 www.routledge.com/9780415993173

WINNER OF THE 2009 EXEMPLARY RESEARCH IN SOCIAL STUDIES AWARD

Market Movements African American Involvement in School Voucher Reform

Controversy in the Classroom

Thomas C. Pedroni, Oakland University, USA

The Democratic Power of Discussion

Through careful ethnographic research, Market Movements represents community leaders, school officials, and most importantly, African American working class families who have used vouchers as a means of removing their children from public schools they deemed unacceptable. The book works to discern the overlaps and tensions between the educational visions of African American voucher families and those of powerful conservative educational forces in US society which purport to be allied with them.

Diana E. Hess, University of Wisconsin-Madison, USA In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for “safe” knowledge and “safe” teaching practices. Diana E. Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.

2007: 6 x 9: 192pp Hb: 978-0-415-95608-6: $140.00 Pb: 978-0-415-95609-3: $34.95 www.routledge.com/9780415956093

April 2009: 6 x 9: 216pp Hb: 978-0-415-96228-5: $125.00 Pb: 978-0-415-96229-2: $36.95 eBook: 978-0-203-87888-0 www.routledge.com/9780415962292

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EDUCATIONAL STUDIES

SOCIOLOGY OF EDUCATION

Critical Social Thought Series

Sociology of Education

Series Editor: Michael W. Apple

NEW

Black Literate Lives

Hidden Markets

Historical and Contemporary Perspectives

The New Education Privatization

Maisha T. Fisher, Emory University, USA

Patricia Burch, University of Wisconsin-Madison, USA

This book offers an innovative approach to understanding the multi-dimensional perspectives of Black literate lives in the US It demonstrates the ways that ”minority” groups keep their practices alive inside and outside of educational institutions, even when these groups are oppressed. 2008: 6 x 9: 200pp Hb: 978-0-415-95864-6: $125.00 Pb: 978-0-415-95865-3: $36.95 eBook: 978-0-203-89045-5 www.routledge.com/9780415958653

Critical Perspectives on bell hooks Edited by Maria del Guadalupe Davidson, Oklahoma University, USA and George Yancy, Duquesne University, USAt Although bell hooks has long challenged the dominant paradigms of race, class, and gender, there has never been a comprehensive book critically reflecting upon this seminal scholar’s body of work. Her written works aim to transgress and disrupt those codes that exclude others as intellectually mediocre, and hooks’ challenge to various hegemonic practices has heavily influenced scholars in numerous areas of inquiry. This important resource thematically examines hooks’ works across various disciplinary divides, including her critique on educational theory and practice, theorization of racial construction, dynamics of gender, and spirituality and love as correctives in postmodern life. Ultimately, this book offers a fresh perspective for scholars and students wanting to engage in the prominent work of bell hooks, and makes available to its readers the full significance of her work. Compelling and unprecedented, Critical Perspectives on bell hooks is a must-read for scholars, professors, and students interested in issues of race, class, and gender.

Across the US, test publishers, software companies, and research firms are swarming to take advantage of the revenues made available by the No Child Left Behind Act. In effect, the education industry has assumed a central place in the day-to-day governance and administration of public schools a trend that has gone largely unnoticed by policymakers or the press until now. Drawing on analytic tools, Hidden Markets examines specific domains that the education industry has had particular influence on home schooling, remedial instruction, management consulting, test development, data management, and staff development. Patricia Burch’s analysis demonstrates that only when we subject the education industry to systematic and in-depth critical analysis can we begin to demand more corporate accountability and organize to halt the slide of education funds into the market. January 2009: 6 x 9: 200pp Hb: 978-0-415-95566-9: $130.00 Pb: 978-0-415-95567-6: $36.95 eBook: 978-0-203-88394-5 www.routledge.com/9780415955676

Rightist Multiculturalism

The Routledge International Handbook of the Sociology of Education Edited by Michael W. Apple, University of Wisconsin, USA, Stephen J. Ball, University of London, UK and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twentyfive years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. The Routledge International Handbook of the Sociology of Education examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas: •perspectives and theories

Core Lessons on Neoconservative School Reform

•social processes and practices

Kristen L. Buras, Emory University, USA

•inequalities and resistances.

In this groundbreaking book, Kristen L. Buras provides the first detailed, critical examination of the Core Knowledge movement and explores the history and cultural politics underlying neoconservative initiatives in education.

This book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ”sociological work” in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education. December 2009: 6-3/4 x 9-3/4: 472pp Hb: 978-0-415-48663-7: $170.00 eBook: 978-0-203-86370-1 www.routledge.com/9780415486637

2008: 6 x 9: 240pp Hb: 978-0-415-96264-3: $140.00 Pb: 978-0-415-96265-0: $34.95 eBook: 978-0-203-93186-8 www.routledge.com/9780415962650

February 2009: 6 x 9: 256pp Hb: 978-0-415-98980-0: $140.00 Pb: 978-0-415-98981-7: $38.95 eBook: 978-0-203-88150-7 www.routledge.com/9780415989817

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SOCIOLOGY OF EDUCATION

FORTHCOMING

FORTHCOMING

NEW

Postfeminist Education?

Critical Pedagogy

Learning to Fail

Girls and the Sexual Politics of Schooling

Theory and Practice

How Society Lets Young People Down

Jessica Ringrose, University of London, UK

Edited by Sheila Macrine, St Joseph’s University, USA and Peter McLaren, University of California, Los Angeles, USA

Fran Abrams, Freelance Journalist

Series: Foundations and Futures of Education Using feminist post-structuralist and Foucaldian frameworks this book is a first in its explicit exploration and critique of how educational discourses have directly contributed to post-feminist notions about female power and success. Indeed, some educational research even posits as normative the new ”super,” ”alpha girls,” who have overcome all obstacles and combine feminine qualities of adaptation and learning with masculine practices of rationality and assertion to become the new successful citizens. This book explores the formation of this new ideal feminine educational subject and the core contemporary dilemma foisted upon girls to somehow balance particular versions of masculinity and femininity to be a ”successful girl.” Mapping how gender is constructed in international educational policy and research, the author explores how research and policy influences the globalized media and popular culture on discourses about girls. She uses a feminist critique, and applies recent feminist psychosocial approaches, to present a methodological framework to understand how girls negotiate and challenge post-feminist formations of sexism. With a focus on educational discourses as distinctly post-feminist, the book uses original research and interviews with teenage girls to explore their own perspectives and responses to postfeminist structures, looking for ways forward in the subject through an examination of how girls rework, challenge and critique current post-feminist discourses within schools and beyond. September 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-55748-1: $125.00 Pb: 978-0-415-55749-8: $45.95 www.routledge.com/9780415557498

FORTHCOMING

Social Inequalities (Re)formed Consulting Pupils about Learning Madeleine Arnot and Diane Reay, both at University of Cambridge, UK There is now considerable international interest in pupil consultation, fuelled to some extent by the encouragement of personalized/individualized learning strategies and the involvement of pupils in their learning. This book draws on an in-depth empirical sociological study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings. August 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-41198-1: $150.00 Pb: 978-0-415-41199-8: $45.95 www.routledge.com/9780415411998

This book explores issues related to the loss of democracy, neoliberalism, and the problems of globalization and their relevance to education in the United States, Britain and other countries today. Utilizing critical pedagogy, the authors examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities, along the axes of race, ethnicity, class, sexuality, and disability and, at the same time, offering opportunities for individual mobility. By relating issues of power and powerlessness, new social arrangements can be imagined, constructed and challenged in education and social life in general. The book explores the following core areas: •attacks on the public sphere and public education •the loss of democracy •teacher education, global capitalism, and education •power and knowledge and resistance •critical literacy and pedagogy and praxis •revolutionary multiculturalism and activism •imagining the unimaginable. April 2010: 6-1/4 x 9-1/4: 242pp Hb: 978-0-415-45019-5: $150.00 www.routledge.com/9780415450195

FORTHCOMING

Handbook of Research on Schools, Schooling and Human Development Edited by Judith Meece, University of North Carolina at Chapel Hill, USA and Jacquelynne Eccles, University of Michigan, USA Children spend more time in school than in any social institution outside the home. Schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighborhood. In spite of this, there has never been a comprehensive Handbook that attempted to assemble the widely dispersed body of research on the developmental effects of schools and schooling. That is the mission of this book. Topical coverage ranges from historical/theoretical foundations to investigative methodologies and from classroomlevel influences such as teacher-student relations to broad, impersonal influences such as school and societal organizational patterns and educational policy. By bringing together critical findings from this loosely-coupled, cross-disciplinary field of study, this thirty-one chapter book provides a much-needed centerpiece around which the field can continue to grow in an organized and interdisciplinary manner. April 2010: 8-1/2 x 11: 658pp Hb: 978-0-8058-5948-5: $295.00 Pb: 978-0-8058-5949-2: $119.95 eBook: 978-0-203-87484-4 www.routledge.com/9780805859492

By holding a light to the lives and attitudes of eight young people, their families, their teachers and their potential employers, this book will challenge much of what has been said about educational success and failure in the past twenty years. For two decades, policy makers largely assumed schools were the key to ensuring young people got the best possible start in life. Yet for many children the path to failure began well before their first day at school. Through the stories of these young people, this book reveals how marginalised young people are let down on every step of their journey. Growing up in areas where aspiration has died or barely ever existed, with parents who struggle to guide them on life in the twenty-first century, they are let down by schools where teachers underestimate them, by colleges and careers advisers who mislead them and by an employment market which has forgotten how to care or to nurture. Learning to Fail goes behind the headlines about anti-social behaviour, drugs and teenage pregnancy to paint a picture of real lives and how they are affected by outside forces. It gives a voice to ordinary parents and youngsters so they can speak for themselves about what Britain needs to do to turn its teenage failures into a success story. December 2009: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-48395-7: $130.00 Pb: 978-0-415-48396-4: $35.95 eBook: 978-0-203-86482-1 www.routledge.com/9780415483964

FORTHCOMING

Education and Culture Jocey Quinn, London Metropolitan University, UK Series: Routledge Research in Education Jocey Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture. Cultural perspectives and rich empirical data from a wide range of research with learners in university, voluntary, community, and work settings are used to provide a bridge between cultural theory and the embodied worlds of learners. Drawing vivid links with other cultural evidence from literature and popular culture, this book convincingly shows how anti-realist theory can produce positive material changes both in education and society. March 2010: 6 x 9: 192pp Hb: 978-0-415-99405-7: $95.00 www.routledge.com/9780415994057

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SOCIOLOGY OF EDUCATION

Series: Critical Youth Studies Series Editor: Greg Dimitriadis Revolutionizing Education

NEW

FORTHCOMING

Black Youth Matters

Lost Youth in the Global City

Transitions from School to Success

Jo-Anne Dillabough, University of Cambridge, UK and Jacqueline Kennelly, University of British Columbia

Cecile Wright, Nottingham Trent University, UK, PJ Standen, University of Nottingham, UK and Tina Patel, Liverpool John Moores University, UK How do young black students respond, resist, and work to transform their school experience? How do young people adapt, survive, and then succeed in spite of their negative school experience? For an increasing number of marginalized black youth, the paths to social success can actually lie outside school walls. Black Youth Matters presents a compelling, empirical picture of black youth who creatively respond to permanent school exclusion. Structural approaches to social stratification often set the terms of discussion around isolated narratives of individual ”success stories.” In this book, the authors intervene with a new point of view by focusing instead on collectives of broader black communities. They both engage with and move beyond structural models of stratification and education, thereby affirming the enduring importance of individual and collective aspirationóan impulse that has not been exhausted for black youth even in the face of systematic, longstanding, and overwhelming inequality. Based on long-term ethnographic research with young people permanently excluded from school, Black Youth Matters examines the resourcefulness of young black people in overcoming the process of school failure to forge more positive futures for themselves. This book should be of interest to sociologists, educators, anthropologists, policymakers, as well as community activists. December 2009: 6 x 9: 176pp Hb: 978-0-415-99510-8: $125.00 Pb: 978-0-415-99512-2: $36.95 eBook: 978-0-203-86305-3 www.routledge.com/9780415995122

Youth Participatory Action Research in Motion

What does it mean to be young, to be poor, and to be subject to constant surveillance both from the formal agencies of the state and from the informal challenge of competing youth groups? What is life like for the ”lost youth” of late modernity, no longer at the center of city life, but pushed instead to new and insecure margins of the urban inner city? How are changing patterns of migration and work, along with shifting gender roles and expectations, impacting marginalized youth in the radically transformed urban city of the twenty-first century? In Lost Youth in the Global City, Jo-Anne Dillabough and Jacqueline Kennelly focus on so-called ”lost youth” – young people who live at the margins of urban centers, the ”edges” where low-income, immigrant, and other disenfranchised youth are increasingly finding and defining themselves. Taking the imperative of multi-sited ethnography as a starting point, this rich and layered book offers a detailed exploration of the ways in which these groups of young people, marked by poverty and ethnic and religious diversity, have sought to navigate a new urban terrain and, in so doing, have come to see themselves in new ways. By giving these young people shape and form – both looking across their experiences and attending to their particularities – Lost Youth in the Global City sets a productive and generative agenda for the field of critical youth studies. February 2010: 6 x 9 Hb: 978-0-415-99557-3: $125.00 Pb: 978-0-415-99558-0: $38.95 www.routledge.com/9780415995580

Edited by Julio Cammarota, and Michelle Fine, City University of New York, USA A definitive statement of YPAR as it relates to education with an informative combination of theory and practice, this edited collection addresses both the political challenges and inherent power imbalances of conducting research with young people.

2008: 6 x 9: 256pp Hb: 978-0-415-95615-4: $140.00 Pb: 978-0-415-95616-1: $36.95 eBook: 978-0-203-93210-0 www.routledge.com/9780415956161

TEXTBOOK

Theory and Educational Research Toward Critical Social Explanation Jean Anyon, CUNY Graduate Center, USA Throughout US history, education policies, practices, and politics have been described and tested to yield empirical data, often with little attempt to place findings in a larger theoretical infrastructure that could provide them with increased explanatory, critical, or even liberatory power. This collection fills that void by taking the point of view that neither research nor theory alone is adequate to the task of social explanation. Instead, Jean Anyon and her collaborators argue that they imbricate and instantiate one another, forming and informing each other as the inquiry process unfolds. 2008: 6 x 9: 216pp Hb: 978-0-415-99041-7: $140.00 Pb: 978-0-415-99042-4: $32.95 eBook: 978-0-203-89414-9 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415990424

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SOCIOLOGY OF EDUCATION

NEW

Series: Critical Youth Studies

Persistent Inequality Contemporary Realities in the Education of Undocumented Latina/o Students

Series Editor: Greg Dimitriadis

Maria Pabon Lopez and Gerardo Lopez, both at Indiana University, USA

Next Wave Cultures

Youth Moves

Feminism, Subcultures, Activism

Identities and Education in Global Perspective

Series: The Critical Educator

Edited by Anita Harris, University of Queensland, Australia

Edited by Nadine Dolby, Purdue University, USA and Fazal Rizvi, University of Illinois, USA

This new collection provides an interdisciplinary examination of young women’s multilayered lives. Contributors from various fields wrestle with both subculture theory and feminism in an attempt to understand contemporary strategies for connection and social action.

This fascinating collection of original essays seeks to address the possibilities and dangers of young people’s transnational, commodified identities; how society and educational institutions might respond to these new identities; and the consequences for democratic practices and the public sphere.

2007: 6 x 9: 296pp Hb: 978-0-415-95709-0: $140.00 Pb: 978-0-415-95710-6: $34.95 eBook: 978-0-203-94001-3 www.routledge.com/9780415957106

2007: 6 x 9: 256pp Hb: 978-0-415-95562-1: $140.00 Pb: 978-0-415-95563-8: $36.95 eBook: 978-0-203-93883-6 www.routledge.com/9780415955638

Youth Culture and Sport

The Means to Grow Up

Identity, Power, and Politics

Reinventing Apprenticeship as a Developmental Support in Adolescence

The children of undocumented migrants in the US are trapped at the intersection of two systems in crisis: the public education system and the immigration law system. Based on a long tradition of scholarship in Latino education and on newer critical race theory ideas, Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumented students’ lives as well as those which face nearly all Latinos in the US educational system. How solid is the Supreme Court precedent, Plyler v. Doe, that allows undocumented children the opportunity to attend public K-12 school free of charge? What would happen if the Supreme Court overruled it? What is the DREAM Act and how would this proposed federal law affect the lives of undocumented students? How have immigration raids affected public children and school administrators? To shed some light on these vital questions, the authors provide a critical analysis of the various legal and policy aspects of the US educational system, asserting that both the legal and educational systems in this country need to address the living and working conditions of undocumented Latino students and remove the obstacles to educational achievement which these students struggle with daily.

Edited by Michael D. Giardina, University of Illinois, Urbana-Champaign, USA and Michele K. Donnelly, McMaster University, Canada Youth Culture and Sport critically interrogates and challenges contemporary articulations of race, class, gender, and sexual relations circulating throughout popular iterations of youth sporting culture in latecapitalism. 2007: 6 x 9: 224pp Hb: 978-0-415-95580-5: $140.00 Pb: 978-0-415-95581-2: $34.95 eBook: 978-0-203-93882-9 www.routledge.com/9780415955812

Youth Learning On Their Own Terms Creative Practices and Classroom Teaching Leif Gustavson, Arcadia University, USA Situated in a framework of new literacy studies, youth cultural studies, and theories of extracurricular learning, this rich ethnography explores the creative subcultural practices of three teenage boys. Leif Gustavson reveals how teenagers from different racial and class backgrounds become involved with, refine, practice, and learn from distinctive creative forms: zine writing, graffiti, and turntablism. Youth Learning On Their Own Terms convincingly shows how developing a respect and understanding of the youth-initiated creative practices that occur outside schools can offer educators the opportunity to directly influence their teaching in schools by making classroom spaces personally meaningful and rigorous for both students and teachers.

Robert Halpern, Erikson Institute, USA Grounded in ethnographic studies, The Means to Grow Up illustrates how students work in unique ways around these meaningful activities and projects across a range of disciplines. Participation in these efforts strengthens skills, dispositions, and selfknowledge that is critical to future schooling and work, renews young peoples’ sense of vitality, and fosters a grounded sense of accomplishment. In unearthing the complexities of apprenticeship learning, Robert Halpern challenges the education system that is increasingly geared towards the acquisition of de-contextualized skills. Instead, he reveals how learning alongside experienced adults can be a profoundly challenging and complex endeavor for adolescents and offers readers an exciting vision of what education can and should be about.

November 2009: 6 x 9: 224pp Hb: 978-0-415-95793-9: $125.00 Pb: 978-0-415-95794-6: $37.95 www.routledge.com/9780415957946

2008: 6 x 9: 248pp Hb: 978-0-415-96032-8: $135.00 Pb: 978-0-415-96033-5: $39.95 eBook: 978-0-203-88597-0 www.routledge.com/9780415960335

2007: 6 x 9: 200pp Hb: 978-0-415-95443-3: $140.00 Pb: 978-0-415-95444-0: $34.95 www.routledge.com/9780415954440

E-mail: education@routledge.com

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14

SOCIOLOGY OF EDUCATION

NEW

NEW

NEW

Class in Education

The Problem with Boys’ Education

Knowledge, Pedagogy, Subjectivity

Immigration, Diversity, and Education

Edited by Deborah Kelsh, College of Saint Rose, USA, Dave Hill, University of Northampton, UK and Sheila Macrine, Monclair State University, USA

Edited by Elena L. Grigorenko, Yale University, USA and Ruby Takanishi, Foundation for Child Development, USA

Edited by Wayne Martino, Michael D. Kehler, both at The University Of Western Ontario, Canada and Marcus B. Weaver-Hightower, University of North Dakota, USA

Beyond the Backlash

Class in Education argues for a materialist understanding of class in analyzing the structure of owning and power in social relations, and as a key element in the restructuring of society in a more egalitarian way.

Immigration has long been a defining force in US society, enabling its growth and prosperity. Yet, its contributions to the vitality of the nation are matched by the challenging and divisive issues it generates, particularly within the field of education. Today’s debate on immigration, both legal and illegal, is closely linked to the shifting racial and ethnic profile of the US.

Across a range of issues – from racism to reading, school-level curricula to educational policy – the essays in Class in Education argue for and demonstrate in their arguments that a materialist understanding of class has the explanatory power to analyze the structure of owning and power in social relations, and therefore to point to ways to abolish exploitation of human beings and restructure society in a more egalitarian way.

This edited volume presents an overview of research and policy issues pertaining to children from birth to ten who are first- and second-generation immigrants to the US, as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the US population.

September 2009: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-45027-0: $150.00 eBook: 978-0-203-87093-8 www.routledge.com/9780415450270

August 2009: 6 x 9: 320pp Hb: 978-0-415-45627-2: $140.00 eBook: 978-0-203-87286-4 www.routledge.com/9780415456272

FORTHCOMING

Race, Remembering, and Jim Crow’s Teachers Hilton Kelly, Davidson College, USA Series: Studies in African American History and Culture Using oral history interviews with forty-four former teachers from the Jim Crow era, local and state archival materials, and secondary historical sources, Hilton Kelly examines the surprising countermemories of students, teachers, and community members who recall these schools not as being inferior, but as being of sufficient quality.

NEW

Liberalism, Neoliberalism, Social Democracy Thin Communitarian Perspectives on Political Philosophy and Education

This book offers an illuminating analysis of the theories, politics, and realities of boys’ education around the world – an insightful and often disturbing account of various educational systems’ successes and failings in fostering intellectual and social growth in male students. Examining original research on the impact of implementing boys’ education programs in schools, the book also discusses the role of male teachers in educating boys, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools that begins at the level of pedagogy. Complete with case studies of various classrooms, school districts, and governmental policy programs, the detailed essays collected provide a look into education’s role in the development of masculinities, paying special attention to the ways in which these masculinities intersect with race, class, and sexuality to complicate the experience of boys within and outside of a classroom setting. June 2009: 6 x 9: 312pp Hb: 978-1-56023-682-5: $95.00 Pb: 978-1-56023-683-2: $39.95 eBook: 978-0-203-87771-5 www.routledge.com/9781560236832

Mark Olssen, University of Surrey, UK

Troubling Gender in Education

Series: Routledge Studies in Social and Political Thought

Edited by Jo-Anne Dillabough, University of Cambridge, UK, Julie McLeod, University of Melbourne, Australia and Martin Mills, University of Queensland, Australia

In moving beyond the theses of liberalism and neoliberalism that have provided philosophical support to freemarket economics from the 1970s until the present, this book seeks to re-theorize social democracy by reconsidering issues such as totalitarianism, freedom, the role of the state, and the political arrangements needed

February 2010: 6 x 9: 224pp Hb: 978-0-415-80478-3: $95.00 www.routledge.com/9780415804783

This book draws together leading and emerging international theorists in order to question some of the ways in which gender, identity and sexuality is currently being theorised in education.

for the future. August 2009: 6 x 9: 294pp Hb: 978-0-415-95704-5: $95.00 eBook: 978-0-203-87332-8 www.routledge.com/9780415957045

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March 2009: 6-3/4 x 9-3/4: 138pp Hb: 978-0-415-46261-7: $130.00 www.routledge.com/9780415462617

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www.routledge.com/education


SOCIOLOGY OF EDUCATION

Fictions of Female Education in the Nineteenth Century

Reclaiming Childhood

Educating the Gendered Citizen

Freedom and Play in an Age of Fear

Jaime Osterman Alves, Bard College, USA

Helene Guldberg

Sociological Engagements with National and Global Agendas

Series: Studies in American Popular History and Culture Seeking to understand how literary texts both shaped and reflected the century’s debates over adolescent female education, this book examines fictional works and historical documents featuring descriptions of girls’ formal educational experiences between the 1810s and the 1890s. Jaime Osterman Alves argues that the emergence of schoolgirl culture in nineteenth-century America presented significant challenges to subsequent constructions of normative femininity. The trope of the adolescent schoolgirl was a carrier of shifting cultural anxieties about how formal education would disrupt the customary maid-wife-mother cycle and turn young females off to prevailing gender roles. By tracing the figure of the schoolgirl at crossroads between educational and other institutions – in texts written by and about girls from a variety of racial, ethnic, and class backgrounds – this book transcends the limitations of ”separate spheres” inquiry and enriches our understanding of how girls negotiated Complex gender roles in the nineteenth century. March 2009: 6 x 9: 204pp Hb: 978-0-415-99676-1: $95.00 eBook: 978-0-203-87841-5 www.routledge.com/9780415996761

Feminism and ’The Schooling Scandal’

Children are cooped up, passive, apathetic, and corrupted by commerce … or so we are told. Reclaiming Childhood confronts the dangerous myths spun about modern childhood. Yes, children today are losing out on many experiences past generations took for granted, but their lives have improved in so many other ways. This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safetyobsessed culture. Rather than pointing the finger at soft ”junk” targets and labelling children as fragile and easily damaged, Helene Guldberg argues that we need to identify what the real problems are – and how much they matter. We need to allow children to grow and flourish, to balance sensible guidance with youthful independence. That means letting children play, experiment and mess around without adults hovering over them. It means giving children the opportunity to develop the resilience that characterises a sane and successful adulthood. Guldberg suggests ways we can work to improve children’s experiences, as well as those of parents, teachers and ”strangers” simply by taking a step back from panic and doom-mongering.

Madeleine Arnot, University of Cambridge, UK Focusing on the relationship between gender, education and citizenship, this book explores, from a feminist perspective, how the concept of citizenship has been used in relation to gender, and how young people are being prepared for male and female forms of citizenship.

2008: 6-1/4 x 9-1/4: 272pp Hb: 978-0-415-40805-9: $160.00 Pb: 978-0-415-40806-6: $45.95 eBook: 978-0-203-88992-3 www.routledge.com/9780415408066

The Developing World and State Education Neoliberal Depredation and Egalitarian Alternatives Edited by Dave Hill, University of Northampton, UK and Ellen Rosskam, Woodrow Wilson International Center for Scholars, USA Series: Routledge Studies in Education and Neoliberalism This book critically examines neoliberal policy impacts on schooling/ education in the Developing World, analysing the latest developments in Latin America, Mexico, Argentina, Venezuela, Pakistan, India, Burkina Fasso, South Africa, Mozambique, and China.

January 2009: 6-1/4 x 9-1/4: 216pp Hb: 978-0-415-47722-2: $150.00 Pb: 978-0-415-47723-9: $31.95 eBook: 978-0-203-87041-9 www.routledge.com/9780415477239

Christine Skelton, University of Birmingham, UK and Becky Francis, Roehampton University, UK Providing a comprehensive overview of contemporary research and theory emerging from “second wave” feminism and assessing their impact on pupils and teachers in today’s schools and classrooms, this book forms essential reading for anyone studying gender and education.

2008: 6 x 9: 260pp Hb: 978-0-415-95776-2: $95.00 eBook: 978-0-203-88925-1 www.routledge.com/9780415957762

2008: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-45509-1: $150.00 Pb: 978-0-415-45510-7: $42.95 eBook: 978-0-203-88433-1 www.routledge.com/9780415455107

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16

SOCIOLOGY OF EDUCATION

Education and Neoliberal Globalization

The Rich World and the Impoverishment of Education

The Way Class Works

Carlos Alberto Torres, University of California, Los Angeles, USA

Diminishing Democracy, Equity and Workers’ Rights

Edited by Lois Weis, University at Buffalo, SUNY, USA

Series: Routledge Research in Education

Edited by Dave Hill, University of Northampton, UK

This collection discusses conditions of social class and the ways in which class is produced in educational institutions and families, while simultaneously interrogating and challenging our understandings of social class as it is linked to race, gender, and nation.

This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world. 2008: 6 x 9: 150pp Hb: 978-0-415-99118-6: $125.00 eBook: 978-0-203-89073-8 www.routledge.com/9780415991186

The Dangerous Rise of Therapeutic Education Kathryn Ecclestone, University of Birmingham, UK and Dennis Hayes, Oxford Brookes University The silent ascendancy of a therapeutic ethos across the education system and into the workplace demands a book that serves as a wake up call to everyone. Kathryn Ecclestone and Dennis Hayes’ controversial and compelling book uses a wealth of examples across the education system, from primary schools to university, and the workplace to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world. 2008: 6-1/4 x 9-1/4: 200pp Hb: 978-0-415-39700-1: $150.00 Pb: 978-0-415-39701-8: $35.95 eBook: 978-0-203-87056-3 www.routledge.com/9780415397018

Series: Routledge Studies in Education and Neoliberalism This book advances a powerful critique of neoliberalised education – privatization, marketisation, new public managerialism, increasing control and surveillance of schools and colleges – in eight of the rich countries of the world: USA, Canada, England and Wales, Finland, Greece, Taiwan, Israel, and Japan. 2008: 6 x 9: 290pp Hb: 978-0-415-95775-5: $95.00 eBook: 978-0-203-89466-8 www.routledge.com/9780415957755

2007: 7 x 10: 408pp Hb: 978-0-415-95707-6: $140.00 Pb: 978-0-415-95708-3: $36.95 eBook: 978-0-203-93500-2 www.routledge.com/9780415957083

Gender Education & Equality in a Global Context Conceptual Frameworks and Policy Perspectives Shailaja Fennell and Madeleine Arnot, both at University of Cambridge, UK An invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development.

Cyber-Bullying Issues and Solutions for the School, the Classroom and the Home Shaheen Shariff, McGill University, Canada This book looks in depth at the emerging issue of cyberbullying. In this increasingly digital world cyber-bullying has emerged as an electronic form of bullying that is difficult to monitor or supervise because it often occurs outside the physical school setting and outside school hours on home computers and personal phones. These web-based and mobile technologies are providing young people with what has been described as: ”an arsenal of weapons for social cruelty.” These emerging issues have created an urgent need for a practical book grounded in comprehensive scholarship that addresses the policy-vacuum and provides practical educational responses to cyberbullying. Written by one of the few experts on the topic Cyber-Bullying develops guidelines for teachers, head teachers, and administrators regarding the extent of their obligations to prevent and reduce cyber-bullying. The book also highlights ways in which schools can network with parents, police, technology providers, and community organizations to provide support systems for victims (and perpetrators) of cyber-bullying. 2008: 6-1/4 x 9-1/4: 328pp Hb: 978-0-415-42490-5: $150.00 Pb: 978-0-415-42491-2: $37.95 eBook: 978-0-203-92883-7 www.routledge.com/9780415424912

Readings on School, Family, and the Economy

2007: 6-1/4 x 9-1/4: 216pp Hb: 978-0-415-41944-4: $160.00 Pb: 978-0-415-55205-9: $42.50 eBook: 978-0-203-93959-8 www.routledge.com/9780415552059

Learning Privilege Lessons of Power and Identity in Affluent Schooling Adam Howard, Hanover College, USA Grounded in an extensive ethnographic account, Learning Privilege examines the concept of privilege itself and the cultural and social processes in schooling that reinforce and regenerate privilege. 2007: 6 x 9: 296pp Hb: 978-0-415-96081-6: $140.00 Pb: 978-0-415-96082-3: $36.95 eBook: 978-0-203-93950-5 www.routledge.com/9780415960823

No Child Left Behind and the Reduction of the Achievement Gap Sociological Perspectives on Federal Educational Policy Edited by Alan R. Sadovnik, Rutgers University, USA, Jennifer A. O’Day and George W. Bohrnstedt, both at American Institutes for Research, USA, and Kathryn M. Borman, University of South Florida, USA This collection presents the first-ever sociological analysis of the No Child Left Behind Act. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014. 2007: 6 x 9: 424pp Hb: 978-0-415-95530-0: $135.00 Pb: 978-0-415-95531-7: $36.95 www.routledge.com/9780415955317

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SOCIOLOGY OF EDUCATION

Schooling and the Politics of Disaster Edited by Kenneth J. Saltman, DePaul University, USA Schooling and the Politics of Disaster is the first volume to address how disaster is being used for a radical social and economic reengineering of education. From the natural disasters of the Asian tsunami and the hurricanes in the Gulf Coast, to the human-made disasters in Iraq, Afghanistan, Haiti, Sudan, Indonesia, the United States, and around the globe, disaster is increasingly shaping policy and politics. This groundbreaking collection explores how education policy is being reshaped by disaster politics. Noted scholars in education and sociology tackle issues as far-ranging as No Child Left Behind, the War on Terror, Hurricane Katrina, the making of educational funding crises in the US, and the Iraq War to bring to light a disturbing new phenonmemon in educational policy. 2007: 6 x 9: 272pp Hb: 978-0-415-95659-8: $140.00 Pb: 978-0-415-95660-4: $38.95 www.routledge.com/9780415956604

Sociology of Education

GLOBAL AND COMPARATIVE EDUCATION

Global and Comparative Education

NEW

Postwar History Education in Japan and the Germanys Guilty Lessons

FORTHCOMING

Julian Dierkes, University of British Columbia, Canada

Caste, Gender and Education in India

Series: Routledge Contemporary Japan

The Experience of Dalit Women Shailaja Paik, Formerly of Emory University, USA Series: Routledge Reseach on Gender in Asia In post-independence India, a stated governmental ideal of “Education For All” has been promoted. The book examines the extent to which this has been realised, examining in particular the ways in which formal institutions of education in India discriminate against a disadvantaged group – Dalit, or untouchable, women. April 2010: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-49300-0: $125.00 www.routledge.com/9780415493000

History education is the official version of modern national identities. This book is a remarkable unveiling of how three countries changed their portrayal of history after disastrous defeat in World War II. The book traces these portrayals through extensive, over-time middle school history textbook and curriculum analyses. December 2009: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-55345-2: $125.00 www.routledge.com/9780415553452

FORTHCOMING

Education and Inequality in India Manabi Majumdar, Centre for Studies in Social Sciences, India and Jos Mooij, Institute of Social Studies, the Netherlands

FORTHCOMING

A Critical Reader

Education in Small States

Series: Routledge Contemporary South Asia Series

Edited by Alan R. Sadovnik, Rutgers University, USA

Global Imperatives, Regional Initiatives and Local Dilemmas

This book focuses on primary education in Andhra Pradesh and West Bengal. It examines ways in which social class impinges on the educational system, educational processes and educational outcomes and recommends the move from government action and responsibilities to a broader concept of public action.

This comprehensive reader examines the most pressing topics in sociology and education and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan R. Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling and society. This reader provides students with examples of both the best theory and research in the field. Through full, rather than excerpted primary source readings, the text presents the powerful insights of sociology in providing an understanding of the effects of schooling in contemporary society. 2007: 7 x 10: 552pp Hb: 978-0-415-95496-9: $140.00 Pb: 978-0-415-95497-6: $44.95 www.routledge.com/9780415954976

Edited by Peter Mayo, University of Malta This book focuses on education in small states. It examines the strengths and weaknesses of different aspects of educational provision in political jurisdictions having a very small population – populations which encounter specific challenges, threats and opportunities. This book presents a balance in regional representation – covering the South Pacific, the Caribbean, Africa, Europe, and the Mediterranean. The contributions pay particular attention to basic education, higher education, entrepreneurship training, post-primary education, and the impact of globalization on educational restructuring and aid delivery in specific small state regions.

May 2010: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-49534-9: $130.00 www.routledge.com/9780415495349

This book was published as a special issue of the Comparative Education. January 2010: 6-3/4 x 9-3/4: 192pp Hb: 978-0-415-56039-9: $125.00 www.routledge.com/9780415560399

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GLOBAL AND COMPARATIVE EDUCATION

NEW

NEW

NEW

Global Crises, Social Justice, and Education

Educational Transitions

Trajectories of Education in the Arab World

Edited by Michael W. Apple, University of Wisconsin-Madison, USA

Edited by Divya Jindal-Snape, University of Dundee, Scotland

Education cannot be understood today without recognizing that nearly all educational policies and practices are strongly influenced by an increasingly integrated international economy. Reforms in one country have significant effects in others, just as immigration and population tides from one area to another have tremendous impacts on what counts as official knowledge and responsive and effective education. But what are the realities of these global crises that so many people are experiencing and how do their effects on education resonate throughout the world?

Series: Routledge Research in Education

Global Crises, Social Justice, and Education intervenes into the ways we understand globalization and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world. From some of the world’s leading critical educators and activists, this new timely collection provides thorough and detailed analyses of four specific centers of global crisis: the United States, Japan, Israel/Palestine, and Mexico. Each chapter engages in a powerful and critical analysis of what exactly is occurring in these regions and counters with an equally compelling critical portrayal of the educational work being done to interrupt global dominance and subordination. Without settling for vague ideas or romantic slogans of hope, Global Crises, Social Justice, and Education offers real, concrete examples and strategies that will contribute to ongoing movements and counterhegemonic struggles already active in education today. December 2009: 6 x 9: 240pp Hb: 978-0-415-99596-2: $125.00 Pb: 978-0-415-99597-9: $36.95 www.routledge.com/9780415995979

Moving Stories from Around the World

This volume explores transitions at all stages of educational progression, across a variety of countries and schools. It helps readers understand how the social and emotional processes that individuals undergo during transitions enable or hinder learning and how lessons learnt from one country can be adapted for other educational systems.

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Edited by Osama Abi-Mershed, Georgetown University, USA Series: Routledge Advances in Middle East and Islamic Studies In comparison to other parts of the developing world education in Arab countries has been lagging behind. This book examines the impact of Western cultural influence, the opportunities for reform and the sustainability of current initiatives.

December 2009: 6 x 9: 224pp Hb: 978-0-415-80591-9: $95.00 www.routledge.com/9780415805919 August 2009: 6-1/4 x 9-1/4: 304pp Hb: 978-0-415-48512-8: $135.00 www.routledge.com/9780415485128

NEW

Education and Poverty in Affluent Countries Edited by Carlo Raffo, Alan Dyson, , Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka, all at University of Manchester, UK Series: Routledge Research in Education This unique book brings together scholarship and analysis from some of the most influential scholars on education to provide a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries. December 2009: 6 x 9: 288pp Hb: 978-0-415-99880-2: $95.00 www.routledge.com/9780415998802

NEW

Philosophy of Education in the Era of Globalization Edited by Yvonne Raley, Felician College, USA and Gerhard Preyer, Frankfurt University, Germany Series: Routledge International Studies in the Philosophy of Education Rather than our having formed a global community, today’s society is more fragmented than ever. In light of this, education faces some formidable new challenges. The authors of this collection of essays explore these challenges, and they suggest some novel ways of dealing with them. September 2009: 6 x 9: 266pp Hb: 978-0-415-99606-8: $95.00 eBook: 978-0-203-87111-9 www.routledge.com/9780415996068

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Legacies and Challenges

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World Yearbook of Education 2010 Education and the Arab World: Political Projects, Struggles, and Geometries of Power Andre E. Mazawi, University of British Columbia, Canada and Ronald G. Sultana, University of Malta The World Yearbook of Education 2010, strives to do justice to the complex processes and dynamics behind the world of Arab education. Western interest in all things ”Arab ” has greatly increased over the course of the decade, but this interest runs the risk of forgetting that the Arab world is positioned within wider contexts of regional, geopolitical, and global processes. This volume examines Arab education in a range of contexts – regional, diasporic, and trans-national – to better understand how the field of Arab education is formed through local, regional, geopolitical and global engagements and resonances. In doing so, contributors from a range of disciplines open critical conversations about the intersections of history, culture, geopolitics, policy, and education. The World Yearbook of Education 2010 offers new conceptual and empirical approaches that deal with some of the oftenneglected aspects of the study of Arab education: contested political projects; struggles towards emancipation, recognition and liberation; and a larger concern for social justice, equity, and political inclusion. November 2009: 6-1/8 x 9-1/4: 288pp Hb: 978-0-415-80034-1: $150.00 www.routledge.com/9780415800341

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GLOBAL AND COMPARATIVE EDUCATION

The Handbook of Practice and Research in Study Abroad

The English Language Teacher in Global Civil Society

Higher Education and the Quest for Global Citizenship

Barbara M. Birch, California State University at Fresno, USA

Edited by Ross Lewin, University of Connecticut, USA

Series: ESL & Applied Linguistics Professional Series

Family-School-Community Partnerships Edited by Rollande Deslandes, Université du Québec à Trois-Rivières, Canada

Co-published with the Association for American Colleges and Universities (AAC&U)

Series: Contexts of Learning

”T h i s h a n d b o o k o f f e r s a co m p r e h e n s i v e o v e r v i e w o f t h i s b u rg eo n i n g a re a o f e d u ca t i o n a l i n n o v a t i o n a n d p r a ct i ce , i n cl u d i n g i m p o r t a n t t h e o r e t i ca l i n s i g h t s a n d p r a ct i ca l a d v i ce o n h o w t o t r a n s l a t e t h e o r y i n t o s u cce s s f u l p r o g r a m s . T h e co n t r i b u t o r s t o t h i s v o l u me h av e p r o v i d e d a n e x ce p t i o n a l l y u s e f u l r e s o u r ce a s h i g h e r e d u ca t i o n w o r k s t o p r e p a r e s t u d e n t s f o r g l o b a l ci t i z e n s h i p .”

NEW

International Perspectives on Contexts, Communities and Evaluated Innovative Practices

Schools throughout the world face enormous challenges due to demographic changes and societal problems, making partnerships among schools, families and community groups a necessity. Specific issues such as poverty, school dropout, violence and suicide, the wider diversity of students and parents, the higher accountability demanded of school systems, the implementation of school reforms and a multitude of government strategies and policies all contribute to a rapidly changing educational world. But as this book shows, even though research is often being undertaken independently in different countries, strong similarities are apparent across countries and cultures. School-family-community collaboration is no longer a single country issue.

– Carol Geary Schneider, President, Association of American Colleges and Universities

The book brings together contributions from culturally and linguistically diverse countries facing these common situations and challenges. It details practices that have proved effective alongside relevant case examples, and covers a wide variety of topics.

The Handbook of Practice and Research in Study Abroad is a comprehensive survey of the field. Each chapter eloquently conveys an enthusiasm for study abroad alongside a critical assessment of the most up-to-date research, theory and practice.

June 2009: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-47949-3: $130.00 eBook: 978-0-203-87566-7

May 2009: 7 x 10: 608pp Hb: 978-0-415-99160-5: $155.00 Pb: 978-0-415-99161-2: $69.95 eBook: 978-0-203-87664-0 www.routledge.com/9780415991612

www.routledge.com/9780415479493NEW

Linguistic Imperialism Continued Robert Phillipson, Copenhagen Business School, Denmark This volume brings together key writings since the 1992 publication of Linguistic Imperialism-Robert Phillipson’s controversial benchmark volume, which triggered a major re-thinking of the English teaching profession by connecting the field to wider political and economic forces. Analyzing how the global dominance of English in all domains of power is maintained, legitimized, and persists in the twenty-first century, Linguistic Imperialism Continued reflects and contributes in important ways to understanding these developments. July 2009: 5-1/2 x 8-1/2: 416pp Pb: 978-0-415-87201-0: $52.95 eBook: 978-0-203-85717-5 www.routledge.com/9780415872010 A co-publication with Orient Blackswan Private Limited. This book is not available for sale from Routledge in India, Pakistan, Bangladesh, Nepal, Bhutan, Sri Lanka, and the Maldives.

How can English language teachers contribute to peace locally and globally? This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world. May 2009: 6 x 9: 240pp Hb: 978-0-415-99448-4: $125.00 Pb: 978-0-415-99449-1: $29.95 eBook: 978-0-203-87804-0 www.routledge.com/9780415994491

NEW

Education, Science and Truth

Globalizing Education, Educating the Local

Rasoul Nejadmehr Series: Routledge International Studies in the Philosophy of Education

How Method Made us Mad

What is the main problem of contemporary education? Rasoul Nejadmehr argues that the cardinal problem with education is that it does not have an adequate notion of truth underpinning it. Thinkers mainly tend to veer towards two poles– absolutism and relativism. While a one-sided tendency toward absolutism leads to reified categories of thought and alienation, a tendency toward relativism leads to lack of universality and nihilism. Education, Science and Truth suggests a way out by bridging not only divides between and within analytical and continental philosophy but also those of modernism and postmodernism. By using a range of issues, disciplines and literature, Nejadmehr formulates a new version of the concept of objectivity based on the inclusion of multiple perspectives, including ones from art, philosophy and marginalized groups.

Ian Stronach, Liverpool John Moores University, UK This book provides a critical account of how contemporary educational knowledge is put together and presented in the global knowledge economy, redefining the actors in the education process, including principally the child, pupil, and learner, but also the teacher, parent, inspector, and policy-maker. This book aims to help bring about the ”turnaround” that it predicts – away from measurement mania and rampant instrumentality. It will appeal to a wide range of readers who are committed to educational change, from system level to individual professional practice. November 2009: 6-1/4 x 9-1/4: 232pp Hb: 978-0-415-43111-8: $125.00 eBook: 978-0-203-86362-6 www.routledge.com/9780415431125

February 2009: 6 x 9: 222pp Hb: 978-0-415-99767-6: $95.00 eBook: 978-0-203-88003-6 www.routledge.com/9780415997676

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

Cultures, Contexts, and World Englishes

2ND EDITION

Yamuna Kachru, University of Illinois, UrbanaChampaign, USA and Larry E. Smith, Christopher Smith and Associates, LLC

Space, Place and Identity

Series: ESL & Applied Linguistics Professional Series This volume aims to familiarize readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. It emphasizes that effective communication among users of different Englishes requires awareness of the varieties in use and their cultural, social, and ideational functions. Each chapter includes suggestions for further reading and challenging discussion questions and appropriate research projects designed to enhance the usefulness of this volume in courses such as world Englishes, English in the Global Context, Sociolinguistics, Critical Applied Linguistics, Language Contact and Convergence, Ethnography of Communication, and Crosscultural Communication. 2008: 6 x 9: 256pp Hb: 978-0-8058-4732-1: $140.00 Pb: 978-0-8058-4733-8: $41.95 eBook: 978-0-203-89134-6 www.routledge.com/9780805847338

Globalisation & Pedagogy Richard Edwards, University of Sterling, UK and Robin Usher, Royal Melbourne Institute of Technology University, Australia The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy, and practice, in particular the growth of distance and elearning. 2007: 6-1/4 x 9-1/4: 200pp Hb: 978-0-415-42895-8: $170.00 Pb: 978-0-415-42896-5: $45.95 eBook: 978-0-203-94500-1 www.routledge.com/9780415428965

Minority, Diaspora, Indigenous and EthnoReligious Groups in Multicultural Societies Edited by Zvi Bekerman, Hebrew University of Jerusalem, Israel and Ezra Kopelowitz, Research Success Technologies, Israel

FORTHCOMING

Women, War, Violence and Learning Edited by Shahrzad Mojab Peter Jarvis, University of Surrey, UK and John Holford, University of Nottingham, UK

Education, Globalisation and New Times 21 Years of the Journal of Education Policy Edited by Stephen J. Ball, University of London, UK, Ivor F. Goodson, University of Brighton, UK and Meg Maguire, Kings College London, UK Series: Education Heritage Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes: •education, globalisation and new times

Cultural Education - Cultural Sustainability

Multicultural Education, Diversity, and Social Justice Education

This anthology provides fresh theorization of gendered dimensions of learning, war, and violence, with a view to offering new insights on the impact of violence on women’s learning and well being. The collection is an important contribution to emerging interdisciplinary approaches to the role and effectiveness of civil society, especially women’s NGOs, working in war and post-conflict zones, and to the relationship between neoliberal, global ”feminist” projects and the re-emergence of colonial and imperial feminisms. This collection is also an exploration of the plausibility of current peace education strategies augmenting the political and leadership role of women and their civic engagement. February 2010: 6-3/4 x 9-3/4: 160pp Hb: 978-0-415-55986-7: $125.00 www.routledge.com/9780415559867

FORTHCOMING

•policy theory and method

Storytelling for Social Justice

•policy and equity.

Connecting Narrative and the Arts in Antiracist Teaching

2007: 6-1/4 x 9-1/4: 392pp Hb: 978-0-415-42598-8: $180.00 eBook: 978-0-203-96399-9 www.routledge.com/9780415425988

Lee Anne Bell, Barnard College, USA

This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. 2008: 6 x 9: 448pp Hb: 978-0-8058-5724-5: $140.00 Pb: 978-0-415-99590-0: $51.95 eBook: 978-0-203-93836-2 www.routledge.com/9780415995900

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Storytelling for Social Justice explores the connections between how the way we talk about race and racism affects the actions we imagine and are willing to take to address racial injustice. Through accessible language and candid discussions, it explores ways to make sense of the racial constructions expressed through the pervasive language and images we encounter everyday and strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society. Illustrated throughout with examples drawn from high school classrooms, teacher education programs, and K-12 professional development program, the book provides tools for teaching about racism through story and the arts. Whether you are working with youth activists around issues of racism and social justice, creating curriculum across the studies sciences and humanities or beyond, the innovative model presented in Storytelling for Social Justice offers a stronger and more consistent critique of racism and more dynamic and hopeful strategies for eradicating it in our interactions and social institutions. April 2010: 6 x 9: 224pp Hb: 978-0-415-80327-4: $135.00 Pb: 978-0-415-80328-1: $33.95 www.routledge.com/9780415803281

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

2ND EDITION

NEW 2ND EDITION

Teaching for Diversity and Social Justice

Readings for Diversity and Social Justice

Edited by Maurianne Adams and Pat Griffin, both at University of Massachusetts, Amherst, USA and Lee Anne Bell, Barnard College, USA

Edited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren J. Blumenfeld, Iowa State University, USA, Carmelita (Rosie) Castañeda, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters, and Ximena Zúñiga, University of Massachusetts, Amherst, USA For over ten years, Readings for Diversity and Social Justice has been the go-to anthology for the broadest possible coverage of issues related to identity and oppression from a social justice perspective. This highly-anticipated second edition breaks even further ground, boasting over forty more readings than previously available, updated and original section introductions, and three entirely new chapter sections on Religious Oppression, Transgender Oppression, and Ageism/Adultism. As with the first edition, each chapter section is divided into Contexts, Personal Voices, and Next Steps. The first two parts provide vivid portraits of the meaning of diversity and the realities of oppression. The third part challenges the reader to take action to end oppressive behavior and affirm diversity and social justice. Added new features to this edition include: •over one hundred and thirty readings, many new and updated, including three entirely new sections •a Table of Intersections that enables readers to identify all selections that treat issues of race, religion, gender, sexuality, disability, class, and age, beyond those in designated topical chapters •an all new companion website with additional resources, further suggested readings, and teaching materials is also available. Offering over one-hundred and thirty selections from some of the foremost scholars in from a wide range of fields, Readings for Diversity and Social Justice is the indispensible volume for every student, teacher, and social justice advocate.

For nearly a decade, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations and curricular frameworks for social justice teaching practice. This thoroughly revised second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. Building on the groundswell of interest in social justice education, the second edition offers coverage of current issues and controversies while preserving the hands-on format and inclusive content of the original. Teaching for Diversity and Social Justice presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society. This book includes a CD-ROM with extensive appendices for participant handouts and facilitator preparation. 2007: 7 x 10: 496pp Hb: 978-0-415-95199-9: $140.00 Pb: 978-0-415-95200-2: $44.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415952002

January 2010: 7 x 10: 688pp Hb: 978-0-415-99139-1: $140.00 Pb: 978-0-415-99140-7: $48.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415991407

FORTHCOMING

Visit the companion website at: www.routledgecom/textbooks/readingsfordiversity

Critical Issues in Peace and Education Edited by Peter Trifonas and Bryan Wright, both at University of Toronto, Canada Series: Routledge Research in Education

FORTHCOMING

Critical Multiculturalism From Theory to Practice Edited by Stephen May, University of Waikato, New Zealand and Christine Sleeter Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. Critical multiculturalism conceptualizes classroom work within an analysis of structures of racism and capitalism that directly impact on communities, schools, and the lives of students, thus directly questions existing social and cultural power relations. But what do these powerful theories really mean for classroom practice and specific disciplines? Edited by two leading authorities on multicultural education, this collection brings together international scholars of critical multiculturalism to explore its implications for curriculum and pedagogy. Chapters directly address what critical multiculturalism means for classroom practice in K-12 academic subject areas from language arts and science to technology and education and more. This timely and important collection provides a critical theorization of multicultural classroom practices and explores these issues in the context of standards reforms that have virtually closed down consideration of whose knowledge and viewpoints shape curriculum. It will be required reading for all scholars, educators and practitioners of multicultural education. March 2010: 6 x 9: 240pp Hb: 978-0-415-80284-0: $140.00 Pb: 978-0-415-80285-7: $44.95 www.routledge.com/9780415802857

This collection asks theorists and educational practitioners from around the world influenced by the schools of feminist pedagogy, critical pedagogy, anti-racist or postcolonial pedagogy, and gay and lesbian pedagogy to reflect upon the possibilities of articulating a ”curriculum of difference” that critically examines the cross-cultural issues of peace and education. January 2010: 6 x 9: 192pp Hb: 978-0-415-87368-0: $95.00 www.routledge.com/9780415873680

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

FORTHCOMING

The Educated Woman Minds, Bodies, and Women’s Higher Education in Britain, Germany, and Spain, 1865-1914 Katharina Rowold, London Metropolitan University, UK

Official Portraits and Unofficial Counterportraits of ’At Risk’ Students Writing Spaces in Hard Times This book chronicles fifth and sixth grade writers – children of gang members, drug users, poor people, and nondocumented and documented immigrants – in a rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading

This book is a fascinating comparative study of constructions of female nature in the nineteenth and early twentieth centuries. Focusing on debates surrounding women’s entry into higher education, it explores how gender difference was negotiated in Britain, Germany, and Spain.

NEW

Handbook of Latinos and Education Theory, Research, and Practice Edited by Enrique G. Murillo Jr., California State University, San Bernadino, USA, Sofia A. Villenas, Ruth Trinidad Galván, Juan Sánchez Muñoz, Corinne Martínez and Margarita Machado-Casas Providing a comprehensive review of rigorous, innovative, and critical scholarship relevant to educational issues which impact Latinos, this handbook captures the field at this point in time. Its unique purpose and function is to profile the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is organized around five themes:

Series Editor: Sonia Nieto

Richard J. Meyer, University of New Mexico, USA

Series: Routledge Research in Gender and Society

December 2009: 6 x 9: 365pp Hb: 978-0-415-20587-0: $95.00 www.routledge.com/9780415205870

Language, Culture and Teaching Series

outward. At the heart of this book is the cultivation of tension between official and unofficial portraits of these students. Official portraits are composed of demographic data, socioeconomic data, and test results. Unofficial counterportraits offer different views of children, schools, and communities. Many teachers and soon-to-be teachers facing the dilemmas and complexities of teaching in diverse classrooms have serious questions about how to honor students’ lives outside of school, making school more relevant. This book offers evidence to present to pubic, legislators, and the press as a way of talking back to official portraits, demonstrating that officially failing schools are not really failing – evidence that is crucial for the survival of public schools. November 2009: 6 x 9: 256pp Hb: 978-0-415-87123-5: $140.00 Pb: 978-0-415-87124-2: $48.75 eBook: 978-0-203-86679-5 www.routledge.com/9780415871242

FORTHCOMING

Social Justice Pedagogy Across the Curriculum The Practice of Freedom Edited by Thandeka K. Chapman, University of Wisconsin, USA and Nikola Hobbel, Homboldt State University, USA What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms? This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms. •Part One details the history of the multicultural movement and the instantiation of public schooling as a social justice project •Part Two connects theoretical frameworks to social justice curricula. Parts One and Two are general to all K-12 classrooms •Part Three provides powerful specific subject-area examples of good practice, including English as a Second Language and Special/ Exceptional Education.

Social Justice Pedagogy Across the Curriculum includes highlighted Points of Inquiry and Points of Praxis sections offering recommendations to teachers and researchers and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities. Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds.

•History, Theory, and Methodology •Policies and Politics

March 2010: 6 x 9 Hb: 978-0-415-80600-8: $135.00 Pb: 978-0-415-80604-6: $48.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415806046

•Language and Culture •Teaching and Learning •Resources and Information. The Handbook of Latinos and Education is a musthave resource for educational researchers, graduate students, teacher educators, and the broad spectrum of individuals, groups, agencies, organizations and institutions sharing a common interest in and commitment to the educational issues that impact Latinos. November 2009: 7 x 10: 768pp Hb: 978-0-8058-5839-6: $265.00 Pb: 978-0-8058-5840-2: $114.95 eBook: 978-0-203-86607-8 www.routledge.com/9780805858402

NEW

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

Language, Culture and Teaching Series Series Editor: Sonia Nieto NEW

NEW TEXTBOOK

NEW

Home-School Connections in a Multicultural Society

2ND EDITION

Literacy and Power

Language, Culture, and Teaching

Learning from and with Culturally and Linguistically Diverse Families

Critical Perspectives

Hilary Janks, University of the Witwatersrand, South Africa

Edited by Maria Luiza Dantas, University of California, Santa Barbara, USA and Patrick C. Manyak, University of Wyoming, USA Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, Home-School Connections in a Multicultural Society shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families. Combining engaging cases and relevant key concepts with thought-provoking pedagogical features, this valuable resource for educators at all levels:

Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with ceative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, this text is intended for upperundergraduate and graduate-level students and professional development courses.

•provides detailed portraits of diverse families that highlight their unique cultural practices related to schooling and the challenges that their children face in school settings

Examples are included throughout to illustrate reallife dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Each chapter includes critical questions; classroom activities; and community activities suggesting projects beyond the classroom context.

•introduces key sociocultural and ethnographic concepts, in ways that are both accessible and challenging, and applies these concepts as lenses through which to examine the portraits

About the second edition: Over half of the chapters are new to this edition, bringing it up-to-date in terms of recent educational policy issues and demographic changes in our society.

•shows how teachers and researchers have worked with diverse families to build positive relationships and develop learning activities that incorporate children’s unique experiences and resources.

August 2009: 6 x 9: 296pp Hb: 978-0-415-99968-7: $135.00 Pb: 978-0-415-99974-8: $44.95 eBook: 978-0-203-87228-4 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415999748

Disrupting deficit assumptions about the experiences and knowledge that culturally and linguistically diverse children acquire in their homes and communities, this book engages readers in grappling deeply and personally with the chapters’ meanings and implications, and in envisioning their own practical ways to learn from and with families and children.

In this landmark text that is both engaging and accessible Hilary Janks addresses the following questions and many more:

Sonia Nieto, University of Massachusetts Amherst, USA

•Is literacy a skill or a social practice? •In what ways is literacy embodied? •Do texts have designs on us and what can we do about it? •How does language construct reality? •What is ”linguistic capital” and who has it? •Who gets access to new literacies and who is excluded? •How is literacy implicated in relations of power and questions of identity in our daily lives? Janks shows how competing orientations to critical literacy education – domination (power), access, diversity, design – foreground one over the other. Her central argument is that these different orientations are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. Recognizing ongoing change in socio-historical conditions, in the communication landscape, and in the applications of critical literacy, she examines the theory underpinning each orientation, and develops new theory in the argument for interdependence and integration. Most important, Literacy and Power sits at the interface between theory and practice, constantly moving from one to the other. It is rich with examples of how to use these orientations in real teaching contexts, and how to use them to counterbalance one another. In the groundbreaking final chapter, Janks shows ways of working ”beyond reason.” Considering how the rationalist underpinning of critical literacy tends to exclude the non-rational pleasure and play, desire and the unconscious she makes the case that these need to be taken seriously given their power to cut across the work of critical literacy educators working from any orientation.

November 2009: 6 x 9: 304pp Hb: 978-0-415-99756-0: $135.00 Pb: 978-0-415-99757-7: $41.95 eBook: 978-0-203-86843-0 www.routledge.com/9780415997577

October 2009: 6 x 9: 272pp Hb: 978-0-8058-5577-7: $125.00 Pb: 978-0-415-99963-2: $41.95 eBook: 978-0-203-86995-6 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415999632

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

Language, Culture and Teaching Series Series Editor: Sonia Nieto TEXTBOOK

Critical Multicultural Analysis of Children’s Literature Mirrors, Windows, and Doors Maria José Botelho and Masha Kabakow Rudman, both at University of Massachusetts, Amherst, USA Critical multicultural analysis provides a philosophical shift for teaching literature, constructing curriculum, and taking up issues of diversity and social justice. It problematizes children’s literature, offers a way of reading power, explores the complex web of sociopolitical relations, and deconstructs taken-for-granted assumptions about language, meaning, reading, and literature: It is literary study as sociopolitcal change. Bringing a critical lens to the study of multiculturalism in children’s literature, this book prepares teachers, teacher educators, and researchers of children’s literature to analyze the ideological dimensions of reading and studying literature. Each chapter includes recommendations for classroom application, classroom research, and further reading. Helpful end-of-book appendixes include a list of children’s book awards, lists of publishers, diagrams of the power continuum and the theoretical framework of critical multicultural analysis; and lists of selected children’s literature journals and online resources. March 2009: 6 x 9: 376pp Hb: 978-0-415-99666-2: $135.00 Pb: 978-0-8058-3711-7: $49.95 eBook: 978-0-203-88520-8 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805837117

FORTHCOMING

NEW

Social Class, Gender and Exclusion from School

Social Studies and Diversity Education

Jean Kane, University of Glasgow, UK

What We Do and Why We Do It

Rising exclusion rates indicate the continuing maginalisation of many young people in education in the UK. Working-class boys, children living in poverty, and children with additional/special educational needs are among those experiencing a disproportionate rate of exclusion. This book traces the processes of exclusion and alienation from school and relates this to a changing social and economic context.

Edited by Elizabeth E. Heilman, Ramona Fruja and Matthew Missias, all at Michigan State University, USA

Jean Kane argues that policy on schooling, including curricular reform, needs to be re-connected to the broad political pursuit of social justice, and presents compelling case studies of excluded pupils, showing the multi-faceted identities of pupils, with a particular focus on masculine and feminine identities. This invaluable contribution to the literature offers an alternative analysis where the social identities of pupils are shown to be tied up with their exclusion from school. Themes investigated include: •the meanings of school exclusions •social class, gender, and schooling •social identities of excluded pupils •negotiating identities in school: moving towards exclusion

Features of this unique teaching resource include: •volume sections that are arranged by both disciplinary organization and approach or activity

•exclusions and young people’s lives •improving participation in schooling. Providing fascinating reading for teachers, social workers, researchers, and policy makers this book considers how educational disadvantage might be addressed through recognition of the gender and class identities of pupils. June 2010: 6-1/4 x 9-1/4: 136pp Hb: 978-0-415-55301-8: $125.00 Pb: 978-0-415-55302-5: $42.95 www.routledge.com/9780415553025

The preparation of social studies teachers is crucial not only to the project of good education, but, even more broadly, to the cultivation of a healthy democracy and the growth of our nation’s citizens. This one-of-a-kind resource features ideas from over one hundred of our nation’s most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers can learn to teach, thus illuminating the careful planning and deep thinking that go into the preparation of the nation’s social studies teachers. While concentrating on daily teaching realities such as lesson planning and meeting national standards, each contributor also wrestles with the most important current issues on educating teachers for today’s increasingly diverse, complex, and global society.

•thoughtful introductory section essays that conceptualize each theme, providing a conscientious theoretical overview and analysis of each individual section •rich and concrete examples of best practice from some of the nation’s most diverse and highly regarded scholars and teacher educators •an index that identifies the appropriate teaching level and teacher education context and links the strategies and ideas that are presented in the essay to the relevant INTASC and NCSS standards for quick reference in classroom planning as well as institutional development and implementation. A much-needed addition to the field, this comprehensive volume will be of value to any teacher interested in social studies or diversity education across age groups and educational contexts.

Critical Literacy and Urban Youth Pedagogies of Access, Dissent, and Liberation Ernest Morrell, University of California at Los Angeles, USA

September 2009: 6-3/4 x 9-3/4: 432pp Hb: 978-0-415-99671-6: $140.00 Pb: 978-0-415-99672-3: $47.95 eBook: 978-0-203-87144-7 www.routledge.com/9780415996723

Distinguished by it’s weaving together of theory and practice, Critical Literacy and Urban Youth offers an interrogation of critical theory developed from the author’s work with young people in classrooms, neighborhoods, and institutions of power. 2007: 6 x 9: 272pp Hb: 978-0-8058-5663-7: $130.00 Pb: 978-0-8058-5664-4: $43.95 eBook: 978-0-203-93791-4 www.routledge.com/9780805856644

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

NEW REVISED EDITION

Against Common Sense Teaching and Learning Toward Social Justice Kevin Kumashiro, University of Illinois-Chicago, USA Foreword by Gloria Ladson-Billings Afterword by William F. Pinar The phrase ”teaching for social justice” is often used, but not always explained. What does it really mean to teach for social justice? What are the implications for antioppressive teaching across different areas of the curriculum? Drawing on his own experiences teaching diverse grades and subjects, Kevin Kumashiro examines various aspects of anti-oppressive teaching and learning in six different subject areas. Connecting practice to theory through new pedagogical elements, the revised edition of this bestselling text features: •a new and timely preface that considers the possibilities of anti-oppressive teaching and teaching for social justice in the face of increasing pressure from both the Right and the Left to accept neoliberal school reform policies •end of chapter questions that enhance comprehension of arguments, help concretize abstract ideas into classroom practice, and encourage critique •a sampling of print and online resources that will inspire students to further their social justice education. The new pedagogical components of the revised edition will offer K-12 teachers and teacher educators the tools they need to teach against their common sense assumptions and continue the evolution of social justice in education. June 2009: 6 x 9: 184pp Hb: 978-0-415-80221-5: $125.00 Pb: 978-0-415-80222-2: $27.95 eBook: 978-0-203-87006-8 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415802222

Western Psychological and Educational Theory in Diverse Contexts

Teaching/Learning, Social Justice Series

Edited by Julian Elliott Durham University, UK, and Elena L. Grigorenko, Yale University, USA This book examines aspects of Western psychological and educational theory in relation to educational practice around the world, and considers the extent to which current understandings are truly applicable to a range of diverse settings. In so doing, it also seeks to question, where appropriate, existing orthodoxies within Western educational systems. February 2009: 6-3/4 x 9-3/4: 200pp Pb: 978-0-415-49136-5: $40.00 www.routledge.com/9780415491365

The Routledge International Companion to Multicultural Education Edited by James A. Banks, University of Washington, Seattle, USA ”Even for a writer and academic of such caliber as James Banks, this book is a tour de force.” – Gillian Klein, Race Equality Teaching, 2009 This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions – Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics.

Series Editor: Lee Ann Bell Social Justice, Peace, and Environmental Education Transformative Standards Edited by Julie Andrzejewski, St. Cloud State University, USA, Marta Baltodano, Loyola Marymount University, USA and Linda Symcox The concept of ”standards” seems antithetical to the ways critical educators are dedicated to teaching, but what would ”standards” look like if they were generated from social justice perspectives and through collaborative and inclusive processes? Such is the central question posed by the contributors of this groundbreaking collection on the interconnectivity of social justice, peace, and environmental preservation. Challenging education that promotes consumerism, careerism, and corporate profiteering, they boldly offer examples of a new paradigm for practicing a transformative critical pedagogy. Rather than just talking about coalition building within and across educational communities, they demonstrate how we might communicate from different vantage points and disciplinary boundaries to create a broader picture of social and eco-justice. Social Justice, Peace, and Environmental Education will be required reading for educators and students who want to envision and practice living, acting, and teaching for a better world. April 2009: 6 x 9: 344pp Hb: 978-0-415-96556-9: $150.00 Pb: 978-0-415-96557-6: $47.95 eBook: 978-0-203-87942-9 www.routledge.com/9780415965576

With forty newly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future. March 2009: 6-3/4 x 9-3/4: 592pp Set: 978-0-415-96230-8: $170.00 eBook: 978-0-203-88151-4 www.routledge.com/9780415962308

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

Teaching/Learning, Social Justice Series Series Editor: Lee Ann Bell Activist Educators Breaking Past Limits Edited by Catherine Marshall and Amy L. Anderson, both at University of North Carolina, Chapel Hill, USA Activist Educators offers a view into the big picture of assertive idealistic professionals’ lives by presenting rich qualitative data on the impetus behind educators’ activism and the strategies they used to push limits in fighting for a cause. Chapters follow the stories of educator activists as they take on problems in schools, including sexual harassment, sexism, racism, reproductive rights, and GLBT rights. The research in Activist Educators contributes to an understanding of professional and personal motivations for educators’ activism, ultimately offering a significant contribution to aspiring teachers who need to know that education careers and social justice activist causes need not be mutually exclusive pursuits. 2008: 6 x 9: 232pp Hb: 978-0-415-95666-6: $140.00 Pb: 978-0-415-95667-3: $36.95 eBook: 978-0-203-89258-9 www.routledge.com/9780415956673

Telling Stories to Change the World Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims Edited by Rickie Solinger, Madeline Fox, The City University of New York, USA and Kayhan Irani This is a powerful collection of essays about communitybased and interest-based projects where storytelling is used as a strategy for speaking out for justice. These compelling accounts of resistance, hope, and vision showcase the power of the storytelling form to generate critique and collective action. Together, these projects demonstrate the contemporary power of stories to stimulate engagement, active citizenship, the pride of identity, and the humility of human connectedness. 2008: 6 x 9: 280pp Hb: 978-0-415-96079-3: $140.00 Pb: 978-0-415-96080-9: $33.95 eBook: 978-0-203-92806-6 www.routledge.com/9780415960809

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Teacher Education and the Struggle for Social Justice

The Routledge International Handbook of Critical Education

Kenneth M. Zeichner, University of WisconsinMadison, USA

Edited by Michael W. Apple, University of Wisconsin-Madison, USA, Wayne Au, California State University, USA and Luis Armand Gandin, Federal University of Rio Grande do Sul, Brazil

”Clear, articulate, and cogent. [Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions.” – Michael W. Apple, From the Foreword In this selection of his work from 1991–2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner’s belief that the mission of teacher education programs is to prepare teachers in ways that enable them to successfully educate everyone’s children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process. Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society. April 2009: 6 x 9: 224pp Hb: 978-0-8058-5865-5: $135.00 Pb: 978-0-8058-5866-2: $41.95 eBook: 978-0-203-87876-7 www.routledge.com/9780805858662

Race, Gender and Educational Desire

The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education’s relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: •Social Movements and Pedagogic Work •Critical Research Methods for Critical Education •The Politics of Practice and the Recreation of Theory •The Freirian Legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future. February 2009: 7 x 10: 512pp Hb: 978-0-415-95861-5: $170.00 eBook: 978-0-203-88299-3 www.routledge.com/9780415958615

Why Black Women Succeed and Fail Heidi Safia Mirza, Middlesex University, UK This book reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women, teachers and students in schools and universities, taking the topic in new, challenging directions.

2008: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-44875-8: $150.00 Pb: 978-0-415-44876-5: $42.95 eBook: 978-0-203-88865-0 www.routledge.com/9780415448765

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

Affirming Students’ Right to Their Own Language

Foundations of Critical Race Theory in Education

Handbook of Social Justice in Education

Bridging Language Policies and Pedagogical Practices

Edited by Edward Taylor, University of Washington, Seattle, USA, David Gillborn, University of London, UK and Gloria Ladson-Billings, University of Wisconsin-Madison, USA

Edited by William Ayers, University of Illinois at Chicago, USA, Therese Quinn, The School of the Art Institute of Chicago, USA and David Stovall, University of Illinois at Chicago, USA

The emergence of Critical Race Theory (CRT) marked an important point in the history of racial politics in the legal academy and the broader conversation about race and racism in the United States. More recently, CRT has proven an important analytic tool in the field of education, offering critical perspectives on race, and the causes, consequences and manifestations of race, racism, inequity, and the dynamics of power and privilege in schooling. This groundbreaking anthology is the first to pull together both the foundational writings in the field and more recent scholarship on the cultural and racial politics of schooling. A comprehensive introduction provides an overview of the history and tenets of CRT in education. Each section then seeks to explicate ideological contestation of race in education and to create new, alternative accounts. In so doing, this landmark publication not only documents the progress to date of the CRT movement, it acts to further spur developments in education.

The Handbook of Social Justice in Education, a comprehensive and up-todate review of the field, addresses, from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. Each of the nine sections explores a primary theme of social justice and education:

Edited by Jerrie Cobb Scott, The University of Memphis, USA, Dolores Y. Straker, University of Cincinnati, USA and Laurie Katz, The Ohio State University, USA A Co-publication of the National Council of Teachers of English and Routledge This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students’ Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students’ learning by utilizing their homebased cultural, language, and literacy practices to help them meet school expectations. 2008: 6 x 9: 448pp Hb: 978-0-8058-6348-2: $145.00 Pb: 978-0-8058-6349-9: $44.95 eBook: 978-0-203-86698-6 www.routledge.com/9780805863499

2ND EDITION

The Critical Pedagogy Reader Edited by Antonia Darder, University of Illinois at Urbana-Champaign, USA, Marta P. Baltodano, Loyola Marymount University, USA and Rodolfo D. Torres, University of California, Irvine, USA Since its first publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy.

2008: 7 x 10: 616pp Hb: 978-0-415-96121-9: $155.00 Pb: 978-0-415-96120-2: $46.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415961202

February 2009: 7 x 10: 376pp Hb: 978-0-415-96143-1: $150.00 Pb: 978-0-415-96144-8: $44.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415961448

•Historical and Theoretical Perspectives •International Perspectives on Social Justice in Education •Race and Ethnicity, Language and Identity: Seeking Social Justice in Education •Gender, Sexuality and Social Justice in Education •Bodies, Disability and the Fight for Social Justice in Education •Youth and Social Justice in Education •Globalization: Local and World Issues in Education •The Politics of Social Justice Meets Practice: Teacher Education and School Change •Classrooms, Pedagogy, and Practicing Justice. Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educational foundations, multicultural/ diversity education, educational policy, and curriculum and instruction.

American Indian Education Counternarratives in Racism, Struggle, and the Law Matthew L.M. Fletcher, Michigan State University, USA

2008: 7 x 10: 792pp Hb: 978-0-8058-5927-0: $225.00 Pb: 978-0-8058-5928-7: $89.95 eBook: 978-0-203-88774-5 www.routledge.com/9780805859287

This original book highlights the challenges faced by American Indian students at all levels of education, analyzing their education through a lens of law and policy, paving the way for an honest discussion about solutions.

2008: 6 x 9: 240pp Hb: 978-0-415-95734-2: $140.00 Pb: 978-0-415-95735-9: $37.95 eBook: 978-0-203-89564-1 www.routledge.com/9780415957359

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

Racism and Education

History of Multicultural Education

Coincidence or Conspiracy? David Gillborn, University of London, UK Built on a foundation of compelling evidence, from national statistics to studies of classroom life, this book shows how race inequality is shaped and legitimized across the system. The study explores a series of key issues including: •the impact of the ”War on Terror” and how policy privileges the interests of white people •how assessment systems produce race inequality •exposes the ”gifted and talented” programme as a form of eugenic thinking based on discredited and racist myths about intelligence and ability •documents the Stephen Lawrence case revealing how policy makers have betrayed earlier commitments to race equality •shows how ”model minorities” are created and used to counter anti-racism •how education policy is implicated in the defence of white power. Racism & Education takes critical antiracist analyses to a new level and represents a fundamental challenge to current assumptions in the field. With a preface by Richard Delgado, one of the founders of critical race theory. 2008: 6-1/4 x 9-1/4: 272pp Hb: 978-0-415-41897-3: $160.00 Pb: 978-0-415-41898-0: $45.95 eBook: 978-0-203-92842-4 www.routledge.com/9780415418980

2ND EDITION

Culture in School Learning

Edited by Carl A. Grant, University of Wisconsin at Madison, USA and Thandeka K. Chapman, University of Wisconsin at Milwaukee, USA 6-VOLUME SET

VOLUME 2

History of Multicultural Education Edited by Carl A. Grant, University of Wisconsin, USA and Thandeka K. Chapman, University of Wisconsin, USA This benchmark six-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the US. These volumes do not promote any one scholar’s or group’s vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: •Volume 1: Conceptual Frameworks and Curricular Content

This text presents a powerful process for developing a teaching perspective based on constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying a reflectiveinterpretive-inquiry approach to making linkages between students’ cultural and experiential backgrounds and

Foundations and Stratifications 2008: 6 x 9: 408pp Hb: 978-0-8058-5441-1: $140.00 www.routledge.com/9780805854411

VOLUME 3

History of Multicultural Education Instruction and Assessment 2008: 6 x 9: 360pp Hb: 978-0-8058-5443-5: $140.00 www.routledge.com/9780805854435

VOLUME 4

History of Multicultural Education Policy and Policy Initiatives 2008: 6 x 9: 248pp Hb: 978-0-8058-5445-9: $140.00 www.routledge.com/9780805854459

•Volume 2: Foundations and Stratifications •Volume 3: Instruction and Assessment

VOLUME 5

•Volume 4: Policy and Policy Initiatives

History of Multicultural Education

•Volume 5: Students and Student Learning

Students and Student Leaning

•Volume 6: Teachers and Teacher Education

2008: 6 x 9: 432pp Hb: 978-0-8058-5447-3: $140.00 www.routledge.com/9780805854473

Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

Revealing the Deep Meaning Etta R. Hollins, University of Southern California, Los Angeles, USA

History of Multicultural Education

VOLUME 6

History of Multicultural Education Teachers and Teacher Education 2008: 6 x 9: 408pp Hb: 978-0-8058-5449-7: $140.00 www.routledge.com/9780805854497

VOLUME 1

History of Multicultural Education Conceptual Frameworks and Curricular Issues

6-VOLUME SET

2008: 6 x 9: 400pp Hb: 978-0-8058-5439-8: $140.00 www.routledge.com/9780805854398

Set History of Multicultural Education 2008: 6 x 9 Hb Set: 978-0-415-98889-6: $685.00 www.routledge.com/9780415988896

classroom instruction. 2008: 6 x 9: 224pp Pb: 978-0-8058-4108-4: $34.95 eBook: 978-0-203-92943-8 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805841084

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MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION

CURRICULUM STUDIES

Language and Minority Rights

Race, Culture, and Schooling

Ethnicity, Nationalism and the Politics of Language

Identities of Achievement in Multicultural Urban Schools

Stephen May, University of Waikato, New Zealand

Peter C. Murrell, Jr., Northeastern University, USA

3RD EDITION

In this provocative and ground-breaking book, Stephen May argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights, particularly for minority groups, are defensible and important, both academically and politically.

The Curriculum Studies Reader

2007: 6 x 9: 404pp Pb: 978-0-415-96489-0: $57.95 eBook: 978-1-4106-1766-8 www.routledge.com/9780415964890

Responding to a need for greater cultural competence in the preparation and development of teachers in diverse public school settings, this book investigates the critical developmental and social processes mediating students’ academic identities in those settings posing the greatest challenges to their school achievement and personal development, and it provides an accessible, practice-oriented culturally responsive framework for teachers in American schools.

Language, Culture, and Community in Teacher Education

2007: 6 x 9: 232pp Hb: 978-0-8058-5537-1: $75.00 Pb: 978-0-8058-5538-8: $25.95 eBook: 978-1-4106-1748-4 www.routledge.com/9780805855388

Edited by Maria Estela Brisk, Boston College, USA Published by Routledge for the American Association of Colleges for Teacher Education This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America’s students. 2007: 6 x 9: 432pp Hb: 978-0-8058-5697-2: $85.00 Pb: 978-0-8058-5698-9: $30.95 eBook: 978-0-203-85716-8 www.routledge.com/9780805856989

Place-Based Education in the Global Age Local Diversity Edited by David A. Gruenewald, Washington State University, USA and Gregory A. Smith, Lewis and Clark College, USA This volume – a landmark contribution to the burgeoning theory and practice of place-based education – is organized around three themes:

2ND EDITION

Handbook for Achieving Gender Equity Through Education Edited by Susan S. Klein, Feminist Majority Foundation, USA, Barbara Richardson, Dolores A. Grayson, Lynn H. Fox, American University, USA, Cheris Kramarae, Diane S. Pollard and Carol Anne Dwyer, Educational Testing Service, USA First published in 1985, the Handbook for Achieving Gender Equity Through Education quickly established itself as the essential reference work concerning gender equity in education. This new, expanded edition provides a twenty-year retrospective of the field, one that has the great advantage of documenting US national data on the gains and losses in the efforts to advance gender equality through policies such as Title IX, the landmark federal law prohibiting sex discrimination in education, equity programs and research. 2007: 8-1/2 x 11: 768pp Hb: 978-0-8058-5453-4: $325.00 Pb: 978-0-8058-5454-1: $114.95 eBook: 978-1-4106-1763-7 www.routledge.com/9780805854541

•models for place-based learning

Edited by David J. Flinders, Indiana University, USA and Stephen J. Thornton, University of South Florida, USA In this much-anticipated third edition of the best-selling anthology, David J. Flinders and Stephen J. Thornton once again bring together the best scholarship in curriculum studies. From John Dewey’s nineteenth-century creed to Nel Noddings’ twenty-first century aims, this thoughtful combination of new and timely essays provides a complete survey of the discipline coupled with concrete examples of innovative curriculum and an examination of contemporary topics. New to this edition are additional historical and contextual pieces from Maria Montessori and Jerome Bruner, and a thoroughly updated collection of contemporary selections, reflecting issues such as standardization, high-stakes testing, and globalization. Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field. January 2009: 7 x 10: 464pp Hb: 978-0-415-96321-3: $140.00 Pb: 978-0-415-96322-0: $42.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415963220

Constructivist Instruction Success or Failure? Edited by Sigmund Tobias, Teachers College, Columbia University, USA and Thomas M. Duffy, Indiana University, USA

•reclaiming broader meanings of education •global visions of the local in Higher Education.

Curriculum Studies

TEXTBOOK

This is a powerfully relevant volume for researchers, teacher educators, and students across the fields of curriculum theory, educational foundations, critical pedagogy, multicultural education, and environmental education.

Doing Multicultural Education for Achievement and Equity

2007: 6 x 9: 408pp Hb: 978-0-8058-5863-1: $105.00 Pb: 978-0-8058-5864-8: $36.95 eBook: 978-1-4106-1660-9 www.routledge.com/9780805858648

This hands-on, reader-friendly multicultural education textbook aims to actively engage education students in critical reflection and self examination as they prepare to teach in increasingly diverse classrooms. As it promotes an understanding of the history of and need for multicultural education in schools, Carl A. Grant and Christine Sleeter’s book connects multicultural education to preservice teachers’ personal and professional spaces and more importantly to an understanding of equity in school and society.

Bringing together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction, this book presents the evidence for and against constructivism and detailed views from both sides of the controversy. A distinctive feature is the dialogue built into it between the different positions.

Carl A. Grant, University of Wisconsin, USA and Christine Sleeter, California State University, USA

March 2009: 6 x 9: 392pp Hb: 978-0-415-99423-1: $150.00 Pb: 978-0-415-99424-8: $52.95 eBook: 978-0-203-87884-2 www.routledge.com/9780415994248

2007: 7 x 10: 280pp Hb: 978-0-415-95183-8: $140.00 Pb: 978-0-415-95184-5: $38.95 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780415951845

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CURRICULUM STUDIES

Studies in Curriculum Theory Series Series Editor: William F. Pinar Teaching By Numbers

NEW

Curriculum Studies Handbook – The Next Moment Edited by Erik Malewski, Purdue University, USA What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies. To contextualize the work of this up-andcoming generation, each chapter is paired with a shorter response by a well-known scholar in the field, provoking an intra-/inter-generational exchange that illuminates both historical trajectories and upcoming moments. From theorizing at the crossroads of feminist thought and post-colonialism to new perspectives that include critical race currere, queer southern studies, Black feminist cultural analysis, post-structural policy studies, spiritual ecology, and East-West international philosophies, present and future directions in the US American field are revealed. July 2009: 7 x 10: 584pp Hb: 978-0-415-98948-0: $250.00 Pb: 978-0-415-98949-7: $99.95 eBook: 978-0-203-87779-1 www.routledge.com/9780415989497

2009 AERA DIVISION B (CURRICULUM STUDIES) OUTSTANDING BOOK AWARD

Deconstructing the Discourse of Standards and Accountability in Education Peter M. Taubman, Brooklyn College, USA Over the last decade the transformation in the field of education that is occurring under the twin banners of “standards” and “accountability” has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching By Numbers, offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter M. Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of wellintentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education. April 2009: 6 x 9: 256pp Hb: 978-0-415-96273-5: $135.00 Pb: 978-0-415-96274-2: $41.95 eBook: 978-0-203-87951-1 www.routledge.com/9780415962742

Children’s Books for Grown-Up Teachers Reading and Writing Curriculum Theory Peter Appelbaum, Arcadia University, Philadelphia, USA Teachers and prospective teachers read children’s books, but that reading is often done as a ”teacher” – that is, as planning for instruction – rather than as a ”reader” engaged with the text. Children’s Books for Grown-Up Teachers models the kind of thinking about teaching and learning – the sort of curriculum theorizing – accomplished through teachers’ interactions with the everyday materials of teaching. 2007: 6 x 9: 288pp Hb: 978-0-8058-4928-8: $140.00 Pb: 978-0-415-96483-8: $41.95 eBook: 978-1-4106-1812-2 www.routledge.com/9780415964838

NEW

The Worldliness of a Cosmopolitan Education Cross-Cultural Studies in Curriculum

Passionate Lives in Public Service

Eastern Thought, Educational Insights

William F. Pinar, University of British Columbia, Canada

Edited by Claudia Eppert, University of Alberta, Canada and Hongyu Wang, Oklahoma State University, USA This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West. 2007: 6 x 9: 408pp Hb: 978-0-8058-5673-6: $105.00 Pb: 978-0-8058-5674-3: $35.95 eBook: 978-1-4106-1750-7 www.routledge.com/9780805856743

William F. Pinar positions himself against three pressing problems of the profession: •the crime of collectivism that identity politics commits •the devaluation of academic knowledge by the programmatic preoccupations of teacher education •the effacement of educational experience by standardized testing. A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (19221975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivityís engagement with it. In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world. June 2009: 6 x 9: 240pp Hb: 978-0-415-99550-4: $135.00 Pb: 978-0-415-99551-1: $42.95 eBook: 978-0-203-87869-9 www.routledge.com/9780415995511

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CURRICULUM STUDIES

Studies in Curriculum Theory Series Series Editor: William F. Pinar

4TH EDITION

TEXTBOOK

Key Concepts for Understanding Curriculum

Mathematics and Teaching

Colin J. Marsh, Curtin University of Technology, Australia

Handbook of Public Pedagogy Education and Learning Beyond Schooling Edited by Jennifer A. Sandlin, Arizona State University, USA, Brian Schultz, Northeastern Illinois University, USA and Jake Burdick, Arizona State University, USA Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy. •What is ”public pedagogy?” •What theories, research, aims, and values inform it? •What does it look like in practice? Offering a wide range of differing, even diverging, perspectives on how the ”public” might operate as a pedagogical agent, this handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools. December 2009: 7 x 10: 752pp Hb: 978-0-415-80126-3: $260.00 Pb: 978-0-415-80127-0: $114.95 eBook: 978-0-203-86368-8 www.routledge.com/9780415801270

Michele D. Crockett, University of Illinois at Urbana-Champagne, USA Series: Reflective Teaching and the Social Conditions of Schooling

Series: Teachers’ Library

NEW

31

Key Concepts for Understanding Curriculum is an invaluable guide for all involved in curriculum matters. Now fully updated, this revised and enlarged fourth edition provides not only a solid grounding in the subject but also covers the latest trends and issues affecting the field. Written in Colin J. Marsh’s clear and accessible style, the book details the strengths, weaknesses and controversies around major concepts in curriculum. This up-to-date edition of a definitive text will be essential reading for anyone involved in curriculum planning or development. It will be especially useful to students training to be teachers, and practising teachers following professional development programmes. 2008: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-46577-9: $160.00 Pb: 978-0-415-46578-6: $49.95 eBook: 978-0-203-87045-7 www.routledge.com/9780415465786

Mathematics and Teaching uses case studies to explore complex and pervasive issues that arise in teaching. In this volume, school mathematics is the context in which to consider race, equity, political contexts and the broader social and cultural circumstances in which schooling occurs. 2008: 6 x 9: 144pp Pb: 978-0-8058-4419-1: $30.95 eBook: 978-0-203-93021-2 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805844191

Interdisciplinary Education in the Age of Assessment Edited by David M. Moss, Terry A. Osborn and Douglas Kaufman, all at University of Connecticut, USA

TEXTBOOK 2ND EDITION

Back to the Basics of Teaching and Learning ”Thinking the World Together” David W. Jardine, Patricia Clifford and Sharon Friesen, all at University of Calgary, Canada This book is about an ecological-interpretive image of ”the basics.” Essays detailing everyday, lived events in classroom life are presented to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain. Readers are invited to imagine what would happen to our understanding of teaching and learning if we stepped away from the image of basics-as-breakdown under which education labors today.

Interdisciplinary Education in the Age of Assessment addresses a prevalent need in educational scholarship today. Many current standards-driven curricula follow strict subjectspecific guidelines, leaving educators little room for interdisciplinary innovation. This book is geared towards developing assessment models specific to interdisciplinary education, positioning itself as a seminal volume in the field and a valuable resource to educators across the disciplines. Each chapter covers a major subject area (literacy, science, math, social studies, bilingual education, foreign language, educational policy) and discusses methods of assessing integrated/ interdisciplinary curriculum and instruction. 2008: 6 x 9: 224pp Hb: 978-0-8058-5377-3: $140.00 Pb: 978-0-8058-5378-0: $43.95 eBook: 978-0-203-92944-5 www.routledge.com/9780805853780

2008: 6 x 9: 288pp Pb: 978-0-8058-6320-8: $43.95 eBook: 978-1-4106-1774-3 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805863208

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CURRICULUM STUDIES

Curriculum and the Teacher 35 years of the Cambridge Journal of Education Edited by Nigel Norris, University of East Anglia, UK Series: Education Heritage Bringing together seminal papers from the Cambridge Journal of Education around the theme of curriculum and the teacher, this book explores the changing conceptions of curriculum and teaching and the changing role of the teacher in curriculum development. 2008: 6-1/4 x 9-1/4: 372pp Hb: 978-0-415-45533-6: $180.00 eBook: 978-0-203-93085-4 www.routledge.com/9780415455336

Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators

QUALITATIVE RESEARCH

Qualitative Research

TEXTBOOK

Religion and Teaching Ronald D. Anderson, University of Colorado at Boulder, USA Series: Reflective Teaching and the Social Conditions of Schooling This text engages preservice and practicing teachers in considering some of the complex issues related to religion and teaching that all educators face in their interactions with students, parents, administrators, and fellow teachers. 2007: 6 x 9: 136pp Pb: 978-0-8058-5162-5: $30.95 eBook: 978-1-4106-1632-6 • AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805851625

Bringing Knowledge Back In

Edited by The AACTE Committee on Innovation and Technology, USA

From Social Constructivism to Social Realism in the Sociology of Education

Published by Routledge for the American Association of Colleges for Teacher Education

Michael F.D. Young, Institute of Education, London

This Handbook addresses the concept and implementation of technological pedagogical content knowledge–the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas.

2008: 6 x 9: 336pp Hb: 978-0-8058-6355-0: $160.00 Pb: 978-0-8058-6356-7: $64.95 eBook: 978-1-4106-1818-4 www.routledge.com/9780805863567

This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education.

2007: 6-1/4 x 9-1/4: 272pp Hb: 978-0-415-32120-4: $160.00 Pb: 978-0-415-32121-1: $45.95 eBook: 978-0-203-07366-7 www.routledge.com/9780415321211

Curriculum and Imagination

Critical Essays on Major Curriculum Theorists

Process Theory, Pedagogy and Action Research

David Scott, University of Lincoln, UK

James McKernan, East Carolina University, USA

This book is a critical appreciation of the work of sixteen leading curriculum theorists, taking account of the writings of a balance of established thinkers and curriculum analysts from the fields of education, philosophy, sociology, and psychology. The theorists include major names such as Lev Vygotsky, Jerome Bruner, Maxine Greene, Basil Bernstein, Micheal Foucault, Elliott Eisner, John White, Michael Apple, and more. Ideal for students on all teacher training courses looking for an introduction to some of the key educational thinkers of our time, this key text can also be used as a companion volume to the Routledge four-volume set on curriculum theory.

Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic ”ends-means” notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading. 2007: 6-1/4 x 9-1/4: 264pp Hb: 978-0-415-41337-4: $170.00 Pb: 978-0-415-41338-1: $47.95 eBook: 978-0-203-94693-0 www.routledge.com/9780415413381

2007: 6-1/4 x 9-1/4: 176pp Hb: 978-0-415-33984-1: $160.00 Pb: 978-0-415-33983-4: $45.95 eBook: 978-0-203-46188-4 www.routledge.com/9780415339834

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FORTHCOMING

The Discourse of Teaching Practice Feedback A Corpus-Based Investigation of Spoken and Written Modes Fiona Farr Series: Routledge Advances in Corpus Linguistics Fiona Farr examines the spoken and written language of post-observation teaching-practice feedback on teacher education programmes. To do so, she draws upon theories from discourse analysis, conversation analysis, and pragmatics to frame the analysis of feedback meetings and written tutor reports, which are then examined using comparative quantitative and qualitative corpus-based techniques. March 2010: 6 x 9: 176pp Hb: 978-0-415-80607-7: $120.00 www.routledge.com/9780415806077

NEW

Qualitative Research in International Settings A Practical Guide David Stephens, University of Brighton, UK The teaching of qualitative research skills in universities is now widespread and the number of institutions offering courses in research methods in education and the social sciences is growing, while professionals in the fields of education, health and the social services are increasingly required to carry out research, evaluation and reviews. Qualitative Research in International Settings will be an invaluable resource for all postgraduates and professionals engaged in research of this kind. Drawing upon the author’s extensive experience of educational research in the Developing World, the book focuses upon working in a variety of cultural and national contexts. It combines the practice and theory of qualitative research by clarifying and communicating the core ideas and principles of this form of research and highlighting specific case studies as models of good practice. June 2009: 6-1/4 x 9-1/4: 168pp Hb: 978-0-415-28057-0: $125.00 Pb: 978-0-415-28058-7: $37.95 www.routledge.com/9780415280587

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QUALITATIVE RESEARCH

NEW

FORTHCOMING

NEW

Researching Sex and Lies in the Classroom

Researching Violence, Democracy and the Rights of People

Qualitative Educational Research

Allegations of Sexual Misconduct in Schools

John F. Schostak, Manchester Metropolitan University, UK and Jill Schostak, University of East Anglia, UK

Pat Sikes, University of Sheffield, UK and Heather Piper, Manchester Metropolitan University, UK Researching Sex and Lies in the Classroom draws on indepth qualitative research exploring the experiences, perceptions and consequences for those who have been falsely accused of sexual misconduct with pupils, and for the family members, friends and colleagues affected by or involved in the accusation process. The book also highlights the dilemmas and difficulties the authors themselves have faced researching this field, such as: •ethical and methodological concerns over whether or not the teachers had indeed been falsely accused, or were guilty and taking advantage of this project to construct an alternative, innocent identity •the difficulty of obtaining institutional ethical clearance to undertake and publish research which challenges master narratives concerning children and their protection •the reluctance of funders to support research in controversial and sensitive areas. Researching Sex and Lies in the Classroom reveals findings which are both informative and shocking. It interrogates the appropriateness of current investigative and judicial procedures and practices, and it raises general questions about the surveillance and control of research and academic voice. It will be of great benefit to academics and researchers interested in this field, as well as postgraduate students, teachers, and other professionals working with the fear of allegations of abuse.

Researching Violence, Democracy and the Rights of People explores what is at stake methodologically (both theoretically and practically) for researchers seeking to expand opportunities for people to become visible upon the public stages of debate, decision making and action, and thus make audible their experiences of wrongs and injustices, express their rights, and engage democratically in processes of change. Drawing on international contributions and contexts, this book introduces readers to the complex realities of real research and the substantive issues that their methodological approaches strive to deal with. It will benefit undergraduate and postgraduate students as well as post-doctoral and experienced researchers across a range of cultural and social science disciplines, as well as educational and sociological researchers. Its aim is to explore and contribute to the development of innovatory approaches to engaging in research that make a difference in the lives of people. February 2010: 6-1/4 x 9-1/4: 272pp Hb: 978-0-415-47877-9: $130.00 Pb: 978-0-415-47878-6: $47.95 eBook: 978-0-203-86360-2 www.routledge.com/9780415478786

Readings in Reflexive Methodology and Transformative Practice Edited by Wendy Luttrell, City University of New York, USA Qualitative Educational Research is a comprehensive anthology designed to deepen education students’ thinking about their qualitative research purposes, questions, and decisionmaking. Focusing on various epistemological, intellectual, and ethical conflicts in doing social analysis, this reader invites researchers-in-training to explore why, from what perspective, for whose benefit, and with what stakes are research questions being posed. Drawing from her wealth of expertise executing and teaching qualitative research methods, scholar Wendy Luttrell has selected essays that focus specifically on the challenges of qualitative inquiry as they pertain to the field of education. These essays present multiple paradigms and perspectives in qualitative inquiry, including interpretivism, critical theory, cultural studies, feminist theories, critical psychology, and critical race theory. Reflexive writing assignments at the end of the volume expand readers’ understanding of the essays and guide students through developing their own research design. September 2009: 7 x 10: 520pp Hb: 978-0-415-95795-3: $150.00 Pb: 978-0-415-95796-0: $46.95 • AVAILABLE AS A COMPLIEMENTARY COPY www.routledge.com/9780415957960

November 2009: 6-1/4 x 9-1/4: 200pp Hb: 978-0-415-48117-5: $125.00 Pb: 978-0-415-48118-2: $42.95 eBook: 978-0-203-86405-0 www.routledge.com/9780415481182

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QUALITATIVE RESEARCH

Rethinking Contexts for Learning and Teaching Communities, Activites and Networks Edited by Richard Edwards, Gert Biesta, both University of Stirling, UK and Mary Thorpe, Open University, UK Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses: •What constitutes a context for learning? •How do we engage the full resources of learners for learning? •What are the relationships between different learning contexts? •What forms of teaching can most effectively mobilise learning across contexts? •How do we methodologically and theoretically conceptualise contexts for learning? Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces. February 2009: 6-1/4 x 9-1/4: 192pp Hb: 978-0-415-46775-9: $150.00 Pb: 978-0-415-46776-6: $42.95 eBook: 978-0-203-88175-0 www.routledge.com/9780415467766

NEW

Causation in Educational Research

Activity Theory in Practice

Keith Morrison, Macau Inter-University Institute, Macau

Promoting Learning Across Boundaries and Agencies Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK and Sten R. Ludvigsen, University of Oslo, Norway This ground-breaking book brings together cuttingedge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition – moving toward collaboration in interorganizational fields and continuous shaping of transformations. To understand and master this transition, powerful new conceptual tools are needed and are provided here. The theoretical framework which has shaped these studies is Cultural Historical Activity Theory (CHAT). CHAT analyses how people and organisations learn to do something new, and how both individuals and organisations change. The theoretical and methodological tools used have their origins in the work of Lev Vygotsky and A.N. Leont’ev. In recent years this body of work has aroused significant interest across the social sciences, management and communication studies. Working as part of an integrated international team, the authors identify specific findings which are of direct interest to the academic community, such as: •the analysis of vertical learning between operational and strategic levels within complex organizations •the refinement of notions of identity and subject position within CHAT •the introduction of the concept of ”labour power” into CHAT •the development of a method of analysing discourse which theoretically coheres with CHAT and the design of projects. Activity Theory in Practice will be highly useful to practitioners, researchers, students, and policymakers who are interested in conceptual and empirical issues in all aspects of ”activity-based” research. August 2009: 6-1/4 x 9-1/4: 248pp Hb: 978-0-415-47724-6: $130.00 Pb: 978-0-415-47725-3: $42.95 www.routledge.com/9780415477246

Calls to understand ”what works” in education are being made the world over. We need to know not only ”what works” but under what conditions, how and why. Causation is central to this. Researchers, educationists, readers, and users of research need to know the effects of causes and the causes of effects. This strongly practical book helps researchers and readers of research understand, plan and investigate causation in education. It guides readers through statistical matters, explaining them clearly and simply in words as well as numbers, and shows them how to investigate qualitative causal research in education. After introducing deterministic and probabilistic causation, the book shows how these can be researched in different ways. It explains: •how to determine causes from effects and how to link theory and practice in causal research •how to plan and conduct causal research in education •how to analyze, present, and interpret causal data, and the limits of causal understanding. Containing worked examples from both qualitative and quantitative research, Causation in Educational Research provides a manual for practice, underpinned by a rigorous analysis of key issues from philosophy, sociology and psychology. It will appeal to new and established researchers, readers of educational research, social science students and academics. April 2009: 6-3/4 x 9-3/4: 256pp Hb: 978-0-415-49648-3: $125.00 Pb: 978-0-415-49649-0: $37.95 www.routledge.com/9780415496490

Radical Research Designing, Developing and Writing Research to Make a Difference John Schostak and Jill Schostak, both at University of East Anglia, UK Radical Research explores the view that research is not a neutral tool to be employed without bias in the search for truth. Rather the radical roots of research are to be seen in the focus on freedom and emancipation from blind allegiance to tradition, ”common sense,” religion, or powerful individuals and organisations. 2007: 6-1/4 x 9-1/4: 304pp Hb: 978-0-415-39927-2: $170.00 Pb: 978-0-415-39928-9: $47.95 eBook: 978-0-203-93992-5 www.routledge.com/9780415399289

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QUALITATIVE RESEARCH

Generalizing from Educational Research Beyond Qualitative and Quantitative Polarization Edited by Kadriye Ercikan, University of British Columbia, Canada and Wolff-Michael Roth, University of Victoria, Canada Tackling one of the most critical issues in education research today – how research methods are related to value and meaningfulness – this frontline volume achieves two purposes. First, it presents an integrated approach to educational inquiry that works toward a continuum instead of a dichotomy of generalizability, and looks at how this continuum might be related to types of research questions asked and how these questions should determine modes of inquiry. Second, it discusses and demonstrates the contributions of different data types and modes of research to generalizability of research findings, and to limitations of research findings that utilize a single approach. International leaders in the field take the discussion of generalizing in education research to a level where claims are supported using multiple types of evidence. The volume pushes the field in a different direction, where the focus is on creating meaningful research findings that are not polarized by qualitative versus quantitative methodologies. The integrative approach allows readers to better understand possibilities and shortcomings of different types of research. 2008: 6 x 9: 320pp Hb: 978-0-415-96381-7: $135.00 Pb: 978-0-415-96382-4: $41.95 eBook: 978-0-203-88537-6 www.routledge.com/9780415963824

Video Research in the Learning Sciences Edited by Ricki Goldman, New York University, Jersey City, USA, Roy Pea and Brigid Barron, both at Stanford University, USA and Sharon J. Derry, University of Wisconsin/Madison, USA Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances in uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. Visit the website affiliated with this book: http://www.videoresearch.org 2007: 7 x 10: 624pp Hb: 978-0-8058-5359-9: $190.00 Pb: 978-0-8058-5360-5: $62.95 eBook: 978-1-4106-1619-7 www.routledge.com/9780805853605

Qualitative Research

The Methodological Dilemma

Challenging the Orthodoxies in Standard Academic Discourse(s)

Creative, Critical and Collaborative Approaches to Qualitative Research

Edited by Sandra G. Kouritzin, Nathalie A.C. Piquemal, both at University of Manitoba, Canada and Renee Norman, University College of the Fraser Valley, Canada

Edited by Kathleen Gallagher, University of Toronto, Canada

Series: Inquiry and Pedagogy Across Diverse Contexts Evocative and provocative, this book presents the points of view of (often junior) scholars in the social sciences who used non-standard methods or writing practices to challenge the ”research-asusual” paradigm in the academy, while at the same time meeting the demands of quality and rigor set by their university examining committees and ethical review boards. The intent is to encourage new researchers who are also considering such a path. The authors discuss their lived personal experiences within and against traditional academic research and writing traditions, as well as their struggles and eventual successes. Chapters are written in dramatic form, in dialogue, in story, and include poetry, vignettes, testimonials, and autobiographical accounts. Collectively, they form a unique, distinctive situated polyphonic case study of research in the social sciences from several perspectives, challenging the orthodoxies. 2008: 6 x 9: 296pp Hb: 978-0-8058-4837-3: $135.00 Pb: 978-0-8058-4838-0: $44.95 eBook: 978-0-203-88682-3 www.routledge.com/9780805848380

This thought-provoking book challenges the way research is planned and undertaken and equips researchers with a variety of creative and imaginative solutions to the dilemmas of method and representation that plague qualitative research. This comprehensive collection encourages the reader to imagine the world in evermore complex and interesting ways and discover new routes to understanding. Each chapter reveals a range of troubling dilemmas related to the critical aspects of research methodology in the Social Sciences and uses an illustrative case to elucidate the issues encountered by the researcher. Each writer brings a fierce philosophical spirit to her work, showing how methods or techniques of data-gathering grow from the theory and analysis of how research proceeds. A range of topics are addressed in a crossdisciplinary approach which will appeal to all scholars of qualitative research, undergraduate students in education programs and graduate students in a range of disciplines 2008: 6-1/4 x 9-1/4: 288pp Hb: 978-0-415-46061-3: $150.00 Pb: 978-0-415-46062-0: $45.95 eBook: 978-0-203-92717-5 www.routledge.com/9780415460620

2ND EDITION

Globalizing the Research Imagination

Research With Children

Edited by Jane Kenway, and Johannah Fahey, both at Monash University, Australia In the provocative opening essay Jane Kenway and Johannah Fahey explore ways in which the notion of the imagination itself might be mobilized by researchers. They are encouraged to develop “defiant” global imaginations and communities with the capacities to think, “be” and “become” differently in a world of research increasingly governed by rampant reductionist rationality. To support this view there follows a series of detailed interviews with some of the world’s leading intellectuals where the editors explore what it might mean to globalize the research imagination. The interviewees, Arjun Appadurai, Raewyn Connell, Doreen Massey, Aihwa Ong, Fazal Rizvi and Saskia Sassen, are foremost in their research fields and their views related here are both influential and inspirational.

Perspectives and Practices Edited by Pia Christensen, The Research Unit for General Practice, Denmark and Allison James, University of Sheffield, UK Research with Children is a unique resource book on the methodology of childhood research. Leading and new researchers within the social studies of childhood discuss central questions of epistemology and methodology, demonstrating the links between theory and practice. The theoretical and practical questions are set out in a clear and well-argued fashion and will therefore appeal both to the newcomer to childhood studies and to experienced researchers in the field. 2008: 6-1/4 x 9-1/4: 312pp Hb: 978-0-415-41683-2: $150.00 Pb: 978-0-415-41684-9: $45.95 eBook: 978-0-203-96457-6 www.routledge.com/9780415416849

2008: 6-1/4 x 9-1/4: 152pp Hb: 978-0-415-41221-6: $145.00 Pb: 978-0-415-41222-3: $37.95 www.routledge.com/9780415412223

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QUALITATIVE RESEARCH

Using Social Theory in Educational Research

Using Narrative Inquiry as a Research Method

A Practical Guide

An Introduction to Using Critical Event Narrative Analysis in Research on Learning and Teaching

Mark Dressman, University of Illinois at UrbanaChampaign, USA Using Social Theory in Educational Research is organised to help practising educators and novice researchers who have little familiarity with social theory to: •be introduced to major schools of social theory, their basic concepts, and their general applicability to educational issues •develop an understanding of and appreciation for its potential to improve their own practice •gain practical insight into how theory can function as a warrant, or support, for data interpretation •through the use of multiple practical examples, learn how to integrate theory into their own work more effectively. 2008: 6-1/4 x 9-1/4: 184pp Hb: 978-0-415-43640-3: $150.00 Pb: 978-0-415-43641-0: $42.95 eBook: 978-0-203-87051-8 www.routledge.com/9780415436410

Leonard Webster and Patricie Mertova, both at Monash University, Australia This book provides a much needed up-to-date introduction to the topic of narrative inquiry – which has seen a growing interest in recent years. Narrative inquiry provides researchers with a framework through which they can investigate the ways humans experience the world depicted through their stories. The book looks at how this method can effectively be applied as a means of research in a range of contexts, including flexible, open and distance or workplace learning. It demonstrates the value and utility of employing narrative as a research tool in a range of teaching and learning settings and includes chapters on background, methodology and case studies to illustrate the application of narrative inquiry as a research method. 2007: 6-1/4 x 9-1/4: 152pp Hb: 978-0-415-37905-2: $170.00 Pb: 978-0-415-37906-9: $39.95 eBook: 978-0-203-94626-8 www.routledge.com/9780415379069

Research Methods in Education Louis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, InterUniversity Institute of Macau This fully updated sixth edition of the international bestseller Research Methods in Education covers the whole range of methods currently employed by educational research at all stages. It is divided into five main parts: the context of educational research; planning educational research; styles of educational research; strategies for data collection and researching; and data analysis. The book also contains references to a comprehensive dedicated website of accompanying materials. The sixth edition includes new material on: •complexity theory, ethics, sampling, and sensitive educational research •experimental research, questionnaire design, and administration with practical guidance •qualitative and quantitative data analysis, with practical examples •internet based research.

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Foundations for Practice Edited by Melisa Cahnmann-Taylor and Richard Siegesmund, both at University of Georgia, USA

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6TH EDITION

Research Methods in Education is essential reading for the professional researcher and continues to be the standard text for students and lecturers in educational research.

Arts-Based Research in Education

This text introduces readers to definitions and examples of arts-based educational research, presents tensions and questions in the field, and provides exercises for practice. It weaves together critical essays about artsbased research in the literary, visual, and performing arts with examples of artistic products of arts-based research that illuminate by example.

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Planning Your Qualitative Research Project An Introduction to Interpretivist Research in Education Tom O’Donoghue This is a key text for any student embarking on a qualitative research project, it provides worked examples and valuable models which can be used as guides for plans and proposals, answering key questions and providing a comprehensive guide to a student’s project. It shows that when planning a qualitative research proposal, researchers should adopt an approach where they ask themselves the following four questions: •What research paradigm informs my approach to my research area? •What theoretical perspective do I choose within the paradigm? •What methodology do I choose? •What methods are most appropriate? Including examples of the write-up of two central types of research projects: studies on participants’ ”perspectives” on phenomena and studies on how participants manage or ”cope with” phenomena, the book outlines five research proposals to illustrate ways in which these two central ”types” can be varied and applied when engaging in five other types of studies, namely, policy studies, life history studies, retrospective interactionist longitudinal studies and interactionist historical studies, and “problem-focused” studies. 2006: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-41484-5: $170.00 Pb: 978-0-415-41485-2: $41.95 eBook: 978-0-203-96772-0 www.routledge.com/9780415414852

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QUALITATIVE RESEARCH

A Abi-Mershed, Osama. . . . . . . . . . . . . . . . . 18 Abrams, Fran. . . . . . . . . . . . . . . . . . . . . . . 11 Activist Educators . . . . . . . . . . . . . . . . . . . 26 Activity Theory in Practice . . . . . . . . . . . . . 34 Adams, Maurianne . . . . . . . . . . . . . . . . . . 21 Advocacy Leadership . . . . . . . . . . . . . . . . . . 9 Affirming Students’ Right to Their Own Language . . . . . . . . . . . . . . . . . . . . 27 Against Common Sense. . . . . . . . . . . . . . . 25 Alves, Jaime Osterman. . . . . . . . . . . . . . . . 15 American Education . . . . . . . . . . . . . . . . . . 5 American Indian Education . . . . . . . . . . . . 27 American Teacher, The . . . . . . . . . . . . . . . . 5 Anderson, Amy L. . . . . . . . . . . . . . . . . . . . 26 Anderson, Gary L. . . . . . . . . . . . . . . . . . . . . 9 Anderson, Ronald D. . . . . . . . . . . . . . . . . . 32 Andrzejewski, Julie . . . . . . . . . . . . . . . . . . 25 Anyon, Jean . . . . . . . . . . . . . . . . . . . . . . . 12 Appelbaum, Peter . . . . . . . . . . . . . . . . . . . 30 Apple, Michael W.. . . . . . . . . . . . . 10, 18, 26 Arnot, Madeleine . . . . . . . . . . . . . 11, 15, 16 Arts-Based Research in Education . . . . . . . 36 Au, Wayne . . . . . . . . . . . . . . . . . . . . . . 9, 26 Ayers, William . . . . . . . . . . . . . . . . . . . . . . 27

B Back to the Basics of Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . 31 Baltodano, Marta P. . . . . . . . . . . . . . . . 25, 27 Banks, James A.. . . . . . . . . . . . . . . . . . . . . 25 Barron, Brigid . . . . . . . . . . . . . . . . . . . . . . 35 Barton, Keith C.. . . . . . . . . . . . . . . . . . . . . . 8 Beauty and Education . . . . . . . . . . . . . . . . . 2 Bekerman, Zvi . . . . . . . . . . . . . . . . . . . . . . 20 Bell, Lee Anne . . . . . . . . . . . . . . . . . . . 20, 21 Benham, Maenette Kape’ahiokalani Padeken Ah Nee- . . . . . . . . . . . . . . . . . . . 6 Biesta, Gert . . . . . . . . . . . . . . . . . . . . . . . . 34 Birch, Barbara M.. . . . . . . . . . . . . . . . . . . . 19 Black Literate Lives. . . . . . . . . . . . . . . . . . . 10 Black Youth Matters . . . . . . . . . . . . . . . . . 12 Blumenfeld, Warren. . . . . . . . . . . . . . . . . . 21 Bohrnstedt, George W. . . . . . . . . . . . . . . . 16 Borman, Kathryn M. . . . . . . . . . . . . . . . . . 16 Botelho, Maria José . . . . . . . . . . . . . . . . . . 24 Bringing Knowledge Back In . . . . . . . . . . . 32 Brisk, María Estela . . . . . . . . . . . . . . . . . . . 29 Buras, Kristen L.. . . . . . . . . . . . . . . . . . . . . 10 Burch, Patricia . . . . . . . . . . . . . . . . . . . . . . 10 Burdick, Jake . . . . . . . . . . . . . . . . . . . . . . . 31 Bushnell Greiner, Mary. . . . . . . . . . . . . . . . . 1

C Cahn, Steven M. . . . . . . . . . . . . . . . . . . . . . 4 Cahnmann-Taylor, Melisa. . . . . . . . . . . . . . 36 Camino, Elena . . . . . . . . . . . . . . . . . . . . . . . 4 Cammarota, Julio . . . . . . . . . . . . . . . . . . . 12 Castañeda, Carmelita . . . . . . . . . . . . . . . . 21 Caste, Gender and Education in India . . . . 17 Catherine C., McCall . . . . . . . . . . . . . . . . . . 3 Causation in Educational Research . . . . . . . 34 Chapman, Thandeka K.. . . . . . . . . . . . 22, 28 Children’s Books for Grown-Up Teachers. . 30 Christensen, Pia. . . . . . . . . . . . . . . . . . . . . 35

INDEX

Civic Education for Diverse Citizens in Global Times . . . . . . . . . . . . . . . . . . . . . . . 8 Class in Education . . . . . . . . . . . . . . . . . . . 14 Clifford, Patricia. . . . . . . . . . . . . . . . . . . . . 31 Cohen, Louis . . . . . . . . . . . . . . . . . . . . . . . 36 Colucci-Gray, Laura . . . . . . . . . . . . . . . . . . . 4 Constructivist Instruction . . . . . . . . . . . . . . 29 Contemporary Theories of Learning . . . . . . . 3 Contexts of Learning (series) . . . . . . . . . . . 19 Controversy in the Classroom . . . . . . . . . . . 9 Corbett, H. Dickson . . . . . . . . . . . . . . . . . . . 4 Cosmopolitanism and the Age of School Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Creating a Learner-centred Primary Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 4 Creating and Sustaining Arts-Based School Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Critical Educator (series) . . . . . . . . . . . . 13, 27 Critical Essays on Major Curriculum Theorists . . . . . . . . . . . . . . . . . . . . . . . . . 32 Critical Issues in Peace and Education . . . . 21 Critical Literacy and Urban Youth . . . . . . . 24 Critical Multicultural Analysis of Children’s Literature . . . . . . . . . . . . . . . . . . . . . . . . 24 Critical Multiculturalism . . . . . . . . . . . . . . . 21 Critical Pedagogies of Consumption . . . . . . 6 Critical Pedagogy . . . . . . . . . . . . . . . . . . . . 11 Critical Pedagogy Reader, The . . . . . . . . . . 27 Critical Perspectives on bell hooks . . . . . . . 10 Critical Perspectives on Education (series). . . 3 Critical Perspectives on Harry Potter . . . . . . . 5 Critical Social Thought (series) . . . . . . . . 9, 10 Critical Youth Studies (series) . . . . . . . . 12, 13 Crockett, Michele D. . . . . . . . . . . . . . . . . . 31 Cross-Cultural Studies in Curriculum . . . . . 30 Cultural Education - Cultural Sustainability . . . . . . . . . . . . . . . . . . . . . . 20 Culture in School Learning . . . . . . . . . . . . . 28 Cultures, Contexts, and World Englishes . . 20 Curriculum and Imagination . . . . . . . . . . . 32 Curriculum and the Teacher . . . . . . . . . . . 32 Curriculum Studies Handbook – The Next Moment . . . . . . . . . . . . . . . . . . . . . . . . . 30 Curriculum Studies Reader, The . . . . . . . . . 29 Cyber-Bullying . . . . . . . . . . . . . . . . . . . . . . 16

D Dangerous Rise of Therapeutic Education, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Daniels, Harry . . . . . . . . . . . . . . . . . . . . 3, 34 Dantas, Maria Luiza . . . . . . . . . . . . . . . . . . 23 Darder, Antonia . . . . . . . . . . . . . . . . . . . . . 27 Davidson, Maria del Guadalupe. . . . . . . . . 10 Derry, Sharon J. . . . . . . . . . . . . . . . . . . . . . 35 Deslandes, Rollande. . . . . . . . . . . . . . . . . . 19 Developing World and State Education, The15 Dierkes, Julian . . . . . . . . . . . . . . . . . . . . . . 17 Dillabough, Jo-Anne . . . . . . . . . . . . . . 12, 14 Discourse of Teaching Practice Feedback, The . . . . . . . . . . . . . . . . . . . . . 32 Doing Multicultural Education for Achievement and Equity . . . . . . . . . . . . . 29 Dolby, Nadine . . . . . . . . . . . . . . . . . . . . . . 13 Donnelly, Michele K. . . . . . . . . . . . . . . . . . 13 Dressman, Mark . . . . . . . . . . . . . . . . . . . . 36 Duffy, Thomas M. . . . . . . . . . . . . . . . . . . . 29 Dwyer, Carol Anne . . . . . . . . . . . . . . . . . . 29 Dyson, Alan. . . . . . . . . . . . . . . . . . . . . . . . 18

E

Eccles, Jacquelynne . . . . . . . . . . . . . . . . . . 11 Ecclestone, Kathryn . . . . . . . . . . . . . . . . . . 16 Educated Woman, The . . . . . . . . . . . . . . . 22 Educating the Gendered Citizen . . . . . . . . 15 Education and Climate Change . . . . . . . . . . 2 Education and Culture . . . . . . . . . . . . . . . . 11 Education and Hope in Troubled Times . . . . 6 Education and Inequality in India . . . . . . . . 17 Education and Neoliberal Globalization . . . 16 Education and Poverty in Affluent Countries . . . . . . . . . . . . . . . . . . . . . . . . 18 Education and Social Change . . . . . . . . . . . 4 Education Heritage (series) . . . . . . . . . 20, 32 Education in Small States . . . . . . . . . . . . . . 17 Education, Epistemology and Critical Realism . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Education, Globalisation and New Times . . 20 Education, Science and Truth . . . . . . . . . . 19 Educational Theories, Cultures and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Educational Transitions . . . . . . . . . . . . . . . 18 Edwards, Anne . . . . . . . . . . . . . . . . . . . . . 34 Edwards, Richard . . . . . . . . . . . . . . . . . . . . 34 Elliott, Julian . . . . . . . . . . . . . . . . . . . . . . . 25 Engeström, Yrjo. . . . . . . . . . . . . . . . . . . . . 34 English Language Teacher in Global Civil Society, The . . . . . . . . . . . . . . . . . . . . . . 19 Eppert, Claudia . . . . . . . . . . . . . . . . . . . . . 30 Ercikan, Kadriye . . . . . . . . . . . . . . . . . . . . . 35 ESL & Applied Linguistics Professional Series (series). . . . . . . . . . . . . . . . . . . 19, 20

Gingell, John . . . . . . . . . . . . . . . . . . . . . . . . 5 Global Crises, Social Justice, and Education . . . . . . . . . . . . . . . . . . . . . . . . 18 Globalization of Education. . . . . . . . . . . . . . 6 Globalizing Education, Educating the Local . . . . . . . . . . . . . . . . . . . . . . . . . 19 Globalizing the Research Imagination . . . . 35 Goldman, Ricki . . . . . . . . . . . . . . . . . . . . . 35 Goodson, Ivor F. . . . . . . . . . . . . . . . . . . . . 20 Grant, Carl A. . . . . . . . . . . . . . . . . . . . 28, 29 Gray, Donald . . . . . . . . . . . . . . . . . . . . . . . . 4 Grayson, Dolores A.. . . . . . . . . . . . . . . . . . 29 Griffin, Pat. . . . . . . . . . . . . . . . . . . . . . . . . 21 Grigorenko, Elena L. . . . . . . . . . . . . . . 14, 25 Groves-Price, Paula . . . . . . . . . . . . . . . . . . . 1 Gruenewald, David A. . . . . . . . . . . . . . . . . 29 Guldberg, Helene . . . . . . . . . . . . . . . . . . . 15 Gunter, Helen . . . . . . . . . . . . . . . . . . . . . . 18 Gustavson, Leif . . . . . . . . . . . . . . . . . . . . . 13

H

Fahey, Johannah . . . . . . . . . . . . . . . . . . . . 35 Farr, Fiona . . . . . . . . . . . . . . . . . . . . . . . . . 32 Feminism and ‘The Schooling Scandal’ . . . 15 Fennell, Shailaja. . . . . . . . . . . . . . . . . . . . . 16 Fictions of Female Education in the Nineteenth Century . . . . . . . . . . . . . . . . . 15 Fine, Michelle . . . . . . . . . . . . . . . . . . . . . . 12 Fisher, Maisha T. . . . . . . . . . . . . . . . . . . . . 10 Fleming, Ted . . . . . . . . . . . . . . . . . . . . . . . . 1 Fletcher, Matthew L. M.. . . . . . . . . . . . . . . 27 Flinders, David J. . . . . . . . . . . . . . . . . . . . . 29 Foundations and Futures of Education (series). . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Foundations of Critical Race Theory in Education . . . . . . . . . . . . . . . . . . . . . . . . 27 Foundations of Education . . . . . . . . . . . . . . 1 Fox, Lynn H. . . . . . . . . . . . . . . . . . . . . . . . 29 Fox, Madeline . . . . . . . . . . . . . . . . . . . . . . 26 Francis, Becky . . . . . . . . . . . . . . . . . . . . . . 15 Fraser, James W. . . . . . . . . . . . . . . . . . . . . . 1 Friesen, Sharon . . . . . . . . . . . . . . . . . . . . . 31 Fruja, Ramona . . . . . . . . . . . . . . . . . . . . . 24

Habermas, Critical Theory and Education . . . 1 Hackman, Heather W. . . . . . . . . . . . . . . . . 21 Hall, Dave . . . . . . . . . . . . . . . . . . . . . . . . . 18 Halpern, Robert . . . . . . . . . . . . . . . . . . . . . 13 Handbook for Achieving Gender Equity Through Education . . . . . . . . . . . . . . . . . 29 Handbook of Latinos and Education . . . . . 22 Handbook of Practice and Research in Study Abroad, The . . . . . . . . . . . . . . . . . . . . . . 19 Handbook of Public Pedagogy . . . . . . . . . . 31 Handbook of Research in the Social Foundations of Education . . . . . . . . . . . . . 1 Handbook of Research on Schools, Schooling and Human Development . . . . . . . . . . . . 11 Handbook of Social Justice in Education . . 27 Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators . . . . . . . . . . . . . . . . . . . . . . . . 32 Harris, Anita . . . . . . . . . . . . . . . . . . . . . . . 13 Hattie, John. . . . . . . . . . . . . . . . . . . . . . . . . 4 Hayes, Dennis . . . . . . . . . . . . . . . . . . . . . . 16 Heilman, Elizabeth E.. . . . . . . . . . . . . 5, 6, 24 Henry, Annette . . . . . . . . . . . . . . . . . . . . . . 1 Hess, Diana E. . . . . . . . . . . . . . . . . . . . . . . . 9 Hidden Markets . . . . . . . . . . . . . . . . . . . . . 10 Hill, Dave. . . . . . . . . . . . . . . . . 11, 14, 15, 16 History of Multicultural Education . . . . . . . 28 Hobbel, Nikola. . . . . . . . . . . . . . . . . . . . . . 22 Holford, John . . . . . . . . . . . . . . . . . . . . . . 20 Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . 28 Home-School Connections in a Multicultural Society . . . . . . . . . . . . . . . . 23 hooks, bell. . . . . . . . . . . . . . . . . . . . . . . . . . 2 Howard, Adam . . . . . . . . . . . . . . . . . . . . . 16

G

I

Gabbard, David . . . . . . . . . . . . . . . . . . . . . . 7 Gallagher, Kathleen . . . . . . . . . . . . . . . . . . 35 Gallagher, Tony . . . . . . . . . . . . . . . . . . . . . 34 Gallegos, Bernardo P.. . . . . . . . . . . . . . . . . . 1 Galván, Ruth Trinidad . . . . . . . . . . . . . . . . 22 Gandin, Luis Armando. . . . . . . . . . . . . 10, 26 Gender Education & Equality in a Global Context . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Generalizing from Educational Research . . 35 Giardina, Michael D. . . . . . . . . . . . . . . . . . 13 Giarelli, James M. . . . . . . . . . . . . . . . . . . . . 8 Gillborn, David . . . . . . . . . . . . . . . . . . 27, 28

Illeris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . 3 Immigration, Diversity, and Education . . . . 14 Indigenous Educational Models for Contemporary Practice . . . . . . . . . . . . . . . 6 Inquiry and Pedagogy Across Diverse Contexts Series (series) . . . . . . . . . . . 35, 36 Interdisciplinary Education in the Age of Assessment . . . . . . . . . . . . . . . . . . . . . . . 31 International Perspectives on Contexts, Communities and Evaluated Innovative Practices . . . . . . . . . . . . . . . . . . . . . . . . . 19 Intersection of Cultures, The . . . . . . . . . . . . 7

F

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38

INDEX

Irani, Kayhan . . . . . . . . . . . . . . . . . . . . . . . 26

J James, Allison . . . . . . . . . . . . . . . . . . . . . . 35 Janks, Hilary . . . . . . . . . . . . . . . . . . . . . . . 23 Jardine, David W.. . . . . . . . . . . . . . . . . . . . 31 Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . . . 20 Jindal-Snape, Divya . . . . . . . . . . . . . . . . . . 18 Johnson, Helen L. . . . . . . . . . . . . . . . . . . . . 8 Jones, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . 18

K Kachru, Yamuna . . . . . . . . . . . . . . . . . . . . 20 Kagawa, Fumiyo . . . . . . . . . . . . . . . . . . . . . 2 Kalambouka, Afroditi . . . . . . . . . . . . . . . . 18 Kane, Jean. . . . . . . . . . . . . . . . . . . . . . . . . 24 Katz, Laurie . . . . . . . . . . . . . . . . . . . . . . . . 27 Kaufman, Douglas. . . . . . . . . . . . . . . . . . . 31 Kehler, Michael D. . . . . . . . . . . . . . . . . . . . 14 Kelley, Paul . . . . . . . . . . . . . . . . . . . . . . . . . 8 Kelly, Hilton . . . . . . . . . . . . . . . . . . . . . . . . 14 Kelsh, Deborah . . . . . . . . . . . . . . . . . . . . . 14 Kennelly, Jacqueline. . . . . . . . . . . . . . . . . . 12 Kenway, Jane. . . . . . . . . . . . . . . . . . . . . . . 35 Key Concepts for Understanding Curriculum . . . . . . . . . . . . . . . . . . . . . . . 31 Klein, Susan S.. . . . . . . . . . . . . . . . . . . . . . 29 Klonsky, Michael . . . . . . . . . . . . . . . . . . . . . 8 Klonsky, Susan. . . . . . . . . . . . . . . . . . . . . . . 8 Knowledge and Power in the Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Knowledge, Values and Educational Policy . 3 Kopelowitz, Ezra . . . . . . . . . . . . . . . . . . . . 20 Kouritzin, Sandra G. . . . . . . . . . . . . . . . . . 35 Kramarae, Cheris. . . . . . . . . . . . . . . . . . . . 29 Kumashiro, Kevin . . . . . . . . . . . . . . . . . . . 25

Machado-Casas, Margarita . . . . . . . . . . . . 22 Macrine, Sheila . . . . . . . . . . . . . . . . . . 11, 14 Maguire, Meg . . . . . . . . . . . . . . . . . . . . . . 20 Majumdar, Manabi . . . . . . . . . . . . . . . . . . 17 Making Minds . . . . . . . . . . . . . . . . . . . . . . . 8 Malewski, Erik . . . . . . . . . . . . . . . . . . . . . . 30 Manion, Lawrence . . . . . . . . . . . . . . . . . . . 36 Manyak, Patrick C. . . . . . . . . . . . . . . . . . . 23 Market Movements . . . . . . . . . . . . . . . . . . . 9 Marsh, Colin J. . . . . . . . . . . . . . . . . . . . . . 31 Marshall, Catherine . . . . . . . . . . . . . . . . . . 26 Martínez, Corinne . . . . . . . . . . . . . . . . . . . 22 Martino, Wayne. . . . . . . . . . . . . . . . . . . . . 14 Mathematics and Teaching . . . . . . . . . . . . 31 May, Stephen . . . . . . . . . . . . . . . . . . . . . . 21 Mayo, Peter. . . . . . . . . . . . . . . . . . . . . . . . 17 Mazawi, André E. . . . . . . . . . . . . . . . . . . . 18 McKernan, James . . . . . . . . . . . . . . . . . . . 32 McKinney, Monica B.. . . . . . . . . . . . . . . . . . 4 McLaren, Peter . . . . . . . . . . . . . . . . . . . 6, 11 McLeod, Julie . . . . . . . . . . . . . . . . . . . . . . 14 Means to Grow Up, The . . . . . . . . . . . . . . 13 Meece, Judith . . . . . . . . . . . . . . . . . . . . 11 Mertova, Patricie . . . . . . . . . . . . . . . . . . . . 36 Methodological Dilemma, The . . . . . . . . . . 35 Meyer, Richard J. . . . . . . . . . . . . . . . . . . . . 22 Mills, Martin . . . . . . . . . . . . . . . . . . . . . . . 14 Minority Status, Oppositional Culture, & Schooling . . . . . . . . . . . . . . . . . . . . . . . . . 6 Mirza, Heidi Safia . . . . . . . . . . . . . . . . . . . 26 Missias, Matthew . . . . . . . . . . . . . . . . . . . 24 Mojab, Shahrzad . . . . . . . . . . . . . . . . . . . . 20 Mooij, Jos . . . . . . . . . . . . . . . . . . . . . . . . .17 Morrell, Ernest . . . . . . . . . . . . . . . . . . . . . .24 Morrison, Keith . . . . . . . . . . . . . . . . . .34, 36 Moss, David M. . . . . . . . . . . . . . . . . . . . . .31 Muñoz, Juan Sánchez . . . . . . . . . . . . . . . .22 Murdoch, Kath . . . . . . . . . . . . . . . . . . . . . .4 Murillo Jr., Enrique G. . . . . . . . . . . . . . . . .22 Murphy, Mark . . . . . . . . . . . . . . . . . . . . . . .1 Murrell, Jr., Peter C. . . . . . . . . . . . . . . . . . .29

N

L Ladson-Billings, Gloria . . . . . . . . . . . . . 25, 27 Language and Minority Rights . . . . . . . . . . 29 Language, Culture, and Community in Teacher Education . . . . . . . . . . . . . . . . . . 29 Language, Culture, and Teaching . . . . . . . 23 Language, Culture, and Teaching Series (series) . . . . . . . . . . . . . . . . . . . . 22, 23, 24 Lauder, Hugh. . . . . . . . . . . . . . . . . . . . . . . . 3 Learning Privilege . . . . . . . . . . . . . . . . . . . 16 Learning to Fail . . . . . . . . . . . . . . . . . . . . . 11 Leonardo, Zeus . . . . . . . . . . . . . . . . . . . . . . 9 Levstik, Linda S. . . . . . . . . . . . . . . . . . . . . . . 8 Lewin, Ross . . . . . . . . . . . . . . . . . . . . . . . . 19 Liberalism, Neoliberalism, Social Democracy . . . . . . . . . . . . . . . . . . . . . . . 14 Linguistic Imperialism Continued . . . . . . . . 19 Literacy and Power . . . . . . . . . . . . . . . . . . 23 Lopez, Gerardo R. . . . . . . . . . . . . . . . . . . . 13 Lost Youth in the Global City . . . . . . . . . . . 12 Ludvigsen, Sten R. . . . . . . . . . . . . . . . . . . . 34 Luttrell, Wendy . . . . . . . . . . . . . . . . . . . . . 33

Nejadmehr, Rasoul . . . . . . . . . . . . . . . . . . .19 New Paradigm for Global School Systems, A . . . . . . . . . . . . . . . . . . . . . . . .7 New Studies in Critical Realism and Education (series) . . . . . . . . . . . . . . . . . . .1 Next Wave Cultures . . . . . . . . . . . . . . . . . .13 Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . .23 No Child Left Behind and the Reduction of the Achievement Gap . . . . . . . . . . . . .16 Noblit, George W. . . . . . . . . . . . . . . . . . . . .4 Norman, Renee . . . . . . . . . . . . . . . . . . . . .35 Norris, Nigel . . . . . . . . . . . . . . . . . . . . . . .32

O O’Day, Jennifer A. . . . . . . . . . . . . . . . . . . .16 O’Donoghue, Tom . . . . . . . . . . . . . . . . . . .36 Official Portraits and Unofficial Counterportraits of “At Risk” Students . .22 Ogbu, John U. . . . . . . . . . . . . . . . . . . . . . . .6 Olssen, Mark . . . . . . . . . . . . . . . . . . . . . . .14 Osborn, Terry A. . . . . . . . . . . . . . . . . . . . .31

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Q Qualitative Educational Research . . . . . . . .33 Qualitative Research . . . . . . . . . . . . . . . . .35 Qualitative Research in International Settings . . . . . . . . . . . . . . . . . . . . . . . . . .32 Quinn, Jocey . . . . . . . . . . . . . . . . . . . . . . .11 Quinn, Therese . . . . . . . . . . . . . . . . . . . . .27

Researching Violence, Democracy and the Rights of People . . . . . . . . . . . . . . . . . . .33 Rethinking Contexts for Learning and Teaching . . . . . . . . . . . . . . . . . . . . . . . . .34 Revolutionizing Education . . . . . . . . . . . . .12 Rich World and the Impoverishment of Education, The . . . . . . . . . . . . . . . . . . . .16 Richardson, Barbara . . . . . . . . . . . . . . . . . .29 Rightist Multiculturalism . . . . . . . . . . . . . .10 Ringrose, Jessica . . . . . . . . . . . . . . . . . . . .11 Rizvi, Fazal . . . . . . . . . . . . . . . . . . . . . . . . .13 Rosskam, Ellen . . . . . . . . . . . . . . . . . . . . . .15 Roth, Wolff-Michael . . . . . . . . . . . . . . . . .35 Routledge Advances in Corpus Linguistics (series) . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Routledge Advances in Middle East and Islamic Studies (series) . . . . . . . . . . .18 Routledge Contemporary Japan Series (series) . . . . . . . . . . . . . . . . . . . . . .17 Routledge Contemporary South Asia Series (series) . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Routledge International Companion to Multicultural Education, The . . . . . . . . . .25 Routledge International Handbook of Critical Education, The . . . . . . . . . . . . . . .26 Routledge International Handbook of the Sociology of Education, The . . . . . . . . . .10 Routledge International Handbooks of Education (series) . . . . . . . . . . . .10, 25, 26 Routledge International Studies in the Philosophy of Education (series) .1, 2,18,19 Routledge Key Guides (series) . . . . . . . . . . .5 Routledge Research in Education (series) . . . . . . . .2,4,11,16,18,21 Routledge Research in Gender and History (series) . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Routledge Research on Gender in Asia Series (series) . . . . . . . . . . . . . . . . . . . . . .17 Routledge Studies in Education and Neoliberalism (series) . . . . . . . . . . . . .15, 16 Routledge Studies in Social and Political Thought (series) . . . . . . . . . . . . . . . . . . .14 Rowold, Katharina . . . . . . . . . . . . . . . . . . .22 Rubin, Beth C. . . . . . . . . . . . . . . . . . . . . . . .8 Rudman, Masha Kabakow . . . . . . . . . . . . .24 Rury, John L. . . . . . . . . . . . . . . . . . . . . . . . .4 Rutgers Invitational Symposium on Education Series (series) . . . . . . . . . . . . . .8

S R Race, Culture, and Schooling . . . . . . . . . . .29 Race, Gender and Educational Desire . . . .26 Race, Remembering, and Jim Crow’s Teachers . . . . . . . . . . . . . . . . . . . . . . . . .14 Race, Whiteness, and Education . . . . . . . . .9 Racism and Education . . . . . . . . . . . . . . . .28 Radical Research . . . . . . . . . . . . . . . . . . . .34 Raffo, Carlo . . . . . . . . . . . . . . . . . . . . . . . .18 Raley, Yvonne . . . . . . . . . . . . . . . . . . . . . .18 Readings for Diversity and Social Justice . .21 Reay, Diane . . . . . . . . . . . . . . . . . . . . . . . .11 Reclaiming Childhood . . . . . . . . . . . . . . . .15 Reclaiming Education for Democracy . . . . . .6 Reflective Teaching and the Social Conditions of Schooling Series (series) . . . . . . . .31, 32 Religion and Teaching . . . . . . . . . . . . . . . .32 Research Methods in Education . . . . . . . . .36 Research With Children . . . . . . . . . . . . . . .35 Researching History Education . . . . . . . . . . .8 Researching Sex and Lies in the Classroom . . . . . . . . . . . . . . . . . . . . . . . .33

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INDEX

Smith, Gregory A. . . . . . . . . . . . . . . . . . . .29 Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . .20 Social Class, Gender and Exclusion from School . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Social Inequalities (Re)formed . . . . . . . . . .11 Social Justice Pedagogy Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . .22 Social Justice, Peace, and Environmental Education . . . . . . . . . . . . . . . . . . . . . . . .25 Social Studies and Diversity Education . . . .24 Sociocultural, Political, and Historical Studies in Education (series) . . . . . . .2, 6, 7 Sociology of Education . . . . . . . . . . . . . . .17 Solinger, Rickie . . . . . . . . . . . . . . . . . . . . .26 Spring, Joel . . . . . . . . . . . . . . . . . . . . .2, 6, 7 Standen, P. J. . . . . . . . . . . . . . . . . . . . . . . .12 Stephens, David . . . . . . . . . . . . . . . . . . . . .32 Storytelling for Social Justice . . . . . . . . . . .20 Stovall, David . . . . . . . . . . . . . . . . . . . . . . .27 Straker, Dolores Y. . . . . . . . . . . . . . . . . . . .27 Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . .19 Student’s Guide to Education Studies, A . . .7 Studies in African American History and Culture (series) . . . . . . . . . . . . . . . . . . . .14 Studies in American Popular History and Culture (series) . . . . . . . . . . . . . . . . . . . .15 Studies in Curriculum Theory Series (series) . . . . . . . . . . . . . . . . . . . . . . .30, 31 Sultana, Ronald G. . . . . . . . . . . . . . . . . . . .18 Symcox, Linda . . . . . . . . . . . . . . . . . . . . . .25

T Takanishi, Ruby . . . . . . . . . . . . . . . . . . . . .14 Taubman, Peter M. . . . . . . . . . . . . . . . . . .30 Taylor, Edward . . . . . . . . . . . . . . . . . . . . . .27 Teacher Education and the Struggle for Social Justice . . . . . . . . . . . . . . . . . . . . . .26 Teachers’ Library (series) . . . . . . . . . . . . . .31 Teaching By Numbers . . . . . . . . . . . . . . . .30 Teaching Critical Thinking . . . . . . . . . . . . . .2 Teaching for Diversity and Social Justice . .21 Teaching/Learning Social Justice (series) . . . . . . . . . . . . . . . . . . . .20, 25, 26 Telling Stories to Change the World . . . . .26 Theory and Educational Research . . . . . . .12 Thornton, Stephen J. . . . . . . . . . . . . . . . . .29 Thorpe, Mary . . . . . . . . . . . . . . . . . . . . . . .34 Tobias, Sigmund . . . . . . . . . . . . . . . . . . . .29 Torres, Carlos Alberto . . . . . . . . . . . . . . . .16 Torres, Rodolfo D. . . . . . . . . . . . . . . . . . . .27 Tozer, Steven . . . . . . . . . . . . . . . . . . . . . . . .1 Trajectories of Education in the Arab World . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Transforming Thinking . . . . . . . . . . . . . . . . .3 Trifonas, Peter . . . . . . . . . . . . . . . . . . . . . .21 Troubling Gender in Education . . . . . . . . .14

U Unequal By Design . . . . . . . . . . . . . . . . . . .9 Urban, Wayne J. . . . . . . . . . . . . . . . . . . . . .5 Using Narrative Inquiry as a Research Method . . . . . . . . . . . . . . . . . . . . . . . . . .36 Using Social Theory in Educational Research . . . . . . . . . . . . . . . . . . . . . . . . .36

V Video Research in the Learning Sciences . .35 Villenas, Sofia A. . . . . . . . . . . . . . . . . . . . .22 Visible Learning . . . . . . . . . . . . . . . . . . . . . .4

W Wagoner, Jr., Jennings L. . . . . . . . . . . . . . . .5 Wang, Hongyu . . . . . . . . . . . . . . . . . . . . .30 Ward, Stephen . . . . . . . . . . . . . . . . . . . . . .7 Way Class Works, The . . . . . . . . . . . . . . . .16 Weaver-Hightower, Marcus B. . . . . . . . . . .14 Webster, Leonard . . . . . . . . . . . . . . . . . . .36 Weis, Lois . . . . . . . . . . . . . . . . . . . . . . . . .16 Western Psychological and Educational Theory in Diverse Contexts . . . . . . . . . . .25 What Is Authentic Educational Reform? . . . .8 Wheels in the Head . . . . . . . . . . . . . . . . . . .7 Wilson, Bruce L. . . . . . . . . . . . . . . . . . . . . .4 Wilson, Jeni . . . . . . . . . . . . . . . . . . . . . . . . .4 Winch, Christopher . . . . . . . . . . . . . . . . . . .5 Winston, Joe . . . . . . . . . . . . . . . . . . . . . . . .2 Women, War, Violence and Learning . . . .20 World Yearbook of Education 2010 . . . . .18 World Yearbook of Education series (series) . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Worldliness of a Cosmopolitan Education, The . . . . . . . . . . . . . . . . . . . .30 Wright, Bryan . . . . . . . . . . . . . . . . . . . . . .21 Wright, Cecile . . . . . . . . . . . . . . . . . . . . . .12

Y Yancy, George . . . . . . . . . . . . . . . . . . . . . .10 Young, Michael F.D. . . . . . . . . . . . . . . . . . .32 Youth Culture and Sport . . . . . . . . . . . . . .13 Youth Learning On Their Own Terms . . . .13 Youth Moves . . . . . . . . . . . . . . . . . . . . . . .13

Z Zeichner, Kenneth M. . . . . . . . . . . . . . . . .26 Zúñiga, Ximena . . . . . . . . . . . . . . . . . . . . .21

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Educational Studies 2010 (US)  

Educational Studies 2010 Catalog for the North and South American Markets from Routledge and the Taylor & Francis Group.

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